Code Benchmark I

Can Statement
3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers.
I can answer questions and make inferences and cite the text evidence.
3.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, dramas, and poetry, at the high
end of the grades 2-3 text complexity band independently and proficiently: (a) Self-select texts for personal enjoyment,
interest, and academic tasks. I can read and understand stories, plays, and poems fluently at my grade level.
3.1.2.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or
moral and explain how it is conveyed through key details in the text. I can retell diverse fables, folktales and myths and state the moral and how you know.
3.1.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the
sequence of events.
I can describe characters and their traits, motivations and feelings. I can tell how they affected the story.
3.1.4.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language,
including figurative language such as similes. I can figure out what words mean including figurative language like similes.
3.1.5.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene,
and stanza; describe how each successive part builds on earlier sections. I can use the words chapter, scene and stanza to describe the structure of stories, plays and poems.
3.1.6.6 Distinguish their own point of view from that of the narrator or those of the characters. I can analyze point of view.
3.1.7.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create
mood, emphasize aspects of a character or setting). I can tell how an illustration makes me understand the story more.
3.1.9.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar
characters (e.g., in books from a series). I can study an author and compare and contrast their work.
3.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Explain I can tell what nouns, pronouns, verbs, adjectives, adverbs are and find them in a sentence.
the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (b) I can form and use regular and irregular plural nouns
Form and use regular and irregular plural nouns. (c) Use abstract nouns (e.g., childhood). (d) Form and use regular and
irregular verbs. (e) Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (f) Ensure subject-verb and
I can understand abstract nouns (like childhood).
pronoun-antecedent agreement.* (g) Form and use comparative and superlative adjectives and adverbs, and choose I can form and use regular and irregular verbs
between them depending on what is to be modified. (h) Use coordinating and subordinating conjunctions. (i) Produce I can switch up verb tenses
simple, compound, and complex sentences. I can make sure the subject-verb and pronoun-antecedent agree.
I can use comparative and superlative adjectives and adverbs
I can use coordinating and subordinating conjunctions
I can form simple, compound and complex sentences

3.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a)
Capitalize appropriate words in titles. (b) Use commas in addresses. (c) Use commas and quotation marks in dialogue. (d)
I can capitalize the right words in titles
Form and use possessives. (e) Use conventional spelling for high-frequency and other studied words and for adding
suffixes to base words (e.g., sitting, smiled, cries, happiness). (f) Use spelling patterns and generalizations (e.g., word I can use commas in addresses
families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (g) Consult I can use commas and quotation marks in dialogue
reference materials, including beginning dictionaries, as needed to check and correct spellings. I can use possessives
I can add suffixes to words
I can use spelling patterns
I can utilize a dictionary

3.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening: (a) Choose words and
phrases for effect. (b) Recognize and observe differences between the conventions of spoken and written standard
English. I can choose precise words for my writing.
3.10.4.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and
content, choosing flexibly from a range of strategies: (a) Use sentence-level context as a clue to the meaning of a word or I can use sentence context to figure out a word
phrase. (b) Determine the meaning of the new word formed when a known affix is added to a known word (e.g.,
I can understand affixes
agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). (c) Use a known root word as a clue to
the meaning of an unknown word with the same root (e.g., company, companion). (d) Use glossaries or beginning I can use root words for the meaning of a word
dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
3.10.5.5 Demonstrate understanding of word relationships and nuances in word meanings to develop word consciousness: (a)
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (b) Identify real-life
connections between words and their use (e.g., describe people who are friendly or helpful). (c) Distinguish shades of
meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard,
wondered). I can figure out the literal and nonliteral meanings of words.
3.10.6.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases,
including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). I can use phrases that tell time and space.
3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the I can figure out the literal and nonliteral meanings of words.
answers.
I can connect words to their use.
I can determine shades of meaning of words.

3.2.10.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical
texts, at the high end of the grades 2-3 text complexity band independently and proficiently: (a) Self-select texts for
personal enjoyment, interest, and academic tasks. I can proficiently read and understand informational texts.
3.2.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. I can identify the main idea and supporting details.
