|
New Hampshire Frameworks Correlations
Voyages
of Discovery 
Scientific discoveries don't always happen in the lab! From 1768-1771 Captain
Cook's Ship Endeavor traveled around the world, aboard were a group of natural
scientists. You can learn about the voyage, the people aboard, and look at art
work and specimens from the voyage. This site also features overviews, maps,
images of specimens collected, and illustrations from the voyages of Sir Hans
Sloane, Charles Darwin, Alfred Russel Wallace,
and the Challenger.
Intended Audience: General Reading
Level: Elementary/Middle School Teacher Section: No Searchable:
No Science:
Science as Inquiry
Curriculum Standard 1a
Students will demonstrate an increasing understanding of how the scientific
enterprise operates.
Proficiency
Standards
By the end of grade ten students will be able to: -
Demonstrate an understanding that science knowledge has, over time, accumulated
most rapidly after acceptance of major new theories.
Curriculum Standard 2f
Students will demonstrate an increasing ability to understand that progress
in science and technology is controlled by societal attitudes and beliefs.
Proficiency
Standards
By the end of grade ten students will be able to: -
Illustrate, through example, that the knowledge produced through science and
technology changes the way members of society think.
-
Demonstrate, by giving examples, the relationships between the maintenance and
progress of society and scientific and technological advancement.
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.
|
