GRADES K- 3 -- RESOURCES
KINDERGARTEN ERS SHOULD LEARN:
∑ Natural resources such as water and energy should be conserved.
∑ Recycling helps to save our natural resources. Recycling recovers used materials. Many materials can be recycled and used again, sometimes in different forms. Examples include newspapers that are turned into writing tablets.
∑ Reusing materials means using them more than once. Examples include using dishes and utensils that are washed after use rather than using paper plates and plastic utensils and putting them in the trash.
∑ Recycling, reusing, and conserving helps preserve resources for future use.
∑ Resources will last longer if we recycle, reuse, and reduce consumption.
SHOULD BE ABLE TO:
∑ give examples of objects, such as paper, plastic containers, and glass containers, that can be recycled.
∑ identify materials that can be reused.
∑ describe the difference between recycle and reuse.
∑ name ways to conserve water and energy.
∑ describe how to recycle a given material ó paper, oil, aluminum, glass and plastics.
∑ predict what would happen if recycling and reusing were not practiced.
The student will investigate and understand that natural resources are limited. Key concepts include
a) identification of natural resources (plants and animals, water, air, land, minerals, forests, and soil);
b) factors that affect air and water quality; and
c) recycling, reusing, and reducing consumption of natural resources.
1ST GRADERS SHOULD LEARN:
∑ Natural resources provide us with the things we need in order to live, including food, clothing, water, air, shelter, land, and energy.
∑ Many natural resources are limited and cannot be renewed. Other resources are limited and cannot be renewed, but they may last a very long time.
∑ What we put into the air, especially the products of the fuels we burn, affects the quality of the air. Animal, including human, and factory wastes can affect the quality of water. Some pollution washes from yards, streets, and farms.
∑ Recycling recovers used materials. Many materials can by recycled and used again, sometimes in different forms.
∑ Resources will last longer if we recycle them, reuse them, or reduce consumption of them.
∑ The creation of parks can help preserve land. Parks have many uses, including recreation.
BE ABLE TO:
∑ identify natural resources such as plants and animals, water, air, land, minerals, forests, and soil.
∑ recognize that many natural resources are limited.
∑ compare and contrast ways of conserving resources. This includes recycling, reusing, and reducing consumption of natural resources.
∑ classify factors that affect air and water quality.
∑ describe ways students and schools can help improve water and air quality in our communities.
∑ determine some basic factors that affect water quality by conducting simple investigations in the school environment. Students should be able to make and record observations of what happens to runoff water on rainy days. (Related to 1.3.)
∑ predict what would happen if natural resources were used up, and explain ways to prevent this from happening.
∑ discuss the value of parks to wildlife and to people.
Standard 2.8 The student will investigate and understand that
plants produce oxygen and food, are a source of useful products, and
provide benefits in nature. Key concepts include
a) important plant products (fiber, cotton, oil, spices, lumber, rubber, medicines, and paper);
b) the availability of plant products affects the development of a geographic area; and
c) plants provide homes and food for many animals and prevent soil from washing away.
2ND GRADERS SHOULD
∑ Plants provide many useful products and materials, which benefit human beings as well as other living things.
∑ Plant products include such essentials as oxygen and food, as well as materials useful for clothing and shelter.
∑ Plants may grow well only in certain geographic areas, thus enabling the production of plant products that allow humans to live in as well as to develop those areas.
∑ Plants provide homes and food for many animals.
∑ Plants are also important agents in the prevention of soil erosion.
AND BE ABLE
∑ comprehend that plants produce oxygen and food.
∑ classify and identify the sources and uses of plant products, such as fiber, cotton, oil, spices, lumber, rubber, medicines, and paper.
∑ describe plant products grown in Virginia that are useful to people, including wood, fruits, and vegetables. List and classify plant products.
∑ compare and contrast different ways animals use plants as homes and shelters.
∑ construct and interpret a chart illustrating the plant foods consumed by different animals.
∑ construct and interpret a model that demonstrates how plants prevent soil erosion.
Standard 3.10 The student will investigate and
understand that natural events and human influences can affect the
survival of species. Key concepts include
3RD GRADERS SHOULD
∑ Every living thing depends on every other living thing to survive. This is called interdependency.
∑ Human actions, such as polluting, can affect the survival of plants and animals.
∑ Natural events, such as fires, floods, diseases, and erosion, can also affect the survival of plant and animal species.
∑ Conservation is the careful use and preservation of our natural resources.
∑ Resource renewal is a conservation practice in which species are protected. An example would be protecting endangered plants by saving their seeds, growing the seeds indoors, and later putting the new plants back in their natural habitats.
BE ABLE TO:
∑ explain how living things in an area are dependent on each other.
∑ compare and contrast human influences on the quality of air, water, and habitats.
∑ analyze the effects of fire, flood, disease, and erosion on organisms and habitat.
∑ describe how conservation practices can affect the survival of a species.
∑ describe a conservation practice in the local community.
Standard 3.11 The student will investigate and understand different sources of energy. Key concepts include
a) the sunís ability to produce light and heat energy;
b) sources of energy (sunlight, water, wind);
c) fossil fuels (coal, oil, natural gas) and wood; and
d) renewable and nonrenewable energy resources
3RD GRADERS SHOULD
∑ The sun is the source of almost all energy on Earth. The sun is the direct source of light and heat energy.
∑ Sunlight, water, and wind are sources of energy. The force of flowing water and moving air (wind) can also be used to generate electricity.
∑ Wood comes from trees. It has many important uses, including its use as a fuel.
∑ Some energy sources are renewable. That means that they can be replaced. Some energy sources are nonrenewable. That means that once they are used up, they are gone and cannot be replaced. Coal, oil, and natural gas are nonrenewable resources.
∑ Fossil fuels, such as coal, oil, and natural gas, are formed from decayed plants and animals. The formation of fossil fuels takes millions of years.
BE ABLE TO:
∑ explain that the sun is the major source of energy for the Earth.
∑ analyze the advantages and disadvantages of using different naturally occurring energy sources.
∑ identify sources of energy and their uses.
∑ describe how solar energy, wind, and moving water can be used to produce electricity.
∑ describe how fossil fuels are used as an energy source.
∑ design a basic investigation to determine the effects of sunlight on warming various objects and materials, including water.
∑ compare and contrast renewable and nonrenewable energy sources.