3.2.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time, sequence, and cause/effect. I can tell the time, order, and cause/effect of events, procedures or ideas.
3.2.4.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic
or subject area. I can figure out the meaning of academic vocabulary.
3.2.5.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic
efficiently. I can use text features and search tools to find information in books and online.
3.2.6.6 Distinguish their own point of view from that of the author of a text. I can determine my point of view versus an author's.
3.2.7.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding
of the text (e.g., where, when, why, and how key events occur). I can use non-fiction illustrations to understand text.
3.2.8.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect,
first/second/third in a sequence). I can describe the type of paragraphscomparison, cause/effect, sequential, etc.
3.2.9.9 Compare and contrast the most important points and key details presented in two texts on the same topic. I can compare/contrast two texts on the same topic
3.3.0.3 Know and apply grade-level phonics and word analysis skills in decoding words: (a) Identify and know the meaning of
the most common prefixes and derivational suffixes. (b) Decode words with common Latin suffixes. (c) Decode
multisyllable words. (d) Read grade-appropriate irregularly spelled words, including high-frequency words. I can decode words, including those with suffixes, multiple syllables and irregulary spelled words.
3.3.0.4 Read with sufficient accuracy and fluency to support comprehension: (a) Read grade-level text with purpose and
understanding. (b) Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings. (c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary. I can read poetry and prose orally accurately and fluently, correcting myself as I go.
3.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons: (a) Introduce the topic or text they are
writing about, state an opinion, and create an organizational structure that lists reasons. (b) Provide reasons that support
the opinion. (c) Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and I can write an opinion piece with the form: introduce topic, state opinion, provide reasons that support
reasons. (d) Provide a concluding statement or section. the opinion, use linking words to connect opinion and reasons, and conclude.
3.6.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences: (a) Independently select writing
topics and formats for personal enjoyment, interest, and academic tasks. I can write over several days and choose my own topics.
3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly: (a) Introduce a topic
and group related information together; include illustrations when useful to aiding comprehension. (b) Develop the topic
with facts, definitions, and details. (c) Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas I can write an informative piece with the form: introduce topic, develop with facts, use linking words to
within categories of information. (d) Provide a concluding statement or section. connect ideas, and conclude.
3.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences: (a) Establish a situation and introduce a narrator and/or characters; organize
an event sequence that unfolds naturally. (b) Use dialogue and descriptions of actions, thoughts, and feelings to develop
experiences and events or show the response of characters to situations. (c) Use temporal words and phrases to signal
event order. (d) Provide a sense of closure. I can write fiction with characters, events, dialogue, descriptions, a clear order and closure.
3.6.4.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to
task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) I can organize my writing according to the task/purpose.
3.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by
planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-
3 up to and including grade 3 on page 41-42.) I can use the writing process to plan, draft, revise and edit my writing.
3.6.6.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well
as to interact and collaborate with others. I can use technology to publish my writing.
3.6.7.7 Conduct short research projects that build knowledge about a topic. I can do a research project.
3.6.8.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and
sort evidence into provided categories. I can take and sort notes on information.
 3.8.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 3 topics and texts, building on others ideas and expressing their own clearly: (a) Come to discussions prepared,
having read or studied required material; explicitly draw on that preparation and other information known about the topic
to explore ideas under discussion. (b) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (c) Ask questions
to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (d)
Explain their own ideas and understanding in light of the discussion. (e) Cooperate and compromise as appropriate for
productive group discussion. (f) Follow multi-step oral directions. I can participate in discussions, asking questions and explaining my thoughts.
3.8.2.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally. I can find the main idea and details in texts read aloud, videos, charts, speakers, etc.
3.8.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. I can ask and answer questions after listening to a speaker.
3.8.4.4 Report on a topic or text and avoid plagiarism by identifying sources, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. I can orally tell a story with facts and details.
3.8.5.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual
displays when appropriate to emphasize or enhance certain facts or details. I can audio record readings of poems and stories with a matching visual display.
3.8.6.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
(Refer to grade 3 Language standards 1 and 3 for specific expectations.) I can speak in complete sentences.
