The STANDARDS CORRELATION chart suggests which Maine's Curriculum Framework for Mathematics and Science 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 Maine's Curriculum Framework for Mathematics and Science standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
Primary, Intermediate, Middle, Secondary
A. Students use scientific inquiry to provide insight into and comprehension of the world around them.
At each level, students moving toward achievement of this standard will:
1. Make accurate observations using appropriate tools and units of measure. (S-J1)
video 2. Ask questions and propose strategies and materials to use in seeking answers to questions (S-J2)
video B. Students use mathematical inquiry to develop conjectures and to prove or disprove them within a mathematical system.
1.Demonstrate that performing the same operation with the same operant on the same numbers will yield the same result every time.
video 2.Use physical examples to justify math facts.
video C. Students develop models to understand the world around them.
1. Identify shapes can be found both in nature and in human designed objects.
video 2. Represent and describe mathematical relationships.
video A. Students use clear and accurate communication in sharing their knowledge.
1.Describe and compare things in terms of number, shape, texture, size, weight, color and behavior. (S-L1)
video 2. Read and write instructions to be followed or instructions which explain procedures. (S-L2)
video 3. Use numerals and symbols to report numerical relationships and data (M-K1)
video 4. Explain problem-solving processes using verbal, pictorial and written methods. (S-L4)
video 5. Create mathematical problems for others to solve.
video 6. Share and support mathematical and scientific understanding orally and in writing
video B. Students construct knowledge through reflection, evaluation and refocusing.
1. Ask clarifying questions (What do you mean? What would you do? Could you tell me more?) about their own work as well as the work of others. (S-L2)
video C. Students use models to communicate in mathematics and science.
1. Make and read simple graphs. (S-L5)
video 2. Use objects and pictures to represent scientific and mathematical ideas. (S-L6)
video D. Students demonstrate competency in using multiple media to communicate in mathematics and science.
1. Use calculators, computers, and other tools in mathematics and science learning.
video E. Students critically analyze information from a variety of sources.
1. Explore connections between folklore and scientific principles.
video 2. Evaluate appropriate sources of information.
video F. Individually and collaboratively, students use effective communication techniques.
1. Assess one's own performance within a group.
video 2. Interact in groups of various sizes.
video 3. Listen carefully to each other.
video A. Students understand and demonstrate that ideas are more powerful if they can be justified.
1. Make observations. (S-K3)
video 2. Use various forms of logic. (S-K5)
video 3. Discover relationships and patterns. (S-K6)
video B. Students use different methods of thought to justify ideas.
1. Examine and describe strengths or weaknesses of simple arguments (S-K1 and M-J1 combined)
video 2. Distinguish between true observation and conclusions about observations. (S-K2)
video 3. Participate in brainstorming activities. (S-K4)
video C. Students recognize instances in which attitudes influence reasoning.
1. Distinguish between important and unimportant scientific and mathematical information in simple arguments. (S-K2 and M-J2 combined)
video A. Students demonstrate proficiency using a variety of problem-solving strategies.
1. Identify and clarify problems by observing, posing questions, communicating prior knowledge and formulating a problem to be solved.
video 2. Use results in a purposeful way, which includes making predictions based on patterns they have observed. (S-J3)
video 3. Identify products which were invented to solve a problem. (S-J4)
video A. Students apply mathematics and science concepts to demonstrate an understanding that natural systems, including human systems, are cyclic and interconnected.
1. Demonstrate that things are made of parts.
video 2. Explain that when parts are put together, the whole can do things the parts couldn't do by themselves.
video 3. Describe relationships and patterns observed in nature.
video B. Students demonstrate an understanding of their role in the natural world and how to take responsibility for the impact on it.
1. Identify many different groups to which they belong.
video 2. Explain why each group is different and has its own goals and needs.
video C. Students understand that human impact on the environment can include more effective management of resources and reduction of harmful effects.
