CHeSSie
Chesapeake Stream Savers
Alignment with National Standards:
Science Standards:
[assessment]
- The consistency of assessments is linked with the decisions they are
designed to inform.
- The assessment of both achievement and opportunity to learn science
is provided.
- There is a match between the technical quality of the data collected
and the consequences of the actions taken on the basis of those data.
[content]
Students in grades 5-8 should develop
- · Abilities necessary to do scientific inquiry [Science as Inquiry]
- · Understandings about scientific inquiry [Science as Inquiry]
- ·An understanding of properties and changes of properties in
matter [Physical Science]
- ·An understanding of motions and forces [Physical Science]
- ·An understanding of transfer of energy [Physical Science]
- ·An understanding of populations and ecosystems [Life Science]
- ·An understanding of diversity and adaptations of organisms
[Life Science]
- An understanding of structure of the earth system [Earth Science]
- ·Abilities of technological design [Science and Technology]
- ·Understandings about science and technology [Science and Technology]
- ·Personal health [Sciences in Personal & Social Perspectives]
- ·Populations, resources, environments [Sciences in Personal
& Social Perspectives]
- ·Natural hazards [Sciences in Personal & Social Perspectives]
- ·Risks and benefits [Sciences in Personal & Social Perspectives]
- ·Science and technology in society [Sciences in Personal &
Social Perspectives]
- An understanding of science as a human endeavor [History & Nature
of Science]
Geography Standards:
[The World in Spatial Terms]
- 1. How to use maps and other geographic representations, tools, and
technologies to acquire, process, and report information from a spatial
perspective
- 2. How to use mental maps to organize information about people, places,
and environments in a spatial context
[Physical Systems]
- 7. The physical processes that shape the patterns of earth & earth's
surface
- 8. The characteristics and spatial distribution of ecosystems on earth
& earth's surface
[Human Systems]
- 11. The patterns and networks of economic interdependence on earth
&earth's surface
[Environment & Society]
- 14. How human actions modify the physical environment
- 15. How physical systems affect human systems
- 16. The changes that occur in the meaning, use, distribution, and importance
of resources
Mathematics Standards:
[Standard 1: Mathematics as Problem Solving]
Students in grades 5-8 should:
- have experiences with problem solving as a method of inquiry and application
so that t students can use problem-solving approaches to investigate and
understand mathematical content
- formulate problems from situations within and outside mathematics.
- develop and apply a variety of strategies to solve problems, with emphasis
on multistep and nonroutine problems.
- verify and interpret results with respect to the original problem situation
- generalize solutions and strategies to new problem situations
- acquire confidence in using mathematics meaningfully.
[Standard 2: Mathematics As Communication]
Students in grades 5-8 should:
- reflect on and clarify their own thinking about mathematical ideas
and situations;
- use the skills of reading, listening, and viewing to interpret and
evaluate mathematical ideas;
[Standard 4: Mathematical Connections]
Students in grades 5-8 should:
- explore problems and describe results using graphical, numerical, physical,
algebraic, and verbal mathematical models or representations;
- apply mathematical thinking and modeling to solve problems that arise
in other disciplines, such as art, music, psychology, science, and business.
[Standard 13: Measurement]
Students in grades 5-8 should:
- extend their understanding of the process of measurement;
- estimate, make, and use measurements to describe and compare phenomena;
- select appropriate units and tools to measure to the degree of accuracy
required in a particular situation;
- understand the structure and use of systems of measurement;
- extend their understanding of the concepts of ... area, volume, angle
measure, capacity, and weight and mass;
- develop the concepts of rates and other derived and indirect measurements.
Created for the Fermilab
LInC program sponsored by Fermi National
Accelerator Laboratory Education Office,
Friends of Fermilab, United States Department of Energy, Illinois State Board of Education, and
North Central Regional Technology in Education
Consortium (NCRTEC) which is operated by North
Central Regional Educational Laboratory (NCREL).
Author(s): Susan Hurstcalderone (calderone@sysnet.net)
and Mellie Lewis (mlewis@umd5.umd.edu)
School: Blessed Sacrament School, Washington, DC and Atholton Elementary
School, Columbia, Maryland
Created: April 18, 1998 - Updated: May 3, 1998
Url: /lincon/w98/projects/chesapeake/present.html