The STANDARDS CORRELATION chart suggests which State of Washington Essential Learning Requirements 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 State of Washington Essential Learning Requirements you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
1.1 use properties to identify, describe, and categorize substances, materials, and objects, and use characteristics to categorize living things |
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1.2 recognize the components, structure, and organization of systems and the interconnections within and among them |
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Systems |
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identify the parts of a system, how the parts go together, and how they depend on each other
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describe how the parts of a system interact and influence each other
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analyze systems, including the inputs and outputs of a system and its subsystems
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Physical Science |
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Energy sources and kinds |
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understand that energy keeps things running and comes in many forms
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understand that energy is a property of substances and systems and comes in many forms, including stored energy, energy of motion, and heat energy such as heat, light, electrical, mechanical, sound, nuclear, and chemical
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understand many forms of energy as they are found in common situations on earth and in the universe
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Energy transfer and transformation |
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know that energy can be transferred between various forms
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determine factors that affect rate and amount of energy transfer; associate a decrease in one form of energy with an increase in another
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understand that total energy is conserved; analyze decreases and increases in energy during transfers, in terms of total energy conservation
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1.3 understand how interactions within and among systems cause changes in matter and energy |
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Earth/Space Science |
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Life Science |
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Life processes and the flow of matter and energy |
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recognize that living things need constant energy supplied from food or light and that, in ecosystems, substances such as air, water, nutrients, and the chemicals in food are continually recycled
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understand that individual organisms use matter and energy for life processes, and the mechanisms accomplishing these processes are complex, integrated, and regulated
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explain how organisms can sustain life by obtaining, transporting, transforming, releasing, and eliminating matter and energy
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Biological evolution |
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know that fossil records show patterns of structural change in organisms over time
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describe how biological evolution accounts for species diversity, adaptation, natural selection, extinction, and change in organisms over time
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investigate and examine the scientific evidence used to develop theories for evolution, speciation, adaptation, and biological diversity
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Interdependence of life |
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describe how an organism's behavior and ability to survive is influenced by its environment, other life forms, and availability of food and/or other resources
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explain how organisms interact with their environment and with other organisms to acquire energy, cycle matter, influence behavior, and establish competitive or mutually beneficial relationships
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compare and contrast the complex factors (biotic and abiotic) that affect living organisms, interactions in biomes, ecosystems, communities, and populations
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Environmental and resource issues |
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know humans and other living things depend on the natural environment, and can cause changes in their environment that affect their ability to survive
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explain how human societies use of natural resources affects quality of life and the health of ecosystems
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analyze the effects of natural events and human activities on the earth's capacity to sustain biological diversity
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2.1 develop abilities necessary to do scientific inquiry |
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Questioning |
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ask questions about objects, organisms, and events in the environment
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generate questions that can be answered through scientific investigations
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study and analyze questions and related concepts that guide scientific investigations
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Designing and conducting investigations |
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plan and conduct simple investigations, using appropriate tools, measures, and safety rules
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design, conduct, and evaluate scientific investigations, using appropriate equipment, mathematics, and safety procedures
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design, conduct, and evaluate systematic and complex scientific investigations, using appropriate technology, multiple measures, and safe approaches
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Explanation |
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use data to construct reasonable explanations
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use evidence from scientific investigations to think critically and logically to develop descriptions, explanations, and predictions
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formulate and revise scientific explanations and models using logic and evidence; recognize and analyze alternative explanations and predictions
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Modeling |
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model objects, events, or processes by representing them with concrete objects, metaphors, analogies, or other conceptual or physical constructs
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correlate models of the behavior of objects, events, or processes to the behavior of the actual things; test models by predicting and observing actual behaviors or processes
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use mathematics, computers and/or related technology to model the behavior of objects, events, or processes
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Communication |
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record and report observations, explanations, and conclusions using oral, written, and mathematical expression
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communicate scientific procedures, investigations, and explanations orally, in writing, with computer-based technology, and in the language of mathematics
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research, interpret, and defend scientific investigations, conclusions, or arguments; use data, logic, and analytical thinking as investigative tools; express ideas through oral, written, and mathematical expression
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2.2 apply science knowledge and skills to solve problems or meet challenges |
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Identifying problems |
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identify problems found in familiar contexts in which science/technology can be or has been used to design solutions
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identify and examine common, everyday challenges or problems in which science/technology can be or has been used to design solutions
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study and analyze challenges or problems from local, regional, national, or global contexts in which science/technology can be or has been used to design a solution
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Designing and testing solutions |
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propose, design, and test a solution to a problem
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identify, design, and test alternative solutions to a challenge or problem
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research, model, simulate, and test alternative solutions to a problem
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Evaluating potential solutions |
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evaluate how well a design or a product solves a problem
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compare and contrast multiple solutions to a problem or challenge
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propose, revise, and evaluate the possible constraints, applications, and consequences of solutions to a problem or challenge
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3.1 understand the nature of scientific inquiry |
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Intellectual honesty |
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understand that all scientific observations should be reported accurately even when they contradict expectations
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understand the operational and ethical traditions of science and technology such as skepticism, cooperation, intellectual honesty, and proprietary discovery
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analyze and explain why curiosity, honesty, openness, and skepticism are integral to scientific inquiry
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Limitations of science and technology |
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distinguish between questions that can be answered with science and technology and those that cannot
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understand that scientific investigation is limited to the natural world
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identify and analyze factors that limit the extent of scientific investigation
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Dealing with inconsistencies |
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explain why similar investigations may not produce similar results
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provide more than one explanation for events or phenomena; defend or refute the explanations using evidence
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compare, contrast, and critique divergent results from scientific investigations based on scientific arguments and explanations
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Evaluating methods of investigation |
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recognize that results of scientific investigations can come from expected and unexpected sources
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describe how methods of investigation relate to the validity of scientific, experiments, observations, theoretical models, and explanation
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analyze and evaluate the quality and standards of investigative design, processes, and procedures
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Evolution of scientific ideas |
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know that ideas in science change as new scientific thinking, theories, and evidence arise
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explain how scientific theory, hypothesis generation, experimentation, and observation are interrelated and may lead to changing ideas
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know that science involves testing, revising, and occasionally discarding theories; understand that scientific inquiry and investigation lead to a better understanding of the natural world and not to absolute truth
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3.2 know that science and technology are human endeavors, interrelated to each other, to society, and to the workplace |
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All peoples contribute to science and technology |
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know that science and technology have been practiced by all peoples throughout history
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know that science and technology have been developed, used, and affected by many diverse individuals, cultures, and societies throughout human history
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analyze how scientific knowledge and technological advances discovered and developed by individuals and communities in all cultures of the world contribute to changes in societies
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Relationship of science and technology |
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recognize that people have invented tools for everyday life and for scientific investigations
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compare and contrast scientific inquiry and technological design in terms of activities, results, and influence on individuals and society; know that science enables technology and vice versa
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analyze how the scientific enterprise and technological advances influence and are influenced by human activity, for example societal, environmental, economical, political, or ethical considerations
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Careers and occupations using science, mathematics, and technology |
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identify the knowledge and skills of science, mathematics, and technology used in common occupations
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investigate the use of science, mathematics, and technology within occupational/career areas of interest
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investigate the scientific, mathematical, and technological knowledge, training, and experience needed for occupational/career areas of interest
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