The STANDARDS CORRELATION chart suggests which Wisconsin Academic Standards for Science you can cover using PASSPORT TO ANTARCTICA in your classroom. We hope you will discover additional standards you can use. These are the ones our Instructional Materials Development team felt most directly related to the activities contained in PASSPORT TO ANTARCTICA.
For additional Wisconsin Academic Standards for Science you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
Grades K-4, Grades 5-8, Grades 9-12
By the end of grade four, students will:
A.4.1 When conducting science investigations*, ask and answer questions that will help decide the general areas of science being addressed
video A.4.2 When faced with a science-related problem, decide what evidence*, models*, or explanations* previously studied can be used to better understand* what is happening now
video A.4.3 When investigating* a science-related problem, decide what data can be collected to determine the most useful explanations*
video A.4.4 When studying science-related problems, decide which of the science themes* are important
video A.4.5 When studying a science-related problem, decide what changes* over time are occurring or have occurred
video By the end of grade four, students will:
B.4.1 Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals, popular press, and various other sources, to help answer science-related questions and plan investigations
video B.4.2 Acquire information about people who have contributed to the development of major ideas in the sciences and learn about the cultures in which these people lived and worked
video B.4.3 Show* how the major developments of scientific knowledge in the earth and space, life and environmental, and physical sciences have changed over time
video By the end of grade four, students will:
C.4.1 Use the vocabulary of the unifying themes* to ask questions about objects, organisms, and events being studied
video C.4.2 Use the science content being learned to ask questions, plan investigations*, make observations*, make predictions*, and offer explanations*
video C.4.3 Select multiple sources of information to help answer questions selected for classroom investigations*
video C.4.4 Use simple science equipment safely and effectively, including rulers, balances, graduated cylinders, hand lenses, thermometers, and computers, to collect data relevant to questions and investigations*
video C.4.5 Use data they have collected to develop explanations* and answer questions generated by investigations*
video C.4.6 Communicate the results of their investigations* in ways their audiences will understand by using charts, graphs, drawings, written descriptions, and various other means, to display their answers
video C.4.7 Support their conclusions with logical arguments
video C.4.8 Ask additional questions that might help focus or further an investigation*
video By the end of grade four, students will:
The Characteristics of Organisms
F.4.1 Discover* how each organism meets its basic needs for water, nutrients, protection, and energy* in order to survive
video F.4.2 Investigate* how organisms, especially plants, respond to both internal cues (the need for water) and external cues (changes in the environment)
video Life Cycles of Organisms
F.4.3 Illustrate* the different ways that organisms grow through life stages and survive to produce new members of their type
video Organisms and their Environment
F.4.4 Using the science themes*, develop explanations* for the connections among living and non-living things in various environments
video By the end of grade four, students will:
G.4.1 Identify* the technology used by someone employed in a job or position in Wisconsin and explain* how the technology helps
video G.4.2 Discover* what changes in technology have occurred in a career chosen by a parent, grandparent, or an adult friend over a long period of time
video G.4.3 Determine what science discoveries have led to changes in technologies that are being used in the workplace by someone employed locally
video G.4.4 Identify* the combinations of simple machines in a device used in the home, the workplace, or elsewhere in the community, to make or repair things, or to move goods or people
video G.4.5 Ask questions to find answers about how devices and machines were invented and produced
video By the end of grade four, students will:
H.4.1 Describe* how science and technology have helped, and in some cases hindered, progress in providing better food, more rapid information, quicker and safer transportation, and more effective health care
video H.4.2 Using the science themes*, identify* local and state issues that are helped by science and technology and explain* how science and technology can also cause a problem
video H.4.3 Show* how science has contributed to meeting personal needs, including hygiene, nutrition, exercise, safety, and health care
video H.4.4 Develop* a list of issues that citizens must make decisions about and describe* a strategy for becoming informed about the science behind these issues
video By the end of grade eight, students will:
A.8.1 Develop their understanding of the science themes* by using the themes to frame questions about science-related issues and problems
video A.8.2 Describe* limitations of science systems* and give reasons why specific science themes* are included in or excluded from those systems
video A.8.3 Defend explanations* and models* by collecting and organizing evidence* that supports them and critique explanations and models by collecting and organizing evidence that conflicts with them
video A.8.4 Collect evidence* to show* that models* developed as explanations* for events were (and are) based on the evidence available to scientists at the time
video A.8.5 Show* how models* and explanations*, based on systems*, were changed as new evidence* accumulated (the effects of constancy*, evolution*, change*, and measurement* should all be part of these explanations)
