National
Science Education Standards
Journey
North's Bald Eagle study helps bring a wide range of National Science
Education Standards to life. Browse this chart by content area and then
link directly to information and activities that reflect your teaching
goals. As you review the activities, consider how you can adapt them
to your unique context and students' abilities.
A. Science as Inquiry
B. Physical Science
C. Life Science
D. Earth and Space Science
E. Science and Technology
F. Science in Personal and Social Perspectives
G. History and Nature of Science
National
Science Education Standard
|
Journey
North Bald Eagle Activity or Lesson |
A.
SCIENCE AS INQUIRY
ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY (K-4)
(5-8)
|
Ask
a question about objects, organisms, events. (K-4) |
Suggestions
for Student Research with Satellite Data |
Plan
and conduct a simple investigation. (K-4) |
Suggestions
for Student Research with Satellite Data |
Employ
simple equipment/tools to gather data and extend senses. (K-4) |
|
Use
data to conduct a reasonable explanation. (K-4) |
Suggestions
for Student Research with Satellite Data
Birds and
the Built-in Barometer
Juvenile
Bald Eagle Mapping Study
Activity
Budgets: A Technique for Studying Animal Behavior
Analyzing Bald
Eagle Populations Data |
Communicate
investigations and explanations. (K-4)
|
Suggestions
for Student Research with Satellite Data |
Identify
questions that can be answered through scientific investigations.
(5-8) |
|
Design
and conduct a scientific investigation. (5-8) |
|
Use
appropriate tools and techniques to gather, analyze, and interpret
data. (5-8) |
|
Develop
descriptions, explanations, predictions, and models using evidence.
(5-8) |
Analyzing
Bald Eagle Populations Data |
Think
critically and logically to make relationship between evidence and
explanations. (5-8) |
Suggestions
for Student Research with Satellite Data
Let's
Visit an Eagle's Nest
Analyzing Bald
Eagle Populations Data |
Recognize/analyze
alternative explanations and predictions. (5-8) |
|
Communicate
scientific procedures and explanations. (5-8) |
|
Use
math in all aspects of scientific inquiry. (5-8) |
|
UNDERSTANDINGS
ABOUT SCIENCE INQUIRY (K-4) (5-8) |
Science
investigations involve asking and answering a question and comparing
that to what scientists already know about the world. (K-4) |
Birds
and the Built-in Barometer
Activity
Budgets: A Technique for Studying Animal Behavior |
Scientists
use different kinds of investigations depending on the questions
they are trying to answer. Types of investigations include describing
objects, events, and organisms; classifying them; and doing a fair
test (experimenting). (K-4) |
Peter
Nye's Research Goals
Activity
Budgets: A Technique for Studying Animal Behavior |
Simple
instruments, such as magnifiers, thermometers, and rulers, provide
more information than scientists obtain using only their senses.
(K-4) |
|
Scientists
develop explanations using observations (evidence) and what they
already know about the world. Good explanations are based on evidence
from investigations. (K-4) |
Suggestions
for Student Research with Satellite Data
Analyzing Bald
Eagle Populations Data |
Scientists
make the results of their investigations public; they describe the
investigations in ways that enable others to repeat the investigations.
(K-4) |
Suggestions
for Student Research with Satellite Data
Activity
Budgets: A Technique for Studying Animal Behavior |
Scientists
review and ask questions about the results of other scientists' work.
(K-4) |
Suggestions
for Student Research with Satellite Data |
Different
kinds of questions suggest different kinds of scientific investigations.
Some involve observing and describing objects, organisms, or events;
some involve collecting specimens; some involve experiments; some
involve seeking more information; some involve discovery of new objects
and phenomena; and some involve making models. (5-8) |
Activity
Budgets: A Technique for Studying Animal Behavior |
Technology
used to gather data enhances accuracy and allows scientists to analyze
and quantify results of investigations. (5-8) |
High,
High Tech: The Science of Satellite Tracking
Peter Nye's Career:
A Glimpse into the Life of a Scientist |
Current
scientific knowledge and understanding guide scientific investigations.
