Amazing Aquatic Adventures  > Objectives

Content Standards California Content Standards English and Language Arts, Grade Two Strand II. Writing 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). Research ELA-2.II.1.3. Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas). 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 two outlined in Writing Standard 1.0, students: ELA-2.II.2.1. Write brief narratives based on their experiences: a. Move through a logical sequence of events, and b. Describe the setting, characters, objects, and events in detail. English and Language Arts, Grade Three Strand II. Writing 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. ELA-3.II.2.2. Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences. 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). Research ELA-3.II.1.3. Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia). English and Language Arts, Grade Five Writing Writing Strategies Students write clear, coherent, and focused essays. The writing exhibits the students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus ELA.5.1.2. Create multiple-paragraph expository compositions: a. Establish a topic, important ideas, or events in sequence or chronological order. b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought. c. Offer a concluding paragraph that summarizes important ideas and details. Research and Technology ELA.5.1.3. Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information. Visual and Performing Arts: Visual Arts, Grade Two Grade Two 1.0. ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations. Develop Perceptual Skills and Visual Arts Vocabulary 1.1. Perceive and describe repetition and balance in nature, in the environment, and in works of art. Analyze Art Elements and Principles of Design 1.3. Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color, shape/form, texture, and space. 2.0. CREATIVE EXPRESSION Creating, Performing, and Participating in the Visual Arts Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art. Skills, Processes, Materials, and Tools 2.1. Demonstrate beginning skill in the use of basic tools and art-making processes, such as printing, crayon rubbings, collage, and stencils. 2.2. Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and tempera. Visual and Performing Arts: Visual Arts, Grade Three Grade Three 2.0. CREATIVE EXPRESSION Creating, Performing, and Participating in the Visual Arts Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art. Skills, Processes, Materials, and Tools 2.1. Explore ideas for art in a personal sketchbook. 2.2. Mix and apply tempera paints to create tints, shades, and neutral colors. Communication and Expression Through Original Works of Art 2.4. Create a work of art based on the observation of objects and scenes in daily life, emphasizing value changes. Visual and Performing Arts: Visual Arts, Grade Five Grade Five 2.0. CREATIVE EXPRESSION Creating, Performing, and Participating in the Visual Arts Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art. Skills, Processes, Materials, and Tools 2.1. Use one-point perspective to create the illusion of space. Communication and Expression Through Original Works of Art 2.6. Use perspective in an original work of art to create a real or imaginary scene. 4.0. AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About Works in the Visual Arts Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. Make Informed Judgments 4.4. Assess their own works of art, using specific criteria, and describe what changes they would make for improvement. Science, Grade Two Life Sciences Plants and animals have predictable life cycles. As a basis for understanding this concept: SCI.2.2.a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another. SCI.2.2.b. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice. SCI.2.2.c. Students know many characteristics of an organism are inherited from the parents. Some characteristics are caused or influenced by the environment. Science, Grade Two Earth Sciences Earth is made of materials that have distinct properties and provide resources for human activities. As a basis for understanding this concept: SCI.2.3.e. Students know rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that humans use. Science, Grade Two Investigation and Experimentation 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. Students will: SCI.2.3.b. Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units. SCI.2.3.d. Write or draw descriptions of a sequence of steps, events, and observations. SCI.2.3.f. Use magnifiers or microscopes to observe and draw descriptions of small objects or small features of objects. Science, Grade Three Life Sciences Adaptations in physical structure or behavior may improve an organism's chance for survival. As a basis for understanding this concept: SCI.3.3.a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction. SCI.3.3.b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. SCI.3.3.c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial. SCI.3.3.d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations. Science, Grade Three Investigation and Experimentation 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. Students will: SCI.3.5.c. Use numerical data in describing and comparing objects, events, and measurements. Science, Grade Five Earth Sciences Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept: SCI.5.3.a. Students know most of Earth's water is present as salt water in the oceans, which cover most of Earth's surface. SCI.5.3.d. Students know that the amount of fresh water located in rivers, lakes, under-ground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water. Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns. As a basis for understanding this concept: SCI.5.4.a. Students know uneven heating of Earth causes air movements (convection cur-rents). SCI.5.4.b. Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns. Science, Grade Five Investigation and Experimentation 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. Students will: SCI.5.6.f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations. SCI.5.6.g. Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data. SCI.5.6.h. Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion. SCI.5.6.i. Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.