The STANDARDS CORRELATION chart suggests which Michigan Content Standards and Benchmarks 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 Michigan Content Standards and Benchmarks you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
Elementary, Middle, High School
Content Standard 1: All students will ask questions that help them learn about the world; design and conduct investigations using appropriate methodology and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and reconstruct previously learned knowledge. (Constructing New Scientific Knowledge)
1.Generate reasonable questions about the world based on observation. (Key concepts: See Using Scientific Knowledge. Real-world contexts: See Using Scientific Knowledge.)
video 2. Develop solutions to unfamiliar problems through reasoning, observation, and/or experiment. ( Key concepts: See Using Scientific Knowledge. Real-world contexts: See Using Scientific Knowledge.)
video 3. Manipulate simple mechanical devices and explain how they work. ( Key concepts: Names and uses for parts of machines, such as levers, wheel and axles, pulleys, inclined planes, gears, screws, wedges. Real-world contexts: Simple mechanical devices, such as bicycles, bicycle pumps, pulleys, faucets, clothespins.)
video 4. Use simple measurement devices to make metric measurement. ( Key concepts: Measurement units-milliliters, liters, teaspoon, tablespoon, ounce, cup, millimeter, centimeter, meter, gram. Measurement tools: Measuring cups and spoons, measuring tape, balance or scale. Real-world contexts : Making simple mixtures, such as food, play dough, papier mache; measuring height of a person, mass of a ball.)
video 5. Develop strategies and skills for information gathering and problem solving. ( Tools: Sources of information, such as reference books, trade books, periodicals. Real-world contexts: Seeking help from peers, adults, libraries, other resources.)
video 6. Construct charts and graphs and prepare summaries of observations. ( Key concepts: Increase, decrease, steady. Tools: Graph paper, rulers, crayons. Real-world contexts : Examples of simple charts and graphs like those found in a newspaper.)
video Content Standard1 : All students will analyze claims for their scientific merit and explain how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have contributed to and influenced developments in science. (Reflecting on Scientific Knowledge)
1. Develop an awareness of the need for evidence in making decisions scientifically. ( Key concepts: Data, evidence, sample, guess, opinion. Real-world contexts: Deciding whether an explanation is supported by evidence in simple experiments.)
video 2. Show how science concepts can
be interpreted through creative expression such as language arts and fine arts. ( Key concepts: Poetry, expository work, painting, drawing, music, diagrams, graphs, charts. Real-world contexts: Explaining simple experiments using paintings and drawings; describing natural phenomena scientifically and poetically.)
video 3. Describe ways in which technology is used in everyday life. ( Key concepts: Provide faster and farther transportation and communication, organize information and solves problems, save time. Real-world contexts: Cars, other machines, radios, telephones, computer games, calculators, appliances.)
video 4. Develop an awareness of and sensitivity to the natural world. ( Key concepts: Appreciation of the balance of nature and the effects organisms have on each other, including the effects humans have on the natural world. Real-world contexts: See Using Scientific Knowledge.)
video 5. Develop an awareness of contributions made to science by people of diverse backgrounds. ( Key concepts: Scientific contributions made by people of diverse cultures and backgrounds. Real-world contexts: See Using Scientific Knowledge.)
video Content Standard 4: All students will explain how scientists construct and scientifically test theories concerning the origin of life and evolution of species; compare ways that living organisms are adapted (suited) to survive and reproduce in their environments; and analyze how species change through time. (Evolution)
1. Explain how fossils provide evidence about the nature of ancient life. ( Key concepts: Types of evidence-fossil, extinct, ancient, modern life forms. Real-world contexts: Common contexts-plant and animal fossils, museum dioramas and paintings/drawings of ancient life and/or habitats.)
video 2. Explain how physical and/or behavioral characteristics of organisms help them to survive in their environments. ( Key concepts: Characteristics-adaptation, fitness, instinct, learning, habit . Traits and their adaptive values-sharp teeth or claws for catching and killing prey, color for camouflage. Real-world contexts: Common vertebrate adaptations, such as white polar bears, sharp claws and sharp canines for predators, changing colors of chameleon; behaviors, such as migration, communication of danger, adaptation to changes in the environment.)
