Lunar and Planetary Institute






Polar Bears Go With the Floes - Standards
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Polar Bears Go With the Floes

Correlations to National Science Standards

Grades K-4
Life Science - Content Standard C
Understanding Organisms and Environments

  • An organism's patterns of behavior are related to the nature of that organism's environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment. When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.
  • Humans depend on their natural and constructed environments. Humans change environments in ways that can be either beneficial or detrimental for themselves and other organisms.

Science and Technology - Content Standard E
Understanding about Scientific Inquiry

  • People have always had problems and invented tools and techniques (ways of doing something) to solve problems. Trying to determine the effects of solutions helps people avoid some new problems.

Science in Personal and Social Perspectives - Content Standard F
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 changes are good, some are bad, and some are neither good nor bad. Pollution is a change in the environment that can influence the health, survival, or activities of organisms, including humans.
  • Some environmental changes occur slowly, and others occur rapidly. Students should understand the different consequences of changing environments in small increments over long periods as compared with changing environments in large increments over short periods.

National Standards for Social Studies
Early Grades
III. People, Places, and Environments
School Applications

Have learners reflect upon elements in their environment and how we use and think about the physical and built environment. Stimulate learners' interest in things distant and unfamiliar and help lay the foundation for concern about the use and abuse of the physical environment.

National Science Education Standards Grades 5-8
Life Science - Content Standard C
Understanding 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 external environment.

Understanding Populations And Ecosystems

  • The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem.

Understanding Earth's History

  • The earth processes we see today, including erosion, movement of lithospheric plates, and changes in atmospheric composition, are similar to those that occurred in the past. Earth history is also influenced by occasional catastrophes, such as the impact of an asteroid or comet.

Science in Personal and Social Perspectives - Content Standard F
Understanding Populations, Resources, and Environments

  • Human activities also can induce hazards through resource acquisition, urban growth, land-use decisions, and waste disposal. Such activities can accelerate many natural changes.
  • Natural hazards can present personal and societal challenges because misidentifying the change or incorrectly estimating the rate and scale of change may result in either too little attention and significant human costs or too much cost for unneeded preventive measures.

Understanding Risks and Benefits

  • Risk analysis considers the type of hazard and estimates the number of people that might be exposed and the number likely to suffer consequences. The results are used to determine the options for reducing or eliminating risks.
  • Students should understand the risks associated with natural hazards (fires, floods, tornadoes, hurricanes, earthquakes, and volcanic eruptions), with chemical hazards (pollutants in air, water, soil, and food), with biological hazards (pollen, viruses, bacterial, and parasites), social hazards (occupational safety and transportation), and with personal hazards (smoking, dieting, and drinking).
  • Important personal and social decisions are made based on perceptions of benefits and risks.

Understanding Science and Technology in Society

  • Science influences society through its knowledge and world view. Scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment. The effect of science on society is neither entirely beneficial nor entirely detrimental.
  • Societal challenges often inspire questions for scientific research, and social priorities often influence research priorities through the availability of funding for research.

 

Last updated
October 1, 2009

 

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