Special Education Science Standards And Guide For THE STUDENT's With Moderate To Severe Developmental Disabilities

There Are Four Content Areas That Are Addressed Within This Science Guide

Physical Science

Earth Science

Life Science

The Nature of Science

Under each goal stem there are many sample objectives and suggested activities. Science instruction presents many opportunities for ties with other core areas. For example, an art project can illustrate the life cycle of a butterfly, a song about the rain can be connected to a lesson about the weather, and THE STUDENT's can participate in counting and grafting the number of days it takes for a seed to sprout. Effective science instruction enables all THE STUDENT's to understand their world and better define their place in it.

THE CALIFORNIA STANDARDS

Scroll down the page to go directly to THE IDEA STATEMENTS.

Special Education Science Standards For THE STUDENT's With Moderate To Severe Developmental Disabilities

Science Literacy Standard # 1 THE STUDENT Understands The Structure, Systems And Dynamic Processes Of The Universe.

Benchmarks:

Identifies the moon and stars, objects that can be observed in our solar system ( e.g., planets, moons, stars- Earth Science: Goal Stem 4

Identifies the planets as objects that can be observed in our solar system- Earth Science: Goal Stem 4

Knows basic patterns of the sun and moon ( e.g., the day and night cycle and how it changes throughout the seasons)- Earth Science: Goal Stem 4

Understands the relative positions of the earth, moon, and sun- Earth Science: Goal Stem 4

Knows characteristics and features of the moon, earth and other planets (e.g., relative distance from the sun, position in relation to the sun, relative size.) Earth Science: Goal Stem 4

Science Literacy Standard # 2 THE STUDENT Understands The Composition Structure And Dynamic Processes Of The Earth.

Benchmarks:

Knows the materials consist of solid rocks, soils, liquid, water, and the gases ( air) of the atmosphere-

Earth Science: Goal Stem: 3

Knows that wind, water, and sun changes in the landscape over time - Earth Science: Goal Stems 2 and 3

Knows that the sun heats water, earth and air and causes our weather - Earth Science: Goal Stem 2

Knows that water can be a liquid or a solid and can be made to change from one form to the other - Physical Science: Goal Stem 1

Knows that short-term weather conditions e.g., temperature, rain, snow can change daily and weather patterns change over the seasons e.g., calendar activities - Earth Science: Goal Stem 2

Knows tools that are used to measure changes in weather e.g., thermometers, wind streamers, cloud charts - Earth Science: Goal Stem 2

Knows characteristics of oceans e.g., are vast bodies of salt water that cover most of the earth's surface; oceans support many forms of life - Earth Science: Goal Stem 1

Knows properties of salt water and fresh water e.g., evaporation of salt water and fresh water under different conditions, floating and sinking of an object - Physical Science: Goal Stem 1

Science Literacy Standard # 3 THE STUDENT Understands The Composition, Structure And Properties Of Matter.

Benchmarks:

Knows different objects are made up of many different types of materials e.g., cloth, paper, wood, metal, and plastic - Physical Science: Goal Stem 1; Earth Science: Goal Stem 3

Knows different objects have different physical properties e.g., shape, texture, temperature, size, color, weight - Physical Science: Goal Stem1; Earth Science: Goal Stem 3; Nature of Science: Goal Stem 1

Knows characteristics of solids, liquids, and gases - Physical Science: Goal Stem 1

Knows properties such as length, weight, and temperature can be measured using appropriate tools e.g., rulers, balances, thermometers - Physical Science: Goal Stem 1; Earth Science: Goal Stem 2; Nature of Science: Goal Stems 1 and 2

Disabilities Science Literacy Standard # 4 THE STUDENT Understands The Different Forms And Sources Of Energy And How They Change.

Benchmarks:

Identifies observable forms of energy e.g., heat from rubbing hands together, light from a flashlight - Physical Science: Goal Stem 2; Nature of Science: Goal Stem1

Knows that the results of energy flow can be observed all around us e.g., effects of wind sun, and water on the environment; the effect of eating food on one's energy level; the effect of tree roots growing underneath and cracking sidewalks or pavement - Nature of Science: Goal Stems 1 and 2

Knows ways in which heat can be produced e.g., burning, rubbing - Goal Stem 2, Physical Science; Nature of Science: Goal Stem 2

Knows that energy is needed to do work - Physical Science: Goal Stem 2

Science Literacy Standard # 5 THE STUDENT Understands The Principles Of Force And Motion.

Benchmarks:

Knows that the position of an object can be described by locating it relative to another object or background- Physical Science: Goal Stem 3; Nature of Science: Goal Stems 1and 2

Knows that a force is a push or a pull - Physical Science: Goal Stem 3 Nature of Science; Goal Stem 2

Knows that magnets have opposite poles that either attract or repel and can be used to move things without touching them - Physical Science: Goal Stem 3; Nature of Science: Goal Stems 1 and 2

Knows that gravity is the force that acts on dropped objects - Physical Science: Goal Stem 3; Nature of Science: Goal Stems 1 and 2

Knows that when a force is applied to an object, the object either speeds up, slows down, or goes in a different direction - Physical Science: Goal Stems 3; Nature of Science: Goal Stem 1 and 2

Science Literacy Standard # 6 THE STUDENT Understands The Relationships Among All Living Things And Physical Environment.

Benchmarks:

Knows that living things are found almost everywhere in the world and that distinct environments support the life of different types of plants and animals - Life Science: Goal Stems 1 and 2

Knows that living things have similar needs that can be met in diverse ways - Life Science: Goal Stem 2

Knows how daily, seasonal and annual changes within an ecosystem affect the living and nonliving parts of this ecosystem - Physical Science: Goal Stem 4; Earth Science: Goal Stem 2

Knows that all organisms including humans cause changes in their environment and these changes can be beneficial or detrimental - Physical Science: Goal Stem 4; Nature of Science: Goal Stem 3

Knows that energy i.e., food is needed for all living things to stay alive and grow - Nature of Science: Goal Stem 1; Life Science: Goal Stem 2

Knows the organization of simple food chains and food webs e.g., producers, consumers, decomposes - Nature of Science: Goal Stem 2; Life Science: Goal Stem 2; Physical Science: Goal Stem 4

Science Literacy Standard # 7 THE STUDENT Understands The Structure And Functions Of Cells And Systems In Organisms.