(5-8) |
|
Scientific
explanations emphasize evidence, have logically consistent arguments,
and use scientific principles, models, and theories. The scientific
community accepts and uses such explanations until displaced by better
scientific ones. When such displacement occurs, science advances.
(5-8) |
|
Science
advances through legitimate skepticism. Asking questions and querying
other scientists' explanations is part of scientific inquiry. Scientists
evaluate the explanations proposed by others by examining evidence,
comparing evidence, identifying faulty reasoning, pointing out statements
that go beyond evidence, and suggesting alternative explanations
for the same observations. (5-8) |
. |
Mathematics
is important in all aspects of scientific inquiry. (5-8) |
|
Scientific
investigations sometimes result in new ideas and phenomena for study,
generate new methods or procedures for an investigation, or develop
new data-collection technologies. All of these can lead to new investigations.
(5-8) |
. |
B.
PHYSICAL SCIENCE
PROPERTIES
OF OBJECTS AND MATERIALS (K-4) (5-8)
|
Objects
have observable properties, including size, weight, shape, color,
temperature, and the ability to react with other substances. Those
properties can be measured using tools, such as rulers, balances,
and thermometers. (K-4) |
. |
Materials
can exist in different states?solid, liquid, and gas. Some common
materials, such as water, can be changed from one state to another
by heating or cooling. (K-4)
|
|
POSITION
AND MOTION OF OBJECTS
|
An
object's motion can be described by tracing and measuring its position
over time. (K-4) |
|
LIGHT,
HEAT, ELECTRICITY, MAGNETISM |
Light
travels in a straight line until it strikes an object. Light can
be reflected by a mirror, refracted by a lens, or absorbed by the
object. (K-4) |
. |
MOTIONS
AND FORCES |
The
motion of an object can be described by its position, direction
of motion, speed. The motion can be measured and represented on
a graph. (5-8)
|
. |
An object
that is not being subjected to a force will continue to move at
a constant speed and in a straight line. (5-8)
|
. |
If
more than one force acts on an object along a straight line, then
the forces will reinforce or cancel one another, depending on their
direction and magnitude. Unbalanced forces will cause changes in
the speed or direction of an object's motion. (5-8) |
|
TRANSFER
OF ENERGY |
Heat
moves in predictable ways, flowing from warmer objects to cooler
ones, until both reach the same temperature. (5-8) |
|
The
sun is a major source of energy for changes on the earth's surface.
The sun loses energy by emitting light. A tiny fraction of that light
reaches the earth, transferring energy from the sun to the earth.
The sun's energy arrives as light with a range of wavelengths, consisting
of visible light, infrared, and ultraviolet radiation. (5-8) |
. |
C.
LIFE SCIENCE
THE
CHARACTERISTICS OF ORGANISMS (K-4)
(5-8)
|
Organisms
have basic needs. For example, animals need air, water and food;
plants require air, water, nutrients, and light. Organisms can survive
only in environments in which their needs can be met. The world has
many different environments, and distinct ones support the life of
different types of organisms. (K-4) |
Peter
Nye's Research Goals
About Eagle Migration
and Weather
Chore Chart for
Raising Eagles
Frozen Dinner:
The Challenge of Finding Food in Winter
Writer in
the Field: Winter Notebook |
Each
plant or animal has different structures that serve different functions
in growth, survival, reproduction. (K-4) |
Video
Greeting from Kathy Michell and Peter Nye
Birds and
the Built-in Barometer
Vision: An In-depth
Look at Eagle Eyes
Eagle Adaptations:
The Eyes
How Eagles
Fly
Eagle Talons: Get
a Grip
Talons vs. Beaks
Eagle Adaptations:
The Legs and Feet
Adaptations That
Help Eagles Survive
Human Inventions
and Eagle Adaptations
Chore Chart for
Raising Eagles
Frozen Dinner:
The Challenge of Finding Food in Winter
Generalist
or Specialist?
Writer in
the Field: Winter Notebook |
The
behavior of individual organisms is influenced by internal cues (such
as hunger) and by external cues (such as a change in the environment).
