Teacher Resources

Science as Inquiry and Process

SA Students develop an understanding of the processes and applications of scientific inquiry.

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SA1 Students develop an understanding of the processes of science used to investigate problems, design and conduct repeatable scientific investigations, and defend scientific arguments

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SA2 Students develop an understanding that the processes of science require integrity, logical reasoning, skepticism, openness, communication, and peer review.

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SA3 Students develop an understanding that culture, local knowledge, history, and interaction with the environment contribute to the development of scientific knowledge, and that local applications provide opportunity for understanding scientific concepts and global issues.

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Concepts of Physical Science

SB2 Students develop an understanding that energy appears in different forms, can be transformed from one form to another, can be transferred or moved from one places or system to another, may be unavailable for use, and is ultimately conserved.

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Concepts of Life Science

SC Students develop an understanding of the concepts, models, theories, facts, evidence, systems, and processes of life science.

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SC2 Students develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms.

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SC3 Students develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy.

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Concepts of Earth Science

SD Students develop an understanding of the concepts, processes, theories, models, evidence, and systems of earth and space sciences.

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SD1 Students develop an understanding of Earth’s geochemical cycles.

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SD2 Students develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth.

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History and Nature of Science

SG Students develop an understanding of the history and nature of science.

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SG4 Students develop an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base.

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The student demonstrates an understanding of the processes of science by:
[3] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring and communicating.

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The student develops an understanding of the processes of science by:
[3] SA1.2 observing and describing their world to answer simple questions.

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The student will demonstrate an understanding of the attitudes and approaches to scientific inquiry by:
[3] SA2.1 answering, “how do you know?” questions with reasonable answers.

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The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by:
[3] SA3.1 observing local conditions that determine which plants and/or animals survive. (L)

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The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by:
[3] SB3.1 recognizing that temperature changes cause changes in phases of substances (e.g., ice changing to liquid, water changing to water vapor, and vice versa)

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The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by:
[3] SC1.2 describing how some traits (e.g., claws, teeth, camouflage) of living organisms have helped them survive as a species.

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The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by:
[3] SC3.2 organizing a simple food chain of familiar plants and animals. (L)

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The student demonstrates an understanding of geochemical cycles by:
[3] SD1.2 describing the water cycle to show that water circulates through the crust, oceans, and atmosphere of Earth.

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The student demonstrates an understanding of the forces that shape the Earth by:
[3] SD2.1 identifying and comparing a variety of Earth’s land features (i.e., rivers, deltas, lakes, glaciers, mountains, valleys, and islands).

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The student demonstrates an understanding of how to integrate scientific knowledge and technology to address problems by:
[3] SE1.1 identifying local problems and discussing solutions. (L)

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The student demonstrates an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base by:
[3] SG4.1 asking questions about the natural world.

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The student demonstrates an understanding of the processes of science by:

[4] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating.*

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The student develops an understanding of the processes of science by:
[4] SA1.2 observing, measuring and collecting data from explorations and using this information to classify, predict, and communicate.

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The student will demonstrate an understanding of the attitudes and approaches to scientific inquiry by:
[4] SA2.1 supporting their ideas with observations and peer review. (L)*

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The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by:
[4] SA3.1 identifying the local limiting factors (e.g., weather, human influence, species interactions) that determine which plants and animals survive. (L)*

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The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by:
[4] SB3.1 explaining that temperature changes causechanges in phases of substances (e.g., ice changing to liquid water and liquid water to water vapor).

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The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution by:
[4] SC1.1 showing the relationship between physical characteristics of Alaskan organisms and the environment in which they live.

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The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by:
[4] SC2.2 describing the basic characteristics and requirements of living things.

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The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by:
[4] SC3.1 identifying examples of living and non-living things and the relationship between them (e.g., living things need water, herbivores need plants).

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The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by:
[4] SC3.2 Identifying a simple food chain and diagramming how energy flows through it and describing the effects of removing one link.

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The student demonstrates an understanding of the bases of the advancement of scientific knowledge by:
[4] SG2.1 recognizing the need for repeated measurements.