Benchmarks:

Knows that living things are made of smaller structures e.g., insects, plant parts, body parts - Life Science: Goal Stem 4

Knows that living things have features that enable them to survive e.g., plant seeds have various shapes and casings that help them to be distributed; animals have different structures that allow them to move on land, in air or in water - Life Science: Goal Stem 1; Physical Science: Goal Stem 1

Knows that plants and animals have certain life requirements e.g., animals require air, water, food and shelter; plants require air water, nutrients and light - Life Science: Goal Stems 1 and 2; Nature of Science: Goal Stem 3

Knows that each plant or animal has different structures that serve different functions in growth, survival and reproduction e.g., humans have district structures of the body for walking, holding, seeing and talking - Nature of Science: Goal Stem 1, Life Science: Goal Stem 2

Science Literacy Standard # 8 THE STUDENT Understands The Concepts Of Heredity And Diversity And How They Relate To Evolutionary Processes.

Benchmarks:

Knows characteristics that distinguish living things from nonliving things - Life Science: Goal Stem 4; Physical Science: Goal Stem 4; Nature of Science: Goal Stem 2

Knows that all living things have life cycles - Life Science: Goal Stem 3

Knows that plants and animals are similar to but not identical to their parents Life Science: Goal Stem 3

Knows that differences exist among individuals of the same kind of plant or animal - Life Science: Goal Stem 1

Knows that some kinds of organisms that once lived on earth have completely disappeared e.g., dinosaurs, trilobites, mammoths, giant tree ferns, horse-trail trees - Nature of Science: Goal Stem 2

Knows that structures of living things with similar characteristics can be sorted into groups e.g., invertebrates, mammals, birds, worms, insects - Life Science: Goal Stem 3; Nature of Science: Goal Stem 1

Knows that some traits are inherited from parents e.g., attached or lobed ears, eye color and other traits are influenced by environmental factors e.g., table manners, ability to ride a bicycle - Life Science: Goal Stem 3; Nature of Science: Goal Stem 2

Knows the life cycles e.g., birth, growth and development, reproduction, death of various plants and animals - Life Science: Goal Stem 3

Science Literacy Standard # 9 THE STUDENT Understands The Nature Of Scientific Knowledge.

Benchmarks:

Knows that in science it is helpful to work with a team and share findings with others - Nature of Science: Goal Stem 2

Knows that scientific investigations generally work the same way in different places and normally procedures results that can be duplicated - Nature of Science: Goal Stem 2

Understands that arguments, statements, and conclusions must be supported with evidence e.g., from personal experiments or the experiments of others, from information in books and other media - Nature of Science: Goal Stem 2

Science Literacy Standard # 10 THE STUDENT Understands The Nature Of Scientific Knowledge.

Benchmarks:

Knows ways in which objects can be classified e.g., shape, texture, temperature, size color, weight - Nature of Science: Goal Stem 2; Life Science: Goal Stem 1

Uses a variety of tools e.g., hammers, screwdrivers, balances, clamps, scissors, magnifiers, rulers, measuring cups to perform tasks, measure properties, and enhance the senses - Nature of Science: Goal Stem 2

Uses a simple technology to perform tasks and extend the senses e.g., pocket calculators, prisms, weather data equipment, tape recorders, telephones, microscopes, magnifying lenses - Nature of Science: Goal Stem 2

Uses skills of scientific investigation e.g., makes systematic observations, conducts simple experiments to answer questions - Life Science: Goal Stem 2

Plans and conducts simple investigations e.g., formulates problems, makes and records observations and experiences - Nature of Science: Goal Stem 2

Uses a variety of methods to communicate about objects, living things and events e.g., graphs, maps, sketches - Nature of Science: Goal Stem 3

Uses a variety of methods to communicate about the natural world e.g., represents information using numbers, drawings, and words; explain ideas - Nature of Science: Goal Stem 2

Science Literacy Standard # 11 THE STUDENT Understands The Effect Of Human Decisions And Actions On Themselves And The Environment.

Benchmarks:

Identifies resources that come from the earth and sun e.g., water air, minerals, soils, energy - Nature of Science: Goal Stem 3

Knows how resources from the environment are used to solve human problems - Life Science: Goal Stem 2

Knows solutions created by scientific endeavor to solve environmental and technological problems - Life Science: Goal Stem 2

Knows that solutions to problems have costs and benefits e.g., pollution, risks, practically loss of habitat pollution and congestion -Nature of Science: Goal Stem3

Knows that solutions to problems have costs and benefits and that there can be more than one solution to a problem - Nature of Science: Goal Stem 3

THE IDEA STATEMENTS

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Physical Science

Goal Stem # 1 THE STUDENT Will Understand Basic Concepts About The Structure And Properties Of Matter.....

By month/end. Given an assortment of 3 objects made of various materials, THE STUDENT will sort the objects according to their composition 2 out of 5 times on 3 consecutive days, as observed and recorded by staff.

By month/end. Given an assortment of 4 objects made of various materials, THE STUDENT will sort the objects according to their composition 3 out of 5 times on 4 consecutive days, as observed and recorded by staff.

By month/end. Given an assortment of 5 objects made of various materials, THE STUDENT will sort the objects according to their composition 4 out of 5 times on 5 consecutive days, as observed and recorded by staff.

By month/end. Given an assortment of 3 objects made of various materials, THE STUDENT will identify ( by eye gaze, pointing, augmentative communication, verbally labeling, the physical state ( solid, liquid ,gas of a particular substance.) 2 out of 5 times on 3 consecutive days, as observed and recorded by staff.

By month/end. Given an assortment of 4 objects made of various materials, THE STUDENT will identify ( by eye gaze, pointing, augmentative communication, verbally labeling, the physical state ( solid, liquid ,gas of a particular substance.) 3 out of 5 times on 4 consecutive days, as observed and recorded by staff.