Humans and other organisms have senses that help them detect internal
and external cues. (K-4) |
Home
on the Winter Range
About Eagle Migration
and Weather
Birds and
the Built-in Barometer
Juvenile
Bald Eagle Mapping Study
Activity
Budgets: A Technique for Studying Animal Behavior
Juvenile
Eagle Behavior: Oh, Grow Up! |
LIFE
CYCLES OF ORGANISMS |
Plants
and animals have life cycles that include being born, developing
into adults, reproducing, and eventually dying. The details of this
life cycle are different for different organisms. (K-4) |
Conflict
in the Natal Nest
Let's
Visit an Eagle's Nest
Chore Chart for
Raising Eagles |
Plants
and animals closely resemble their parents. (K-4)
|
. |
Many
characteristics of an organism are inherited from the parents,
but others result from an individual's interactions with the environment.
Inherited characteristics include the color of flowers and the
number of limbs of an animal. Other features are learned through
interactions with the environment and cannot be passed on to the
next generation. (K-4)
|
. Juvenile
Eagle Behavior: Oh, Grow Up! |
ORGANISMS
AND THEIR ENVIRONMENTS
|
All
animals depend on plants. Some animals eat plants for food. Others
eat animals that eat plants. (K-4) |
Eagles,
Fish, and the Food Chain
The
Food Chain that Nature Built
Food
Chain vs. a Niche |
An
organism's behavior patterns are related to the nature of that organism's
environment, including the kinds and number of other organisms present,
the availability of food and resources, and the physical characteristics
of the environment. When environment changes, some plants and animals
survive and reproduce, and others die or move to new locations. (K-4) |
Home
on the Winter Range
About Eagle Migration
and Weather
About Eagle Nests
Frozen Dinner:
The Challenge of Finding Food in Winter
|
All
organisms cause changes in the environment where they live. Some
of these changes are detrimental to the organism or others, whereas
others are beneficial. (K-4) |
. |
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. (K-4) |
The
History of Bald Eagles
DDT
Analyzing Bald
Eagle Populations Data |
STRUCTURE
AND FUNCTION IN LIVING SYSTEMS
|
Living
systems at all levels of organization demonstrate the complementary
nature of structure and function. (5-8) |
Birds
and the Built-in Barometer
Vision: An In-depth
Look at Eagle Eyes
Eagle Adaptations:
The Eyes
How Eagles
Fly
Eagle Talons: Get
a Grip
Talons vs. Beaks
Eagle Adaptations:
The Legs and Feet
Adaptations That
Help Eagles Survive
Human Inventions
and Eagle Adaptations
Generalist
or Specialist? |
REPRODUCTION
AND HEREDITY |
Reproduction
is a characteristic of all living systems; because no individual
organism lives forever, reproduction is essential to the continuation
of every species. Some organisms reproduce asexually. Other organisms
reproduce sexually. (5-8) |
Chore
Chart for Raising Eagles
|
In
many species, including humans, females produce eggs and males produce
sperm. Plants also produce sexually?the egg and sperm are produced
in the flowers of flowering plants. An egg and sperm unite to begin
development of a new individual. That individual receives genetic
information from its mother (via the egg) and its father (via the
sperm). Sexually produced offspring never are identical to either
of their parents. (5-8) |
|
Every
organism requires a set of instructions for specifying its traits.
Heredity is the passage of these instructions from one generation
to another. (5-8) |
|
The
characteristics of an organism can be described in terms of a combination
of traits. Some are inherited and others result from environmental
interactions. (5-8) |
. THIS??? |
REGULATION
AND BEHAVIOR |
All
organisms must be able to obtain and use resources, grow, reproduce,
and maintain stable internal conditions in a constantly changing
external environment. (5-8) |
Entire
Bald Eagle Study
Adaptations That
Help Eagles Survive
Frozen Dinner:
The Challenge of Finding Food in Winter
Generalist
or Specialist?
|
Regulation
of an organism's internal environment involves sensing the internal
environment and changing physiological activities to keep conditions
within range required to survive. (5-8) |
|
Behavior
is one kind of response an organism can make to an internal or environmental
stimulus. A behavioral response requires coordination and communication
at many levels, including cells, organ systems, and whole organisms.
