Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Add up how many different fruits and vegetables are offered on your school lunch menu for a week.
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.
Try some new fruits or vegetables that are not usually served at school. Make a graph showing how many students liked each one.
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Keep track of your meals for a day. Using the internet or another source, determine as closely as possible the calories provided by that day's food. Were you eating the correct amount of calories for your body? Use the chart on this American Heart Association page to determine how many calories you should have.
Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
Gather some common foods eaten by your class. Weight them. Leave them uncovered for a week. Weigh them again. Calculate the percent of the food that evaporated as water during that week. Discuss what relationship the water plays in our health.
Use observations to describe patterns of what plants and animals (including humans) need to survive.
Examples of patterns could include that all animals need food in order to live and grow, and the different kinds of food needed by different types of animals. Animals obtain their food from plants or from other animals.
Use materials to design a solution to a human problem by mimicking how animals use their external parts to help them survive, grow, and meet their needs.
All organisms have body parts. Different animals use their body parts in different ways to take in food. Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Animals have various body systems with specific functions for sustaining life: skeletal, circulatory, respiratory, muscular, digestive, etc. Examples of structures could include digestive organs such as the stomach.
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
The food of almost any kind of animal can be traced back to plants. Some animals eat plants for food and other animals eat the animals that eat plants. Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food.
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.
The energy released from food was once energy from the sun that was captured by plants. Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. Examples of models could include diagrams and flow charts.
Use argument supported by evidence for how a living organism is a system of interacting subsystems composed of groups of cells.
In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues. Tissues form organs that are specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.
Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matters moves through an organism.
Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released. Elements in the products are the same as the elements in the reactant