Arrival and Departure Activities Listed below are the standards we strive to address with our hands-on and active curriculum in an effort to assist our Teachers before and after their visit to Alliance Redwoods.

•   Armstrong Woods Structure and Properties of Matter –
• Grade 5-PS1-3. Make observations and measurements to identify materials based on their properties. Matter and Energy in Organisms and Ecosystems –
• Grade 5-LS1-1. Support and argument that plants get the materials they need for growth chiefly from air and water. Earth’s Systems –
• Grade 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. Growth, Development, and Reproduction of Organisms –
• Middle School-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms

Goat Rock

• Earth’s Systems – Grade 5–ESS3–1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
• – Middle School-ESS2-4. Develop a model to describe the cycling of water diverse systems driven by energy from the sun and force of gravity 2 Revised 7/29/2013 Interdependent Relationships in Ecosystems 
• Middle School-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Salmon Creek

• Earth’s Systems – Grade 5–ESS3–1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. –
• Middle School-ESS2-4. Develop a model to describe the cycling of water diverse systems driven by energy from the sun and force of gravity. Interdependent Relationships in Ecosystems –
• Middle School-LS2-2. Construct an exploration that predicts patterns of interactions among organisms across multiple ecosystems.
• Writing Standards K-5 – Grade 5-W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Tidepooling

• Interdependent Relationships in Ecosystems – Middle School-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
• Earth’s Systems – Grade 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. –
• Middle School-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

Stewardship Rotations

• Matter and Energy in Organisms and Ecosystems – LS2.A. Interdependent relationships and ecosystems.
• Natural Selection and Adaptations – LS 4.D. Biodiversity and humans.
• Earth’s Systems – Grade 5–ESS3–1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. Human Impacts –
• Middle School-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. –
• Middle School-ESS3-4. Construct an argument supported by evidence for how increases in human population and per capita consumption of natural resources impact Earth system.

Day Classes

Forest Ecology

• Matter and Energy in Organisms and Ecosystems – Middle School-LS2-3. Develop a model to describe the cycling of matter and full of energy among living in nonliving parts of the ecosystem. Scientific knowledge assumes an order and consistency in natural systems. Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and Outdoor Education Curriculum Summary 6 Revised 1/15/2013 observation.
• Interdependent Relationships in Ecosystems – Middle School-LS2-2. Construct an exploration that predicts patterns of interactions among organisms across multiple ecosystems.
• Earth’s Systems – Grade 5-ESS3.C. Human impacts on Earth systems.

Healthy Forest

• Structure and Properties of Matter – Grade 5-PS1-3. Make observations and measurements to identify materials based on their properties.
• Structure, Function, and Information Processing – Grade 5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water.
• Earth’s Systems – Grade 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the
• Earth’s resources and environment. Human Impacts – Middle School -ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. –
• Middle School-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
• Matter and Energy in Organisms and Ecosystems – Middle School-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling matter and flow of energy into and out of organisms. –
• Middle School-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
• Growth, Development, and Reproduction of Organisms – Middle School-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structure affect the probability of successful reproduction of animals and plants respectively. –
• Middle School-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

Animal Ecosystems

• Matter and Energy in Organisms and Ecosystems – Grade 5–PS3–1. Use models to describe that energy and animals food (use for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
• – Grade 5–LS2–1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
• – Middle School-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. –
• Middle School-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability in organisms and populations of organisms in an ecosystem.
• – MS-LS2-3. Developed a model to describe the cycling of matter and flow of energy among living in nonliving parts of an ecosystem.
• Chemical Reactions – Middle School–PS1–5. Develop and use a model to describe how the total number of atom does not change in a chemical reaction and thus mass is conserved.

Herpetology

• Matter and Energy in Organisms and Ecosystems – Middle School-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem Natural Selection and Adaptations
• Middle School-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in population increase some individual’s probability of surviving and reproducing in a specific environment.

Pond and Stream

•  Structure and Properties of Matter – Grade 5-PS1-1. Develop a model to describe that matter is made of particles two small to be seen.
• Earth’s Systems – Grade 5–ESS2–2. Describe and graph the amounts of percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on earth
• . – Middle School-ESS2-4. Develop a model to describe the cycling of water through Earth system driven by energy from the sun and the force of gravity.
• Interdependent Relationships in Ecosystems – Middle School-LS2-2. Construct an exploration that predicts patterns of interactions among organisms across multiple ecosystems.
• Matter and Energy in Organisms and Ecosystems – Middle School-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability in organisms and populations of organisms in an ecosystem. –
• Middle School-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
• Writing Standards K-5 – Grade 5-W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
• Mathematics – Grade 5-MP.2. Reason abstractly and quantitatively.

Geology and Stream

• Structures and Properties of Matter – Grade 5-PS1-3. Make observations and measurements to identify materials based on their properties.
• Earth’s Systems – Grade 5–ESS3–1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. –
• Middle School-ESS2-1. Develop a model to describe the cycling of Earth materials and the flow of energy that derives this process.
• Interdependent Relationships in Ecosystems – Middle School-LS2-2. Construct an exploration that predicts patterns of interactions among organisms across multiple ecosystems. –
• Middle School-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
• Writing Standards K-5 – Grade 5-W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
• Mathematics – Grade 5-MP.2. Reason abstractly and quantitatively.

 

Team-Building

• Speaking and Listening Standards – Grade 4-SL-4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. –
• Grade 5-SL-4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. –
• Grade 6-SL-1. Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on others; ideas and expressing their own clearly. –
• Grade 6-SL-4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details and nonverbal elements to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Adaptation Transformation

•  Growth, Development, and Reproduction of Organisms – Middle School-LS1-4. Use argument based on empirical and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structure affect the probability of successful reproduction of animals and plants respectively.
• Middle School-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
• Natural Selection and Adaptations – Middle School-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
• Interdependent Relationships in Ecosystems – Middle School-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Night Hike:

• Structure, Function, and Information Processing – Middle School-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
• – Middle School-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

Orienteering:

• Reading Standards for Literacy in Science and Technical Subjects – Middle School-RST-3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
• Structure, Function, and Information Processing – Middle School-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

 

Campfire

• Speaking and Listening Standards – Grade 4-SL-4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
• Grade 5-SL-4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
• – Grade 6-SL-4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details and nonverbal elements to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Habitat Clue:

• Interdependent Relationships in Ecosystems – Middle School-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Other Standards

• The Common Core and Next Generation Standards listed here are those that are, or can be,covered in many of our classes.
• Speaking and Listening Standards – Grade 4-SL-4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
• – Grade 5-SL-4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
• – Grade 6-SL-1. Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on others; ideas and expressing their own clearly.
• – Grade 6-SL-4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details and nonverbal elements to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
• Earth’s Systems – Grade 5–ESS3–1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
• Writing Standards K-5 – Grade 5-W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finish work, and provide a list of sources.