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Fourth Grade
|
| CSCS (4) 2 |
All organisms need energy and matter
to live and grow. |
| |
|
| CSCS (4) 2a |
Students know plants are the primary
sources of matter and energy entering most food chains. |
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|
| CSCS (4) 2b |
Students know producers and consumers
are related in food chains and food webs and may compete with each
other for resources in an ecosystem. |
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|
| CSCS (4) 2c |
Students know decomposers, including
fungi, insects, and microorganisms, recycle matter from dead plants
and animals. |
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|
| CSCS (4) 3a |
Students know ecosystems can be characterized
by their living and nonliving things. |
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|
| CSCS (4) 3b |
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. |
| |
|
| CSCS (4) 3d |
Students know that most microorganisms
do not cause disease and that many are beneficial. |
| |
|
| CSCS (4) 6a |
Differentiate observation from inference
(interpretation) and know scientists' explanations come partly from
what they observe and partly from how they interpret their observations. |
| |
|
| CSCS (4) 6c |
Formulate and justify predictions
based on cause-and-effect relationships. |
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|
| CSCS (4) 6f |
Follow a set of written instructions
for scientific investigation. |
| |
|
| CMCS D (4) 1.0 |
Organize, represent, and interpret
numerical & categorical data & communicate findings. |
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|
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Fifth
Grade |
| CSCS (5) 1a |
Students know that during chemical
reactions the atoms of reactants rearrange to form products with
different properties. |
| |
|
| CSCS (5) 1b |
Students know all matter is made
of atoms, which may combine to form molecules. |
| |
|
| CSCS (5) 2f |
Students know plants use carbon dioxide
(CO 2 and energy from sunlight) to build molecules of sugar and release
oxygen. |
| |
|
| CSCS (5) 2c |
Students know the sequential steps
of digestion and the roles of teeth and the mouth, esophagus, stomach,
small intestine, large intestine, and colon in the function of the
digestive system. |
| |
|
| CSCS (5) 2g |
Students know plant and animal cells
break down sugar to obtain energy, a process resulting in carbon
dioxide and water. |
| |
|
| CSCS (5) 6b |
Develop a testable question. |
| |
|
| CSCS (5) 6c |
Plan and conduct a simple investigation
based on a student-developed question and write instructions others
can follow to carry out the procedure. |
| |
|
| CSCS (5) 6d |
Identify the dependent and controlled
variables in an investigation. |
| |
|
| CSCS (5) 6e |
Identify a single independent variable
in a scientific investigation and explain how this variable can be
used to collect information to answer a question about the results
of the experiment. |
| |
|
| CSCS (5) 6g |
Record data by using appropriate
graphic representations (including charts, graphs, and labeled diagrams)
and make inferences based on those data. |
| |
|
| CSCS (5) 6h |
Draw conclusions from scientific
evidence and indicate whether further information is needed to support
a specific conclusion. |
| |
|
| CMCS D (5) 1.2 |
Organize & display single-variable
data in appropriate graphs and representations. |
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|
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Sixth
Grade |
| CSCS (6) 2g |
Students know plant and animal cells
break down sugar to obtain energy, a process resulting in carbon
dioxide and water. |
| |
|
| CSCS (6) 5a |
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. |
| |
|
| CSCS (6) 5b |
Students know matter is transferred
over time from one organism to other in the food web and between
organisms and the physical environment. |
| |
|
| CSCS (6) 5c |
Students know populations of organisms
can be categorizes by the functions they serve in an ecosystem. |
| |
|
| CSCS (6) 5d |
Students know different kinds of
organisms may play similar ecological roles in similar biomes. |
| |
|
| CSCS (6) 5e |
Students know the number 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
temps, and soil composition. |
| |
|
| CSCS (6) 7a |
Develop a hypothesis. |
| |
|
| CSCS (6) 7b |
Students will select and use appropriate
tools and technology (including calculators, computers, balances,
spring scales, microscopes, and binoculars) to perform tests, collect
data, and display data. |
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|
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Seventh
Grade |
| CSCS (7) 7b |
Use a variety of print and electronic
resources (WWW) to collect information and evidence as part of a
research project. |
| |
|
| CSCS (7) 7c |
Communicate the logical connection
among hypotheses, science concepts, tests conducted, data collected,
and conclusions drawn from the scientific evidence. |
| |
|
| CSCS (7) 7d |
Construct scale models, maps, and
appropriately labeled diagrams to communicate scientific knowledge. |
| |
|
| CSCS (7) 7e |
Students will communicate the steps
and results from an investigation in written reports and oral presentations. |
| |
|
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Eighth Grade |
| CSCS (8) 6b |
Students know that living organisms
are made of molecules consisting largely of carbon, hydrogen, nitrogen,
oxygen, phosphorus, and sulfur. |
| |
|
| CSCS (8) 9a |
Plan and conduct a scientific investigation
to test a hypothesis. |
| |
|
| CSCS (8) 9c |
Distinguish between variable and
controlled parameters in a test. |
| |
|
| CSCS (8) 5b |
Students know the idea of atoms explains
the conservation of matter: In chemical reactions the number of atoms
stays the same no matter how they are arranged, so their total mass
stays the same. |
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|
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Ninth
- Twelfth Grades |
CSCS (9-12)
Biology/Life Sciences
1f |
Students know usable energy is captured
from sunlight by chloroplasts and is stored through synthesis of
sugar from carbon dioxide. |
| |
|
CSCS (9-12)
Biology/Life Sciences
6e |
Students know a vital part of an
ecosystem is the stability of its producers and decomposers. |
| Lesson Number/Title |
California Science Standards |
California Math Standards |
| 1: Biology Training Module |
Meets:
CSCS (4) 3b
CSCS (4) 6 c, f
CSCS (6) 5c, d
CSCS (7) 7b, d
CSCS (9-12) Biology/Life Sciences 6e
Partially Meets:
CSCS (5) 6g.h
CSCS (6) 5a, e
CSCS (6) 7b
Addresses:
CSCS(4) 3 a
CSCS(4) 6 a
|
Meets:
Partially Meets:
Addresses:
|
| 2: The Importance of Food |
Meets:
CSCS (4) 2
Partially Meets:
CSCS (5) 2g
Addresses:
CSCS (5) 1a
CSCS (5) 2c
CSCS (6) 5b
|
Meets:
Partially Meets:
Addresses:
|
| 3: Producers Make Their Own Food |
Meets:
CSCS (5) 2f
CSCS (5) 6 b, c, e
CSCS (5) 6h
CSCS (6) 7a
CSCS (7) 7e
Partially Meets:
CSCS (6) 5a,
CSCS (6) 2g
CSCS (7) 7c
CSCS (9-12) Biology/Life Sciences 1f
CSCS (9-12) Biology/Life Sciences 6e
Addresses:
CSCS (8) 6b
|
Meets:
Partially Meets:
Addresses:
CMCS D (4) 1.0
CMCS D (5) 1.2
|
| 4: Consumers Get Their Food From
Other Living Things |
Meets:
CSCS(4)
2a
CSCS (5) 2g
CSCS(5) 6g
Partially Meets:
CSCS (6) 5a,b
CSCS (9-12) Biology/Life Sciences
6e
Addresses:
|
Meets:
Partially Meets:
Addresses:
|
| 5: Decomposers Get Energy From Dead
Things |
Meets:
CSCS (4) 2c
CSCS (5) 6e
CSCS (5) 6h
CSCS (6) 7a
CSCS (7) 7e
Partially Meets:
CSCS (5) 6c
CSCS (5) 6d
CSCS (7) 7c
CSCS (8) 9a, c
CSCS (9-12) Bio/Life Sciences 6e
Addresses:
CSCS (4) 3d
|
Meets:
Partially Meets:
Addresses:
CMCS D (4) 1.0
CMCS D (5) 1.2
|
| 6. The Cycle of Matter |
Meets:
CSCS (7) 7d
CSCS (8) 5b
Partially Meets:
CSCS (5) 1a
CSCS (6) 5b
Addresses:
CSCS (5) 1b
|
Meets:
Partially Meets:
Addresses:
|
| 7: Biology Conclusion: Summarizing
Learning |
Meets:
CSCS (4) 2a, c
CSCS (4) 3a
CSCS (6) 5a,b
Partially Meets:
CSCS (5) 2f
CSCS (4) 2b
CSCS (4) 3b
Addresses: |
Meets:
Partially Meets:
Addresses: |
