The STANDARDS CORRELATION chart suggests which Louisiana Content Standards you can cover using PASSPORT TO THE RAINFOREST 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 THE RAINFOREST.
For additional Louisiana Content Standards 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
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.
SI-E-A1 asking appropriate questions about organisms and events in the environment;
video SI-E-A2 planning and/or designing and conducting a scientific investigation;
video SI-E-A3 communicating that observations are made with one's senses;
video SI-E-A4 employing equipment and tools to gather data and extend the sensory observations;
video SI-E-A5 using data, including numbers and graphs, to explain observations and experiments;
video SI-E-A6 communicating observations and experiments in oral and written formats;
video SI-E-A7 utilizing safety procedures during experiments.
video SI-E-B1 categorizing questions into what is known, what is not known, and what questions need to be explained;
video SI-E-B2 using appropriate experiments depending on the questions to be explored;
video SI-E-B3 choosing appropriate equipment and tools to conduct an experiment;
video SI-E-B4 developing explanations by using observations and experiments;
video SI-E-B5 presenting the results of experiments;
video SI-E-B6 reviewing and asking questions about the results of investigations.
video The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
LS-E-A1 identifying the needs of plants and animals, based on age-appropriate recorded observations;
video LS-E-A2 distinguishing between living and nonliving things;
video LS-E-A3 locating and comparing major plant and animal structures and their functions;
video LS-E-A4 recognizing that there is great diversity among organisms;
video LS-E-A5 locating major human body organs and describing their functions;
video LS-E-A6 recognizing the food groups necessary to maintain a healthy body.
video LS-E-B1 observing and describing the life cycles of some plants and animals;
video LS-E-B2 observing, comparing, and grouping plants and animals according to likenesses and/or differences;
video LS-E-B3 observing and recording how the offspring of plants and animals are similar to their parents;
video LS-E-B4 observing, recording, and graphing student growth over time using a variety of quantitative measures (height, weight, linear measure of feet and hands, etc.).
video LS-E-C1 examining the habitats of plants and animals and determining how basic needs are met within each habitat;
video LS-E-C2 describing how the features of some plants and animals enable them to live in specific habitats;
video LS-E-C3 observing animals and plants and describing interaction or interdependence.
video In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.
SE-E-A1 understanding that an ecosystem is made of living and non-living components;
video SE-E-A2 understanding the components of a food chain;
video SE-E-A3 identifying ways in which humans have altered their environment, both in positive and negative ways, either for themselves or for other living things;
video SE-E-A4 understanding that the original sources of all material goods are natural resources and that the conserving and recycling of natural resources is a form of stewardship;
video SE-E-A5 understanding that most plant and animal species are threatened or endangered today due to habitat loss or change.
video The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.
SI-M-A1 identifying questions that can be used to design a scientific investigation;
video SI-M-A2 designing and conducting a scientific investigation;
video SI-M-A3 using mathematics and appropriate tools and techniques to gather, analyze, and interpret data;
video SI-M-A4 developing descriptions, explanations, and graphs using data;
video SI-M-A5 developing models and predictions using the relationships between data and explanations;
video SI-M-A6 comparing alternative explanations and predictions;
video SI-M-A7 communicating scientific procedures, information, and explanations;
video SI-M-B1 recognizing that different kinds of questions guide different kinds of scientific investigations;
video SI-M-B2 communicating that current scientific knowledge guides scientific investigations;
video SI-M-B3 understanding that mathematics, technology, and scientific techniques used in an experiment can limit or enhance the accuracy of scientific knowledge;
video SI-M-B4 using data and logical arguments to propose, modify, or elaborate on principles and models;
video SI-M-B5 understanding that scientific knowledge is enhanced through peer review, alternative explanations, and constructive criticism;
video SI-M-B6 communicating that scientific investigations can result in new ideas, new methods or procedures, and new technologies;
video SI-M-B7 understanding that scientific development/technology is driven by societal needs and funding.
video SI-M-A8 utilizing safety procedures during scientific investigations.
video The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
LS-M-A4 describing the basic processes of photosynthesis and respiration and their importance to life;
video LS-M-C1 constructing and using classification systems based on the structure of organisms;
video LS-M-C2 modeling and interpreting food chains and food webs;
video LS-M-C3 investigating major ecosystems and recognizing physical properties and organisms within each;
video LS-M-C4 explaining the interaction and interdependence of nonliving and living components within ecosystems.
video LS-M-D1 describing the importance of plant and animal adaptation, including local examples;
video LS-M-D2 explaining how some members of a species survive under changed environmental conditions.
video In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.