By month/end. Given an assortment of 5 objects made of various materials, THE STUDENT will identify ( by eye gaze, pointing, augmentative communication, verbally labeling, the physical state ( solid, liquid ,gas of a particular substance.) 4 out of 5 times on 5 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will demonstrate how water changes from one state to another( from liquid water to solid ice, from boiling water to steam). 2 out of 5 times on 3 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will demonstrate how water changes from one state to another( from liquid water to solid ice, from boiling water to steam). 3 out of 5 times on 4 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will demonstrate how water changes from one state to another( from liquid water to solid ice, from boiling water to steam). 4 out of 5 times on 5 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will categorize objects according to their physical properties ( buoyancy, attraction to magnets, color, size, shape, weight, texture, flexibility). 2 out of 5 times on 3 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will categorize objects according to their physical properties ( buoyancy, attraction to magnets, color, size, shape, weight, texture, flexibility). 3 out of 5 times on 4 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will categorize objects according to their physical properties ( buoyancy, attraction to magnets, color, size, shape, weight, texture, flexibility). 4 out of 5 times on 5 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will use an appropriate tool ( scale, ruler, thermometer) to measure length, weight, or temperature of an object. 2 out of 5 times on 3 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will use an appropriate tool ( scale, ruler, thermometer) to measure length, weight, or temperature of an object. 3 out of 5 times on 4 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will use an appropriate tool ( scale, ruler, thermometer) to measure length, weight, or temperature of an object. 4 out of 5 times on 5 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will demonstrate proper use of a magnifying glass of microscope. 2 out of 5 times on 3 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will demonstrate proper use of a magnifying glass of microscope. 3 out of 5 times on 4 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will demonstrate proper use of a magnifying glass of microscope. 4 out of 5 times on 5 consecutive days, as observed and recorded by staff.

Suggested Activities For Goal Stem # 1:

Explore forms of water ( steam, ice, liquid)

Sort or classify natural objects by weight, texture, physical state

Categorize by hot and cold, large and small, hard and soft ( experiment with water in various states and describe the differences)

Use magnets to identify objects that are attracted or repelled

Predict which objects will float or sink.

Measure objects in the classroom using various tools.

Collect items to view under a microscope or magnifying glass.

Goal Stem # 2 THE STUDENT Will Recognize The Different Forms And Sources Of Energy And How They Change....

By month/year, THE STUDENT will identify 4 observable forms of energy ( heat from rubbing hands together, sound from striking a cup near the ear, light from a flashlight, motion from a vibrating turning fork on the surface of water) in their immediate environment 2 out of 5 trials on 3 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will identify 4 observable forms of energy ( heat from rubbing hands together, sound from striking a cup near the ear, light from a flashlight, motion from a vibrating turning fork on the surface of water) in their immediate environment 3 out of 5 trials on 4 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will identify 4 observable forms of energy ( heat from rubbing hands together, sound from striking a cup near the ear, light from a flashlight, motion from a vibrating turning fork on the surface of water) in their immediate environment 4 out of 5 trials on 5 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will, when given opportunities to observe the results of energy flow around us ( effects of the wind, sun, and water on the environment, the effects of eating food in ones energy level, the effect of eating food on one's energy level the effect of tree roots growing underneath and cracking sidewalks or pavements) indicate ( by eye gaze , pointing, augmentative communication, verbally labeling) if natural forces hurricanes, tornadoes, floods, earthquakes, wind, ocean, caused a change in energy flow. 2 out of 5 trials on 3 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will, when given opportunities to observe the results of energy flow around us ( effects of the wind, sun, and water on the environment, the effects of eating food in ones energy level, the effect of eating food on one's energy level the effect of tree roots growing underneath and cracking sidewalks or pavements) indicate ( by eye gaze , pointing, augmentative communication, verbally labeling) if natural forces hurricanes, tornadoes, floods, earthquakes, wind, ocean, caused a change in energy flow. 3 out of 5 trials on 4 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will, when given opportunities to observe the results of energy flow around us ( effects of the wind, sun, and water on the environment, the effects of eating food in ones energy level, the effect of eating food on one's energy level the effect of tree roots growing underneath and cracking sidewalks or pavements) indicate ( by eye gaze , pointing, augmentative communication, verbally labeling) if natural forces hurricanes, tornadoes, floods, earthquakes, wind, ocean, caused a change in energy flow. 4 out of 5 trials on 5 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will show that a source of energy ( heat, light, sound, mechanical, electrical, chemical) is needed to do work ( lights go on, food is cooked, electrical wheelchair moving) using examples found in their environment. 2 out of 5 trials on 3 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will show that a source of energy ( heat, light, sound, mechanical, electrical, chemical)is needed to do work ( lights go on, food is cooked, electrical wheelchair moving) using examples found in their environment. 3 out of 5 trials on 4 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will show that a source of energy ( heat, light, sound, mechanical, electrical, chemical)is needed to do work ( lights go on, food is cooked, electrical wheelchair moving) using examples found in their environment. 4 out of 5 trials on 5 consecutive days, as observed and recorded by staff.

Suggested Activities For Goal Stem # 2:

View videos on natural disasters

Take field trips to local power plant, water district, museums, scientific, exhibits

Walk around neighborhood to observe the results of natural energy

Conduct experiments with yo-yo's.

Make a model of a volcano

Experiment with solar power devices.

Make a hurricane in a liter bottle

Make a phone out of soup cans and strings

Conduct experiments with light sensitive paper.

Make pinwheels and place them in different locations to compare wind strength

Make musical instruments that vibrate

Conduct cooking experiments

Goal Stem # 3 THE STUDENT Will Explore The Principals Of Force And Motion........

By month/year given 3 objects, THE STUDENT will predict, using symbol cards and eye gaze,

which way the object will move ( circular, zigzag, straight) when force is applied 2 out of 5 trials, for 4 times, as recorded by staff.

By month/year given 3 objects, THE STUDENT will predict, using symbol cards and eye gaze,

which way the object will move ( circular, zigzag, straight) when force is applied 3 out of 5 trials, for 5 times, as recorded by staff.

By month/year given 3 objects, THE STUDENT will predict, using symbol cards and eye gaze,

which way the object will move ( circular, zigzag, straight) when force is applied 4 out of 5 trials, for 6 times, as recorded by staff.

By month/year given 3 objects, THE STUDENT will describe the position of an object in relation to another object in the environment. 2 out of 5 trials, for 4 times, as recorded by staff.

By month/year given 3 objects, THE STUDENT will describe the position of an object in relation to another object in the environment. 3 out of 5 trials, for 5 times, as recorded by staff.

By month/year given 3 objects, THE STUDENT will describe the position of an object in relation to another object in the environment. 4 out of 5 trials, for 6 times, as recorded by staff.

By month/year given 3 objects, THE STUDENT will move the object as requested to demonstrate a principle of force 2 out of 5 trials, for 4 times, as recorded by staff.

