Thumbs Tied

Measure 40: Fine motor skills||Preschool DRDP-PS||Domain 6: Physical Development (PD)|||Measure 30: Curiosity and initiative||Preschool DRDP-PS||Domain 4: Cognitive Development (COG)|||Use evidence to support the explanation that traits can be influenced by the environment. ||Next Generation Science Standards||Grade 3||Life Science||Heredity: Inheritance and Variation of Traits |||Use observations to describe patterns of what plants and animals (including humans) need to survive.||Next Generation Science Standards||Kindergarten||Life Science||From Molecules to Organisms: Structures and Processes|||Read texts & use media to determine patterns in behavior of parents & offspring that help offspring survive.||Next Generation Science Standards||Grade 1||Life Science||From Molecules to Organisms: Structures and Processes|||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. ||Next Generation Science Standards||Grade 3||Life Science||Biological Evolution: Unity and Diversity |||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.||Next Generation Science Standards||Grade 3||Life Science||Biological Evolution: Unity and Diversity |||Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. ||Next Generation Science Standards||Grade 4||Life Science||From Molecules to Organisms: Structures and Processes |||Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.||Next Generation Science Standards||Middle School||Life Science||Biological Evolution: Unity and Diversity