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A Desert Park | Visiting | Activities | Nature | Culture | Education |
| Ryan Ranch: People, Land, and Water |
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Content Standards for California Public Schools |
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| SCIENCE | Grade three — Life Sciences: 3. Adaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for understanding this concept: a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction. b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. |
| Grade four — Life Sciences: 3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: b. Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. c. Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter. | |
| HISTORY-SOCIAL SCIENCE | Grade three — 3.0 Students in grade three learn more about our connections to the past and the ways in which particularly local, but also regional and national, government and traditions have developed and left their marks on current society, providing common memories. Emphasis is on the physical and cultural landscape of California, including the study of American Indians, the subsequent arrival of immigrants, and the impact they have had in forming the character of our contemporary society. |
| Grade four — 4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. 3. Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity. 5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation. 4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods. 1. Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources. | |
| LANGUAGE ARTS | Grade three — 2.0 Reading
Comprehension: Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. |
| Grade three — Writing Applications (Genres and Their Characteristics): 2.3 Write personal and formal letters, thank-you notes, and invitations: a. Show awareness of the knowledge and interests of the audience and establish a purpose and context. b. Include the date, proper salutation, body, closing, and signature. | |
| Grade three — 1.0 Listening and Speaking Strategies: Comprehension: Retell, paraphrase, and explain what has been said by a speaker. 1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker. 1.3 Respond to questions with appropriate elaboration. | |
| Grade four — Listening and Speaking Strategies: Comprehension: 1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations. | |
| Grade four — Writing: 2.0 Writing Applications (Genres and Their Characteristics) Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0. Using the writing strategies of grade four outlined in Writing Standard 1.0, students: 2.1 Write narratives: a. Relate ideas, observations, or recollections of an event or experience. b. Provide a context to enable the reader to imagine the world of the event or experience. c. Use concrete sensory details. | |
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| http://www.nps.gov/jotr/educate/standards/ryan.html last modified: 09/13/01 web editor: Sandra kaye |