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New Hampshire Frameworks Correlations
Expeditions
in Conservation 
Travel to coastal African nation of Mozambique
and join conservationists as they battle illegal fishing and come face-to-face
with a whale shark while searching for endangered dugongs. Journey to the rain
forests of South America and search for rare and elusive species, from the jaguar
to the giant river otter. Go to the Caribbean's Mesoamerican Reef, home to more
than 500 species of fish. Trek to the heart of Borneo and explore its rain forests.
Follow a team of international scientists as they plunge through the rainforests
of the Central African Republic to monitor animals from ants to elephants.
Intended Audience: General Reading
Level: Middle School Teacher Section: No Searchable: No Science: Life Science
Curriculum Standard 3a.
Students will demonstrate an increasing ability to recognize patterns
and products of evolution, including genetic variation, specialization, adaptation,
and natural selection.
Proficiency Standards
By the end of grade six students will be able to: - Classify a variety of organisms based on their characteristics, and
use this scheme as a tool to organize information about the diversity of life
forms.
- Identify major body structures of some common organisms, e.g. when shown a picture
of the human skeleton students can identify, by common name, the major bones
in their body.
- Relate the structure of body parts to function, e.g. when presented with teeth
(or models of teeth) from various animals, students can make inferences concerning
what the animal eats.
Proficiency Standards
By the end of grade ten students will be able to:-
Identify and give examples of representative life forms in the five kingdoms
of living things
- Identify and describe similarities and differences among organisms of different,
but closely related taxa (groups), e.g. conifers, rodents, big cats, etc.
- Relate different kinds of animals and plants to their habitat by observing their
physical characteristics
.
Curriculum Standard 3d
Students will demonstrate an increasing ability to understand fundamental structures,
functions, and mechanisms of inheritance found in microorganisms, fungi, protists,
plants, and animals.
Proficiency Standards
By the end of grade six students will be able to:
- Describe similarities and differences between single celled and multicellular
organisms, e.g. cell structures.
-
Identify the major anatomical features of plants and animals, and the major
function of each.
-
Observe and describe major characteristics of various life forms, e.g. microorganisms,
fungi, protists, plants and animals.
-
Compare and contrast life processes in plants and animals, e.g. growth and development,
nutrition, reproduction, etc.
Social Studies: Geography Curriculum Standard 11 Students will demonstrate an understanding of the physical and human
geographic features that define places and regions.
Proficiency
Standards
By the end of grade six students will be able to: -
Employ observation, maps, and other tools to identify and compare
the physical features of particular places including, soils, landforms, vegetation,
wildlife, and climate.
- Identify and discuss
the human geographic features of neighborhoods and places including population
density, economic activities, forms of shelter, and modes of transportation
and communication.
- Identify and discuss
similarities and differences in cultural landscapes found in different places
in the world.
- Discuss the attachments
people have for a particular place and region as well as their sense of belonging
in certain places and regions.
- Discuss how people
define regions in terms of physical and cultural criteria and how they use the
concept of regions in their study of Earth.
- Identify and compare
landform, climate, and natural vegetation regions.
Proficiency Standards
By the end of grade ten students will be able to: -
Discuss the impact of different levels of technology on the human and physical
geographic features of places and regions.
- Explain how industrialization,
population, and urbanization define places and regions.
- Analyze how language,
tradition, and other cultural elements shape peoples' perceptions and opinions
about places and regions.
- Use maps to demonstrate
how place and regional boundaries change.
Curriculum Standard 12
Students will demonstrate an understanding of landform patterns and water systems
on Earth's surface; the physical processes that shape these patterns; and the
characteristics and distribution of ecosystems.
Proficiency Standards
By the end of grade six students will be able to:
- Describe
the characteristics of various biomes (for example, tropical rain forest, major
desert), and discuss the groups of plants and animals associated with these
large-scale ecosystems.
Proficiency
Standards
By the end of grade ten students will be able to:-
Describe how physical characteristics, including climate, soil, ocean currents,
and salinity, affect the number, kind, and distribution of plants and animals
in an ecosystem.
- Evaluate the relationship
between the carrying capacity of different ecosystems and optimal land use patterns.