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[3] 1.4.1 The student restates/summarizes information by retelling or dramatizing a story  after reading it (L)

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[3] 1.4.2 The student restates/summarizes information byrestating information after reading a text or identifying accurate restatements

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[3] 1.5.1 The student demonstrates an understanding of main idea by  identifying the main idea or central concept in various types of texts

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[3] 1.6.1 The student follows written directions by completing a simple (1–-2 step)task by following written directions (L)

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[3] 1.10.1 The student connects themes by making connections between a text and personal experiences…., experiences of others

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[3] 1.10.2 The student connects themes by locating details in text to illustrate relevant connections to personal experience, experience of others, or other texts

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[4] 2.4.1 The student restates/summarizes information by retelling a story in correct sequence or identifying the correct sequence of events in a story (L)

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[4] 2.4.2 The student restates/summarizes information by restating and summarizing information after reading a text or identifying accurate restatements and summaries

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[4] 2.5.1 The student demonstrates an understanding of main idea by identifying the main idea or central concept in various types of texts*

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[4] 2.5.2 The student demonstrates an understanding of main idea by locating information in narrative and informational text to answer questions related to main ideas or key details

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[4] 2.5.3 The student demonstrates an understanding of main idea by identifying or describing related experiences to support understanding of a main idea (L)

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[4] 2.10.1 The student connects themes by identifying author’s message, theme, or purpose (e.g., helping others brings great rewards)

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[4] 2.10.2 The student connects themes by identifying themes in texts and making relevant connections to personal experiences, experiences of others, or other texts

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[5] 2.4.1 The student restates/summarizes information by restating and summarizing main ideas or events in correct sequence after reading a text (e.g., paraphrasing, constructing a topic outline, using graphic organizers) or

identifying accurate restatements and summaries of main ideas or events or generalizations of a text

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[5] 2.5.1 The student demonstrates an understanding of main idea by identifying the main idea or central concept in various types of texts*

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5] 2.5.2 The student demonstrates an understanding of main idea by locating information in narrative and informational text to answer questions related to main ideas or key details*

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[5] 2.5.3 The student demonstrates an understanding of main idea by identifying or describing related experiences and events to support understanding of a main idea (e.g., what event in history is similar to this one) (L)

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[5] 2.10.1 The student connects themes by identifying author’s message, theme, or purpose, stated or implied

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[5] 2.10.2 The student connects themes by identifying themes in texts and making relevant connections to personal experiences, experiences of others, or other texts*

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3] 1.1.1 The student writes about a topic by writing complete sentences with a subject and a predicate

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[3] 1.1.2 The student writes about a topic by writing a paragraph on a single topic with two or more supporting details

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[3] 1.1.3 The student writes about a topic by writing a story or composition

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[3] 1.2.1 The student writes for a variety of purposes and audiences by choosing the appropriate organizational structure to match a purpose and audience (e.g., letters and notes, recounts, stories, and poems) (L)

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[3] 1.2.2 The student writes for a variety of purposes and audiences by using expressive language when responding to literature or producing text (e.g., journals, pictures supported by text or poetry) (L)

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[3] 1.3.1 The student writes and edits using conventions of Standard English by writing a variety of complete, simple sentences (i.e., statement, question, exclamation)

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[3] 1.3.2 The student writes and edits using conventions of Standard English by identifying and/or correcting

mistakes in spelling (e.g., grade appropriate, high-frequency words) (L)

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[3] 1.3.3 The student writes and edits using conventions of Standard English by identifying and/or correcting

mistakes in punctuation at the end of sentences and capitalization (i.e., beginning of sentences and proper nouns)

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[3] 1.3.4 The student writes and edits using conventions of Standard English by rewriting handwritten work

to improve legibility, if necessary, when producing final drafts (L)

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[3] 1.4.1 The student revises writing by rearranging and/or adding supporting details to improve clarity.

