Level 1

Alaska Science
Key Element A14a

A student who meets the content standard should understand the interdependence between living things and their environments (Interdependence).


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Performance Standard Level 1, Ages 5–7

Students identify those things which plants and animals need in order to survive and reproduce.

Sample Assessment Ideas

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Sample Assessment Ideas

  • Students bring pictures of their favorite local animals to class; draw pictures of different types of foods that those animals eat and places where those animals live.

  • Students tell what would happen if a caribou was moved to the desert, or if a crocodile was moved to the Arctic.

Expanded Sample Assessment Idea

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Expanded Sample Assessment Idea

  • Students collect pictures of the types of birds found in the local area; identify the foods eaten by these birds; group birds according to diet.


Students will:

  1. Collect pictures of at least three types of birds found in the local area.

  2. Discover the types of food used by each bird through observation, reading, and discussion with parents and Elders.

  3. Discuss types of food eaten by each bird.

  4. In student groups of four, classify the birds according to diet using a Venn diagram.

  5. As a class, discuss how the diets are different. Do these birds vary their diets according to season?

Reflection and Revision

What happens to this bird when the food becomes scarce?


Levels of Performance

Stage 4
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Student work is complete, correct, detailed, and shows evidence of logical reasoning. Student demonstrates ability to group all of the birds according to diet and describe birds and their foods in great detail.
Stage 3
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Student work is complete, although minor inaccuracies may be present. Student demonstrates ability to group most of the birds according to diet and describe birds and food lists in some detail.
Stage 2
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Student work may be incomplete, show evidence of misconceptions or contain errors of science fact and reasoning. Descriptions of birds and food list are limited and student has difficulty grouping birds.
Stage 1
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Student work is largely incomplete, incorrect, shows little evidence of understanding and may contain major misconceptions.
Standards Cross-Reference red rule

Standards Cross-References
( Alaska Department of Education & Early Development Standards

National Science Education Standards

Organisms have basic needs. For example, animals need air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms. (Page 129)

All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants. (Page 129)

Resources are things that we get from the living and non-living environment to meet the needs and wants of a population. (Page 140)

Some resources are basic materials, such as air, water, and soil: some are produced from basic resources, such as food, fuel, and building materials; and some resources are non-material, such as quiet places, beauty, security, and safety. (Page 140)

The supply of many resources is limited. If used, resources can be extended through recycling and decreased use. (Page 140)



Animals eat plants or other animals for food and may also use plants (or even other animals) for shelter and nesting. (Page 116)

Living things are found almost everywhere in the world. There are somewhat different kinds in different places. (Page 116)

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