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1 |
Earth as a Physical System |
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Learners demonstrate an understanding that the earth is a physical system. |
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1.1 |
Learners explore the processes that shape the earth.
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1.1.1
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By the end of the fourth grade, the students:
identify some of the forces that cause erosion and other changes within their own region.
Example: If they revisit study sites regularly, children will develop an understanding that the earth's surface is constantly changing. They can also simulate some changes, such as erosion,in a small tray of soil or a stream table, and compare their
observations with photographs of similar, but larger scale changes.
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1.1.2
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identify, compare, and contrast distinctive landforms, both within their region and other areas of the United States.
Example: Explore diverse Kansas landforms such as prairies,hills, ponds, lakes, and rivers through field observation, hands-on investigations or simulations, and various media. Compare and contrast Kansas landforms with those found in other areas of the
United States.
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1.1.3
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describe the climate of their region.
Example: Construct a simple weather station, or utilize existing equipment, to gather data for identifying trends and patterns, e.g.,
record daily weather, graph and compare weather characteristics.
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1.1.4
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describe living and non-living processes that shape the earth.
Example: Take a nature walk. Record observations such as roots burrowing, and water flowing, and how these processes shape the earth. (Be sure to respect the environment and disturb as little as
possible.)
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1.2 |
Learners explore basic properties of matter and energy.
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1.2.1
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By the end of the fourth grade, the students:
1. explain uses and properties of earth materials (rocks, soils, water,and air).
Example: Compare soil, rock, and/or water samples from around students homes. Explain how they are used in their natural setting.
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1.2.2
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compare and contrast fossil samples and look for evidence about the plants and animals that lived long ago.
Example: Use fossil kits, books, and videos to observe and make inferences about past life.
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1.2.3
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explain that energy keeps things going.
Example: Explore how batteries are a source of energy necessary to keep toys running, how food is necessary for people to function, how gas is necessary to operate cars, how the sun’s energy is necessary for plants to grow, etc.
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2 |
Organisms and the Environment |
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Learners demonstrate an understanding of the relationships and interactions between organisms and the environment.
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2.1 |
Learners investigate organisms and habitats.
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2.1.1
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By the end of the fourth grade, the students:
identify similarities and differences among a wide variety of living organisms.
Example: Compare and contrast two animals (e.g., classroom pets such as a gerbil vs. rat) and two plants.
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2.1.2
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classify or group plants and animals according to structures and basic needs (food, water, shelter, space, air, and sunlight).
Example: Classify birds by foot type (e.g., webbed, clawed,taloned, etc.).
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2.2 |
Learners identify characteristics that help organisms live in their environment.
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2.2.1
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By the end of the fourth grade, the students:
compare and contrast offspring of both plants and animals with their parents.
Example: Create a class garden where students can track a plant’s life cycle from beginning as a seed to becoming a seed producer.
Observe animal cycles, e.g., butterflies, mealworms, frogs, etc.
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2.2.2
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identify observable characteristics that help organisms survive.
Example: Construct a plant box investigation to see how plants respond to changing light sources. Compare beaks of birds using simulated “beaks” to try and pick up various objects.
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2.3 |
Learners explore how organisms depend on one another and their environment.
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2.3.1
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By the end of the fourth grade, the students: construct a simple food chain.
Example: Students construct a simple food chain using string and pictures, e.g., oak tree to acorns to squirrels for food and shelter.
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3 |
Humans and the Environment |
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Learners demonstrate an understanding of the varied roles and interactions between humans and the environment.
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3.1 |
Learners explore the relationships among individuals,groups, cultures, and the environment.
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3.1.1
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By the end of the fourth grade, the students:
identify various groups to which people can belong.
Example: Create a Venn diagram that illustrates various groups to which class members belong.
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3.1.2
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identify ways in which groups work to meet personal and group needs.
Example: Involve students in peer and self evaluation of cooperative learning activities.
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3.1.3
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practice basic interpersonal skills, e.g., listening to others, asking questions, identifying similarities and differences, and resolving conflicts.
Example: Engage students in active listening during sharing time.
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3.1.4
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give examples of how experiences and issues may be interpreted differently by people with different backgrounds.
Example: Utilize the classroom environment to explore different perspectives, e.g., how do students feel about having windows open or closed, shades open or closed.
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3.2 |
Learners explore the relationships between rules and the learners’ environment.
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3.2.1
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By the end of the fourth grade, the students:
give examples of rules at home, in the neighborhood, and at school as they relate to the environment.
Example: discuss the reasons for various rules at school and at the park, zoo, or nature center (e.g., staying on paths, no drinking straws at the zoo because they may harm the animals, etc.).
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3.3 |
Learners explore the relationships among resources,
technology, and the environment.
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3.3.1
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By the end of the fourth grade, the students:
examine the relationships between their needs and wants and the resulting impact on the environment.
Example: Discuss with students the items they wish to take with them on a field trip. Identify which of those items are wants or needs. Evaluate the impact of those items on the environment.
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3.3.2
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observe and describe the natural and cultural characteristics of their community or region.
