• Sunset view of Glacier Bay and the surrounding Fairweather Mountains.

    Glacier Bay

    National Park & Preserve Alaska

Kelp Curriculum Education Standards

kelp

NATIONAL STANDARDS FOR SCIENCE

Content Standard A: Science as Inquiry

Abilities necessary to do scientific inquiry:

  • identify questions that can be answered through scientific investigations;
  • design and conduct a scientific investigation;
  • use appropriate tools and techniques to gather, analyze, and interpret data;
  • develop descriptions, explanations, predictions and models using evidence;
  • think critically and logically to make the relationships between evidence and explanations;
  • recognize and analyze alternative explanations and predictions;
  • communicate scientific procedures and explanations;
  • use mathematics in all aspects of scientific inquiry.

Understanding about scientific inquiry

  • different kinds of questions suggest different kinds of scientific investigation;
  • current scientific knowledge and understanding guide investigations;
  • mathematics is important in all aspects of scientific inquiry;
  • technology used to gather data enhances accuracy and analysis;
  • scientific explanations emphasize evidence;
  • science advances through legitimate skepticism, answering and querying others' work;
  • scientific investigations can result in new ideas or methods for study;

Content Standard C: Life Science

Regulation and Behavior

  • all organisms must be able to obtain and use resources, grow, reproduce and maintain stable internal conditions while living in a constantly changing environment;
  • regulation of an organisms internal environment involves sensing it and changing physiological activities;
  • behavior is one kind of response to an internal or environmental stimulus, it is a set of actions determined by heredity and experience;
  • behavior evolves through adaptation;

Populations and Ecosystems

  • a population consists of all individuals of a species that occur together at a given place and time; populations living together compose an ecosystem;
  • populations of organisms can be categorized by the function they serve in an ecosystem;
  • sunlight is the major source of energy for ecosystems;
  • the number of organisms an ecosystem can support depends on the resources;

Diversity and adaptations of organisms

  • biological evolution accounts for the diversity of species developed over many generations; species acquire many characteristics through biological adaptation;
  • extinction occurs when the environment changes and the adaptive characteristics of a species are insufficient.

Content Standard F: Science in Personal and Social Perspectives

Characteristics and changes in populations

  • the size of a human population can increase or decrease.

Types of resources

  • resources are things we get from the living and nonliving environment to meet the needs and wants of a population;
  • the supply of many resources is limited.

Changes in environments

  • environments are the space, conditions and factors that affect an individual's and a population's ability to survive and their quality of life;
  • changes in environments can be natural or influenced by humans, some are good, bad or neither, pollution can influence organisms;
  • some environment changes are rapid, others are slow;

Content Standard G: History and Nature of Science

Science as a Human Endeavor

  • women and men of various backgrounds engage in science and related professions, alone or in teams;
  • science requires different abilities, and relies on basic human qualities such as reasoning, insight, energy, skill and creativity.

Nature of science

  • scientists formulate and test their explanations of nature using observation, experiments, and theoretical and mathematical models;
  • scientists can have different opinions in areas of active research;
  • it is part of scientific inquiry to evaluate the results of scientific investigations;
 

NATIONAL STANDARDS FOR MATHEMATICS

Data Analysis and Probability

  • Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:
    • 6-8:
      • formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population;
      • select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots.
  • Select and use appropriate statistical methods to analyze data:
    • 6-8:
      • find, use, and interpret measures of center and spread, including mean and interquartile range;
      • discuss and understand the correspondence between data sets and their graphical representations, especially histograms, stem-and-leaf plots, box plots, and scatterplots;
  • Develop and evaluate inferences and predictions that are based on data:
    • 6-8:
      • use observations about differences between two or more samples to make conjectures about the populations from which the samples were taken;
      • make conjectures about possible relationships between two characteristics of a sample on the basis of scatterplots of the data and approximate lines of fit;
      • use conjectures to formulate new questions and plan new studies to answer them.

NATIONAL STANDARDS FOR GEOGRAPHY

Element 5: Environment and Society

  1. How human actions modify the physical environment;
  2. How physical systems affect human systems;
  3. The changes that occur in the meaning, use, distribution, and importance of resources;

Element 6: The Uses of Geography

  1. How to apply geography to interpret the past;
  2. How to apply geography to interpret the present and plan for the future;

Did You Know?

 Sea Otter

Sea otters have the densest hair coat of any mammal, with up to a million hairs per square inch. Humans only have 20,000 hairs on their entire head.