1. Identify commonly used resources, their sources, and where waste products go. (S-M3)
video 2. Demonstrate some practices for recycling and care of resources. (S-M4)
video A. Students understand that there are similarities within the diversity of all living things.
1. Identify the differences between living and non-living things. (S-A1)
video 2. Describe characteristics of different living things. (S-A2)
video 3. Explain, draw, or otherwise demonstrate the life cycle of an organism. (S-A3)
video 4. Design and describe a classification system for objects. (S-A4)
video B. Students understand how living things depend on one another and non-living aspects of the environment.
1. Identify ways that organisms depend on their environment. (S-B1)
video 2. Describe how almost all animals' food can be traced back to plants. (S-B2)
video 3. Give examples of how one change in a system affects other parts of the system. (S-B3)
video 4. Describe different ecological systems on Earth (S-B4)
video 5. Describe a familiar local environment. (S-B5)
video C. Students understand that cells are the basic units of life that can reproduce themselves.
1. Demonstrate that living things are made up of different parts. (S-C1)
video 2. Demonstrate and understanding that plants and animals need food, water and gases to survive. (S-C2)
video 3. Explore magnifying devices and how they enable individuals to see in more detail. (S-C3)
video D. Students understand the basis for life and that all living things change over time.
1. Explain how fossils show the existence of past life. (S-D1)
video 2. Identify characteristics that help organisms live in their environment. (S-D2)
video 3. Draw or describe ways in which an organism can change over its lifetime, sometimes in predictable ways (e.g., butterfly, frog). (S-D3)
video 4. Describe ways in which individuals of the same species are alike and different. (S-D4)
video A. Students use scientific inquiry to provide insight into and comprehension of the world around them.
At each level, students moving toward achievement of this standard will:
1. Make accurate observations using appropriate tools and units of measure. (S-J1)
video 2. Conduct scientific investigations: make observations, collect and analyze data, and do experiments. (S-J2)
video 3. Explain how differences in time, place, or experimenter can lead to different data. (S-J5)
video 4. Explain how different conclusions can be derived from the same data. (S-J6)
video 5. Explain the importance of repeated trials.
video B. Students use mathematical inquiry to develop conjectures and to prove or disprove them within a mathematical system.
1. Demonstrate that some mathematical rules hold for all numbers.
video C. Students develop models to understand the world around them.
1. Use variables and open sentences to express relationships.
video 2. Identify an instance when answers that may be right theoretically may not appropriately answer a practical problem.
video 3. Represent mathematical ideas concretely, graphically and symbolically.
video With appropriate guidance:
A. Students use clear and accurate communication in sharing their knowledge.
1. Record results of experiments or activities (e.g. interviews, discussions, field work) and summarize and communicate what they have learned. (S-L1)
video B. Students construct knowledge through reflection, evaluation and refocusing.
1. Ask clarifying and extending questions (S-L2)
video 2. Reflect on work in science, technology, and mathematics using such activities as discussions, journals, and self-assessment. (S-L3)
video 3. Extend self-assessment to include work in groups and individual work.
video C. Students use models to communicate in mathematics and science.
1. Make and/or use sketches, tables, graphs, physical representations, and manipulatives in presentations to explain procedures and ideas in a concise and clear manner. (S-L4 and M-K1 combined)
video 2. Use numerical data to describe and compare objects and events.
video D. Students demonstrate competency in using multiple media to communicate in mathematics and science.
1. Gather and present information using a variety of media including computers (e.g., spreadsheets, word processing, programming, graphics, modeling). (S-L5)
video E. Students critically analyze information from a variety of sources.
1. Cite examples of bias in information sources and question the validity of information obtained from various sources. (S-L6)
video F. Individually and collaboratively, students use effective communication techniques.
1. Function effectively in groups within various assigned roles (e.g., reader, recorder). (S-L7)
video A. Students understand and demonstrate that ideas are more powerful if they can be justified.