Behavioral response is determined in part by heredity and in part
from experience. (5-8) |
Activity
Budgets: A Technique for Studying Animal Behavior
Juvenile
Eagle Behavior: Oh, Grow Up! |
An
organism's behavior evolves through adaptation to its environment.
How a species moves, obtains food, reproduces, and responds to danger
are based in the species' evolutionary history. (5-8) |
Adaptations
That Help Eagles Survive
|
POPULATIONS
AND ECOSYSTEMS |
A
population consists of all individuals of a species that occur together
at a given place and time. All populations living together and the
physical factors with which they interact compose an ecosystem. (5-8) |
. |
Populations
of organisms can be categorized by the function they serve in an
ecosystem. Plants and some microorganisms are producers?they make
their own food. All animals, including humans, are consumers, which
obtain food by eating other organisms. Decomposers, primarily bacteria
and fungi, are consumers that use waste materials and dead organisms
for food. Food webs identify the relationships among producers, consumers,
and decomposers in an ecosystem. (5-8) |
Food
Chain vs. a Niche |
For
ecosystems, the major source of energy is sunlight. Energy entering
ecosystems as sunlight is transferred by producers into chemical
energy through photosynthesis. That energy then passes from organism
to organism in food webs. (5-8) |
Eagles,
Fish, and the Food Chain
The
Food Chain that Nature Built
Food
Chain vs. a Niche |
The
number of organisms an ecosystem can support depends on 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 increase
at rapid rates. Lack of resources and other factors, such as predation
and climate, limit the growth of populations in specific in certain
niches. (5-8) |
|
DIVERSITY
AND ADAPTATIONS |
Millions
of species of animals, plants, and microorganisms are alive today.
Although different species might look dissimilar, the unity among
organisms becomes apparent from an analysis of internal structures,
the similarity of their chemical processes, and the evidence of common
ancestry. (5-8) |
. |
Biological
evolution accounts for the diversity of species through gradual processes
over many generations. Species acquire many of their unique characteristics
through biological adaptation, which involves the selection of naturally
occurring variations in populations. Biological
adaptations include changes in structures, behaviors, or physiology
that enhance survival and reproductive success in a particular environment. (5-8) |
[this for all adaptations??]
Generalist
or Specialist? |
Extinction
of a species occurs when the environment changes and the adaptive
characteristics of a species are insufficient to allow its survival.
Fossils indicate that many organisms that lived long ago are extinct.
Extinction of species is common; most of the species that have lived
on the earth no longer exist. (5-8) |
The
History of Bald Eagles
DDT |
D.
EARTH AND SPACE SCIENCE
PROPERTIES OF EARTH MATERIALS (K-4)
(5-8)
|
Earth
materials are solid rocks and soils, water, and the gases of the
atmosphere. The varied materials have different physical and chemical
properties, which make them useful in different ways, for example,
as building materials, as sources of fuel, or for growing the plants
we use as food. (K-4) |
. |
Soils
have properties of color and texture, capacity to retain water, and
ability to support the growth of many kinds of plants, including
those in our food supply. (K-4) |
|
Fossils
provide evidence about the plants and animals that lived long ago
and the nature of the environment at that time. (K-4) |
. |
OBJECTS
IN THE SKY |
The
sun, moon, stars, clouds, birds, and airplanes all have properties,
locations, and movements that can be observed and described. (K-4) |
Home
on the Winter Range |
The
sun provides light and heat necessary to maintain the temperature
of the earth. (K-4) |
. |
CHANGES
IN THE EARTH AND SKY |
The
surface of the earth changes. Some changes are due to slow processes,
such as erosion and weathering, and some changes are due to rapid
processes, such as landslides, volcanic eruptions, and earthquakes.
