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ParkWise > Teachers > Treasures > Footprints into the Past and the Future

Footprints
into the Past and Future of
Bering Land Bridge National Preserve:

National Education Standards
Detailed

jump to Generalized National Education Standards

National Geography Standards (see Activities legend)
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Element 1: The World in Spatial Terms [1,3]

1) How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective; 1, 3

2) How to use mental maps to organize information about people, places, and environments in a spatial context;

3) How to analyze the spatial organization of people, places, and environments on the earth's surface; 3

Element 2: Places and Regions [4]

1) The physical and human characteristics of places; 4

2) That people create regions to interpret earth's complexity;

3) How culture and experience influence people's perceptions of places and regions;

Element 3: Physical Systems [ 3, 4, 6, 7]

1) The physical processes that shape the patterns of earth's surface; 3, 4

2) The characteristics and spatial distribution of ecosystems on earth's surface; 6, 7

Element 4: Human Systems [ 3, 5, 8]

1) The characteristics, distribution, and migration of human population on earth's surface; 3, 5, 8

2) The characteristics, distribution, and complexity of earth's cultural mosaics; 8

3) The patterns and networks of economic interdependence on earth's surface;

4) The processes, patterns, and functions of human settlement; 3, 5, 8

5) How the forces of cooperation and conflict among people influence the division and control of earth's surface;

Element 5: Environment and Society [ 3, 5, 8]

1) How human actions modify the physical environment;

2) How physical systems affect human systems; 3, 5, 8

3) The changes that occur in the meaning, use, distribution, and importance of resources;

Element 6: The Uses of Geography [ 3, 5, 8]

1) How to apply geography to interpret the past; 3, 5

2) How to apply geography to interpret the present and plan for the future; 3, 8

National Math Standards (see Activities legend)
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Number and Operations

Compute fluently and make reasonable estimates:

• 3-5: [ 3, 9]
• develop fluency with basic number combinations for multiplication and division and use these combinations to mentally compute related problems; 9
• develop fluency in adding, subtracting, multiplying, and dividing whole numbers; 3, 9
• develop and use strategies to estimate the results of whole-number computations and to judge the reasonableness of such results;
• develop and use strategies to estimate computations involving fractions and decimals in situations relevant to students' experience;
• use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals; 9
• select appropriate methods and tools for computing with whole numbers from among mental computation; estimation, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools;
  

Algebra

Use mathematical models to represent and understand quantitative relationships:

• 3-5: [9]
• model problem situations with objects and use representations such as graphs, tables, and equations to draw conclusions; 9

Analyze change in various contexts:

• 3-5: [3, 9]
• investigate how a change in one variable relates to a change in a second variable;
• identify and describe situations with constant or varying rates of change and compare them; 3, 9

Data Analysis and Probability

Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:

• 3-5: [9]
• design investigations to address a question and consider how data-collection methods affect the nature of the data set; 9
• collect data using observations, surveys, and experiments; 9
• represent data using tables and graphs such as line plots, bar graphs, and line graphs; 9
• recognize the differences in representing categorical and numerical data;

Develop and evaluate inferences and predictions that are based on data:

• 3-5: [9]
• propose and justify conclusions and predictions that are based on data and design studies to further investigate the conclusions or predictions; 9

 

Problem Solving [3, 9]

Build new mathematical knowledge through problem solving:

Solve problems that arise in mathematics and in other contexts 3, 9

Apply and adapt a variety of appropriate strategies to solve problems 9

Monitor and reflect on the process of mathematical problem solving

National Science Standards (see Activities legend)
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Content Standard A: Science as Inquiry

Grades K-4:

• Abilities necessary to do scientific inquiry: [6, 9]
  
• ask a question about objects, organisms and events in the environment; 6, 9
  
• plan and conduct a simple investigation; 6, 9
  
• employ simple equipment and tools to gather data and extend the senses; 6, 9
  
• use data to construct a reasonable explanation; 6, 9
  
• communicate investigations and explanations;

Content Standard C: Life Science

Grades K-4:

• The characteristics of organisms [6, 7]
  • organisms have basic needs, the world has many different environments; 6, 7
  • each plant or animal has different structures that serve different functions in growth, survival, and reproduction; 6, 7
  • behavior of organisms is influenced by internal and external cues;
• Organisms and environments [6, 7, 8 , 9]
  • all animals depend on plants. Some animals eat plants for food;
  • an organism's patterns of behavior are related to the nature of that organism's environment, when the environment changes, some organisms survive and reproduce, and others die or move;6, 7
  • all organisms cause changes in the environment where they live, some are detrimental, some are beneficial;
  • humans depend on their natural and constructed environments, humans change the environment; 8, 9
    
    

Content Standard D: Earth and Space Science

Grades K-4:

• Changes in earth and sky [2, 4]
  • the surface of the earth changes, some changes are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes; 2, 4
  • weather changes from day to day and over the seasons. Weather can be described by measurable quantities such as temperature, wind direction and speed, and precipitation;
  • Objects in the sky have patterns of movement.

