• Sunrise at the Cholla Cactus Garden

    Joshua Tree

    National Park California

There are park alerts in effect.
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  • Pinto Basin Road Under Construction; Expect travel delays up to 30-minutes

    The ongoing construction project to improve Pinto Basin Road will impact travel between the northern portion of the park and the Cottonwood/I-10 area. Please plan accordingly. The project is expected to be completed in August 2014. More »

  • Deteriorating conditions of Black Rock Canyon Road

    The road leading to Black Rock campground has deep potholes, is deeply rutted, and can be difficult to negotiate, especially in large vehicles. Please drive with caution.

  • Access to some Cottonwood trails remains closed

    Trail access remains closed to Cottonwood Spring Oasis, Lost Palms Oasis, and Mastodon Peak. More »

Joshua Tree Hotel

Content Standards for California Public Schools
 
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: 2. All organisms need energy and matter to live and grow. As a basis for understand-ing this concept: a. Students know plants are the primary source of matter and energy entering most food chains. b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem. c. Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals. 3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: a. Students know ecosystems can be characterized by their living and nonliving components. 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.

Grade four — Investigation and Experimentation: 6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations.

History/Social
Science
Grade three — Continuity and Change: 3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context. 1. Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes). 2. Trace the ways in which people have used the resources of the local region and modified the physical environment (e.g., a dam constructed upstream changed a river or coastline).
Language Arts

Grade three — Writing: 1.0 Writing Strategies: Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). Organization and Focus 1.1 Create a single paragraph: a. Develop a topic sentence. b. Include simple supporting facts and details.

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.

Mathmatics

Grade three — Number Sense: 2.0 Students calculate and solve problems involving addition, subtraction, multiplication, and division: 2.1 Find the sum or difference of two whole numbers between 0 and 10,000. Measurement and Geometry: 1.0 Students choose and use appropriate units and measurement tools to quantify the properties of objects: 1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.

Grade four — Number Sense3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations: 3.1 Demonstrate an understanding of, and the ability to use, standard algorithms for the addition and subtraction of multidigit numbers.

Grade four — Mathematical Reasoning: 1.2 Determine when and how to break a problem into simpler parts. 2.0 Students use strategies, skills, and concepts in finding solutions: 2.1 Use estimation to verify the reasonableness of calculated results.

Did You Know?

Mojave Mound Cactus Bloom

With nearly 750 species of vascular plants, Joshua Tree is renowned for its plant diversity. No wonder that when the area was first proposed for preservation in the early 1930s, the name suggested was Desert Plants National Park. More...