WA.1. Systems (SYS)
2-3.SYS. Role of Each Part in a System
2-3.SYSA. Students know that a system is a group of interacting parts that form a whole.
2-3.SYSA.1. Students are expected to give examples of simple living and physical systems (e.g., a whole animal or plant, a car, a doll, a table and chair set). For each example, explain how different parts make up the whole.
2-3.SYSB. Students know that a whole object, plant, or animal may not continue to function the same way if some of its parts are missing.
2-3.SYSB.2. Students are expected to explain how the parts of a system depend on one another for the system to function.
WA.4. Life Science
LS1. Structures and Functions of Living Organisms
2-3.LS1. Life Cycles: In prior grades students learned that living things have basic needs and they meet those needs in various ways. In grades 2-3 students learn that all plants and animals have life cycles. They also compare the life cycles of a few common animals to see how they are similar and how they are different, and learn about the life cycles of plants. Focus should be on observable characteristics of how plants and animals change over time. An important aspect of life cycles is that plants and animals resemble their parents. This is a first step in understanding how the structures of plants and animals develop and function.
2-3.LS1B. Students know that animals have life cycles that include being born; developing into juveniles, adolescents, then adults; reproducing (which begins a new cycle); and eventually dying. The details of the life cycle are different for different animals.
2-3.LS1B.1. Students are expected to describe the life cycle of a common type of animal (e.g., the development of a butterfly or moth from egg to larva to pupa to adult, or the development of a frog from egg to tadpole to adult frog).
2-3.LS2. Changes in Ecosystems: In prior grades students learned that all plants and animals live in and depend on habitats. In grades 2-3 students learn that ecosystems include plant and animal populations as well as nonliving resources. Plants and animals depend both on each other and on the nonliving resources in their ecosystem to survive. Ecosystems can change through both natural causes and human activities. These changes might be good or bad for the plants and animals that live in the ecosystem, or have no effect. Humans can protect the health of ecosystems in a number of ways.
2-3.LS2B. Students know that all ecosystems change over time as a result of natural causes (e.g., storms, floods, volcanic eruptions, fire). Some of these changes are beneficial for the plants and animals, some are harmful, and some have no effect.
2-3.LS2B.1. Students are expected to describe three or more of the changes that occur in an ecosystem or a model of a natural ecosystem (e.g., aquarium, terrarium) over time, as well as how these changes may affect the plants and animals living there.
2-3.LS2C. Students know that some changes in ecosystems occur slowly and others occur rapidly. Changes can affect life forms, including humans.
2-3.LS2C.2. Students are expected to explain the consequences of gradual ecosystem change (e.g., gradual increase or decrease in daily temperatures, reduction or increase in yearly rainfall).