 

Content Standard F: Science in Personal and Social Perspectives

Grades K-4:

• Characteristics and changes in populations [8, 9]
  • human populations include groups of individuals living in a particular location, population density; 8, 9
  • the size of a human population can increase or decrease.
• Types of resources [4, 8, 9]
  • resources are things we get from the living and nonliving environment to meet the needs and wants of a population; 4, 8, 9
  • some resources are basic materials, some are produced from basic materials, and some are nonmaterial; 4, 8, 9
  • the supply of many resources is limited. 4, 9
• Changes in environments: [3, 9]
  
• environments are the space, conditions and factors that affect an individual's and a population's ability to survive and their quality of life; 3, 9
  
• changes in environments can be natural or influenced by humans, some are good, bad or neither, pollution can influence organisms; 3, 9
  
• some environment changes are rapid, others are slow;

National Social Studies Standards (see Activities legend)
return to generalized social studies standards

I: Culture [8, 9, 10]

Early Grades:

a) explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns; 8, 9, 10

b) give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference; 10

c) describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture;

d) compare ways in which people from different cultures think about and deal with their physical environment and social conditions; 8, 9, 10

e) give examples and describe the importance of cultural unity and diversity within and across groups; 10

II: Time, Continuity, and Change [5]

Early Grades:

a) demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in views; 5

b) demonstrate an ability to use correctly vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships;

c) compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past; 5

d) identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others; 5

e) demonstrate an understanding that people in different times and places view the world differently;

f) use knowledge of facts and concepts drawn from history, along with elements of historical inquiry, to inform decision making about and action-taking on public issues

 

III: People, Places, and Environments [1, 3, 4, 8, 9, 10]

Early Grades:

a) construct and use mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size, and shape; 8

b) interpret, use, and distinguish various representations of the earth, such as maps, globes, and photographs; 3, 8

c) use appropriate resources, data sources, and geographic tools such as atlases, data bases, grid systems, charts, graphs, and maps to generate, manipulate, and interpret information; 3

d) estimate distances and calculate scale; 3

e) locate and distinguish among varying landforms and geographic features, such as mountains, plateaus, islands, and oceans; 1, 3, 4

f) describe and speculate about physical system changes, such as seasons, climate and weather, and the water cycle; 3

g) describe how people create places that reflect ideas, personality, culture, and wants and needs as they design homes, playgrounds, classrooms, and the like; 8

h) examine the interaction of human beings and their physical environment, the use of land, building of cities, and ecosystem changes in selected locales and regions; 8, 9, 10

i) explore ways that the earth's physical features have changed over time in the local region and beyond and how these changes may be connected to one another; 3, 4

j) observe and speculate about social and economic effects of environmental changes and crises resulting from phenomena such as floods, storms, and drought;

k) consider existing uses and propose and evaluate alternative uses of resources and land in home, school, community, the region, and beyond 8, 9

VII: Production, Distribution, and Consumption [9]

Early Grades:

a) give examples that show how scarcity and choice govern our economic decisions; 9

b) distinguish between needs and wants; 9

c) identify examples of private and public goods and services;

d) give examples of the various institutions that make up economic systems such as families, workers, banks, labor unions, government agencies, small businesses, and large corporations;

e) describe how we depend upon workers with specialized jobs and the ways in which they contribute to the production and exchange of goods and services;

f) describe the influence of incentives, values, traditions, and habits on economic decisions; 9

g) explain and demonstrate the role of money in everyday life;

h) describe the relationship of price to supply and demand;

i) use economic concepts such as supply, demand, and price to help explain events in the community and nation;

j) apply knowledge of economic concepts in developing a response to a current local economic issue, such as how to reduce the flow of trash into a rapidly filling landfill

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