Alaska Sea Grant

Alaska Grade Level Expectations

Unit 4 of the Alaska Seas and Watersheds Curriculum, An Aquatic Eco-Mystery: The Case of the Missing Otters addresses the following GLEs for grades 3, 4 and 5:

Science | Reading | Writing | Math

Science

Science: GLEs for Grade 4

Investigation

1

2

3

4

The student develops an understanding of the processes of science by:
[4] SA1.2 observing, measuring and collecting data from explorations and using this information to classify, predict, and communicate.

 

x

x

x

The student will demonstrate an understanding of the attitudes and approaches to scientific inquiry by:
[4] SA2.1 supporting their ideas with observations and peer review. (L)*

     

x

The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by: [4] SA3.1 identifying the local limiting factors (e.g., weather, human influence, species interactions) that determine which plants and animals survive. (L)*

 

 

x

x

The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by:
[4] SC2.2 describing the basic characteristics and requirements of living things.

x

     

The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by:
[4] SC3.1 identifying examples of living and non-living things and the relationship between them (e.g., living things need water, herbivores need plants).

x

 

 

x

The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by:
[4] SC3.2 Identifying a simple food chain and diagramming how energy flows through it and describing the effects of removing one link.

x

 

x

 

The student demonstrates an understanding that solving problems involves different ways of thinking, perspectives, and curiosity by:
[4] SE2.1 identifying the function of a variety of tools (e.g., spear, hammer, hand lens, kayak, computer).

 

x

   

The student demonstrates an understanding that solving problems involves different ways of thinking, perspectives, and curiosity by:
[4] SE2.2 identifying multiple explanations (e.g., oral traditions, folklore, scientific theory) of everyday events (e.g., weather, seasonal changes). (L)*

   

x

 

The student demonstrates an understanding of the bases of the advancement of scientific knowledge by:
[4] SG2.1 recognizing the need for repeated measurements.

 

x

   

Science: GLEs for Grade 5

Investigation

1

2

3

4

The student demonstrates an understanding of the processes of science by:
[5] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating.

 

x

x

x

The student demonstrates an understanding of the processes of science by:
[5] SA1.2 using quantitative and qualitative observations to create their own inferences and predictions.

 

x

x

x

The student demonstrates an understanding of the attitudes and approaches to scientific inquiry by:
[5] SA2.1 supporting their statements with facts from a variety of resources and by identifying their sources. (L)*

     

x

The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by:
[5] SA3.1 identifying the limiting factors (e.g., weather, human influence, species interactions) that determine which plants and/or animals survive.

x

 

x

x

The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by:
[5] SC3.1 diagramming how matter and energy are transferred within and between living and nonliving things.

x

     

The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by: [5] SC3.2 organizing a simple food chain of familiar plants and animals that traces the source of the energy back to sunlight.

x

     

The student demonstrates an understanding of how to integrate scientific knowledge and technology to address problems by:
[5] SE1.1 identifying a community problem or issue and describing the information needed to develop a scientific solution. (L)*

 

x

   

The student demonstrates an understanding that solving problems involves different ways of thinking, perspectives, and curiosity by:
[5] SE2.1 investigating a problem or project over a specified period of time and identifying the tools and processes used in that project. (L)*

 

x

   

The student demonstrates an understanding of the bases of the advancement of scientific knowledge by:
[5] SG2.1 reviewing and recording results of investigations into the natural world.

   

x

x

The student demonstrates an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base by:
[5] SG4.1 investigating that scientists’ curiosity led to advancements in science. (L)*

   

x

 

Science: GLEs for Grade 3

Investigation

1

2

3

4

The student develops or demonstrates an understanding of the processes of science by:
[3] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating.

 

x

x

x

The student develops or demonstrates an understanding of the processes of science by:
[3] SA1.2 observing and describing their world to answer simple questions.

 

x

x

x

The student develops or demonstrates an understanding of the attitudes and approaches to scientific inquiry by:
[3] SA2.1 answering, “how do you know?” questions with reasonable answers.

 

x

x

 

The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by:
[3] SA3.1 observing local conditions that determine which plants and/or animals survive. (L)*

x

 

 

x

The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by:
[3] SC3.1 identifying and sorting examples of living and nonliving things in the local environment. (L)*

x

 

x

x

The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by:
[3] SC3.2 organizing a simple food chain of familiar plants and animals. (L)*

x

 

x

x

The student demonstrates an understanding of the bases of the advancement of scientific knowledge by:
[3] SG2.1 comparing the results of multiple observations of a single local event. (L)*

 

x

 

x

The student demonstrates an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base by:
[3] SG4.1 asking questions about the natural world.

 

x

x

x

Reading

Reading: Grade 4 GLEs

Investigation

1

2

3

4

5

[4] 2.2.3. The student comprehends literal or inferred meaning from text by making simple inferences(e.g., predicts logical outcomes,deduces missing information, suchas where a story takes place, if not directly stated)

x

x

x

   

[4] 2.2.4 The student comprehends literal or inferred meaning from text by drawing conclusions based on information presented in the text (e.g., cause and effect, character motivation)*

x

x

x

   

[4] 2.3.1 The student reads text aloud by reading orally with rhythm, flow, and expression showing understanding of punctuation and other conventions of print* (L)

x

x

x

   

[4] 2.5.2 The student demonstrates an understanding of main idea by locating information in narrative and informational text to answer questions related to main ideas or key details

 

x

     

 

