Grade-Level Content Expectations
In response to the Federal No Child Left Behind Act of 2001, the Michigan Department of Education has developed comprehensive assessments for each grade level. These assessments are known as Grade-Level Content Expectations, or GLCEs (a.k.a. "glicks").
The GLCEs are goals which provide educators with specific targets for student achievement. Here at the Murphy Farm, we can help you reach many of your educational goals. We will be glad to customize our Murphy Farm Program to fit your educational needs.
Below are Grade-Level Content Expectations that we can cover in our Murphy Farm Program. Before your visit us, please let us know which GLCEs you want us to emphasize. Thanks!
SCIENCE
Kindergarten Science
SCIENCE PROCESSES
Inquiry Process
S.IP.00.11
Make purposeful observation of the natural world using the
appropriate senses.
S.IP.00.12
Generate questions based on observations.
LIFE SCIENCE
Organization of Living Things
L.OL.00.11
Identify that living things have basic needs.
L.OL.00.12
Identify and compare living and nonliving things.
EARTH SCIENCE
Solid Earth
E.SE.00.11
Identify Earth materials that occur in nature (sand,
rocks, soil, water).
E.SE.00.12
Describe how Earth materials contribute to the growth
of plant and animal life.
First Grade Science
SCIENCE PROCESSES
Inquiry Process
S.IP.01.11
Make purposeful observation of the natural world using the
appropriate senses.
S.IP.01.12
Generate questions based on observations.
LIFE SCIENCE
Organization of Living Things
L.OL.01.13
Identify the needs of animals.
L.OL.01.21
Describe the life cycle of animals including the following
stages: egg, young, adult; egg, larva, pupa, adult.
Heredity
L.HE.01.11
Identify characteristics (for example: body coverings,
beak shape, number of legs, body parts) that are passed on
from parents to young.
L.HE.01.12
Classify young animals based on characteristics that are
passed on from parents (for example: dogs/puppies,
cats/kittens, cows/calves, chicken/chicks).
EARTH SCIENCE
Earth Systems
E.ES.01.11
Identify the sun as the most important source of heat which
warms the land, air, and water of the Earth.
E.ES.01.12
Demonstrate the importance of sunlight and warmth in plant
growth.
E.ES.01.31
Identify the tools that might be used to measure
temperature, precipitation, cloud cover, and wind.
Second-Grade Science
SCIENCE PROCESSES
Inquiry Process
S.IP.02.11
Make purposeful observation of the natural world using the
appropriate senses.
S.IP.02.12
Generate questions based on observations.
LIFE SCIENCE
Organization of Living Things
L.OL.02.14
Identify the needs of plants.
L.OL.02.22
Describe the life cycle of familiar flowering plants
including the following stages: seed, plant, flower,
and fruit.
Heredity
L.HE.02.13
Identify characteristics of plants (for example: leaf
shape, flower type, color, size) that are passed
on from parents to young.
EARTH SCIENCE
E.FE.02.11
Identify water sources (wells, springs, lakes, rivers,
oceans).
E.FE.02.12
Identify household uses of water (drinking, cleaning,
food preparation).
E.FE.02.21
Describe how rain collects on the surface of the Earth
and flows downhill into bodies of water (streams,
rivers, lakes, oceans) or into the ground.
Third-Grade Science
SCIENCE PROCESSES
Inquiry Process
S.IP.03.11
Make purposeful observation of the natural world using the
appropriate senses.
S.IP.03.12
Generate questions based on observations.
LIFE SCIENCE
Organization of Living Things
L.OL.03.31
Describe the function of the following plant parts:
flower, stem, root, and leaf.
L.OL.03.32
Identify and compare structures in animals used for
controlling body temperature, support, movement,
food-getting, and protection (for example: fur, wings,
teeth, scales).
L.OL.03.41
Classify plants on the basis of observable physical
characteristics (roots, leaves, stems, and flowers).
L.OL.03.42 Classify animals on the basis of observable physical
characteristics (backbone, body coverings, limbs).
Evolution
L.EV.03.11
Relate characteristics and functions of observable parts in
a variety of plants that allow them to live in their
environment (leaf shape, thorns, odor, color).
L.EV.03.12
Relate characteristics and functions of observable body
parts to the ability of animals to live in their environment
(sharp teeth, claws, color, body coverings).
EARTH SCIENCE
Earth Systems
E.ES.03.41
Identify natural resources (metals, fuels, fresh water,
fertile soil, and forests).
E.ES.03.42
Classify renewable (fresh water, fertile soil, forests) and
non-renewable (fuels, metals) resources.
E.ES.03.43
Describe ways humans are protecting, extending, and
restoring resources (recycle, reuse, reduce, renewal).
Solid Earth
E.SE.03.13
Recognize and describe different types of Earth materials
(mineral, rock, clay, boulder, gravel, sand, soil, water, and
air).
Fourth-Grade Science
SCIENCE PROCESSES
Inquiry Process
S.IP.04.11
Make purposeful observation of the natural world using the
appropriate senses.
S.IP.04.12
Generate questions based on observations.
LIFE SCIENCE
Organization of Living Things
L.OL.04.15
Determine that plants require air, water, light, and a
source of energy and building material for growth and
repair.