By month/year given 3 objects, THE STUDENT will move the object as requested to demonstrate a principle of force 3 out of 5 trials, for 5 times, as recorded by staff.

By month/year given 3 objects, THE STUDENT will move the object as requested to demonstrate a principle of force 4 out of 5 trials, for 6 times, as recorded by staff.

By month/year THE STUDENT will indicate (by eye gaze, pointing, augmentative communication, verbally labeling) whether and action picture depicts a push or pull force 2 out of 5 trials, for 4 times, as recorded by staff.

By month/year THE STUDENT will indicate (by eye gaze, pointing, augmentative communication, verbally labeling) whether and action picture depicts a push or pull force 3 out of 5 trials, for 5 times, as recorded by staff.

By month/year THE STUDENT will indicate (by eye gaze, pointing, augmentative communication, verbally labeling) whether and action picture depicts a push or pull force 4 out of 5 trials, for 6 times, as recorded by staff.

By month/year THE STUDENT will compare the presence and absence of gravity and its effect on dropped objects 2 out of 5 trials, for 4 times, as recorded by staff.

By month/year THE STUDENT will compare the presence and absence of gravity and its effect on dropped objects 3 out of 5 trials, for 5 times, as recorded by staff.

By month/year THE STUDENT will compare the presence and absence of gravity and its effect on dropped objects 4 out of 5 trials, for 6 times, as recorded by staff.

Suggested Activities For Goal Stem # 3:

Play Tug of War

Make a balloon powered jet car.

Use marble mazes and observe how different size marbles move in a maze

Race toy cars on a ramp.

Make a learning center for magnets and objects that are attracted and repelled.

Conduct simple gravity experiments

Make levers and use them to move various objects.

Drive a stake into the ground using a hammer.

Move different objects by pushing or pulling which is harder, easier, why?

Conduct floating experiments - predict buoyancy of various objects.

Create static electricity using a balloon

Visit a construction site where machinery is used to push or pull materials.

Goal Stem # 4 THE STUDENT Will Recognize The Relationships Among All Living Things And The Physical Environment.

By month/year THE STUDENT will name 4 resources that all living things need to stay alive and grow 2 out of 3 trials on 5 consecutive days, as observed and recorded by staff.

By month/year THE STUDENT will name 4 resources that all living things need to stay alive and grow 3 out of 4 trials on 5 consecutive days, as observed and recorded by staff.

By month/year THE STUDENT will name 4 resources that all living things need to stay alive and grow 4 out of 5 trials on 5 consecutive days, as observed and recorded by staff.

By month/year THE STUDENT will name 4 resources that all living things need to stay alive and grow 2 out of 3 trials on 5 consecutive days, as observed and recorded by staff.

By month/year THE STUDENT will name 4 resources that all living things need to stay alive and grow 3 out of 4 trials on 5 consecutive days, as observed and recorded by staff.

By month/year THE STUDENT will name 4 resources that all living things need to stay alive and grow 4 out of 5 trials on 5 consecutive days, as observed and recorded by staff.

By month/year THE STUDENT will name 3 characteristics of a plant( tree, flower, vegetable) that change according to the season 2 out of 3 trials on 5 consecutive days, as observed and recorded by staff.

By month/year THE STUDENT will name 3 characteristics of a plant( tree, flower, vegetable) that change according to the season 3 out of 4 trials on 5 consecutive days, as observed and recorded by staff.

By month/year THE STUDENT will name 3 characteristics of a plant( tree, flower, vegetable) that change according to the season 4 out of 5 trials on 5 consecutive days, as observed and recorded by staff.

By month/year THE STUDENT will match a picture of an animal to the type of foods it eat 2 out of 3 trials on 5 consecutive days, as observed and recorded by staff.

By month/year THE STUDENT will match a picture of an animal to the type of foods it eat 3 out of 4 trials on 5 consecutive days, as observed and recorded by staff.

By month/year THE STUDENT will match a picture of an animal to the type of foods it eat 4 out of 5 trials on 5 consecutive days, as observed and recorded by staff.

By month/year THE STUDENT will explain the relationship between each link of the food chain 2 out of 3 trials on 5 consecutive days, as observed and recorded by staff.

By month/year THE STUDENT will explain the relationship between each link of the food chain 3 out of 4 trials on 5 consecutive days, as observed and recorded by staff.

By month/year THE STUDENT will explain the relationship between each link of the food chain 4 out of 5 trials on 5 consecutive days, as observed and recorded by staff.

Suggested Activities For Goal Stem # 4:

Take nature walks to observe seasonal changes

Plant seeds to watch the cycle of growth

Use science to related software

Participate in campus and community cleanups

Set up a mini recycling program in your classroom

Take field trips to environmental education sites

Invite speakers to come in to discuss environmental topics

Make a large model of a food chain

Play games that teach physical features of animals (lotto, puzzles, animal bingo)

Earth Science

Goal Stem # 1 THE STUDENT Will Distinguish The Difference Between Land, Air And Water...

By month/year, given a map of the local area, on request, THE STUDENT will point to land masses and bodies of water 2 out of 5 trial on 3 consecutive days, as observed and recorded by staff.

By month/year, given a map of the local area, on request, THE STUDENT will point to land masses and bodies of water 3 out of 5 trial on 4 consecutive days, as observed and recorded by staff.

By month/year, given a map of the local area, on request, THE STUDENT will point to land masses and bodies of water 4 out of 5 trial on 5 consecutive days, as observed and recorded by staff.

By month/year, given a map of the local area, on request, THE STUDENT will name the four oceans and seven continents 2 out of 5 trial on 3 consecutive days, as observed and recorded by staff.

By month/year, given a map of the local area, on request, THE STUDENT will name the four oceans and seven continents 3 out of 5 trial on 4 consecutive days, as observed and recorded by staff.

By month/year, given a map of the local area, on request, THE STUDENT will name the four oceans and seven continents 4 out of 5 trial on 5 consecutive days, as observed and recorded by staff.

By month/year, given a map of the local area, on request, THE STUDENT will identify (by eye gaze, pointing, augmentative communication, verbally labeling) topographical features (mountains, valleys, deserts, river, lakes). 2 out of 5 trial on 3 consecutive days, as observed and recorded by staff.

By month/year, given a map of the local area, on request, THE STUDENT will identify (by eye gaze, pointing, augmentative communication, verbally labeling) topographical features (mountains, valleys, deserts, river, lakes). 3 out of 5 trial on 4 consecutive days, as observed and recorded by staff.