video Content Standard 5: All students will explain how parts of an ecosystem are related and how they interact; explain how energy is distributed to living things in an ecosystem; investigate and explain how communities of living things change over a period of time; describe how materials cycle through an ecosystem and get reused in the environment; and analyze how humans and the environment interact. (Ecosystems)
1. Identify familiar organisms as part of a food chain or food web and describe their feeding relationships within the web. ( Key concepts: Producer, consumer, predator, prey, decomposer, habitat. Real-world contexts: Food chains and food webs involving organisms, such as rabbits, birds, snakes, grasshoppers, plants.)
video 2. Explain common patterns of interdependence and interrelationships of living things. ( Key concepts: Producer, consumer, predator, prey, decomposer, habitat. Real-world contexts: Relationships among plants and animals in an ecosystem-symbiotic relationships, such as insects and flowering plants, birds eating fruit and spreading seeds; parasitic relationships, such as human and mosquitoes, trees and mistletoe.)
video 3. Describe the basic requirements for all living things to maintain their existence. ( Key concepts: Needs of life-food, habitat, water, shelter, air, light, minerals. Real-world contexts: Selected ecosystems, such as an aquarium, rotting log, terrarium, backyard, local pond or wetland, wood lot.)
video 4. Design systems that encourage growing of particular plants or animals. ( Key concepts: Needs of life-food, habitat, water, shelter, air, light, minerals. Real-world contexts: Ecosystems managed by humans, including farms, ranches, gardens, lawns, potted plants.)
video 5. Describe positive and negative effects of humans on the environment. ( Key concepts: Human effects on the environment-garbage, habitat destruction, land management, resource management. Real-world contexts: Household wastes, school wastes, waste water treatment, habitat destruction due to community growth, reforestation projects, establishing parks or other green spaces.)
video Content Standard 1: All students will ask questions that help them learn about the world; design and conduct investigations using appropriate methodology and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and reconstruct previously learned knowledge. (Constructing New Scientific Knowledge)
1. Generate scientific questions about the world based on observation. ( Key concepts: See Using Scientific Knowledge. Real-world contexts: See Using Scientific Knowledge.)
video 2. Design and conduct simple investigations. ( Key concepts: The process of scientific investigations-test, fair test, hypothesis, data, conclusion . Forms for recording and reporting data-tables, graphs, journals. Real-world contexts: See Using Scientific Knowledge.)
video 3. Investigate toys/simple appliances and explain how they work, using instructions and appropriate safety precautions. ( Key concepts: Safety precautions for using electrical appliances. Documentation for toys and appliances-diagrams, written instructions. Real-world contexts: Situations requiring assembly, use, or repair of toys, radios, or simple appliances, such as replacing batteries; connecting electrical appliances, such as stereos, videocassette recorders.)
video 4. Use measurement devices to provide consistency in an investigation. ( Key concepts: Documentation-laboratory instructions . Measurement units-milliliters, liters, teaspoon, tablespoon, ounce, cup, millimeter, centimeter, meter, gram, nonstandard units. Measurement tools: Balancing devices, measuring cups and spoons, measuring tape. Real-world contexts: Cooking for groups of various sizes; following or altering laboratory instructions for mixing chemicals.)
video 5. Use sources of information to help solve problems. ( Tools: Forms for presenting scientific information, such as figures, tables, graphs. Real-world contexts: Libraries, projects where research is needed.)
video 6. Write and follow procedures in the form of step-by-step instructions, recipes, formulas, flow diagrams, and sketches. ( Key concepts: Purpose, procedure, observation, conclusion. Real-world contexts: Following a recipe; listing or creating the directions for completing a task.)
video Content Standard 1 : All students will analyze claims for their scientific merit and explain how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have contributed to and influenced developments in science. (Reflecting on Scientific Knowledge)
1. Evaluate the strengths and weaknesses of claims, arguments, or data. ( Key concepts: Aspects of arguments such as data, evidence, sampling, alternate explanation, conclusion. Real-world contexts: Deciding between alternate explanations or plans for solving problems; evaluating advertising claims or cases made by interest groups.)