- Identify the locations
of the world's known fossil fuel reserves and describe the processes that produced
these fuels.
- Discuss interactions
among the atmosphere, lithosphere, hydrosphere, and biosphere.
Curriculum Standard 13
Students will demonstrate an understanding of the impact of human systems on
Earth's surface including the characteristics, distribution, and migration of
human populations; the nature and complexity of patterns of cultural diffusion;
patterns and networks of economic interdependence; processes, patterns, and
functions of human settlement; and the forces of cooperation and conflict that
shape human geographic divisions.
Proficiency Standards
By the end of grade six students will be able to:
- Describe Earth's human systems including the urban, agricultural, political,
economic, communication, and transportation systems.
- Discuss the relationship between physical features and the location of human
systems including the distribution of population in coastal areas, river valleys,
and mountain ranges.
- Employ demographic and cultural characteristics, including age, gender,
ethnicity, and language, to describe populations.
- Describe and compare housing and land use patterns in rural, urban, and
suburban areas in the United States and other regions of the world.
- Define the major components of culture and write a description of their
culture.
- Identify and explain the importance of the nature and location of transportation
and communication networks to economic activity.
Proficiency
Standards
By the end of grade ten students will be able to:
- Analyze the locations of and interconnections among Earth's human systems.
- Examine and discuss the interrelationships between and among settlement,
migration, and population-distribution patterns and landforms, climates,
and patterns of vegetation.
- Evaluate, take, and defend positions concerning the ways changing population
patterns can influence the environment and society.
- Analyze how various factors, including resources, boundaries, strategic
locations, culture, and politics, contribute to cooperation and conflict
within and between countries.
Curriculum Standard 14
Students will demonstrate an understanding of the connections between Earth's
physical and human systems; the consequences of the interaction between human
and physical systems; and changes in the meaning, use, distribution, and importance
of resources.
Proficiency Standards
By the end of grade six students will be able to:
- Identify and discuss ways people depend upon, use, and alter
the physical environment.
- Identify and discuss the relationship between habitat and
the increase, decrease, or stability of populations of species
of plants and animals.
- Evaluate the effects of weather and climate on agricultural
activities, types of housing, fuel consumption, and other activities
in their community and state.
- Explain what a resource is, describe the characteristics of
resources, and discuss the use of renewable and non-renewable
resources in various parts of the world.
- Identify and discuss, using historical and contemporary examples,
connections between the location of human systems and natural
resources.
Proficiency Standards
By the end of grade ten students will be able to:
-
Analyze patterns of land
use in terms of physical and human geographic features; distances to raw materials;
proximity to population centers; and absence of physical barriers.
- Identify and evaluate
the significance of the major forces of technology that have been used to modify
physical systems in the past and in the present including fire; animals; the
plow; explosives; steam power; diesel machinery; and electricity.
- Compare the ability
of various ecosystems to absorb the impacts of human activities.
- Discuss how settlement
patterns and other land use decisions reflect the perceptions of people both
in the past and in the present.
- Analyze the relationship
between resources and the exploration, colonization, and settlement of different
areas of the world.
- Identify the location
of major resources in the world today and analyze the impact of resource distribution
patterns on world trade, standards of living, and international relations.
- Discuss how changes
in a physical or human system can have regional and worldwide implications (for
example, the effect of a volcanic eruption on the world's climate).
Curriculum Standard 15
Students will demonstrate the ability to apply their knowledge of geographic
concepts, skills, and technology to interpret the past and the present and to
plan for the future.
Proficiency Standards
By the end of grade six students will be able to:
-
Discuss the relationships among population growth, technology, and resource
use.
Proficiency
Standards
By the end of grade ten students will be able to:- Analyze urban
growth patterns around the world over time including changes in the location,
conditions, and functions of urban centers.
- Use the concept
of sustainable development to analyze how different countries respond to changes
in population and the needs of society.
- Use geographic
criteria to compare developed and developing nations.
- Use geographic
criteria to analyze daily activities and public policies that affect the world's
environment and resources.
- Evaluate, using
spatial and environmental perspectives, the potential short- and long-term impact
of current issues and policies related to population changes and human development;
food and agriculture; oceans and coasts; and changes in weather and climate.
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