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[3] 1.4.2 The student revises writing by giving/receiving appropriate feedback about written work (L)

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[3] 1.5.1 The student documents sources by listing sources or authors and titles of books and other materials when used as references in written work (L)

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[4] 2.1.1 The student writes about a topic by writing a paragraph that maintains a focused idea and includes

details that support the main idea

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4] 2.1.2 The student writes about a topic by organizing ideas logically (L)

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4] 2.1.3 The student writes about a topic by writing a story or composition with a beginning and middle and ending with a concluding statement (L)

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[4] 2.2.2 The student writes for a variety of purposes and audiences by writing in a variety of nonfiction forms using appropriate information and structure (i.e., personal letters, recounts, descriptions or observations)

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4] 2.2.3 The student writes for a variety of purposes and audiences by using expressive language when responding to literature or producing text (e.g., writer’s notebook, memoirs, poetry, plays, or lyrics) (L)

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[4] 2.3.1 The student writes and edits using conventions of Standard English by writing a variety of simple

and complex sentences including the conjunctions and, or, but, or because

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[4] 2.3.2 The student writes and edits using conventions of Standard English by identifying and/or correcting

mistakes in spelling (e.g., grade appropriate, high frequency words and contractions) (L)

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[4] 2.3.3 The student writes and edits using conventions of Standard English by identifying and/or correcting

mistakes in punctuation (i.e., end of sentences, commas in dates, salutations and closings in letters, and commas

in series) and capitalization (i.e., book titles, beginning of sentences, and proper nouns)

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[4] 2.3.4 The student writes and edits using conventions of Standard English by identifying and/or correcting

usage mistakes in subject/verb agreement (L)

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[4] 2.4.1 The student revises writing by rearranging and/or adding details to improve focus and to support main ideas

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[4] 2.4.2 The student revises writing by giving/receiving appropriate feedback and using established criteria

to review own and others’ written work (e.g., peer conferences, checklists, scoring guides, or rubrics) (L)

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[4] 2.5.1 The student documents sources by giving credit for others’ information by citing title and source

(e.g., author, storyteller, translator, songwriter, or artist) (L)

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[5] 2.1.1 The student writes about a topic by writing more than one paragraph stating and maintaining a focused idea and including details that support the main idea of each paragraph

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[5] 2.1.2 The student writes about a topic by using paragraph form: indents or uses paragraph breaks (L)

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[5] 2.1.3 The student writes about a topic by organizing ideas logically to establish clear relationships within and between paragraphs (e.g., using transition words or phrases that reveal order or chronology) (L)

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[5] 2.1.4 The student writes about a topic by writing a concluding statement

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[5] 2.2.2 The student writes for a variety of purposes and audiences by writing in a variety of

nonfiction forms using appropriate information and structure (i.e., step by- step directions, descriptions, observations, or report writing)

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[5] 2.2.3 The student writes for a variety of purposes and audiences by using expressive language when responding to literature or producing text (e.g., writer’s notebook, memoirs, poetry, plays, or lyrics)* (L)

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[5] 2.3.1 The student writes and edits using conventions of Standard English by varying the beginnings,

lengths, and patterns of sentences to improve flow and to enhance meaning of writing (L)

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[5] 2.3.2 The student writes and edits using conventions of Standard English by identifying and/or correcting

mistakes in spelling (e.g., grade appropriate, high frequency words, homophones, and contractions)

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[5] 2.3.3 The student writes and edits using conventions of Standard English by identifying and/or correcting

mistakes in punctuation (i.e., end of sentences, commas in dates, salutations and closings in letters, and commas in a series) and capitalization*

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[5] 2.3.4 The student writes and edits using conventions of Standard English by identifying and/or correcting

mistakes in usage (i.e., subject/verb agreement, verb tense, sentence fragments and run-on sentences, and

possessives) (L)

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[5] 2.4.1 The student revises writing by rearranging and/or adding details to improve focus, to support main ideas, and to make sequence clear

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[5] 2.4.2 The student revises writing by giving/receiving appropriate feedback and using established criteria

to review own and others’ written work (e.g., peer conferences, checklists, scoring guides, or rubrics)* (L)

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[5] 2.5.1 The student documents sources bygiving credit for others’ ideas, images, and information by citing title

and source (e.g., author, storyteller, translator, songwriter, or artist) (L)

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[3] S&P-1 The student demonstrates an ability to classify and organize data by [designing an Investigationand collecting, recording L], organizing, displaying, or explaining the classification of data in real-world problems using bar graphs, and [Venn diagrams L]

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[3] N-1 The student demonstrates conceptual understanding of whole numbers to one thousand by reading, writing, ordering, or [counting L] (M1.1.1)

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[3] N-3 The student demonstrates conceptual understanding of whole numbers to one thousand by using appropriate representations of ordinal or cardinal numbers (M1.1.4)

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[3] MEA-4 The student demonstrates understanding of measurable attributes by selecting an appropriate unit of English, metric, or non-standard measurement to estimate length, time, weight, or temperature

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[3] MEA-6 The student demonstrates ability to use measurement techniques ……….in real-world contexts by

measuring length to the nearest half-inch.

