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Please refer to the Teachers page for suggestions and experiences that will help organize instruction to support learning for the specific standards being addressed. Some learning will take place for each of the standards listed below by following the steps of the activities. However, enhanced learning will result when this online resource is part of a larger set of activities in your classroom.
Assessment of student learning is found in "Show Your Stuff" suggested activities.
Grade 5
Life Sciences
2. Plants and animals have structures for respiration, digestion, waste
disposal, and transport of materials. As a basis for understanding this
concept, students know:
a. many multicellular organisms have specialized
structures to support the transport of materials.
b. how blood circulates through the heart chambers,
lungs, and body, and how carbon dioxide (CO2) and
oxygen (O2) are exchanged in the lungs and tissues.
c. the sequential steps of digestion, and the roles of
teeth and mouth, esophagus, stomach, small intestine,
large intestine, and colon in the function of the
digestive system.
Earth Sciences
3. Water on Earth moves between the oceans and land through the
processes of evaporation and condensation. As a basis for
understanding this concept, students know:
a. most of the Earth’s water is present as salt water in
the oceans, which cover most of the Earth’s surface.
b. when liquid water evaporates, it turns into water
vapor in the air and can reappear as a liquid when
cooled, or as a solid if cooled below the freezing point
of water.
c. water moves in the air from one place to another in
the form of clouds or fog, which are tiny droplets of
water or ice, and falls to the Earth as rain, hail, sleet, or
snow.
d. the amount of fresh water, located in rivers, lakes,
underground sources, and glaciers, is limited, and its
availability can be extended through recycling and
decreased use.
e. the origin of water used by their local
communities.
7th Life -
Structure and Function in Living Systems
5. The anatomy and physiology of plants and animals illustrate the
complementary nature of structure and function. As a basis for understanding this concept, students know:
b. organ systems function because of the contributions of individual organs, tissues, and cells. The failure of any part can affect the entire system.
Assessment: students identify two components in oxygen deprivation syndrome:
-immature digestive system (bacteria converts nitrates to nitrites)
-hemoglobin binding/transport problem with respiratory system
How it is done in Unit:
Students are asked to specifically present this information as part of findings on cause of syndrome
Investigation and Experimentation
7. Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this
concept, and to address the content the other three strands, students
should develop their own questions and perform investigations.
Students will:
b. utilize a variety of print and electronic resources(including the World Wide Web)to collect information as evidence as part of a research project.
Assessment: Use of included www resources to find symptoms, cause, sources.
How it is done in Unit:
Choosing depth and breadth of resources to answer: cause (methohemoglobeanemia), sources (fertilizers) map uses to localize point sources. ?where is “asking their own questions” stressed?
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9-12 Life-Physiology
9. As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic), despite changes in the outside environment. As a basis for understanding this concept, students know:
a. how the complementary activity of major body systems provides cells with oxygen and nutrients, and removes toxic waste products such as carbon dioxide.
Assessment: Students will identify the role of hemoglobin in oxygen transport, and indicate how chemical changes (nitrates-nitrites) in digestive system can affect stability of respiratory processes.
How it is done in Unit: Add specific goals linked from ?? How are you doing? (be specific “your high school standards for life science say that you can show understanding of....
Investigation and Experimentation
1. Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this
concept, and to address the content the other four strands, students
should develop their own questions and perform investigations.(?)
Students will:
m. investigate a science-based societal issue by researching
the literature, analyzing data, and communicating the findings.
Examples include irradiation of food, cloning of animals by
somatic cell nuclear transfer, choice of energy sources, and
land and water use decisions in California.
Assessment: Students will show understanding of conflicts between agricultural practices, water use systems, public education of health issues, and actual health.
How it will be shown in Unit: Letter to Regional Water Quality Control Board that shows balanced, knowledged based opinion, with advocacy.
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