The STANDARDS CORRELATION chart suggests which California Academic Content Standards you can cover using Photosynthesis: from Sunlight to Life 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 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 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 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. draw pictures that portray some features of the thing being described.
video b. Record observations and data with pictures, numbers, or written statements.
video c. record observations on a bar graph.
video d. describe the relative position of objects using two references (e.g., above and next to, below and left of).
video e. Make new observations when discrepancies exist between two descriptions of
the same object or phenomenon.
video 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 organ-ism
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, comput-ers,
balances, spring scales, microscopes, and binoculars) to perform tests, collect
data, and display data.
video c. Construct appropriate graphs from data and develop qualitative statements
about the relationships between variables.
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 f. Read a topographic map and a geologic map for evidence provided on the maps
and construct and interpret a simple scale map.
video g. Interpret events by sequence and time from natural phenomena (e.g., the relative
ages of rocks and intrusions).
video h. Identify changes in natural phenomena over time without manipulating the
phenomena (e.g., a tree limb, a grove of trees, a stream, a hillslope).
video Updated July 2001
Middle School Standards: Grade Six, Grade Seven,
Grade Eight
High School Starndards: Grades 9-12
Grade One
Life Science
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Investigation and Experimentation
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Grade Six
Focus on Earth Sciences
Ecology (Life Science)
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