By month/year, given a map of the local area, on request, THE STUDENT will identify (by eye gaze, pointing, augmentative communication, verbally labeling) topographical features (mountains, valleys, deserts, river, lakes). 4 out of 5 trial on 5 consecutive days, as observed and recorded by staff.

Other Sample Behaviors:

Suggested Activities For Goal Stem # 1

Make models of earth's features using seeds, clay, dirt, papier- mache, paint, etc.

Make a science center with containers of dirt, water, bubbles

Make a map with oceans, lakes, mountains, etc.

dig up soil; blow bubbles in the air; visit a stream or lake

Use games and puzzles to teach oceans and continents

Goal Stem # 2 THE STUDENT Will Demonstrate Knowledge Of Basic Earth Processes

By month/year, THE STUDENT will use a thermometer to measure daily temperatures over 5 days and record in a journal with 40% accuracy as observed and recorded by staff.

By month/year, THE STUDENT will use a thermometer to measure daily temperatures over 5 days and record in a journal with 60% accuracy as observed and recorded by staff.

By month/year, THE STUDENT will use a thermometer to measure daily temperatures over 5 days and record in a journal with 80% accuracy as observed and recorded by staff.

By month/year, THE STUDENT will observe weather outside and respond to questions with 40% accuracy as observed and recorded by staff.

By month/year, THE STUDENT will observe weather outside and respond to questions with 60% accuracy as observed and recorded by staff.

By month/year, THE STUDENT will observe weather outside and respond to questions with 80% accuracy as observed and recorded by staff.

By month/year, THE STUDENT will match picture symbols of various activities to either night or day charts with 40% accuracy as observed and recorded by staff.

By month/year, THE STUDENT will match picture symbols of various activities to either night or day charts 60% accuracy as observed and recorded by staff.

By month/year, THE STUDENT will match picture symbols of various activities to either night or day charts 80% accuracy as observed and recorded by staff.

By month/year, THE STUDENT will identify (by eye gaze, pointing, augmentative communication, verbally labeling) the type of clothing needed for specific weather conditions with 40% accuracy as observed and recorded by staff.

By month/year, THE STUDENT will sequence pictures representing four seasons with 40% accuracy as observed and recorded by staff.

By month/year, THE STUDENT will sequence pictures representing four seasons with 60% accuracy as observed and recorded by staff.

By month/year, THE STUDENT will sequence pictures representing four seasons with 80% accuracy as observed and recorded by staff.

By month/year, THE STUDENT will name 4 natural forces (wind, water, waves and ice) that erode or reshape the earth's surface with 40% accuracy as observed and recorded by staff.

By month/year, THE STUDENT will name 4 natural forces (wind, water, waves and ice) that erode or reshape the earth's surface with 60% accuracy as observed and recorded by staff.

By month/year, THE STUDENT will name 4 natural forces (wind, water, waves and ice) that erode or reshape the earth's surface with 80% accuracy as observed and recorded by staff.

Suggested Activities For Goal Stem # 2:

Chart the wether

Graph the weather

Measure and the chart the rain using a rain gauge

Make bulletin boards to show the rising and setting of the sun.

Use learning centers that feature thermometers, rain gauges, weathers vanes

Show videos on natural forces that affect the earth's surface

Bring in weather reports and watched televised weather reports; compare them.

Use a flashlight and globe to model day and night

Take weather walks and share observations

Play games about the weather, the seasons, etc.

Goal Stem # 3: THE STUDENT Will Demonstrate Knowledge That The Earth Is Made Of Useful Materials Rocks, Water, Plants, Soil...

By month/year, THE STUDENT will name 3 natural materials that are used in everyday life 6 out of 10 trials on 5 occasions, as observed and recorded by staff.

By month/year, THE STUDENT will name 3 natural materials that are used in everyday life 7 out of 10 trials on 6 occasions, as observed and recorded by staff.

By month/year, THE STUDENT will name 3 natural materials that are used in everyday life 8 out of 10 trials on 7 occasions, as observed and recorded by staff.

By month/year, THE STUDENT will group the rocks into 3 categories 6 out of 10 trials on 5 occasions, as observed and recorded by staff.

By month/year, THE STUDENT will group the rocks into 3 categories 7 out of 10 trials on 6 occasions, as observed and recorded by staff.

By month/year, THE STUDENT will group the rocks into 3 categories 8 out of 10 trials on 7 occasions, as observed and recorded by staff.

By month/year, THE STUDENT will pick out the fossils from a group of rocks, wood, teeth, bone, pine cones, acorns 6 out of 10 trials on 5 occasions, as observed and recorded by staff.

By month/year, THE STUDENT will pick out the fossils from a group of rocks, wood, teeth, bone, pine cones, acorns 7 out of 10 trials on 6 occasions, as observed and recorded by staff.

By month/year, THE STUDENT will pick out the fossils from a group of rocks, wood, teeth, bone, pine cones, acorns 8 out of 10 trials on 7 occasions, as observed and recorded by staff.

By month/year, THE STUDENT will list 3 types of soil and 2 characteristics of each 6 out of 10 trials on 5 occasions, as observed and recorded by staff.

By month/year, THE STUDENT will list 3 types of soil and 2 characteristics of each 7 out of 10 trials on 6 occasions, as observed and recorded by staff.

By month/year, THE STUDENT will list 3 types of soil and 2 characteristics of each 8 out of 10 trials on 7 occasions, as observed and recorded by staff.

By month/year, THE STUDENT will name 3 ways to conserve the earth's natural resources 6 out of 10 trials on 5 occasions, as observed and recorded by staff.

By month/year, THE STUDENT will name 3 ways to conserve the earth's natural resources 7 out of 10 trials on 6 occasions, as observed and recorded by staff.

By month/year, THE STUDENT will name 3 ways to conserve the earth's natural resources 8 out of 10 trials on 7 occasions, as observed and recorded by staff.

Suggested Activities For Goal Stem # 3:

Plant seeds in different soils and compare the results

Start rock collection

Make your own soil

Visit Paleontology exhibits at museums

Compare soil taken at different areas

Have THE STUDENT's bring soil samples from their own backyards for comparison

Visit local sites to look for fossils

Build a model of the earth's strata

Show videos on conservation

Bring in natural materials and show pictures of pictures of items that are made from them

Make a bulletin board display showing items made of natural materials

Filter through soil samples and identify what different qualities comprise their make up

Goal Stem # 4: THE STUDENT Will Demonstrate Knowledge That The Sun, Earth, And Planets Are Part Of A Larger System Called The Solar System...

