Planet Plankton

Alignments

Check out how our program aligns to Florida Department of Education and Scout benchmarks:

• K - 2

  Kindergarten

  • SC.K.L.14.3: Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do.
  • SC.K.N.1.3: Keep records as appropriate - such as pictorial records - of investigations conducted.
  • SC.K.N.1.4: Observe and create a visual representation of an object which includes its major features.

  
  1^st Grade

  • SC.1.L.16.1: Make observations that plants and animals closely resemble their parents, but variations exist among individuals within a population.
  • SC.1.N.1.3: Keep records as appropriate - such as pictorial and written records - of investigations conducted.
  • SC.1.N.1.1: Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations.

  
  2^nd Grade

  • SC.2.N.1.1: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.
  • SC.2.N.1.2: Compare the observations made by different groups using the same tools.
  • SC.2.L.17.1: Compare and contrast the basic needs that all living things, including humans, have for survival.
• 3 - 5

  3^rd Grade

  • SC.3.L.15.1: Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.
  • SC.3.L.17.2: Recognize that plants use energy from the Sun, air, and water to make their own food.
  • SC.3.N.1.2: Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups.
    

   

  4^th Grade

  • SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.
  • SC.4.L.17.3: Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.
  • SC.4.L.17.4: Recognize ways plants and animals, including humans, can impact the environment.
    

   

  5^th Grade

  • SC.5.L.14.2: Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support - some with internal skeletons others with exoskeletons - while some plants have stems for support.
  • SC.5.L.15.1: Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
  • SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
• 6 - 8

  6th Grade

  • SC.6.L.14.2: Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life.
  • SC.6.L.15.1: Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
  • SC.6.N.1.5: Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence. 

   

  7th Grade

  • SC.7.L.16.3: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis.
  • SC.7.L.16.4: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment.
  • SC.7.L.17.1: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
    

   

  8th Grade

  • SC.8.L.18.1: Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.
  • SC.8.N.4.1: Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.
  • SC.8.N.4.2: Explain how political, social, and economic concerns can affect science, and vice versa.
• 9 - 12
  This program is generally offered for K - 8 audiences. If you'd like to reserve it for high school level participants, please contact the Education Outreach team and share your focused area of study so that we can upscale the experience based on your needs.
• Girl Scout Badges and Patches

  Eco Learner (Daisy/Brownie)	Animal Habitats (Junior)