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[4] S&P-1 The student demonstrates an ability to classify and organize data by [designing an Investigationand collecting L], organizing or displaying, using appropriate scale, data in real-world problems, using bar graphs, tables, charts, or diagrams with whole numbers up to 25

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[4] N-1 The student demonstrates conceptual understanding of whole numbers to ten thousands by reading, writing, ordering, or [counting L]

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[4] MEA-4 The student demonstrates understanding of measurable attributes by selecting an appropriate unit of metric measurement to estimate length, weight, or temperature

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[4] MEA-5 The student demonstrates ability to use measurement techniques ……….in real-world contexts by measuring length to the nearest half-inch [or centimeter L]

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[5] S&P-1 The student demonstrates an ability to classify and organize data by [designing an investigationand collecting L], organizing, or displaying, using appropriate scale, data in real-world problems, using bar graphs, tables, charts, diagrams, or line graphs with whole numbers up to 50

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[5] N-1 The student demonstrates conceptual understanding of whole numbers to millions by reading, writing, ordering, or [counting L]

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[5] MEA-4 The student demonstrates ability to use measurement techniques by measuring temperature or weight using appropriate tools (L)

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[5] MEA-8 The student demonstrates ability to use measurement techniques by measuring length to the nearest 1⁄4 inch or centimeter

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Investigation 1: Where Does My Water Come From?

Science notebooks 

At least one of the following books: River of Life by Debbie S. Miller, Go Home, River by James Magdanz, Where the River Begins by Thomas Locker

Butcher paper, newsprint, or white copy paper

Water-soluble color markers (not permanent ink)

Spray bottle(s) filled with water

Chart paper and markers or chalkboard for graphing activity

Colored pencils or markers for student maps

Classroom location where crumpled watersheds can be sprayed with water

Investigation 2: Where Does Our Water Go?

Nine different colored beads—enough for 10-12 beads per child

A piece of wire for each student to thread the beads on, bent into a small loop at one end (to be converted to a bracelet when finished)

Two large glass jars OR a ziplock bag per student

Reading: A Water cycle story

Station signs: Animal, Cloud, Glacier, Groundwater, Lake, Ocean, Plant, River, Soil

Cubes for stations: Animal, Cloud, Glacier, Groundwater, Lake, Ocean, Plant, River, Soil
(Cardstock is not recommended for cubes. Best printed on 28–32# heavyweight paper, and then "laminated" using packing tape.)

Tape

Heat lamp, or other heat source, if a warm, sunny window is not available

Ice (optional)

Warm sunny window

Investigation 3: A Salmon's Life Journey

Science notebooks

Life Cycle Cards

KWL Chart

Large piece of white drawing or construction paper

Children’s books about the salmon life cycle

Salmon life cycle posters

Scissors, glue, pencils, crayons

Investigation 4: Fish Finders

Salmon Needs Chart (or have students copy into notebooks)

Water Investigation Worksheet

Science notebooks

Thermometer (one for each group if possible)

Fine mesh net (for macroinvertebrate samples - one per group if possible)

Digital camera(s)

Pencils

Chart paper/markers, or chalkboard

Apppropriate fieldtrip location

 Investigation 5: Make Your Own Watershed

Criteria for watersheds that was created during Engagement part of this investigation

A variety of materials for students to use to create their watersheds

9” x 12” aluminum baking pans, plastic trays, or shallow planting trays, clay, glue, play dough, or salt dough clay

Student-collected gravel, twigs, grasses

Watercolor paints, brushes, and paper

Construction paper, scissors, glue

Place to present watersheds