By month/year, when asked what planet they live on, THE STUDENT will respond "Earth" 7 out of 10 trials on 3 occasions as charted by staff.

By month/year, when asked what planet they live on, THE STUDENT will respond "Earth" 8 out of 10 trials on 4 occasions as charted by staff.

By month/year, when asked what planet they live on, THE STUDENT will respond "Earth" 9 out of 10 trials on 5 occasions as charted by staff.

By month/year, THE STUDENT will list 7 elements of the solar system earth, moon, sun, places, stars, comets, asteroids 7 out of 10 trials on 3 occasions as charted by staff.

By month/year, THE STUDENT will list 7 elements of the solar system earth, moon, sun, places, stars, comets, asteroids 8 out of 10 trials on 4 occasions as charted by staff.

By month/year, THE STUDENT will list 7 elements of the solar system earth, moon, sun, places, stars, comets, asteroids 9 out of 10 trials on 5 occasions as charted by staff.

By month/year, THE STUDENT will name the nine planets in correct order from the Sun 7 out of 10 trials on 3 occasions as charted by staff.

By month/year, THE STUDENT will name the nine planets in correct order from the Sun 8 out of 10 trials on 4 occasions as charted by staff.

By month/year, THE STUDENT will name the nine planets in correct order from the Sun 9 out of 10 trials on 5 occasions as charted by staff.

By month/year, THE STUDENT will tell 3 reasons why the earth will support life while some other planets will not 7 out of 10 trials on 3 occasions as charted by staff.

By month/year, THE STUDENT will tell 3 reasons why the earth will support life while some other planets will not 8 out of 10 trials on 4 occasions as charted by staff.

By month/year, THE STUDENT will tell 3 reasons why the earth will support life while some other planets will not 9 out of 10 trials on 5 occasions as charted by staff.

Suggested Activities for Goal Stem # 4:

Make a model of the solar system out of Styrofoam balls, seeds, papier-mache

Make a wall mural

Make planets out of clay

Visit a planetarium

Make a sundial to track the sun's movement over the course of a day

Show videos about the solar system

Use software

Sing songs about the solar system

Life Science

Goal Stem # 1: THE STUDENT will recognize the different types of plants and animals and their habitats...

By month/year, THE STUDENT will name 3 parts of a plant 6 out of 10 trials on 3 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will name 3 parts of a plant 7 out of 10 trials on 4 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will name 3 parts of a plant 8 out of 10 trials on 5 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will match 3 animals to their habitats 6 out of 10 trials on 3 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will match 3 animals to their habitats 7 out of 10 trials on 4 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will match 3 animals to their habitats 8 out of 10 trials on 5 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will categorize plants and animals 6 out of 10 trials on 3 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will categorize plants and animals 7 out of 10 trials on 4 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will categorize plants and animals 8 out of 10 trials on 5 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will place the pictures of animals under the correct family of reptiles, mammals or amphibians 6 out of 10 trials on 3 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will place the pictures of animals under the correct family of reptiles, mammals or amphibians 7 out of 10 trials on 4 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will place the pictures of animals under the correct family of reptiles, mammals or amphibians 8 out of 10 trials on 5 consecutive days, as observed and recorded by staff.

Suggested Activities For Goal Stem # 1

Keep classroom pets or an aquarium

Create games where THE STUDENT's match animals to their habitats

Read books about plants and animals

Identify which animals/plants may be dangerous/inedible

Share vegetables or fruits - identify the parts stem, root, leaf that we eat

Make dioramas of plant/animal habitats

Visit a natural history/science museum, farm, petting zoo, horticultural exhibit, tide pools

Sing songs about the characteristics of animals and how they live

Play an animal charade game where THE STUDENT's act out the movements/characteristics of various animals

Goal Stem # 2: THE STUDENT Will Demonstrate How Species Depend On One Another And On The Environment For Survival...

By month/year, THE STUDENT will list at 3 resources that a plant or animal needs from the environment to survive with 80% accuracy on 5 occasions.

By month/year, THE STUDENT will point to 3 physical characteristic of plants and animals fins, legs, fur, thorns, seed casings, wings, claws that enable it live in the environment with 80% accuracy on 5 occasions.

By month/year, THE STUDENT will write a 3 sentence paragraph describing the way plants and animals depend on each other with 80% accuracy on 5 occasions.

By month/year, THE STUDENT will list 4 features or processes that could help an animal or plant survive camouflage, protective coloration, hibernation, migration with 80% accuracy on 5 occasions.

By month/year, THE STUDENT will list 4 features or processes that could help an animal or plant survive camouflage, protective coloration, hibernation, migration 80% accuracy on 5 occasions.

Suggested Activities For Goal Stem # 2

Make a classroom display of a food web

Visit a zoo or environmental exhibit

Experiment with growing plants using varying degrees of resources different soils, amounts of light, water

Set up a mini ecosystem worm farm, ant farm, terrarium

Look in the newspaper for articles about environmental issues in the local community

Take a nature walk to look for plants or animals that display features that help them survive

Discuss how changes in the environment affect the balance in a particular ecosystem, beneficially or negatively

Goal Stem # 3: THE STUDENT Will Recognize That Plants And Animals Have Predictable Life Cycles...

By month/year, given 4 picture symbols depicting the stages in the life cycle of a plant or animal, THE STUDENT will place the pictures in the correct sequence, 2 of 5 trials on 3 consecutive days as recorded by staff.

By month/year, given 4 picture symbols depicting the stages in the life cycle of a plant or animal, THE STUDENT will place the pictures in the correct sequence, 3 of 5 trials on 4 consecutive days as recorded by staff.

By month/year, given 4 picture symbols depicting the stages in the life cycle of a plant or animal, THE STUDENT will place the pictures in the correct sequence, 4 of 5 trials on 5 consecutive days as recorded by staff.

By month/year, given 4 picture symbols depicting the stages in the life cycle of a plant or animal, THE STUDENT will match a baby animal to its parent, 2 of 5 trials on 3 consecutive days as recorded by staff.

By month/year, given 4 picture symbols depicting the stages in the life cycle of a plant or animal, THE STUDENT will match a baby animal to its parent, 3 of 5 trials on 4 consecutive days as recorded by staff.