video A.8.6 Use models* and explanations* to predict* actions and events in the natural world
video A.8.7 Design real or thought investigations* to test the usefulness and limitations of a model*
video A.8.8. Use the themes* of evolution*, equilibrium*, and energy* to predict* future events or changes* in the natural world
video By the end of grade eight, students will:
B.8.1 Describe* how scientific knowledge and concepts have changed over time in the earth and space, life and environmental, and physical sciences
video B.8.2 Identify* and describe* major changes that have occurred over in conceptual models* and explanations* in the earth and space, life and environmental, and physical sciences and identify* the people, cultures, and conditions that led to these developments
video B.8.3 Explain* how the general rules of science apply to the development and use of evidence* in science investigations, model*-making, and applications*
video B.8.4 Describe* types of reasoning and evidence* used outside of science to draw conclusions about the natural world
video B.8.5 Explain* ways in which science knowledge is shared, checked, and extended, and show* how these processes change over time
video B.8.6 Explain* the ways in which scientific knowledge is useful and also limited when applied to social issues
video By the end of grade eight, students will:
C.8.1 Identify* questions they can investigate* using resources and equipment they have available
video C.8.2 Identify* data and locate sources of information including their own records to answer the questions being investigated
video C.8.3 Design and safely conduct investigations* that provide reliable quantitative or qualitative data, as appropriate, to answer their questions
video C.8.4 Use inferences* to help decide possible results of their investigations, use observations to check their inferences
video C.8.5 Use accepted scientific knowledge, models*, and theories* to explain* their results and to raise further questions about their investigations*
video C.8.6 State what they have learned from investigations*, relating their inferences* to scientific knowledge and to data they have collected
video C.8.7 Explain* their data and conclusions in ways that allow an audience to understand the questions they selected for investigation* and the answers they have developed
video C.8.8 Use computer software and other technologies to organize, process, and present their data
video C.8.9 Evaluate*, explain*, and defend the validity of questions, hypotheses, and conclusions to their investigations*
video C.8.10 Discuss the importance of their results and implications of their work with peers, teachers, and other adults
video C.8.11 Raise further questions which still need to be answered
video By the end of grade eight, students will:
Regulation and Behavior
F.8.7 Understand* that an organism's behavior evolves through adaptation to its environment
video Populations and Ecosystems
F.8.8 Show* through investigations* how organisms both depend on and contribute to the balance or imbalance of populations and/or ecosystems, which in turn contribute to the total system* of life on the planet
video Diversity and Adaptations of Organisms
F.8.9 Explain* how some of the changes* on the earth are contributing to changes in the balance of life and affecting the survival or population growth of certain species
video F.8.10 Project how current trends in human resource use and population growth will influence the natural environment, and show how current policies affect those trends.
video By the end of grade eight, students will:
G.8.1 Identify* and investigate* the skills people need for a career in science or technology and identify the academic courses that a person pursuing such a career would need
video G.8.2 Explain* how current scientific and technological discoveries have an influence on the work people do and how some of these discoveries also lead to new careers
video G.8.3 Illustrate* the impact that science and technology have had, both good and bad, on careers, systems, society, environment, and quality of life
video G.8.4 Propose a design (or re-design) of an applied science model or a machine that will have an impact in the community or elsewhere in the world and show* how the design (or re-design) might work, including potential side-effects
video G.8.5 Investigate* a specific local problem to which there has been a scientific or technological solution, including proposals for alternative courses of action, the choices that were made, reasons for the choices, any new problems created, and subsequent community satisfaction
video G.8.6 Use current texts, encyclopedias, source books, computers, experts, the popular press, or other relevant sources to identify* examples of how scientific discoveries have resulted in new technology
video G.8.7 Show* evidence* of how science and technology are interdependent, using some examples drawn from personally conducted investigations*
videoGrades K-4
A. Science Connections
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B. Nature of Science
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C. Science Inquiry
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F. Life and Environmental Science
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G. Science Applications
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H. Science Applications
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Grades 5-8
A. Science Connections
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B. Nature of Science
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C. Science Inquiry
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F. Life and Environmental Science
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G. Science Applications
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H. Science Applications