1. Use various types of evidence (e.g., from logical processes, from measurement, or from observation and experimentation) to support a claim. (S-K4 and M-J1 combined)
video 2. Draw conclusions about observations. (S-K3)
video 3. Demonstrate an understanding that ideas are more believable when supported by good reasons. (S-K5)
video B. Students use different methods of thought to justify ideas.
1. Give alternative explanations for observed phenomena. (S-K1)
video 2. Practice and apply simple logic, intuitive thinking, and brainstorming (S-K6) 3. Relate the unfamiliar to the familiar.
video C. Students recognize instances in which attitudes influence reasoning.
1. Describe how feelings can distort reasoning. (S-K2)
video A. Students demonstrate proficiency using a variety of problem-solving strategies.
1. Use results in a purposeful way, which includes making predictions based on observed patterns and interpret data to make further predictions. (S-J3)
video 2. Demonstrate and explain the problem solving process using appropriate tools and technology and defend the reasonableness of results. (M-B3)
video 3. Design and build an invention. (S-J4)
video A. Students apply mathematics and science concepts to demonstrate an understanding that natural systems, including human systems, are cyclic and interconnected.
1. Describe a food web and food pyramid.
video 2. Describe roles in a community (producer, consumer, decomposer).
video 3. Use numbers to describe populations.
video B. Students demonstrate an understanding of their role in the natural world and how to take responsibility for the impact on it.
1. Explain that in any environment some organisms survive and others do not.
video 2. Identify the needs of humans and other organisms for energy and resources.
video 3. Identify and explain some of the impacts that human beings, as a group and as individuals, have on their environment.
video 4. Describe the concept of waste.
video 5. Compare biodegradable and non-biodegradable materials.
video C. Students understand that human impact on the environment can include more effective management of resources and reduction of harmful effects.
1. Explain practices for conservation in daily life, based on a recognition that renewable and nonrenewable resources have limits. (S-M4)
video A. Students understand that there are similarities within the diversity of all living things.
1. Group the same organisms in different ways using different characteristics. (S-A1)
video 2. Design and describe a classification system for organisms. (S-A2)
video 3. Describe the different living things within a given habitat. (S-A3)
video 4. Compare and contrast the life cycles, behavior and structure of different organisms. (S-A4)
video B. Students understand how living things depend on one another and non-living aspects of the environment.
1. Describe a food web and the relationships within a given ecosystem. (S-B1)
video 2. Explain the difference between producers (e.g., green plants), consumers (e.g., those that eat green plants), and decomposers ( e.g., bacteria that break down the consumers when they die , and identify examples of each. (S-B2)
video 3. Compare and contrast physical and living components of different biomes- i.e., regions characterized by their climate and plant life- (e.g., tundra, rain forest, ocean, desert etc.). (S-B3)
video 4. Investigate the connection between major living and non-living components of a local ecosystem. (S-B4)
video D. Students understand the basis for life and that all living things change over time.
1. Identify present day organisms that have not always existed, and past life forms that have become extinct. (S-D1)
video 2. Describe how fossils form. (S-D2)
video 3. Explain how adaptations, in response to change over time, may increase a species' chances of survival. (S-D3)
video 4. Describe ways in which organisms may be similar to and different from their parents and explore the possible reasons for this. (S-D4)
video 5. Describe some reasons why a species might become extinct.
video A. Students use scientific inquiry to provide insight into and comprehension of the world around them.
At each level, students moving toward achievement of this standard will:
1. Make accurate observations using appropriate tools and units of measure. (S-J1)
video 2. Design and conduct scientific investigations which include controlled experiments and systematic observations. Collect and analyze data, and draw conclusions fairly. (S-J2)
video 3. Compare and contrast the processes of scientific inquiry and the technological method. (S-J4)
video 4. Explain how personal bias can affect observations. (S-J5)
video B. Students use mathematical inquiry to develop conjectures and to prove or disprove them within a mathematical system.
1. Provide reasons to support mathematical conclusions and verify that numerous examples are not necessarily sufficient to prove a statement.
video 2. Recognize that within a mathematical system, some mathematical statements are always true, and that these can be used to demonstrate or prove that other statements are always true as well.
video C. Students develop models to understand the world around them.
