The STANDARDS CORRELATION chart suggests which California Academic Content Standards you can cover using Adaptation and Natural selection: Evolution at Work in your classroom. We hope you will discover additional standards you can use.
For additional California Academic Content Standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE SCIENCE CONCEPTS IN CONTEXT programs:
Earth Science Modules
Sun and Seasons, Day and Night
Jet Streams and Ocean Currents: the Global Circulation of air and Water
The Water, Carbon and Other Geochemical Cycles
Life Science Modules
Photosynthesis: from Sunlight to Life
Food Webs: Connections Across the Natural World
Adaptation and Natural selection: Evolution at Work
Physical Science Modules
Light, Optics, Mirros and Telescopes
Convection, Conduction and Radiation
Space Science Modules
Gravity: Mass, Weight and Motion
Objects in the sky: Planets, Stars and More!
Fusion and Fission: Atoms and Energy
How We Explore Space: Extending Our Senses Beyond Earth
Elementary Standards: Kindergarten, Grade One,
Grade Two, Grade Three,
Grade Four, Grade Five
Middle School Standards: Grade Six, Grade Seven,
Grade Eight
2. Different types of plants and animals inhabit the earth. As a basis for understanding
this concept:
a. Students know how to observe and describe similarities and differences in the
appearance and behavior of plants and animals (e.g., seed-bearing plants, birds,
fish, insects).
video b. Students know stories sometimes give plants and animals attributes they do not
really have.
video c. Students know how to identify major structures of common plants and animals
(e.g., stems, leaves, roots, arms, wings, legs).
video 2. Plants and animals meet their needs in different ways. As a basis for understanding
this concept:
a. Students know different plants and animals inhabit different kinds of environ-ments
and have external features that help them thrive in different kinds of
places.
video b. Students know both plants and animals need water, animals need food, and plants
need light.
video c. Students know animals eat plants or other animals for food and may also use
plants or even other animals for shelter and nesting.
video d. Students know how to infer what animals eat from the shapes of their teeth
(e.g., sharp teeth: eats meat; flat teeth: eats plants).
video e. Students know roots are associated with the intake of water and soil nutrients
and green leaves are associated with making food from sunlight.
video 2. Plants and animals have predictable life cycles. As a basis for understanding this
concept:
a. Students know that organisms reproduce offspring of their own kind and that the
offspring resemble their parents and one another.
video c. Students know many characteristics of an organism are inherited from the parents.
Some characteristics are caused or influenced by the environment.
video d. Students know there is variation among individuals of one kind within a population.
video e. Students know light, gravity, touch, or environmental stress can affect the germination,
growth, and development of plants.
video 4. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content
in the other three strands, students should develop their own questions and perform
investigations. Students will:
a. Make predictions based on observed patterns and not random guessing.
video b. Measure length, weight, temperature, and liquid volume with appropriate tools
and express those measurements in standard metric system units.
video c. Compare and sort common objects according to two or more physical attributes
(e.g., color, shape, texture, size, weight).
video d. Write or draw descriptions of a sequence of steps, events, and observations.
video f. Use magnifiers or microscopes to observe and draw descriptions of small objects
or small features of objects.
video g. Follow oral instructions for a scientific investigation.
video 3. Adaptations in physical structure or behavior may improve an organism’s chance for
survival. As a basis for understanding this concept:
a. Students know plants and animals have structures that serve different functions in
growth, survival, and reproduction.
video b. Students know examples of diverse life forms in different environments, such as
oceans, deserts, tundra, forests, grasslands, and wetlands.
video c. Students know living things cause changes in the environment in which they live:
some of these changes are detrimental to the organism or other organisms, and
some are beneficial.
video d. Students know when the environment changes, some plants and animals survive
and reproduce; others die or move to new locations.
video e. Students know that some kinds of organisms that once lived on Earth have com-pletely
disappeared and that some of those resembled others that are alive today.
video 5. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content
in the other three strands, students should develop their own questions and perform
investigations. Students will:
a. Repeat observations to improve accuracy and know that the results of similar
scientific investigations seldom turn out exactly the same because of differences
in the things being investigated, methods being used, or uncertainty in the
observation.
video b. Differentiate evidence from opinion and know that scientists do not rely on
claims or conclusions unless they are backed by observations that can be
confirmed.
video c. Use numerical data in describing and comparing objects, events, and measurements.
video d. Predict the outcome of a simple investigation and compare the result with the
prediction.
video e. Collect data in an investigation and analyze those data to develop a logical conclusion.
video You can cover most if not all of the life science state standards through Food Webs: Connections Across the Natural World program.
You can cover most if not all of the earth science state standards through the earth science programs.
Some of the earth and physical science state standards can be covered through the Convection, Conduction and Radiation program.
3. Biological evolution accounts for the diversity of species developed through gradual
processes over many generations. As a basis for understanding this concept:
a. Students know both genetic variation and environmental factors are causes of
evolution and diversity of organisms.
video b. Students know the reasoning used by Charles Darwin in reaching his conclusion
that natural selection is the mechanism of evolution.
video c. Students know how independent lines of evidence from geology, fossils, and
comparative anatomy provide the bases for the theory of evolution.
video d. Students know how to construct a simple branching diagram to classify living
groups of organisms by shared derived characteristics and how to expand the
diagram to include fossil organisms. video e. Students know that extinction of a species occurs when the environment changes
and that the adaptive characteristics of a species are insufficient for its survival.
video 7. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content
in the other three strands, students should develop their own questions and perform
investigations. Students will:
a. Select and use appropriate tools and technology (including calculators, comput-ers,
balances, spring scales, microscopes, and binoculars) to perform tests, collect
data, and display data.
video b. Use a variety of print and electronic resources (including the World Wide Web)
to collect information and evidence as part of a research project.
video c. Communicate the logical connection among hypotheses, science concepts, tests
conducted, data collected, and conclusions drawn from the scientific evidence. video d. Construct scale models, maps, and appropriately labeled diagrams to communi-cate
scientific knowledge (e.g., motion of Earth’s plates and cell structure). video e. Communicate the steps and results from an investigation in written reports and
oral presentations.
video You can cover most if not all of the physical science state standards for force and motion through the Force and Motion program and most if not all of the earth science state standards through the earth science programs.
Updated July 2001Kindergarten
Life Science
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Grade One
Life Science
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Grade Two
Life Science
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Investigation and Experimentation
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Grade Three
Life Science
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Investigation and Experimentation
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Grade Four
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Grade Seven
Focus on Life Sciences
Evolution
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Investigation and Experimentation
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Grade Eight