Reading: Grade 5 GLEs

Investigation

1

2

3

4

5

[5] 2.2.3 The student comprehends literal or inferred meaning from text by making inferences (e.g., predicts logical outcomes, such as how would the story have been different if ____, deduces missing outcome or information, such as where a story takes place, if not directly stated)

x

x

x

   

[5] 2.2.4 The student comprehends literal or inferred meaning from text by drawing conclusions based on information presented explicitly in the text (e.g., cause and effect, character motivation)*

x

x

x

   

[5] 2.3.1 The student reads text aloud by reading orally with rhythm, flow, and expression showing understanding of punctuation and other conventions of print* (L)

x

x

x

   

5] 2.5.2 The student demonstrates an understanding of main idea by locating information in narrative and informational text to answer questions related to main ideas or key details*

 

x

     

 

Reading: Grade 3 GLEs

Investigation

1

2

3

4

5

[3] 1.2.3. The student comprehends literal or inferred meaning from text by Making simple inferences (e.g., predicts logical outcomes)

x

x

x

   

[3] 1.2.4 The student comprehends literal or inferred meaning from text by drawing conclusions based on information presented in the text (e.g., cause and effect, character motivation)*

x

x

x

   

[3] 1.3.1 The student reads text aloud by reading orally with rhythm, flow, and expression showing understanding of punctuation and other conventions of print (L)

x

x

x

   

[3] 1.10.2 The student connects themes by locating details in text to illustrate relevant connections to personal experience, experience of others, or other texts

         

 

 

 

Writing

Writing: Grade 4 GLEs

Investigation

1

2

3

4

5

[4] 2.2.2 The student writes for a variety of purposes and audiences by writing in a variety of nonfiction forms using appropriate information and structure (i.e., personal letters, recounts, descriptions or observations)

x

x

x

   

 

Writing: Grade 5 GLEs

Investigation

1

2

3

4

5

[5] 2.2.2 The student writes for a variety of purposes and audiences by writing in a variety of nonfiction forms using appropriate information and structure (i.e., step by- step directions, descriptions, observations, or report writing)

x

x

x

   

 

Writing: Grade 3 GLEs

Investigation

1

2

3

4

5

[3] 1.2.1 The student writes for a variety of purposes and audiences by choosing the appropriate organizational structure to match a purpose and audience (e.g., letters and notes, recounts, stories, and poems) (L)

x

x

x

   

Math

Math: Grade 4 GLEs

Investigation

1

2

3

4

5

[4] S&P-1 The student demonstrates an ability to classify and organize data by [designing an investigation and collecting L], organizing or displaying, using appropriate scale, data in real-world problems, using bar graphs, tables, charts, or diagrams with whole numbers up to 25

 

x

x

x

 

4] S&P-2 The student demonstrates an ability to classify and organize data by using information from a variety of displays (tables, bar graphs, or Venn diagrams)

x

 

x

   

[4] N-1 The student demonstrates conceptual understanding of whole numbers to ten thousands by reading, writing, ordering, or [counting L]

 

x

 

x

 

[4] E&C-4 The student accurately solves problems (including real-world situations) by multiplying two-digit numbers by single-digit numbers

 

x

     

 

Math: Grade 5 GLEs

Investigation

1

2

3

4

5

[5] S&P-1 The student demonstrates an ability to classify and organize data by [designing an investigation and collecting L], organizing, or displaying, using appropriate scale, data in real-world problems, using bar graphs, tables, charts, diagrams, or line graphs with whole numbers up to 50

 

x

x

x

 

[5] S&P-2 The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating; drawing or justifying conclusions) by

x

 

x

   

[5] N-1 The student demonstrates conceptual understanding of whole numbers to millions by reading, writing, ordering, or [counting L]

 

x

 

x

 

5] E&C-4 The student accurately solves problems (including real-world situations) by multiplying two-digit whole numbers by two-digit numbers or dividing three-digit whole numbers by single-digit numbers

 

x

     

[5] G-6 The student solves problems (including real-world situations) using perimeter or area by estimating or determining area or perimeter of rectangles using a key, ruler, or given measures

 

(x)

     

[5] PS-1 The student demonstrates an ability to problem solve by selecting and applying an appropriate strategy (e.g., tables, charts, lists, or graphs; guess and check; extended patterns; making a model) to solve a variety of problems and verify the results (M7.2.2)

   

x

   

5] PS-2 The student demonstrates an ability to problem solve by explaining and verifying results of an original problem and applying what was learned to new situations (M7.2.3)

   

x

   

 

Math: Grade 3 GLEs

Investigation

1

2

3

4

5

[3] S&P-1 The student demonstrates an ability to classify and organize data by [designing an investigation and collecting, recording L], organizing, displaying, or explaining the classification of data in real-world problems using bar graphs, and [Venn diagrams L]

 

x

x

x

 

[3] S&P-2 The student demonstrates an ability to analyze data (comparing, explaining, interpreting, or justifying conclusions) by using information from a variety of displays (tallies, tables, pictographs, bar graphs, or [Venn diagrams L]

x

 

x

   

[3] N-1 The student demonstrates conceptual understanding of whole numbers to one thousand by reading, writing, ordering, or [counting L] (M1.1.1)

 

x

 

x

 

[3] N-3 The student demonstrates conceptual understanding of whole numbers to one thousand by using appropriate representations of ordinal or cardinal numbers (M1.1.4)

 

x

 

x

 

 

(L) Some GLEs have been identified as Local. They are for local assessments and will not be on a state assessment.
* PSGLEs repeated with no changes across grade levels are marked with asterisks.
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