Field Trips- Iowa Core Curriculum Standards

Grade LevelScienceSocial StudiesMathLiteracy21st Century Skills
Second Grade· 2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow. · 2-LS2-2 Develop a simple model that mimics the function of an animal dispersing seeds or pollinating plants. · 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. · 2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. · 2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area. ·  2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.· SS.2.24· 2.OA.C.3 · 2.MD.A.1 · 2.MD.A.2 · 2.MD.A.3 · 2.MD.A.4 · 2.MD.D.IA.2· W.2.8 · SL.2.1 · SL.2.2 · SL.2.3 · SL.2.4 · SL.2.6 · L.2.1 · L.2.3 · L.2.4 · L.2.5 · L.2.6· 21.K-2.ES.1 · 21.K-2.ES.2 · 21.K-2.ES.3 · 21.K-2.ES.4 · 21.K-2.ES.5 · 21.K-2.HL.2 · 21.K-2.HL.3 · 21.K-2.HL.5
Third Grade· 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. · 3-LS2-1 Construct an argument that some animals form groups that help members survive. · 3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from their parents and that variation of these traits exists in a group of similar organisms. · 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment. · 3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. · 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. · 3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.  · W.3.7 · W.3.8 · SL.3.1 · SL.3.2 · SL.3.3 · SL.3.4 · SL.3.6 · L.3.1 · L.3.3· 21.3-5.ES.1 · 21.3-5.ES.2 · 21.3-5.ES.3 · 21.3-5.ES.4 · 21.3-5.ES.5  
Fourth Grade· 4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. · 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. · 4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.· SS.4.5 · SS.4.6    · 4.MD.A.1 · 4.G.A.3· W.4.7 · W.4.8 · SL.4.1 · SL.4.2 · SL.4.3 · SL.4.4 · SL.4.6 · L.4.1 · L.4.3 · L.4.6· 21.3-5.ES.1 · 21.3-5.ES.2 · 21.3-5.ES.3 · 21.3-5.ES.4 · 21.3-5.ES.5
Fifth Grade· 5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water. · 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. · 5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is down · 5-PS3-1 Use models to describe that energy in animals’ food used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. · 5.MD.A.1 · 5.MD.C.3 · 5.MD.C.4 · 5.MD.C.5· W.5.8 · W.5.9 · SL.5.1 · SL.5.2 · SL.5.3 · SL.5.4 · SL.5.6 · L.5.1 · L.5.3· 21.3-5.ES.1 · 21.3-5.ES.2 · 21.3-5.ES.3 · 21.3-5.ES.4 · 21.3-5.ES.5