SE-M-A1 demonstrating knowledge that an ecosystem includes living and nonliving factors and that humans are an integral part of ecosystems;
video SE-M-A2 demonstrating an understanding of how carrying capacity and limiting factors affect plant and animal populations;
video SE-M-A3 defining the concept of pollutant and describing the effects of various pollutants on ecosystems;
video SE-M-A4 understanding that human actions can create risks and consequences in the environment;
video SE-M-A5 tracing the flow of energy through an ecosystem and demonstrating a knowledge of the roles of producers, consumers, and decomposers in the ecosystem;
video SE-M-A6 distinguishing between renewable and nonrenewable resources and understanding that nonrenewable natural resources are not replenished through the natural cycles and thus are strictly limited in quantity;
video SE-M-A7 demonstrating knowledge of the natural cycles, such as the carbon cycle, nitrogen cycle, water cycle, and oxygen cycle;
video SE-M-A8 investigating and analyzing how technology affects the physical, chemical, and biological factors in an ecosystem;
video SE-M-A9 demonstrating relationships of characteristics of soil types to agricultural practices and productivity;
video SE-M-A10 identifying types of soil erosion and preventive measures.
video The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.
SI-H-A1 identifying questions and concepts that guide scientific investigations;
video SI-H-A2 designing and conducting scientific investigations;
video SI-H-A3 using technology and mathematics to improve investigations and communications;
video SI-H-A4 formulating and revising scientific explanations and models using logic and evidence;
video SI-H-A5 recognizing and analyzing alternative explanations and models;
video SI-H-A6 communicating and defending a scientific argument;
video S1-H-A7 utilizing science safety procedures during scientific investigations.
video SI-H-B1 communicating that scientists usually base their investigations on existing models, explanations, and theories;
video SI-H-B2 communicating that scientists conduct investigations for a variety of reasons, such as exploration of new areas, discovery of new aspects of the natural world, confirmation of prior investigations, evaluation of current theories, and comparison of models and theories;
video SI-H-B3 communicating that scientists rely on technology to enhance the gathering and manipulation of data;
video SI-H-B4 analyzing a proposed explanation of scientific evidence according to the following criteria: follow a logical structure, follow rules of evidence, allow for questions and modifications, and is based on historical and current scientific knowledge;
video The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
LS-H-E1 comparing and contrasting photosynthesis and cellular respiration; emphasizing their relationships;
video In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.
SE-H-A1 demonstrating an understanding of the functions of Earth's major ecological systems;
video SE-H-A2 investigating the flow of energy in ecological systems;
video SE-H-A3 describing how habitat, carrying capacity, and limiting factors influence plant and animal populations (including humans);
video SE-H-A4 understanding that change is a fundamental characteristic of every ecosystem and that ecosystems have varying capacities for change and recovery;
video SE-H-A5 describing the dynamic interactions between divisions of the biosphere;
video SE-H-A6 describing and explaining the Earth's biochemical and geochemical cycles and their relationship to ecosystem stability;
video SE-H-A7 comparing and contrasting the dynamic interaction within the biosphere;
video SE-H-A8 analyzing evidence that plant and animal species have evolved physical, biochemical, and/or behavioral adaptations to their environments;
video SE-H-A9 demonstrating an understanding of influencing factors of biodiversity;
video SE-H-A10 explaining that all species represent a vital link in a complex web of interaction;
video SE-H-A11 understanding how pollutants can affect living systems.
video SE-H-B1 explaining the relationships between renewable and nonrenewable resources;
video SE-H-B2 comparing and contrasting conserving and preserving resources;
video SE-H-B3 recognizing that population size and geographic and economic factors result in the inequitable distribution of the Earth's resources;
video SE-H-B4 comparing and contrasting long and short-term consequences of resource management;
video SE-H-B5 analyzing resource management;
video SE-H-B6 recognizing that sustainable development is a process of change in which resource use, investment direction, technological development, and institutional change meet society's present as well as future needs.
video SE-H-C1 evaluating the dynamic interaction of land, water, and air and its relationship to living things in maintaining a healthy environment;
video SE-H-C2 evaluating the relationships between quality of life and environmental quality;
video SE-H-C3 investigating and communicating how environmental policy is formed by the interaction of social, economic, technological, and political considerations;
video SE-H-C4 demonstrating that environmental decisions include analyses that incorporate ecological, health, social, and economic factors;
video SE-H-C5 analyzing how public support affects the creation and enforcement of environmental laws and regulations.
video SE-H-D1 demonstrating the effects of personal choices and actions on the natural environment;
video SE-H-D2 analyzing how individuals are capable of reducing and reversing their impact on the environment through thinking, planning, education, collaboration, and action;
video SE-H-D3 demonstrating that the most important factor in prevention and control of pollution is education;
video SE-H-D4 demonstrating a knowledge that environmental issues should be a local and global concern;
video SE-H-D5 recognizing that the development of accountability toward the environment is essential for sustainability;
video SE-H-D6 developing an awareness of personal responsibility as stewards of the local and global environment.
videoGrades K-4:
Science as Inquiry
Life Science
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Science and the Environment
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Grades 5-8:
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Grades 9-12:
Science as Inquiry
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