1. Use variables and open sentences to express relationships.
video 2. Identify an instance when answers that may be right theoretically may not appropriately answer a practical problem.
video 3. Represent mathematical ideas concretely, graphically and symbolically.
video A. Students use clear and accurate communication in sharing their knowledge.
1. Discuss mathematical, scientific, and technological ideas and make conjectures and convincing arguments. (S-L1)
video 2. Describe how mathematical formulas are generated and used. video B. Students construct knowledge through reflection, evaluation and refocusing.
1. Defend problem-solving strategies and solutions. (S-L2)
video 2. Evaluate individual and group communication for its clarity, and work to improve communication (S-L3)
video 3. Generate and use self-assessment tools.
video C. Students use models to communicate in mathematics and science.
1. Translate relationships into algebraic notation. (M-K1)
video 2. Make and use scale drawings, maps, and three-dimensional models to represent real objects, find locations, and describe relationships. (S-L4)
video 3.Organize data in tables, charts and graphs to make claims and support arguments.
video 4. Use symbols to represent mathematical and scientific concepts.
video 5. Draw pictures and diagrams to solve some types of problems.
video D. Students demonstrate competency in using multiple media to communicate in mathematics and science.
1.Access information at a remote site using telecommunications. (S-L5)
video 2. Identify and use suitable media to collect information and to communicate a particular idea to a given audience.
video E. Students critically analyze information from a variety of sources.
1. Use statistics, tables, and graphs to communicate ideas and information in convincing presentations and analyze presentations of others for bias or deceptive presentation. (M-K2)
video 2. Communicate the same information in different ways to support diverse points of view.
video 3. Recognize that more evidence can change decisions, points of view and conclusions.
video F. Individually and collaboratively, students use effective communication techniques.
1. Function effectively in groups within various assigned roles (e.g., reader, recorder). (S-L7)
video A. Students understand and demonstrate that ideas are more powerful if they can be justified.
1. Support reasoning by using a variety of evidence such as models, known facts, properties, and relationships. (S-K6 and M-J1 combined)
video 2. Show that proving a hypothesis false (i.e., that just one exception will do) is much easier than proving a hypothesis true (i.e., true for all possible cases). (S-K7)
video 3. Construct logical arguments. (S-K8)
video 4. Demonstrate that multiple paths to a conclusion may exist. (M-J2)
video B. Students use different methods of thought to justify ideas.
1. Examine the ways people form generalizations. (S-K1)
video 2. Identify exceptions to proposed generalizations. (S-K2)
video 3. Apply analogous reasoning. (S-K9)
video C. Students recognize instances in which attitudes influence reasoning.
1. Identify basic informal fallacies including intermingling of fact and opinion, lack of explicit premises, and over-generalizing. (S-K3)
video 2. Analyze means of slanting information. (S-K4)
video A. Students demonstrate proficiency using a variety of problem-solving strategies.
1. Verify and evaluate scientific investigations and use the results in a purposeful way. (S-J3)
video 2. Design, construct, and test a device (invention) that solves a special problem. (S-J6)
video A. Students apply mathematics and science concepts to demonstrate an understanding that natural systems, including human systems, are cyclic and interconnected.
1. Demonstrate the Law of the Conservation of Matter (S-E8)
video 2. Describe some specific cycles of matter (e.g., water cycle).
video 3. Describe the influence of abiotic and biotic factors on biotic communities.
video 4. Describe how similar responses occur in natural systems from the microscopic world to the global level.
video 5. Use numbers to describe relationships between parts of a natural system.
video B. Students demonstrate an understanding of their role in the natural world and how to take responsibility for the impact on it.
1. Research and evaluate the social and environmental impacts of scientific and technological developments. (S-M1)
video 2. Describe an individual's biological and other impacts on an environmental system. (S-M4)
video 3. Realize that actions which may be appropriate in one set of circumstances may not be appropriate in a different set of circumstances.
video 4. Identify actions that may have immediate and/or long term consequences.
video C. Students understand that human impact on the environment can include more effective management of resources and reduction of harmful effects.