video 2. Describe limitations in personal knowledge. ( Key concepts: Recognizing degrees of confidence in ideas or knowledge from different sources. Real-world contexts: See Using Scientific Knowledge.)
video 3. Show how common themes of science, mathematics, and technology apply in real-world contexts. ( Thematic ideas: Systems-subsystems, feedback models, mathematical constancy, scale, conservation, structure, function, adaptation. Real-world contexts: See Using Scientific Knowledge.)
video 4. Describe the advantages and risks of new technologies. ( Key concepts: Risk, benefit, side effect, advantage, disadvantage. Real-world contexts: Technological systems for manufacturing, transportation, energy distribution, housing.)
video 5. Recognize the contributions made in science by cultures and individuals of diverse backgrounds. ( Key concepts: Scientific contributions made by people of diverse cultures and backgrounds. Real-world contexts: See Using Scientific Knowledge.)
video Content Standard 5: All students will explain how parts of an ecosystem are related and how they interact; explain how energy is distributed to living things in an ecosystem; investigate and explain how communities of living things change over a period of time; describe how materials cycle through an ecosystem and get reused in the environment; and analyze how humans and the environment interact. (Ecosystems)
1. Describe common patterns of relationships among populations. ( Key concepts: Participants and relationships-predator, prey, parasitism, competition, symbiosis. Real-world contexts: Examples of predator-prey, symbiotic, and parasitic relationships-see elementary benchmarks 1 and 2; examples of competitive relationships, including squirrels and seed-eating birds, cattle and bison.)
video 2. Predict the effects of changes in one population in a food web on other populations. ( Key concepts: Natural balance, population, dependence, survival. Real-world contexts: Plants and animals in an ecosystem dependent upon each other for survival in selected ecosystems-see elementary benchmark 3; comparison of animals and plants found in polluted vs. nonpolluted water, urban vs. rural settings, rural vs. forest settings.)
video 3. Describe how all organisms in an ecosystem acquire energy directly or indirectly from sunlight. ( Key concepts: Sunlight, plants, food, photosynthesis, heat. Real-world contexts: Selected food chains, including humans; also see Cells benchmarks related to photosynthesis.)
video 4. Describe the likely succession of a given ecosystem over time. ( Key concepts: Succession, stages, climax community. Real-world contexts: Process of gradual change in ecological systems, such as in ponds or abandoned farm fields.)
video 5. Identify some common materials that cycle through the environment. ( Key concepts: Carbon cycle and water cycle-water, carbon dioxide, oxygen, sugar (food). Also see appropriate Cells and Atmosphere and Weather benchmarks. Real-world contexts: Selected ecosystems-also see elementary benchmark 3.)
video 6. Describe ways in which humans alter the environment. ( Key concepts: Agriculture, land use, resource development, resource use, solid waste, toxic waste. Real-world contexts: Human activities, such as farming, pollution from manufacturing and other sources, hunting, habitat destruction, land development.)
video 7. Explain how humans use and benefit from plant and animal materials. ( Key concepts: Materials from plants, including-wood, paper, cotton, linen, starch, rubber, wax, and oils. Materials from animals, including leather, wool, fur, protein, oils, wax. Real-world contexts: Human-made objects that incorporate plant and animal materials, including clothing, building materials, machines, and medicines-also see elementary benchmark 1, and middle school benchmarks 3 and 6-also see appropriate Geosphere benchmarks.)
videoElementary:
I. Construct New Scientific and Personal Knowledge
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II. Reflect on the Nature, Adequacy and Connections Across Scientific Knowledge
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III. Use Scientific Knowledge from the Life Sciences in Real-World Contexts
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Middle School:
I. Construct New Scientific and Personal Knowledge
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II. Reflect on the Nature, Adequacy and Connections Across Scientific Knowledge
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III. Use Scientific Knowledge from the Life Sciences in Real-World Contexts
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IV. Use Scientific Knowledge from the Physical Sciences in Real-World Contexts