3.8.7.7 Distinguish among, understand, and use different types of print, digital, and multimodal media: (a) Make informed
judgments about messages promoted in the mass media (e.g., film, television, radio, magazines, advertisements,
newspapers). (b) Locate and use information in print, non-print, and digital resources, and identify reasons for choosing
information used. (c) Check for accuracy in pictures and images. (d) Recognize safe practices in personal media
communications. I can analyze advertisements and locate information in media.
3.8.8.8 With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to create or
integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression.): (a) With
prompting and support, critique each found image under consideration for use in a multimedia project for its
appropriateness to purpose, its effectiveness in conveying the message, and its effect on the intended audience and justify
its use in the project. (b) Share the work with an audience. I can create a multimedia work with appropriate images.
Read, write and represent whole numbers up to 100,000. Representations may include numerals, expressions
3.1.1.1 I can read, write, and use numbers up to 100,000 in standard, expanded and word forms.
with operations, words, pictures, number lines, and manipulatives such as bundles of sticks and base 10 blocks.
Use place value to describe whole numbers between 1000 and 100,000 in terms of ten thousands, thousands,
3.1.1.2 I can tell how many ones, tens, hundreds, thousands or ten-thousands are in a number.
hundreds, tens and ones.
Find 10,000 more or 10,000 less than a given five-digit number. Find 1000 more or 1000 less than a given four-
3.1.1.3
or five-digit. Find 100 more or 100 less than a given four- or five-digit number. I can skip count by 10s, 100s, 1000s and 10,000s.
Round numbers to the nearest 10,000, 1000, 100 and 10. Round up and round down to estimate sums and
3.1.1.4 I can round numbers to the nearest 10, 100, 1000 or 10,000.
differences.
3.1.1.5 Compare and order whole numbers up to 100,000. I can order numbers up to 100,000.
Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of
3.1.2.1 I can add and subtract four-digit numbers using regrouping if necessary.
place value, including standard algorithms.
Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use
I can use addition or subtraction to solve word
3.1.2.2 various strategies, including the relationship between addition and subtraction, the use of technology, and the
context of the problem to assess the reasonableness of results.
problems.
Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups,
arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a I can show multiplication and division facts with arrays, pictures or number
3.1.2.3
variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the sentences.
relationship between multiplication and division.
Solve real-world and mathematical problems involving multiplication and division, including both "how many I can use multiplication or division to solve word
3.1.2.4
in each group" and "how many groups" division problems. problems.
Use strategies and algorithms based on knowledge of place value, equality and properties of addition and
multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental
3.1.2.5
strategies, partial products, the standard algorithm, and the commutative, associative, and distributive
properties. I can multiply a three-digit number by a one-digit number.
Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a
3.1.3.1
whole, parts of a set, points on a number line, or distances on a number line. I can read, write, use, order and compare fractions.
3.1.3.2 Understand that the size of a fractional part is relative to the size of the whole. I can show and describe a fraction of a number.
Order and compare unit fractions and fractions with like denominators by using models and an understanding
3.1.3.3
of the concept of numerator and denominator. I know what the numerator and denominator of a fraction mean and can use them to order fractions.
Create, describe, and apply single-operation input-output rules involving addition, subtraction and I can create, solve, and make diagrams, pictures or charts to explain and
3.2.1.1
multiplication to solve problems in various contexts. show math patterns.
Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. I understand and can explain number sentences and can make-up a word
3.2.2.1
Create real-world situations to represent number sentences. problem to go with a given number sentence.
Use multiplication and division basic facts to represent a given problem situation using a number sentence. I can find an unknown number(s) in a number sentence that makes the
3.2.2.2 Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentence true. (Example: I can find out the value of in the
number sentences true. sentence: x 4 = 12)
Identify parallel and perpendicular lines in various contexts, and use them to describe and create geometric I can identify, describe (using words like parallel and perpendicular) and
3.3.1.1
shapes, such as right triangles, rectangles, parallelograms and trapezoids. draw a: triangle, rectangle, square, parallelogram, rhombus, and trapezoid.
