The STANDARDS CORRELATION chart suggests which North Carolina 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 North Carolina Science Standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
Elementary Standards: Kindergarten, Grade One,
Grade Two, Grade Three,
Grade Four, Grade Five
Middle School Standards: Grade Six, Grade Seven,
Grade Eight
High School: Earth/Environmental Science
The learner will build an understanding of similarities and differences in plants and animals.
Objectives
1.01 Identify the similarities and differences in plants:
video 1.02 Identify the similarities and differences in animals:
video 1.03 Observe the different ways animals move from place to place, and how plants move in different ways.
video Observe the similarities of humans to other animals and their basic needs. Observe how humans grow and change.
video The learner will increase his/her understanding of how the world works by using tools.
Objectives
4.01 Describe the functions of tools.
video 4.02 Determine the usefulness of tools to help people: scissors, pencils, crayons, paper clips, hammers, etc.
video 4.03 Apply nonstandard units of measure.
video 4.04 Conclude that tools extend human capabilities.
video The learner will build an understanding of the needs of living organisms.
Objectives
1.01 Determine the needs of plants:
video 1.02 Determine the needs of animals:
video 1.03 Identify environments that support various types of living organisms.
video 1.04 Identify local environments that support the needs of North Carolina plants and animals.
video The learner will build an understanding of plant and animal life cycles.
Objectives
1.01 Analyze the life cycle of plants:
video 1.02 Compare and contrast life cycles of different plants.
video 1.03 Analyze the life cycle of animals
video 1.04 Compare and contrast life cycles of different animals.
video The learner will build an understanding of plant growth and adaptations.
Objectives
1.01 Determine that the quantities and qualities of nutrients, light, and water in the environment affect plant growth.
video 1.02 Observe how environmental conditions can determine how well plants grow and survive in a particular environment.
video 1.03 Analyze plant structures for specific functions:
video 1.04 Determine that new plants can be generated from:
video 1.05 Determine that the number of seeds a plant can produce depends on variables such as light, water, nutrients, and degree of pollination.
video The learner will build an understanding of animal growth and adaptation.
Objectives
1.01 Relate structural characteristics and behavior of a variety of animals to the environment in which they are typically found.
video 1.02 Determine animal behaviors and body structures that have specific growth and survival functions in a particular habitat.
video 1.03 Evaluate living and nonliving things that affect animal life:
video The learner will build an understanding of the interdependence of plants and animals.
Objectives
1.01 Assess a variety of ecosystems (communities of organisms and their interaction with the environment).
video 1.02 Determine the function of organisms within the population of the ecosystem: producers, consumers, and decomposers.
video 1.03 Evaluate the variety of organisms an ecosystem can support.
video 1.04 Relate the role of light, range of temperatures, and soil composition to an ecosystem's capacity to support life.
video 1.05 Evaluate the major source of energy for ecosystems (sunlight) and how it is passed from organism to organism in food webs.
video 1.06 Assess the interaction of organisms within an ecosystem.
video The learner will build an understanding of forms and sources of energy.
Objectives
2.01 Assess the sources and forms of energy (heat, light, electricity, mechanical motion, and sound).
video 2.02 Assess the needs, benefits, distribution, pollution, and cost associated with society's use of energy.
video 2.03 Analyze the interaction and transformation of the forms of energy.
video The learner will investigate the characteristics of matter and energy flow through an ecosystem.
Objectives
2.01 Examine evidence that plants convert light energy into stored energy which the plant, in turn, uses to carry out its life processes.
video 2.02 Differentiate between the interconnected terrestrial and aquatic global food webs.
video 2.03 Describe ways in which organisms interact with each other and with non-living parts of the environment:
video 2.04 Evaluate the consequences of disrupting food webs.
video The learner will investigate the characteristics of energy transfer.
Objectives
4.01 Determine how convection and radiation transfer energy.
video 4.02 Analyze heat flow through materials or across space from warm objects to cooler objects until both objects are at equilibrium.
video 4.03 Conclude that vibrating materials generate waves that transfer energy.
video 4.04 Evaluate data for qualitative and quantitative relationships associated with energy transfer and/or transformation.
video 4.05 Analyze the physical interactions of light and matter:
video 4.06 Examine the law of conservation of energy.
videoKindergarten
Competency Goal 1:
Strands: Nature of Science, Science as Inquiry, Science and Technology, Science in Personal and Social Perspectives
•Appearance.
•Growth.
•Change.
•Uses.
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•Appearance.
•Growth.
•Change.
•Purpose.
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Competency Goal 4:
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Grade One
Competency Goal 1:
Strands: Nature of Science, Science as Inquiry, Science and Technology, Science in Personal and Social Perspectives
•Air.
•Water.
•Nutrients.
•Light.
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•Air.
•Water.
•Food.
•Shelter.
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Grade Two
Competency Goal 1:
Strands: Nature of Science, Science as Inquiry, Science and Technology, Science in Personal and Social Perspectives
•Reproducing.
•Developing into an adult.
•Eventually dying.
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•Being born.
•Developing into an adult.
•Reproducing.
•Eventually dying.
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Grade Three
Competency Goal 1:
Strands: Nature of Science, Science as Inquiry, Science and Technology, Science in Personal and Social Perspectives
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•Growth.
•Survival.
•Reproduction.
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•Seeds.
•Tubers.
•Bulbs.
•Cuttings.
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Grade Four
Competency Goal 1:
Strands: Nature of Science, Science as Inquiry, Science and Technology, Science in Personal and Social Perspectives
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•Other animals.
•Plants.
•Climate.
•Water.
•Air.
•Location.
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Grade Five
Competency Goal 1:
Strands: Nature of Science, Science as Inquiry, Science and Technology, Science in Personal and Social Perspectives
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Competency Goal 2:
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Grade Six
Competency Goal 2:
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•Limiting factors.
•Coexistence/Cooperation/Competition.
•Symbiosis.
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Competency Goal 4:
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•Absorption.
•Scattering.
•Color perception.
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