The STANDARDS CORRELATION chart suggests which California Academic Content Standards you can cover using Light, Optics, Mirros and Telescopes 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 1. Energy and matter have multiple forms and can be changed from one form to
another. As a basis for understanding this concept:
a. Students know energy comes from the Sun to Earth in the form of light.
video 2. Light has a source and travels in a direction. As a basis for understanding this
concept:
a. Students know sunlight can be blocked to create shadows.
video b. Students know light is reflected from mirrors and other surfaces.
video c. Students know the color of light striking an object affects the way the object is seen.
video d. Students know an object is seen when light traveling from the object enters the eye. 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 6. Physical principles underlie biological structures and functions. As a basis for un-derstanding
this concept:
a. Students know visible light is a small band within a very broad electromagnetic
spectrum.
video b. Students know that for an object to be seen, light emitted by or scattered from it
must be detected by the eye.
video c. Students know light travels in straight lines if the medium it travels through does
not change.
video d. Students know how simple lenses are used in a magnifying glass, the eye,
a camera, a telescope, and a microscope.
video e. Students know that white light is a mixture of many wavelengths (colors) and that
retinal cells react differently to different wavelengths. video f. Students know light can be reflected, refracted, transmitted, and absorbed by
matter. video g. Students know the angle of reflection of a light beam is equal to the angle of incidence.
video h. Students know how to compare joints in the body (wrist, shoulder, thigh) with
structures used in machines and simple devices (hinge, ball-and-socket, and
sliding joints).
video i. Students know how levers confer mechanical advantage and how the application
of this principle applies to the musculoskeletal system.
video j. Students know that contractions of the heart generate blood pressure and that
heart valves prevent backflow of blood in the circulatory system.
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 Updated July 2001
Middle School Standards: Grade Six, Grade Seven,
Grade Eight
High School Starndards: Grades 9-12
Grade Three
Physical Sciences
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Investigation and Experimentation
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Grade Seven
Focus on Life Sciences
Physical Principles in Living Systems (Physical Science)
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