Science 3LSI1 Develop models to describe that organisms have unique and diverse life cycles but all have in common, birth, growth, reproduction, and death. Reproduction is essential to the continued existence of every kind of organismplants and animals have unique and diverse life cycles 4LS11 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproductionPlants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction 3LS2 Construct an argument that some animals form groups that help members surviveBeing part of a group helps animals obtain food defend themselves and cope with changes groups may serve different functions and vary dramatically in size.Cross-cutting concepts: cause and effect relationships are routinely identified and used to explain change 3LS43 Construct an argument with evidence t in a particular habitat some organisms can survive well, some survive less well and some cannot survive at all. 3LS44 Make a claim about the merit of a solution to a problem caused then the environment changes and the types of plants and animals that live there may change. Social StudiesStandard 2: Geography Prepared Graduates: Develop spatial understanding, perspectives, and personal connections to the world. GLE 1: Use various types of geographic tools to develop spatial thinking. Identify geography-based problems and examine the ways that the people have tried to solve them. Reading 3.2.a. Use Key Ideas and Details to: i. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CCSS: RI.3.1) ii. Determine the main idea of a text; recount the key details and explain how they support the main idea. (CCSS: RI.3.2) iii. 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. (CCSS: RI.3.3) 4.2.a a. Use Key Ideas and Details to: i. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RI.4.1) ii. Determine the main idea of a text and explain how it is supported by key details; summarize the text. (CCSS: RI.4.2) iii. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (CCSS: RI.4.3)Research and ReasoningStandard 3.4.1B: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (CCSS: W.3.8) Digital Literacy Standards: Innovative Designer - Student use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions