Education > Youth Programs > Academic Standards Correlations >Aquatic Adventure  
     
 

Course: Aquatic Adventure
Grade: 4-8

Skills And Processes
Grade 4 Constructing Knowledge A1 Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.
Grade 5 Constructing Knowledge A1.b.e
Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.
  Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time) to augment observations of objects, events, and processes.
  Follow directions carefully and keep accurate records of one's work in order to compare data gathered.
Grade 5 Applying Evidence and Reasoning B1 Seek better reasons for believing something than "Everybody knows that..." or "I just know" and discount such reasons when given by others.
Grade
6,7,8		 Constructing Knowledge A1.b.c.d.
Design, analyze, or carry out simple investigations and formulate appropriate conclusions based on data obtained or provided.
  Explain that scientists differ greatly in what phenomena they study and how they go about their work.
  Explain and provide examples that all hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.
  Locate information in reference books, back issues of newspapers, magazines and compact disks, and computer databases.
Grade
6,7,8

Communicating Scientific Information

C1.a.b.
Develop explanations that explicitly link data from investigations conducted, selected readings and, when appropriate, contributions from historical discoveries.
  Organize and present data in tables and graphs and identify relationships they reveal.
  Interpret tables and graphs produced by others and describe in words the relationships they show.
Life Science
Grade 4 Diversity of Life A1 Explain how animals and plants can be grouped according to observable features.
Grade 4 Evolution D1 Explain that individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.
Grade 4 Flow of Matter and Energy E1 Recognize food as the source of materials that all living things need to grow and survive.
Grade 4 Ecology F1 Explain ways that individuals and groups of organisms interact with each other and their environment.
Grade 5 Diversity of Life A1.a.b.c.e.
Explain the idea that in any particular environment, some kinds of plants and animals survive well, some less well, and some cannot survive at all.
  Identify and describe features and behaviors of some of the plants and animals living in a familiar environment and explain ways that these organisms are well suited to their environment
  Based on information about the features and behaviors of animals and plants from very different environments describe reasons that they might not survive if their environment changed or if they were moved from one environment to another.
  State reasons why certain animals such as whales, salmon, could not survive in the Chesapeake Bay.
  Explain that the survival of individual organisms and entire populations can be affected by sudden (flood, Tsunami) or slow (global warming, air pollution) changes in the environment.
Grade 6 Evolution D1.a.b.c.
Explain that in any particular environment, the growth and survival of organisms and species depend on the physical conditions.
  Cite examples and describe that small differences between parents and offspring can accumulate (through selective breeding) in successive generations so that descendants are very different from their ancestors.
  Explain that in all environments-freshwater, marine, forest, desert, grassland, mountain, and others-organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter.
  Explain that in any particular environment individual organisms with certain traits are more likely than others to survive and have offspring.
Grade 6 Ecology F1.a.b
Give reasons supporting the fact that the number of organisms an environment can support depends on the physical conditions and resources available.
  Explain that populations increase or decrease relative to the availability of resources and the conditions of the environment.
  Identify and describe factors that could limit populations within any environment, such as disease, introduction of a nonnative species, depletion of resources, etc.
Grade 7 Diversity of LIfe A1.a.b.
Compile evidence to verify the claim of biologists that the features of organisms connect or differentiate them-these include external and internal structures (features) and processes.
  Provide examples and explain that organisms sorted into groups share similarities in external structures as well as similarities in internal anatomical structures and processes which can be used to infer the degree of relatedness among organisms
  Identify general distinctions among organisms that support classifying some things as plants, some as animals, and some that do not fit neatly into either group.
Grade 7 Cells B1.b
Gather and organize data to defend or argue the proposition that all living things are cellular (composed of cells) and that cells carry out the basic life functions.
  Use microscopes or other magnifying instruments to observe, describe, and compare the cellular composition of different body tissues and organs in a variety of organisms (animals and plants).
Grade 8 Evolution D1.b.c.d.
Recognize and describe that evolutionary change in species over time occurs as a result of natural variation in organisms and environmental changes.
  Recognize that adaptations may include variations in structures, behaviors, or physiology, such as spiny leaves on a cactus, birdcalls, and antibiotic resistant bacteria.
  Recognize and describe that adaptation and speciation involve the selection of natural variations in a population.
  Recognize and describe that extinction occurs when the adaptive traits of a population do not support its survival.
Environmental Science
Grade 5 Natural Resources and Human Needs A1 Recognize and explain how renewable and nonrenewable natural resources are used by humans in Maryland to meet basic needs.
Grade 5 Environmental Issues B1 Recognize and explain that decisions influencing the use of natural resources may have benefits, drawbacks, unexpected consequences, and tradeoffs.
Grade 6 Natural Resources and Human Needs A1.a.c
Recognize and compare how different parts of the world have varying amounts and types of natural resources and how the use of those resources impacts environmental quality.
  Identify and describe natural resources
  Identify and describe how the natural change processes may be affected by human activities.
Grade 6 Environmental Issues B1.a.c.
Recognize and explain that human-caused changes have consequences for Maryland's environment as well as for other places and future times.
  Identify and describe a range of local issues that have an impact on people in other places.
  Identify and describe that ecosystems can be impacted by human activities.
Grade 7 Natural Resources and Human Needs A1.a.b.
Recognize and explain the impact of a changing human population on the use of natural resources and on environmental quality.
  Based on data identify and describe the positive and negative impacts of an increasing human population on the use of natural resources
 
Recognize and describe the decreasing dependence on local resources due to the impact of available transportation.
Grade 7 Environmental Issues B1.b.
Recognize and describe that environmental changes can have local, regional, and global consequences.
  Identify and describe that different individual people or groups of people are affected by an issue in different ways.
Grade 8 Environmental Issues B1.a.b.
Recognize and explain how human activities can accelerate or magnify many naturally occurring changes.
  Based on data from research identify and describe how natural processes change the environment.
  Identify and describe how human activities produce changes in natural processes:
Geography
Grade 4 Modifying and Adapting to the Environment D1.a.b.c.
Describe how people adapt to, modify and impact the natural environment
  Compare ways Native American societies in Maryland used the natural environment for food, clothing, and shelter
  Describe ways and reasons people in Maryland and the United States modify the natural environment and the consequences of modifications
  Explain how the growth of communities and suburbs have had consequences on the environment, loss of farmland, and pollution
Grade 5 Modifying and Adapting to the Environment D1 Explain why and how people adapt to and modify the natural environment and the impact of those modifications
Grade 6 Modifying and Adapting to the Environment D1 Analyze why and how people modify their natural environment and the impact of those modifications