L.OL.04.16
Determine that animals require air, water, and a
source of energy and building material for growth
and repair.
Evolution
L.EV.04.21
Identify individual differences (color, leg length, size, wing size, ;eaf
shape) in organisms of the same kind.
L.EV.04.22
Identify how variations in physical characteristics of
individual organisms give them an advantage for
survival and reproduction.
Ecosystems
L.EC.04.11
Identify organisms as part of a food chain or food web.
SOCIAL STUDIES
Kindergarten Social Studies
History
H2 Living and Working Together
Use historical thinking to understand the past.
K - H2.0.1
Distinguish among yesterday, today, tomorrow.
K - H2.0.3
Identify the beginning, middle, and end of historical narratives or stories.
K - H2.0.4
Describe ways people learn about the past (e.g., photos, artifacts, diaries, stories, videos).
Geography
G1 The World in Spatial Terms
Use geographic representations to acquire, process, and report information from a spatial perspective.
K - G1.0.2
Use environmental directions or positional words (up/down, in/out, above/below) to identify
significant locations in the classroom.
G2 Places and Regions
Understand how regions are created from common physical and human characteristics.
K - G2.0.1
Identify and describe places in the immediate environment (e.g., classroom, home, playground).
G5 Environment and Society
Understand the effects of human-environment interactions.
K - G5.0.1
Describe ways people use the environment to meet human needs and wants (e.g., food, shelter, clothing).
Economics
E1 Market Economy
Use fundamental principles and concepts of economics to understand
K - E1.0.1
Describe economic wants they have experienced.
K - E1.0.2
Distinguish between goods and services.
K - E1.0.3
Recognize situations in which people trade.
First-Grade Social Studies
History
H2 Living and Working Together in Families and Schools
Use historical thinking to understand the past.
1 - H2.0.1
Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events.
1 - H2.0.6
Compare life today with life in the past using the criteria of family, school, jobs, or
communication.
G2 Places and Regions
Understand how regions are created from common physical and human characteristics.
1 - G2.0.1
Distinguish between physical (e.g., clouds, trees, weather) and human (e.g., buildings, playgrounds, sidewalks) characteristics of places.
1 - G2.0.2
Describe the unifying characteristics and/or boundaries of different school regions (e.g.,
playground, reading corner, library, restroom).
G5 Environment and Society
Understand the effects of human-environment interactions.
1 - G5.0.1
Describe ways in which people modify (e.g., cutting down trees, building roads) and adapt to the environment (e.g., clothing, housing, transportation).
Economics
E1 Market Economy
Use fundamental principles and concepts of economics to understand economic activity in a market economy.
1 - E1.0.1
Distinguish between producers and consumers of goods and services.
1 - E1.0.2
Describe ways in which families consume goods and services.
1 - E1.0.4
Describe reasons why people voluntarily trade.
1 - E1.0.5
Describe ways in which people earn money (e.g., providing goods and services to others, jobs).
Second-Grade Social Studies
G4 Human Systems
Understand how human activities help shape the Earth's surface.
2 - G4.0.1 Describe land use in the community (e.g., where people live, where services are provided, where products are made).
G5 Environment and Society
Understand the effects of human-environment interactions.
2 - G5.0.1
Suggest ways people can responsibly interact with the environment in the local community.
Economics
E1 Market Economy
Use fundamental principles and concepts of economics to understand economic
2 - E1.0.2
Identify businesses in the local community.
2 - E1.0.3
Describe how businesses in the local community meet economic needs.
2 - E1.0.5
Use examples to show that people cannot produce everything and
depend on trade with others to meet their wants.
Third-Grade Social Studies
History
H3 History of Michigan (Through Statehood)
Use historical thinking to understand the past.
3 - H3.0.1
Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?)
3 - H3.0.5
Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment.
Geography
G1 The World in Spatial Terms
Use geographic representations to acquire, process, and report information from a spatial perspective.
3 - G1.0.1
Use cardinal directions (north, south, east, west) to describe the relative location of significant places in the immediate environment.
G4 Human Systems
Understand how human activities help shape the Earth's surface.
3 - G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g., Automation Alley, life sciences corridor, university communities), and explain the factors influencing the location of these economic activities.
G5 Environment and Society
Understand the effects of human-environment interactions.
3 - G5.0.1
Locate natural resources in Michigan and explain the consequences of their use.
3 - G5.0.2
Describe how people adapt to, use, and modify the natural resources of Michigan.
Economics
E1 Market Economy
Use fundamental principles and concepts of economics to understand economic activity in a market economy.
3 - E1.0.1
Explain how scarcity, opportunity costs, and choices affect what is produced and consumed in Michigan.
3 - E1.0.2
Identify incentives (e.g., sales, tax breaks) that influence economic decisions people make in
Michigan.
3 - E1.0.3
Analyze how Michigan's location and natural resources influenced its economic development
(e.g., how waterways and other natural resources have influenced economic activities such as mining, lumbering, automobile manufacturing, and furniture making).
E2 National Economy
Use fundamental principles and concepts of economics to understand economic activity in the United States.
3 - E2.0.1
Using a Michigan example, describe how specialization leads to increased interdependence
(cherries grown in Michigan are sold in Florida; oranges grown in Florida are sold in Michigan).
