The STANDARDS CORRELATION chart suggests which California Academic Content Standards you can cover using Food Webs: Connections Across the Natural World 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
You can cover most if not all of the life science state standards through Adaptation and Natural Selection: Evolution at Work program.
You can cover most if not all of the life science state standards through Adaptation and Natural Selection: Evolution at Work program.
You can cover most if not all of the life science state standards through Adaptation and Natural Selection: Evolution at Work program.
You can cover most if not all of the life science state standards through Adaptation and Natural Selection: Evolution at Work program.
2. All organisms need energy and matter to live and grow. As a basis for understand-ing
this concept:
a. Students know plants are the primary source of matter and energy entering most
food chains.
video b. Students know producers and consumers (herbivores, carnivores, omnivores, and
decomposers) are related in food chains and food webs and may compete with
each other for resources in an ecosystem.
video c. Students know decomposers, including many fungi, insects, and microorganisms,
recycle matter from dead plants and animals.
video 33. Living organisms depend on one another and on their environment for survival. As
a basis for understanding this concept:
a. Students know ecosystems can be characterized by their living and nonliving
components.
video b. Students know that in any particular environment, some kinds of plants and
animals survive well, some survive less well, and some cannot survive at all.
video c. Students know many plants depend on animals for pollination and seed dispersal,
and animals depend on plants for food and shelter.
video d. Students know that most microorganisms do not cause disease and that many are
beneficial.
video 6. 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. Differentiate observation from inference (interpretation) and know scientists’
explanations come partly from what they observe and partly from how
they interpret their observations.
video b. Measure and estimate the weight, length, or volume of objects. video c. Formulate and justify predictions based on cause-and-effect relationships.
video d. Conduct multiple trials to test a prediction and draw conclusions about the
relationships between predictions and results.
video f. Follow a set of written instructions for a scientific investigation.
video You can cover most if not all of the earth science state standards through the earth science programs.
5. Organisms in ecosystems exchange energy and nutrients among themselves and
with the environment. As a basis for understanding this concept:
a. Students know energy entering ecosystems as sunlight is transferred by producers
into chemical energy through photosynthesis and then from organism to organism
through food webs.
video b. Students know matter is transferred over time from one organism to others in the
food web and between organisms and the physical environment.
video c. Students know populations of organisms can be categorized by the functions they
serve in an ecosystem.
video d. Students know different kinds of organisms may play similar ecological roles in
similar biomes.
video e. Students know the number and types of organisms an ecosystem can support
depends on the resources available and on abiotic factors, such as quantities of
light and water, a range of temperatures, and soil composition.
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. Develop a hypothesis.
video b. Select and use appropriate tools and technology (including calculators, computers,
balances, spring scales, microscopes, and binoculars) to perform tests, collect
data, and display data.
video d. Communicate the steps and results from an investigation in written reports and
oral presentations.
video e. Recognize whether evidence is consistent with a proposed explanation.
video You can cover most if not all of the physical science state standards through the The Electromagnetic Spectrum program.
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
Grade One
Grade Two
Grade Three
Grade Four
Life Science
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Investigation and Experimentation
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Grade Five
Grade Six
Ecology (Life Science)
hands-on
online
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online
Investigation and Experimentation
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online
hands-on
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Grade Seven
Grade Eight