Education > Youth Programs > Academic Standards Correlations > Wetland on Wheels  
     
 

Course: Wetland on Wheels
Grade: K-5

Skills And Processes
K

Communicating
Scientific Information

C1.a.b.
Ask, "How do you know?" in appropriate situations and attempt reasonable answers when others ask them the same question.
  Describe things as accurately as possible and compare observations with those of others.
  Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
Grade 2 Technology D3.a.b.
Examine a variety of physical models and describe what they teach about the real things they are meant to resemble.
  Explain that a model of something is different from the real thing but can be used to learn something about the real thing.
  Realize that one way to describe something is to say how it is like something else.
Grade 3 Constructing Knowledge A1.a.c.
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.
  Support investigative findings with data found in books, articles, and databases, and identify the sources used and expect others to do the same.
  Explain that comparisons of data might not be fair because some conditions are not kept the same.
Grade 4 Constructing Knowledge A1.a.b.c.
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.
  Support investigative findings with data found in books, articles, and databases, and identify the sources used and expect others to do the same.
  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.
  Explain that comparisons of data might not be fair because some conditions are not kept the same.
Grade 5 Constructing Knowledge A1.a.b.c.
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.
  Support investigative findings with data found in books, articles, and databases, and identify the sources used and expect others to do the same.
  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.
  Explain that comparisons of data might not be fair because some conditions are not kept the same.
Grade 5 Communicating Scientific Information C1.a.
Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.
  Make use of and analyze models, such as tables and graphs to summarize and interpret data.
Life Science
K Diversity of LIfe A1.a.b.d.
Observe a variety of familiar animals and plants (perhaps on the school grounds, in the neighborhood, and at home) to discover patterns of similarity and difference among them.
  Identify and describe features (observable parts) of animals and plants that make some of them alike in the way they look and the things they do.
  Compare descriptions of the features that make some animals and some plants very different from one another.
  Identify a feature that distinguishes animals that fly (as an example) from animals that cannot and examine a variety of animals that can fly to discover other similar features they might share.
 
Compare ideas about how the features of animals and plants affect what these animals are able to do.
Grade 1 Flow of Matter and Energy E1.a.
Describe some of the ways in which animals depend on plants and on each other.
 
Examine organisms in a wide variety of environments to gather information on how animals satisfy their need for food.
Grade 2 Ecology F1.a.b.
Explain that organisms can grow and survive in many very different habitats.
  Investigate a variety of familiar and unfamiliar habitats and describe how animals and plants found there maintain their lives and survive to reproduce.
  Explain that organisms live in habitats that provide their basic needs.
Grade 3 Flow of Matter and Enertgy E1.c.d.
Recognize that materials continue to exist even though they change from one form to another.
  Observe and record the sequence of changes that occur to plants and animals that die and decay.
  Ask and develop possible answers to questions about what happens to the materials that living things are made of when they die.
Grade 4 Diversity of Life A1.a.b.c.d.
Explain how animals and plants can be grouped according to observable features.
  Observe and compile a list of a variety of animals or plants in both familiar and unfamiliar environments.
  Classify a variety of animals and plants according to their observable features and provide reasons for placing them into different groups.
  Given a list of additional animals or plants, decide whether or not they could be placed within the established groups or does a new group have to be added.
  Describe what classifying tells us about the relatedness among the animals or plants placed within any group.
Grade 4 Evolution D1.a.b.c.
Explain that individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.
  Describe ways in which organisms in one habitat differ from those in another habitat and consider how these differences help them survive and reproduce.
  Explain that the characteristics of an organism affect its ability to survive and reproduce.
  Examine individuals in a group of the same kind of animals or plants to identify differences in characteristics, such as hearing ability in rabbits or keenness of vision in hawks that might give those individuals an advantage in surviving and reproducing.
Grade 4 Ecology F1.a.
Explain ways that individuals and groups of organisms interact with each other and their environment.
  Identify and describe the interactions of organisms present in a habitat.
Grade 5 Diversity of Life A1.a.b.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.
  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 5 Flow of Matter and Energy E1.a.b.
Recognize that some source of energy is needed for all organisms to grow and survive.
  Identify the sun as the primary source of energy for all living organisms.
  Cite evidence from observations and research that some insects and various other organisms depend on dead plant and animal material for food.
Environmental Science
K Environmental Issues B1.a.b.
Identify aspects of the environment that are made by humans and those that are not made by humans.
  Identify features of the natural environment, such as parks, zoos, buildings, etc. that are made by humans.
 
Identify features of the natural environment that are not made by humans.
Grade 1 Environmental Issues B1.b.
Recognize that caring about the environment is an important human activity.
  Recognize and describe that individual and group actions, such as littering, harm the environment.
Grade 2 Environmental Issues B1.b.
Recognize and describe that the activities of individuals or groups of individuals can affect the environment.
 
Identify and describe that individual and group actions, such as leaving lights on, wasting water, or throwing away recyclables, can limit the natural resources of the environment.
Grade 4 Environmental Issues B1.a.
Recognize and describe that people in Maryland depend on, change, and are affected by the environment.
  Identify and describe that human activities in a community or region are affected by environmental factors
Grade 5 Environmental Issues B2.b.
Recognize and describe that consequences may occur when Earth's natural resources are used.
  Explain how human activities may have a negative consequence on the natural environment.
Geography
K Geographic Characteristics of Places and Regions B1.a.b.c.
Describe places in the immediate environment using natural/physical and human-made features
  Recognize physical features as landforms and bodies of water using photographs and pictures
  Identify land forms, such as mountains and hills, and bodies of water, such as oceans, rivers, and streams
  Using photographs and pictures, recognize human-made features as modifications people have made to the land