By month/year, given 4 picture symbols depicting the stages in the life cycle of a plant or animal, THE STUDENT will match a baby animal to its parent, 4 of 5 trials on 5 consecutive days as recorded by staff.

By month/year, given, THE STUDENT will graph the growth and development of a living thing classroom, pet, plant, 2 of 5 trials on 3 consecutive days as recorded by staff.

By month/year, THE STUDENT will graph the growth and development of a living thing classroom, pet, plant, 3 of 5 trials on 4 consecutive days as recorded by staff.

By month/year, THE STUDENT will graph the growth and development of a living thing classroom, pet, plant, 4 of 5 trials on 5 consecutive days as recorded by staff.

By month/year, THE STUDENT will indicate by eye-gaze, pointing, augmentative communication, verbally labeling which are living and which are non-living objects, 2 of 5 trials on 3 consecutive days as recorded by staff.

By month/year, THE STUDENT will indicate by eye-gaze, pointing, augmentative communication, verbally labeling which are living and which are non-living objects, 3 of 5 trials on 4 consecutive days as recorded by staff.

By month/year, THE STUDENT will indicate by eye-gaze, pointing, augmentative communication, verbally labeling which are living and which are non-living objects, 4 of 5 trials on 5 consecutive days as recorded by staff.

By month/year, THE STUDENT will list 3 traits eye color, blood type, hair color, handedness, that may be inherited from parents, 2 of 5 trials on 3 consecutive days as recorded by staff.

By month/year, THE STUDENT will list 3 traits eye color, blood type, hair color, handedness, that may be inherited from parents, 3 of 5 trials on 4 consecutive days as recorded by staff.

By month/year, THE STUDENT will list 3 traits eye color, blood type, hair color, handedness, that may be inherited from parents, 4 of 5 trials on 5 consecutive days as recorded by staff.

By month/year, THE STUDENT will identify the stages in the human life cycle, birth, growth and development, reproduction, death, 2 of 5 trials on 3 consecutive days as recorded by staff.

By month/year, THE STUDENT will identify the stages in the human life cycle, birth, growth and development, reproduction, death, 3 of 5 trials on 4 consecutive days as recorded by staff.

By month/year, THE STUDENT will identify the stages in the human life cycle, birth, growth and development, reproduction, death, 4 of 5 trials on 5 consecutive days as recorded by staff.

Suggested Activities For Goal Stem # 3:

Share family photographs and discuss how people change as they grow

Make a classroom bulletin board featuring physical characteristics of the class hair color, eye color, skin color

Raise butterflies from caterpillars; chickens, or frogs from eggs

Make a journal/timberline/story of a life cycle

Make a collage of pictures of living and non-living things

Go to a farm or zoo to observe animal babies with their parents

Discuss that diversity occurs within a specific population not all butterflies, people, or cows are the same

Have THE STUDENT's graph their own growth during the school year

Goal Stem # 4: THE STUDENT Will Know That Living Things Are Made Up Of Smaller Structures And Systems...

By month/year, give a set of 5 pictures, some living and some not, THE STUDENT will categorize them on 3 occasions with 40% accuracy as charted by staff.

By month/year, give a set of 5 pictures, some living and some not, THE STUDENT will categorize them on 4 occasions with 60% accuracy as charted by staff.

By month/year, give a set of 5 pictures, some living and some not, THE STUDENT will categorize them on 5 occasions with 80% accuracy as charted by staff.

By month/year, give a set of 5 pictures, THE STUDENT will name 3 parts of the human body on 3 occasions with 40% accuracy as charted by staff.

By month/year, give a set of 5 pictures, THE STUDENT will name 3 parts of the human body on 4 occasions with 60% accuracy as charted by staff.

By month/year, give a set of 5 pictures, THE STUDENT will name 3 parts of the human body on 5 occasions with 80% accuracy as charted by staff.

By month/year, THE STUDENT will name a function of a particular organ or body system liver, kidneys, digestive system, skeletal system, heart on 3 occasions with 40% accuracy as charted by staff.

By month/year, THE STUDENT will name a function of a particular organ or body system liver, kidneys, digestive system, skeletal system, heart on 4 occasions with 60% accuracy as charted by staff.

By month/year, THE STUDENT will name a function of a particular organ or body system liver, kidneys, digestive system, skeletal system, heart on 5 occasions with 80% accuracy as charted by staff.

By month/year, THE STUDENT will name a function of a particular part of a plant roots gather nutrition from the soil, leaves convert light to energy, seeds enable a plant to reproduce on 3 occasions with 40% accuracy as charted by staff.

Suggested Activities For Goal Stem # 4:

Bring in a beef heart, tongue, brain, stomach, liver for display or dissection

Assemble puzzles or models of the human body

Make an outline of each THE STUDENT's body, attach pictures of the internal organs with Velcro

Visit hospitals and public health facilities

Invite public guest speakers such as: the school nurse, scientist, or other health professionals into your classroom

Show videos about body systems

Add books about the human body to your classroom library

Collect parts of plants and discuss their functions

The Nature Of Science

Goal Stem # 1: THE STUDENT Will Observe, Describe And Record Processes And Properties In The Physical World...

By month/year, THE STUDENT will look at an object displayed for observation for at least 5 seconds 6 of 10 trials on 5 occasions as charted by the staff.

By month/year, THE STUDENT will look at an object displayed for observation for at least 5 seconds 7 of 10 trials on 6 occasions as charted by the staff.

By month/year, THE STUDENT will look at an object displayed for observation for at least 5 seconds 8 of 10 trials on 7 occasions as charted by the staff.

By month/year, THE STUDENT will describe a common object using sensory information how the object looks, sounds, feels, smells, tastes 6 of 10 trials on 5 occasions as charted by the staff.

By month/year, THE STUDENT will describe a common object using sensory information how the object looks, sounds, feels, smells, tastes 7 of 10 trials on 6 occasions as charted by the staff.

By month/year, THE STUDENT will describe a common object using sensory information how the object looks, sounds, feels, smells, tastes 8 of 10 trials on 7 occasions as charted by the staff.

By month/year, THE STUDENT will observe current weather conditions and record the effects on the environment 6 of 10 opportunities on 5 occasions as charted by the staff.

By month/year, THE STUDENT will observe current weather conditions and record the effects on the environment 7 of 10 opportunities on 6 occasions as charted by the staff.