3.3.1.2 Sketch polygons with a given number of sides or vertices (corners), such as pentagons, hexagons and octagons. I can draw a pentagon, hexagon and octagon.
3.3.2.1 Use half units when measuring distances. I can measure to the nearest inch.
3.3.2.2 Find the perimeter of a polygon by adding the lengths of the sides. I can find the perimeter of a polygon.
3.3.2.3 Measure distances around objects. I can measure an objects sides.
I can tell and write time to the minute using clock faces and digital formats. I can tell how much time has
3.3.3.1 Tell time to the minute, using digital and analog clocks. Determine elapsed time to the minute.
passed using minutes and hours.
I can tell how many seconds are in a minute, minutes in an hour, hours in a
3.3.3.2 Know relationships among units of time.
day, days in a week, and months in a year.
3.3.3.3 Make change up to one dollar in several different ways, including with as few coins as possible. I can correctly make change to the nearest dollar.
I can read and use thermometers to find temperatures to the nearest degree
3.3.3.4 Use an analog thermometer to determine temperature to the nearest degree in Fahrenheit and Celsius.
(both F and C).
Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots I can display and interpret data using bar graphs, circle graphs, Venn
3.4.1.1
having a variety of scales. Use appropriate titles, labels and units. diagrams, picture graphs, line plots and frequency tables.
Explain the importance of civic discourse (including speaking, listening, voting and respecting
3.1.2.3.1
diverse viewpoints) and the principles of majority rule and minority rights.
I can be respectful of others and understand their rights.
Describe the importance of the services provided by government; explain that they are funded
3.1.4.6.1
through taxes and fees.
I can describe government services and funding.
Identify the three branches of government (executive, legislative, and judicial) and their primary
3.1.4.6.2
functions.
I can identify the three branches of government and their functions.
3.2.1.1.1 Identify possible short-and long-term consequences (costs and benefits) of different choices. I can describe the consequences (good and bad) of choices.
Describe income as the money earned from selling resources and expenditures as the money
3.2.2.2.1
used to buy goods and services.
I understand the words income and expenditures and what they mean.
Explain that producing any good or service requires resources; describe the resources needed to
3.2.4.5.1 produce a specific good or service; explain why it is not possible to produce an unlimited amount I can describe resources, what they create and why they're limited.
of a good or service.
Explain that consumers have two rolesas sellers of resources and buyers of goods and
3.2.4.5.2 services; explain that producers have two rolesas sellers of goods and services and buyers of I understand goods/services and buying/selling.
resources.
Use maps and concepts of location (relative location words and cardinal and intermediate
3.3.1.1.1 directions) to describe places in ones community, the state of Minnesota, the United States or I can use maps to describe where I live.
the world.
Create and interpret simple maps of places around the world, local to global; incorporate the
3.3.1.1.2
"TODALS" map basics, as well as points, lines and colored areas to display spatial information.
I can create and interpret maps using TODALS.
Identify landforms and patterns in population; explain why human populations are unevenly
3.3.3.6.1 I can identify landforms and how they effect populations.
distributed around the world.
Identify physical and human features that act as boundaries or dividers; give examples of
3.3.3.8.1
situations or reasons why people have made or used boundaries.
I can identify physical and human boundaries and why they're used.
Reference different time periods using correct terminology, including the terms decade, century
3.4.1.1.1
and millennium.
I can reference time by using decade, century and millennium.
Create timelines of important events in three different time scalesdecades, centuries and
3.4.1.1.2
millennia.
I can create timelines using decade, century and millennium.
Examine historical records, maps and artifacts to answer basic questions about times and events
3.4.1.2.1
in history, both ancient and more recent.
I can use historical records, maps, and artifacts to answer questions about history.
3.4.1.2.2 Compare and contrast two different accounts of an event. I can compare and contrast two accounts of an event.
 Compare and contrast various ways that different cultures have expressed concepts of time and
3.4.1.2.3
space.
I can compare and contrast cultures views on time and space.
Explain how an invention of the past changed life at that time, including positive, negative and
3.4.2.3.1
unintended outcomes.
I can describe how an invention changed life at that time.
