State Academic Standards for Educational Programs

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State Academic Standards for Educational Programs

Dunes in my Backyard 

This introduction to common plants and animals of the Indiana Dunes will teach students about habitats, food chains and ecosystems. They also will learn about the difference between pets and wildlife.  Gr. 1-4

1st Grade Science

1.LS.3 Make observations of plants and animals to compare the diversity of life in different habitats.

1st Grade Social Studies

  • 1.3.4 Identify and describe physical features and human features of the local community including home, school and neighborhood.
  • 1.3.6 Explain the effect of seasonal change on plants, animals, and people.
  • 1.3.9 Give examples of natural resources found locally and describe how people in the school and community use these resources.

2nd Grade Science

2.LS.1 Determine patterns and behavior (adaptations) of parents and offspring which help offspring to survive.

2nd Grade Social Studies

  • 2.3.3 Compare neighborhoods in your community and explain how physical features of the community affect people living there.
  • 2.3.7 Identify ways that recreational opportunities influence human activity in the community. 

3rd Grade Science

  • 3.ESS.4 Determine how fossils are formed, discovered, layered over time, and used to provide evidence of the organisms and the environments in which they lived long ago.
  • 3.LS.3 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
  • 3.LS.4 Construct an argument that some animals form groups that help members survive.

 3rd Grade Social Studies

  • 3.3.5 Observe and describe the physical characteristics of Indiana using words and illustrations and compare them to the characteristics of neighboring states.
  • 3.3.7 Describe how climate and the physical characteristics of a region affect the vegetation and animal life living there.

4th Grade Science

  • 4.LS.2 Use evidence to support the explanation that a change in the environment may result in a plant or animal will survive and reproduce, move to a new location, or die.
  • 4.LS.3 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction in a different ecosystems.

 

Pollution Tunnel 

After taking part in this storm water quality education program, students will recognize various sources and uses of water in Northwest Indiana, describe pollutants in their community, and learn what they can do to protect the storm water and storm sewers in their communities. Gr. K-2

Kindergarten

K-2.E.1 Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool.

1st Grade Science

  • K-2.E.1 Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool.
  • 1.ESS.4 Develop solutions that could be implemented to reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

2nd Grade Science

  • K-2.E.1 Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool.
  • 2.ESS.4 Obtain information to identify where water is found on Earth and that it can be solid or liquid.

 2nd Grade Social Studies

  • 2.2.5 Identify people who are good citizens and describe the character traits that make them admirable.
  • 2.3.4 On a map, identify physical features of the local community.
  • 2.3.7 Identify ways that recreational opportunities influence human activity in the community.

 

Edible Landfill 

Students will make a model landfill in a cup, learning about the design and layers of materials used in the construction of a modern landfill. They also will learn about the factors that can impact the surrounding environment, including groundwater. Gr. 3-8 

3rd Grade Science

  • 3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 3-5.E.3 Construct and perform fair investigations in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

3rd Grade Social Studies

  • 3.3.11 Identify and describe the relationship between human systems and physical systems and the impact they have on each other.
  • 3.4.1 Give examples from the local community that illustrate the scarcity of productive resources. Explain how this scarcity requires people to make choices and incur opportunity costs.

4th Grade Science

  • 3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 3-5.E.3 Construct and perform fair investigations in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

5th Grade Science

  • 3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 3-5.E.3 Construct and perform fair investigations in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

6th Grade Science

  • 6-8.E.1 Identify the criteria and constraints of a design to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
  • 6-8.E.2 Evaluate competing design solutions using a systematic process to identify how well they meet the criteria and constraints of the problem.

7th Grade Science

  • 6-8.E.1 Identify the criteria and constraints of a design to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
  • 6-8.E.2 Evaluate competing design solutions using a systematic process to identify how well they meet the criteria and constraints of the problem.

8th Grade Science

  • 6-8.E.1 Identify the criteria and constraints of a design to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
  • 6-8.E.2 Evaluate competing design solutions using a systematic process to identify how well they meet the criteria and constraints of the problem.