Example: Visit historical sites or museums, and compare and contrast the natural and cultural characteristics of the past with the present.
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3.3.3
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identify natural resources used to develop a variety of products.
Example: Ask students to collect products derived from trees, such as wood, paper, and rubber erasers.
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3.3.4
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collect and reuse or recycle products derived from natural resources.
Example: Make paper or pinecone bird feeders.
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3.3.5
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identify resources from the environment which meet the needs and wants of a population.
Example: Explore the uses of water at home and classify each use according to needs and wants.
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3.3.6
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identify ways in which technology affects other people as it relates to the environment.
Example: Identify technology uses in the local environment and analyze their effects, both positive and negative, e.g., gas lawnmower vs. push lawnmower.
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3.4 |
Learners identify environmental issues.
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3.4.1
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By the end of the fourth grade, the students:
describe ways in which environmental factors help or hinder humans in their community (tornadoes, floods, drought, erosion,hail, wind storms, fire, etc.).
Example: Following one of these events in the community, use a field experience to observe the effects, both positive and negative.
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3.4.2
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describe environmental changes, natural and cultural.
Example: Use historical society resources and library media to construct models comparing past and present features of the community.
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4 |
Scientific Inquiries |
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Learners develop the abilities necessary to conduct scientific inquiries.
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4.1 |
Learners demonstrate scientific questioning skills.
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4.1.1
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By the end of the fourth grade, the students:
express a simple question in a way that can be investigated.
Example: See the comprehensive example at the end of Standard 4, Benchmark 2.
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4.2 |
Learners demonstrate scientific inquiry skills.
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4.2.1
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By the end of the fourth grade, the students:
design and perform, in groups or individually, investigations or experiments which can be tested.
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4.2.2
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demonstrate different ways of investigating with simple
instruments.
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4.2.3
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describe investigations in ways that allow them to be repeated.
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4.2.4
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gather and record data related to an investigation using appropriate data displays.
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4.2.5
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form conclusions based on the data collected.
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4.2.6
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demonstrate a willingness to modify opinions based on evidence.
Example for all of Standard 4: Identify a problem area, e.g., an eroded area in the school yard. Students ask simple questions and design investigations or experiments to try different things
and see what happens, such as planting grass vs. different plant materials, roping the area off, or covering the area with rocks or mulch. Students can work in groups to gather and record data related to their investigations or experiments. Groups draw
conclusions based on data gathered. The groups or class revisit the original questions and formulate opinions based on the evidence.
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5 |
Environmental Issues |
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Learners develop the abilities necessary to participate and make informed decisions regarding environmental issues.
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5.1 |
Learners demonstrate the skills necessary to understand and communicate ideas about environmental issues.
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5.1.1
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By the end of the fourth grade, the students:
identify and express ideas and understandings regarding the environment.
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5.1.2
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demonstrate an awareness of new information and ideas.
Example: See the comprehensive example at the end of Standard5, Benchmark 4.
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5.2 |
Learners exhibit an understanding of their role, as
individuals, in environmental issues.
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5.2.1
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By the end of the fourth grade, the students:
identify themselves as members of groups.
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5.2.2
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identify their roles and responsibilities in various groups.
Example: See the comprehensive example at the end of Standard 5, Benchmark 4.
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5.3 |
Learners explore the role of democracy in environmental
issues.
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5.3.1
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By the end of the fourth grade, the students:
practice the basic tenets of democracy, such as the rights and responsibilities of citizens as they relate to their school environment, e.g., right to learn in a safe environment, respect for property of others, etc.
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5.3.2
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discuss rights and responsibilities of a citizen as they relate to the school community.
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5.3.3
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analyze how individual and group actions influence the
environment.
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5.3.4
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describe traits that enable people to function collectively as responsible citizens.
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5.3.5
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describe ways in which individual behaviors affect change in the environment.
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5.3.6
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identify some of their own personal responsibilities.
Example: See the comprehensive example at the end of Standard 5, Benchmark 4.
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5.4 |
Learners demonstrate the skills necessary to take action on environmental issues and evaluate results.
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5.4.1
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By the end of the fourth grade, the students:
identify problems in the environment and brainstorm solutions.
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5.4.2
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participate in solving group-selected problems.
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5.4.3
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conduct group investigations using community resources.
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5.4.4
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identify and describe the effects of their own actions and the actions of others in the past, present, and future on the environment.
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5.4.5
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describe a healthy environment.
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5.4.6
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employ a variety of strategies to effectively communicate the results of their actions, e.g., speaking, writing, drawing,dramatizing, videotaping, etc.
Example for all of Standard 5: As an extension of the school yard erosion investigation, Example for all of Standard 4, groups of students develop proposals for action. This may require further investigation or research and consultation with resources within
the community. Proposals might include advantages and
disadvantages, cost analysis, further options and/or possible solutions. Students develop methods for communicating the information in their proposals to share with the school community and decision makers. The agreed upon course of action is implemented and evaluated. Modifications are made when necessary.
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