fruit with skin and without skin over time) explore life cycles of selected organisms (e.g. cat, mealworm, bees) discuss how living and nonliving things change over time (e.g. insects) discuss how each plant or animal has different structures that serve different functions in growth, and survival know that plants and animals have predictable life cycles Standard 4: Students know and understand the processes and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space.
(fruit with skin and without skin over time; explore; life cycles of selected organisms) (Students; understand; the processes and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space) (different structures; serve; different functions) (Students; know; ) (survival; know; that plants and animals have predictable life cycles Standard 4) Context(survival know,List([289, 302))):(plants and animals; have; predictable life cycles; T:Standard 4) (e.g. insects; discuss; how each plant or animal has different structures) Context(e.g. insects discuss,List([171, 192))):(each plant or animal; has; different structures that serve different functions in growth)
survival know,List([289, 302)) e.g. insects discuss,List([171, 192))
fruit with skin and without skin over time Students different structures Students survival plants and animals e.g. insects each plant or animal
explore understand serve know know have discuss has
life cycles of selected organisms
the processes and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space
different functions
that plants and animals have predictable life cycles Standard 4
predictable life cycles T:Standard 4
how each plant or animal has different structures
different structures that serve different functions in growth