 

Garbology 

The science of garbology will be compared to archeology. Students will learn about the scientific method and construct a timeline or chronology. They will examine clean garbage in small groups and come up with observations and inferences about people they never met. Gr. 3-8

3rd Grade Science

  • 3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 3-5.E.3 Construct and perform fair investigations in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

4th Grade Science

  • 3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 3-5.E.3 Construct and perform fair investigations in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

5th Grade Science

  • 3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 3-5.E.3 Construct and perform fair investigations in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

6th Grade Science

6-8.E.1 Identify the criteria and constraints of a design to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

7th Grade Science

6-8.E.1 Identify the criteria and constraints of a design to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

8th Grade Science

6-8.E.1 Identify the criteria and constraints of a design to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

 

Lovely Ladybugs 

Students learn about the life cycle and body parts of ladybugs, the dangers of pesticides and a safe alternative. Each student will examine a live ladybug and release it into nature. (Sept., Oct., April & May).  Gr. K-2 

Kindergarten Science

  • K.LS.1 Describe and compare the growth and development of common living plants and animals.
  • K.LS.2 Describe and compare the physical features of common living plants and animals.
  • K.LS.3 Use observations to describe patterns of what plants and animals (including humans) need to survive.

Kindergarten Social Studies

K.3.7 Recommend ways that people can improve their environment at home, in school and in the neighborhood.

1st Grade Science

1.LS.1 Develop representations to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

1st Grade Social Studies

  • 1.2.4 Describe ways that individual actions can contribute to the common good of the community. (Individuals, Society and Culture)
  • 1.3.6 Explain the effect of seasonal change on plants, animals, and people.

2nd Grade Science

  • 2.PS.1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
  • 2.LS.2 Compare and contrast details of body plans and structures within the life cycles of plants and animals.
  • 2.LS.3 Classify living organisms according to variations in specific physical features (i.e. body coverings, appendages) and describe how those features may provide an advantage for survival in different environments.

 

Lorax 

This lesson reviews the basic needs of plants and animals with a drawing activity illustrating the importance of trees. The Dr. Seuss story The Lorax will be read, and students will act out the story in the form of a play.  Gr. K-2

Kindergarten Science

  • K.ESS.4 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • K-2.E.1 Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool.

Kindergarten Social Studies

  • K.2.4 Give examples of how to be a responsible family member and member of a group. (Individuals, Society and Culture)
  • K.3.7 Recommend ways that people can improve their environment at home, in school and in the neighborhood.

1st Grade Science

  • K-2.E.1 Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool.
  • 1.ESS.4 Develop solutions that could be implemented to reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

1st Grade Social Studies

  • 1.2.4 Describe ways that individual actions can contribute to the common good of the community. (Individuals, Society and Culture)
  • 1.3.4 Identify and describe physical features and human features of the local community including home, school and neighborhood.
  • 1.3.9 Give examples of natural resources found locally and describe how people in the school and community use these resources.

2nd Grade Science

K-2.E.1 Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool.

2nd Grade Social Studies

2.3.3 Compare neighborhoods in your community and explain how physical features of the community affect people living there.

  

Natural Resources and Renewable Energy 

Students will review renewable and non-renewable resources and the problems of nonrenewable energy. Alternative energy sources including wind, solar, hydro and geothermal will be presented, and students will enjoy an interactive activity demonstrating how electricity is generated. They also will operate a solar-powered device. Gr. 4-5, 7

4th Grade Science

  • 4.PS.4 Describe and investigate the different ways in which energy can be generated and/or converted from one form of energy to another form of energy
  • 4.ESS.2 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
  • 4.ESS.4 Develop solutions that could be implemented to reduce the impact of humans on the natural environment and the natural environment on humans
  • 3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

5th Grade Science

3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

7th Grade Science

7.ESS.7 Describe the positive and negative environmental impacts of obtaining and utilizing various renewable and nonrenewable energy resources in Indiana. Determine which energy resources are the most beneficial and efficient.

 

Pollution Town

Students will learn about their local watershed and many sources of pollution by using an interactive model. They also will participate in a review of the pollution solutions in their area.  Gr. 3-5

3rd Grade Science

3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

4th Grade Social Studies

4.2.7 Use a variety of information resources* to take a position or recommend a course of action on a public issue relating to Indiana’s past or present.

4th Grade Science

  • 3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 4.LS.2 Use evidence to support the explanation that a change in the environment may result in a plant or animal will survive and reproduce, move to a new location, or die.

5th Grade Science

  • 3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 5.ESS.3 Investigate ways individual communities within the United States protect the Earth’s resources and environment.

 

Rethink, Reduce, Reuse, Recycle 

Students will learn about natural resources that are used to make products; materials that are recyclable; how to reduce, reuse and rethink; and see products made from recycled materials. Gr. K-5,7

Kindergarten Science

  • K.PS.2 Identify and explain possible uses for an object based on its properties and compare these uses with other students’ ideas.
  • K.ESS.4 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • K-2.E.1 Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool.

1st Grade Science

  • K-2.E.1 Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool.
  • 1.ESS.4 Develop solutions that could be implemented to reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

2nd Grade Science

K-2.E.1 Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool.