Identify examples of individuals or groups who have had an impact on world history; explain
3.4.2.5.1
how their actions helped shape the world around them.
I can give examples of important world history individuals and groups.
Explain how the environment influenced the settlement of ancient peoples in three different
3.4.3.7.1 regions of the world. (Early Civilizations and the Emergence of Pastoral Peoples: 8000 BCE-2000 I can explain how the environment influenced the settlement of early civilizations around the world.
BCE)
Identify methods of communication used by peoples living in ancient times in three different
3.4.3.8.1 regions of the world. (Classical Traditions, Belief Systems and Giant Empires: 2000 BCE-600 CE) I can identify ways people in ancient times communicated.

Compare and contrast daily life for people living in ancient times in at least three different
3.4.3.9.1 regions of the world. (Post-Classical and Medieval Civilizations and Expanding Zones of I can compare daily life for ancient civilizations in three parts of the world.
Exchange: 600 CE 1450 CE)
3.1.1.1.1 Provide evidence to support claims, other than saying Everyone knows that, or I just know, and question such reasons
I can provide evidence to support claims and question others' reasoning.
when given by others.
3.1.1.2.1 Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own
observations or investigations. For example: Investigate the sounds produced by striking various objects.
I can create questions that can be answered through knowledge and investigations.
3.1.1.2.2 Recognize that when a science investigation is done the way it was done before, even in a different place, a similar result
is expected.
I can understand that investigation results should be similar when done the same.
3.1.1.2.3 Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations I can record observations and procedures, noting differences between what I thought would happen and
and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants
and animals.
what did.
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments. I can tell why I think something happened based on the evidence.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop
I can understand that everyone uses evidence to understand the world.
tools. For example: Ojibwe and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.2.2 Recognize that the practice of science and/or engineering involves many different kinds of work and engages men and
women of all ages and backgrounds.
I can name jobs in the science and engineering field and what they do.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of
I can use tools such as rulers, thermometers, maginifiers and a balance to record observations.
the observations made.
3.2.3.1.1 Explain the relationship between the pitch of a sound, the rate of vibration of the source, and factors that affect pitch. For
example: Changing the length of a string that is plucked changes the pitch.
I can explain sound, pitch, rate of vibration and factors that affect it.
3.2.3.1.2 Explain how shadows form and can change in various ways. I can tell about how shadows form and change.
3.2.3.1.3 Describe how light travels in a straight line until it is absorbed, redirected, reflected or allowed to pass through an object.
I can describe light, using words like absorbed, redirected, reflected and pass through.
For example: Use a flashlight, mirrors and water to demonstrate reflection and bending of light.
3.3.3.1.1 Observe and describe the daily and seasonal changes in the position of the sun and compare observations. I can tell about daily and seasonal changes in the sun.
3.3.3.1.2 Recognize the pattern of apparent changes in the moon's shape and position. I can tell about changes in the moon's shape and position.
3.3.3.2.1 Demonstrate how a large light source at a great distance looks like a small light that is much closer. For example: Car
headlights at a distance look small compared to when they are close.
I can explain why the size of light looks difference based on the distance.
3.3.3.2.2 Recognize that the Earth is one of several planets that orbit the sun, and that the moon orbits the Earth. I can describe the Earth and moon's place in our solar system.
3.4.1.1.1 Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction.
For example: Skeletons in animals and stems in plants provide strength and stability.
I can compare how the structure of plants and animals helps them.
3.4.1.1.2 Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. For
example: Sort animals into groups such as mammals and amphibians based on physical characteristics. Another example: I can identify groups of animals and plants based on things I can see about them.
Sort and identify common Minnesota trees based on leaf/needle characteristics.
3.4.3.2.1 Give examples of likenesses between adults and offspring in plants and animals that can be inherited or acquired. For
example: Collect samples or pictures that show similarities between adults and their young offspring.
I can describe what's the same between plants/animals and their offspring and how it was inherited.
3.4.3.2.2 Give examples of differences among individuals that can sometimes give an individual an advantage in survival and
reproduction.
I can explain how characteristics can give advantages to survival.