By month/year, THE STUDENT will observe current weather conditions and record the effects on the environment 8 of 10 opportunities on 7 occasions as charted by the staff.

By month/year, THE STUDENT will draw 3 pictures of a plant showing the stage of its growth on 5 occasions as charted by the staff.

By month/year, THE STUDENT will draw 3 pictures of a plant showing the stage of its growth on 6 occasions as charted by the staff.

By month/year, THE STUDENT will draw 3 pictures of a plant showing the stage of its growth on 7 occasions as charted by the staff.

Suggested Activities For Goal Stem # 1

Brainstorm descriptive words that can be used during observation

Demonstrate/practice observation skills as a group

Compare and sort common objects

Play sensory games mystery bag

Measure and record data around the classroom temperature, size of objects in the room, humidity

Collect data on the growth of plant or classroom pet. Use photographs, drawings and graphs to document

Goal Stem # 2: THE STUDENT Will Use The Scientific Process Observation, Hypothesis, Procedure, Results, Conclusion To Gain Information About The World...

By month/year, THE STUDENT will ask a question about the function or nature of the object 2 of 5 trials on 3 occasions as observed and recorded by staff.

By month/year, THE STUDENT will ask a question about the function or nature of the object 3 of 5 trials on 4 occasions as observed and recorded by staff.

By month/year, THE STUDENT will ask a question about the function or nature of the object 4 of 5 trials on 5 occasions as observed and recorded by staff.

By month/year, THE STUDENT will make a prediction of what an object might do based on previously recorded observations 2 of 5 trials on 3 occasions as observed and recorded by staff.

By month/year, THE STUDENT will make a prediction of what an object might do based on previously recorded observations 3 of 5 trials on 4 occasions as observed and recorded by staff.

By month/year, THE STUDENT will make a prediction of what an object might do based on previously recorded observations 4 of 5 trials on 5 occasions as observed and recorded by staff.

By month/year, THE STUDENT will follow proper lab procedures when conducting scientific investigations 2 of 5 trials on 3 occasions as observed and recorded by staff.

By month/year, THE STUDENT will follow proper lab procedures when conducting scientific investigations 3 of 5 trials on 4 occasions as observed and recorded by staff.

By month/year, THE STUDENT will follow proper lab procedures when conducting scientific investigations 4 of 5 trials on 5 occasions as observed and recorded by staff.

By month/year, THE STUDENT will share results of an experiment with the class using a voice output device 2 of 5 trials on 3 occasions as observed and recorded by staff.

By month/year, THE STUDENT will share results of an experiment with the class using a voice output device 3 of 5 trials on 4 occasions as observed and recorded by staff.

By month/year, THE STUDENT will share results of an experiment with the class using a voice output device 4 of 5 trials on 5 occasions as observed and recorded by staff.

By month/year, THE STUDENT will formulate a conclusion based on the results of the experiment and compare it to the original hypothesis 2 of 5 trials on 3 occasions as observed and recorded by staff.

By month/year, THE STUDENT will formulate a conclusion based on the results of the experiment and compare it to the original hypothesis 3 of 5 trials on 4 occasions as observed and recorded by staff.

By month/year, THE STUDENT will formulate a conclusion based on the results of the experiment and compare it to the original hypothesis 4 of 5 trials on 5 occasions as observed and recorded by staff.

By month/year, THE STUDENT will repeat an experiment with exactly the same conditions and procedures and obtain the same results 2 of 5 trials on 3 occasions as observed and recorded by staff.

By month/year, THE STUDENT will repeat an experiment with exactly the same conditions and procedures and obtain the same results 3 of 5 trials on 4 occasions as observed and recorded by staff.

By month/year, THE STUDENT will repeat an experiment with exactly the same conditions and procedures and obtain the same results 4 of 5 trials on 5 occasions as observed and recorded by staff.

Suggested Activities For Goal Stem # 2:

Discuss scientific vocabulary; what terms are used when conducting investigations and experiments

Model appropriate use of lab equipment

Visit a science classroom or lab

Have peers demonstrate experiments in class

Discuss the difference between facts and opinions

Make a large display of THE STUDENT's predication of results of an experiment; compare with the actual results

Invite a scientist to your classroom as a guest speaker

Goal Stem # 3: THE STUDENT Will Discover That Human Decisions And Actions Effect Him/Herself And The Environment...

By month/year, the STUDENT will collect 2 newspaper and/or magazine articles that discuss the impact of human actions on the environment by as recorded in THE STUDENT's portfolio.

By month/year, the STUDENT will collect 4 newspaper and/or magazine articles that discuss the impact of human actions on the environment by as recorded in THE STUDENT's portfolio.

By month/year, the STUDENT will collect 6 newspaper and/or magazine articles that discuss the impact of human actions on the environment by as recorded in THE STUDENT's portfolio.

By month/year, THE STUDENT will list 2 resources that are non-renewable water, air, old-growth forest by recording in THE STUDENT's portfolio.

By month/year, THE STUDENT will list 3 resources that are non-renewable water, air, old-growth forest by recording in THE STUDENT's portfolio.

By month/year, THE STUDENT will list 4 resources that are non-renewable water, air, old-growth forest by recording in THE STUDENT's portfolio.

By month/year, THE STUDENT will demonstrate understanding of water conservation by turning off the water while soaping hands or brushing teeth, rather than letting it run as recorded in THE STUDENT's portfolio 2 of 5 trials on 3 occasions.

By month/year, THE STUDENT will pick up trash, crush cans in at least 2 community clean-up or recycling projects in THE STUDENT's portfolio.

By month/year, THE STUDENT will pick up trash, crush cans in at least 3 community clean-up or recycling projects in THE STUDENT's portfolio.

By month/year, THE STUDENT will pick up trash, crush cans in at least 4 community clean-up or recycling projects in THE STUDENT's portfolio.

By month/year, THE STUDENT will write paragraph with beginning middle and end, about the effects of the destruction of the rain forest in THE STUDENT's portfolio.

Suggested Activities For Goal Stem # 3:

Study the effects of the destruction of natural habitats rain forests, old-growth forest, corral reefs, effects of local development

Take field trips to local nature preserves

Participate in campus or community recycling project to benefit an ecological cause or program

Take photographs of local areas where human actions have impacted the environment

Discuss how THE STUDENT's could re-use or conserve materials in the classroom and develop a plan to do this.