2nd Grade Social Studies

2.2.4 Describe how people of different ages, cultural backgrounds and traditions contribute to the community and how all citizens can respect these differences. (Individuals, Society and Culture) 

3rd Grade Science

3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3rd Grade Social Studies

3.2.5 Explain the importance of being a good citizen of the state and the nation. Identify people in the state who exhibit the characteristics of good citizenship.

4th Grade Science

3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

4th Grade Social Studies

4.1.2 Identify and describe historic Native American Indian groups that lived in Indiana at the time of early European exploration, including ways these groups adapted to and interacted with the physical environment. (Individuals, Society and Culture)

5th Grade Science

3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

7th Grade Science

7.ESS.6 Research common synthetic materials (i.e. plastics, composites, polyester, and alloys) to gain an understanding that synthetic materials do come from natural resources and have an impact on society.

 

Water Watchers 

Learn about the history of Indiana’s water and understand how easily pollution can contaminate our water supply.  Students also will learn how relatively small our supply of fresh water is and why we need to protect it.  Gr. 2-5

2nd Grade Science

  • 2.PS.3 Construct an argument with evidence that some changes caused by heating and cooling can be reversed and some cannot.
  • 2.ESS.3 Investigate how wind or water change the shape of the land and design solutions for prevention.
  • 2.ESS.4 Obtain information to identify where water is found on Earth and that it can be solid or liquid.
  • K-2.E.1 Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool.

3rd Grade Social Studies

3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3rd Grade Social Studies

  • 3.3.10 Use a variety of information resources to identify regional environmental issues and examine the ways that people have tried to solve these problems.
  • 3.3.11 Identify and describe the relationship between human systems and physical systems and the impact they have on each other.

4th Grade Science

  • 3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 4.ESS.3 Describe how geological forces change the shape of the land suddenly and over time.
  • 4.ESS.4 Develop solutions that could be implemented to reduce the impact of humans on the natural environment and the natural environment on humans.

4th Grade Social Studies 

  • 4.3.5 Explain how glaciers shaped Indiana’s landscape and environment.
  • 4.3.6 Describe Indiana’s landforms (lithosphere), water features (hydrosphere), and plants and animals (biosphere).

5th Grade Science

3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

 

Wonderful Worms

In their study of vermicomposting worms, students will assemble a model of a worm, learn about composting and use magnifiers or microscopes to examine live red wiggler worms.  Gr. K-3, 5-6  

Kindergarten Science

  • K.LS.2 Describe and compare the physical features of common living plants and animals.
  • K.LS.3 Use observations to describe patterns of what plants and animals (including humans) need to survive.
  • K-2.E.2 Develop a simple sketch, drawing, or physical model to illustrate and investigate how the shape of an object helps it function as needed to solve an identified problem.

Kindergarten Social Studies 

K.3.7 Recommend ways that people can improve their environment at home, in school and in the neighborhood.

1st Grade Science

  • 1.LS.2 Develop a model mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. Explore how those external parts could solve a human problem.
  • 1.LS.4 Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
  • K-2.E.2 Develop a simple sketch, drawing, or physical model to illustrate and investigate how the shape of an object helps it function as needed to solve an identified problem.

1st Grade Social Studies

1.3.9 Give examples of natural resources found locally and describe how people in the school and community use these resources.

2nd Grade Science

  • 2.PS.1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
  • 2.LS.3 Classify living organisms according to variations in specific physical features (i.e. body coverings, appendages) and describe how those features may provide an advantage for survival in different environments.
  • K-2.E.2 Develop a simple sketch, drawing, or physical model to illustrate and investigate how the shape of an object helps it function as needed to solve an identified problem.

3rd Grade Science

  • 3.LS.1 Analyze evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms
  • 3.LS.3 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
  • 3.LS.4 Construct an argument that some animals form groups that help members survive.

3rd Grade Social Studies

3.3.11 Identify and describe the relationship between human systems and physical systems and the impact they have on each other.

5th Grade Science

  • 5.LS.2 Observe and classify common Indiana organisms as producers, consumers, decomposers, or predator and prey based on their relationships and interactions with other organisms in their ecosystem.
  • 5.LS.3 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

6th Grade Science

  • 6.LS.3 Describe specific relationships (predator/prey, consumer/producer, parasite/host) and symbiotic relationships between organisms. Construct an explanation that predicts why patterns of interactions develop between organisms in an ecosystem.
  • 6.LS.4 Investigate and use data to explain how changes in biotic and abiotic components in a given habitat can be beneficial or detrimental to native plants and animals.
  • 6.LS.5 Research invasive species and discuss their impact on ecosystems.