1. Use mathematics to calculate the cumulative effect of individual actions in a population.
video 2. Compare environmental impacts of the use of various resources.
video 3. Use measurement tools to quantify environmental conditions.
video A. Students understand that science and mathematics help to make sense of the world.
1. Describe the historical and ciltural conditions at the time of an invention or discovery and analyze the societal impacts of that invention. (S-M2)
video 2. Recognize the scientific and technological contributions of diverse people including women, different ethnic groups, races, and physically disabled. (S-M8)
video B. Students can describe how the use of mathematics, science and technology has led to many changes in the world.
1. Describe how inventions have changed how people do work.
video 2. Investigate the events that led to the discovery of microorganisms and the subsequent changes in medical practices.
video 3. Describe how developments in communication technology have changed the way people transmit and receive information.
video C. Students understand that mathematics and science have changed human understanding of the universe.
1. Demonstrate how new knowledge may lead to new understandings, which lead to new applications, which lead to new problems.
video 2. Use simple mathematical modeling to analyze, interpret and predict the results of experiments.
video D. Students understand that discoveries often have unforeseen consequences.
1. Discuss the ethical issues surrounding a specific scientific or technological development. (S-M3)
video 2. Give examples of actions which may have expected or unexpected consequences that may be positive, negative, or both. (S-M6)
video 3. Identify an historical human problem, describe the possible solutions available at the time, explain how the problem was solved, why that particular solution was chosen, and evaluate the positive and negative effects of the solution.
video E. Students understand that access to developments in mathematics and science is varied throughout the world.
1. Identify factors that have caused some countries to become leaders in science and technology. (S-M5)
video 2. Explain the connections between industry, natural resources, population, and economic development. (S-M7)
video 3. Identify a situation where an imbalance in technology between two groups affected an historical event.
video 4. Qualitatively and quantitatively compare how various cultures use resources, produce waste products and treat those waste products.
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GUIDING PRINCIPLE # 1:
Students Understand the Nature of Mathematics and Science
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GUIDING PRINCIPLE #2:
Students Communicate Effectively in Mathematics and Science
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GUIDING PRINCIPLE #3:
Students Reason Effectively in Mathematics and Science
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GUIDING PRINCIPLE #4:
Students Are Problem-Solvers in Mathematics and Science
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GUIDING PRINCIPLE #5:
Students Understand their Roles in the Natural World
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GUIDING PRINCIPLE #7:
Students Attain and Apply Essential Knowledge and Skills of Mathematics and Science
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Intermediate
GUIDING PRINCIPLE # 1:
Students Understand the Nature of Mathematics and Science
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GUIDING PRINCIPLE #2:
Students Communicate Effectively in Mathematics and Science
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GUIDING PRINCIPLE #3:
Students Reason Effectively in Mathematics and Science
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GUIDING PRINCIPLE #4:
Students Are Problem-Solvers in Mathematics and Science
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GUIDING PRINCIPLE #5:
Students Understand their Roles in the Natural World
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GUIDING PRINCIPLE #7:
Students Attain and Apply Essential Knowledge and Skills of Mathematics and Science
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Middle
GUIDING PRINCIPLE # 1:
Students Understand the Nature of Mathematics and Science
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GUIDING PRINCIPLE #2:
Students Communicate Effectively in Mathematics and Science
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GUIDING PRINCIPLE #3:
Students Reason Effectively in Mathematics and Science
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GUIDING PRINCIPLE #4:
Students Are Problem-Solvers in Mathematics and Science
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GUIDING PRINCIPLE #5:
Students Understand their Roles in the Natural World
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GUIDING PRINCIPLE #6:
Students Understand Historical and Societal Implications of Mathematics and Science
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GUIDING PRINCIPLE #7:
Students Attain and Apply Essential Knowledge and Skills of Mathematics and Science