(K-4)
|
. |
Weather
changes from day to day and over the seasons. Weather can be described
by measurable quantities, such as temperature, wind direction and
speed, and precipitation. (K-4) |
About
Eagle Migration and Weather
Birds and the
Built-in Barometer |
Objects
in the sky have patterns of movement. The sun, for example, appears
to move across the sky in the same way every day, but its path changes
slowly over the seasons. The moon moves across the sky on a daily
basis much like the sun. The observable shape of the moon changes
from day to day in a cycle that lasts about a month. (K-4) |
. |
STRUCTURE
OF THE EARTH SYSTEM |
Soil
consists of weathered rocks and decomposed organic material
from dead plants, animals, and bacteria. Soils are often found
in layers, with each having a different chemical composition
and texture. (5-8)
|
. |
Water,
which covers the majority of the earth's surface, circulates
through the crust, oceans, and atmosphere in what is known as
the "water cycle." Water evaporates from the earth's surface,
rises and cools as it moves to higher elevations, condenses as
rain or snow, and falls to the surface where it collects in lakes,
oceans, soil, and in rocks underground. (5-8) |
. |
Clouds,
formed by the condensation of water vapor, affect weather and
climate. (5-8) |
|
Global
patterns of atmospheric movement influence local weather. Oceans
have a major effect on climate, because water in oceans holds a large
amount of heat. (5-8) |
. |
Living
organisms have played many roles in the earth system, including affecting
the composition of the atmosphere, producing some types of rocks,
and contributing to the weathering of rocks. (5-8) |
. |
EARTH
IN THE SOLAR SYSTEM |
Most
objects in the solar system are in regular and predictable motion.
Those motions explain phenomena such as the day, the year, phases
of the moon, and eclipses. (5-8) |
. |
The
sun is the major source of energy for phenomena on the earth's surface,
such as growth of plants, winds, ocean currents, and the water cycle.
Seasons result from variations in the amount of sun's energy hitting
the surface, due to the tilt of the earth's rotation on its axis
and the length of the day. (5-8) |
. |
E.
SCIENCE AND TECHNOLOGY
UNDERSTANDING ABOUT SCIENCE AND TECHNOLOGY (K-4)
(5-8) |
People
have always had questions about their world. Science is one way of
answering questions and explaining the natural world. (K-4) |
Peter
Nye's Research Goals
Activity
Budgets: A Technique for Studying Animal Behavior |
People
have always had problems and invented tools and techniques to solve
problems. Trying to determine the effects of solutions helps people
avoid some new problems. (K-4) |
. . |
Scientists
and engineers often work in teams with different individuals doing
different things that contribute to the results. This understanding
focuses primarily on teams working together and secondarily, on the
combination of scientist and engineer teams. (K-4) |
|
Women
and men of all ages, backgrounds, and groups engage in a variety
of scientific and technological work. (K-4) |
|
Tools
help scientists make better observations, measurements, and equipment
for investigations. They help scientists see, measure, and do things
that they could not otherwise see, measure, and do. (K-4)
|
High,
High Tech: The Science of Satellite Tracking
Peter Nye's
Career: A Glimpse into the Life of a Scientist
|
F.
SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES
CHARACTERISTICS
AND CHANGES IN POPULATIONS (K-4)
(5-8)
|
Human
populations include groups of individuals living in a particular
location. One important characteristic of a human population is the
population density?the number of individuals that live in a given
amount of space. |
. . |
TYPES
OF RESOURCES |
Resources
are things we get from living and nonliving environment to meet the
needs and wants of a population. (K-4) |
|
Some
resources are basic materials, such as air, water, and soil; some
are produced from basic resources, such as food, fuel, and building
materials; and some resources are nonmaterial, such as quiet places,
beauty, security, and safety. (K-4) |
|
The
supply of many resources is limited. If used, resources can be extended
through recycling and decreased use. (K-4) |
|
CHANGES
IN ENVIRONMENTS
|
Environments
are the spaces, conditions, and factors that affect an individual's
and a population's ability to survive and their quality of
life. (K-4)
|
Eagles:
A Shared Resource |
Changes
in environments can be natural or influenced by humans. Some changes
are good, some are bad, and some are neither. Pollution is a change
in the environment that can influence the health, survival, or activities
of organisms, including humans. (K-4) |
Eagles:
A Shared Resource
The History of Bald
Eagles
DDT
Analyzing Bald
Eagle Populations Data |
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. (K-4) |
. . . |
POPULATIONS,
RESOURCES, ENVIRONMENTS |
When
an area becomes overpopulated, the environment will become degraded
due to the increased use of resources. (5-8) |
. . . |
Causes
of environmental degradation and resource depletion vary from
region to region and country to country. (5-8)
|
|
NATURAL
HAZARDS |
Internal
and external processes of the earth system cause natural hazards,
events that change or destroy human and wildlife habitats. Natural
hazards include earthquakes, landslides, wildfires, volcanic eruptions,
floods, storms, and even possible impacts of asteroids. (5-8) |
. . |
Human
activities also can induce hazards through resource acquisition,
urban growth, land-use decisions, and waste disposal. Such activities
can accelerate many natural changes. (5-8) |
|
Students
should understand the risks associated with natural hazards, chemical
hazards (e.g., pollutants in air, water, soil, and food), with biological
hazards (pollen, viruses, bacterial, parasites), social hazards,
and personal hazards (e.g., smoking, dieting). (5-8) |
. . . . |
G.
HISTORY AND NATURE OF SCIENCE
SCIENCE
AS A HUMAN ENDEAVOR (K-4)
(5-8)
|
Science
and technology have been practiced by people for a long time. (K-4) |
. . |
Men
and women have made variety of contributions throughout the history
of science and technology. (K-4) |
. . |
Although
men and women using scientific inquiry have learned much about the
objects, events, and phenomena in nature, much more remains to be
understood. Science will never be finished. (K-4) |
Birds
and the Built-in Barometer |
Many
people choose science as a career and devote their entire lives to
studying it. Many people derive great pleasure from doing science.
(K-4) |
Peter
Nye's Career: A Glimpse into the Life of a Scientist
Video
Greeting from Kathy Michell and Peter Nye |
Science
requires different abilities, depending on such factors as the field
of study and type of inquiry. Science is very much a human endeavor,
and the work of science relies on basic human qualities, such as
reasoning, insight, energy, skill, and creativity?as well as on scientific
habits of mind, such as intellectual honesty, tolerance of ambiguity,
skepticism, and openness to new ideas. (5-8) |
. . . . |
NATURE
OF SCIENCE |
Scientists
formulate and test their explanations of nature using observation,
experiments, and theoretical and mathematical models. Although
all scientific ideas are tentative and subject to change and improvement
in principle, for most major ideas in science, there is much experimental
and observational confirmation. Those ideas are not likely to change
greatly. Scientists do and have changed their ideas about nature
when they encounter new experimental evidence that does not match
their existing explanations. (5-8)
|
|
In
areas where active research is being pursued and in which there
is not a great deal of experimental or observational evidence
and understanding, it is normal for scientists to differ with
one another about the interpretation of the evidence or theory
being considered. Different scientists might publish conflicting
experimental results or might draw different conclusions from
the same data. Ideally, scientists acknowledge such conflict
and work towards finding evidence that will resolve their disagreement.
(5-8)
|
. . |
It
is part of scientific inquiry to evaluate the results of scientific
investigations, experiments, observations, theoretical models, and
the explanations proposed by other scientists. Evaluation includes
reviewing experimental procedures, examining the evidence, identifying
faulty reasoning, pointing out statements that go beyond the evidence,
and suggesting alternative explanations for the same observations.
Although scientists may disagree about explanations of phenomena,
about interpretations of data, or about the value of rival theories,
they do agree that questioning, response to criticism, and open communication
are integral to the process of science. As scientific knowledge evolves,
major disagreements are eventually resolved through such interactions
between scientists. (5-8) |
|
National
Science Education Standards
Journey
North's Bald Eagle study helps bring a wide range of National Science
Education Standards to life. Browse this chart by content area and then
link directly to information and activities that reflect your teaching
goals. As you review the activities, consider how you can adapt them
to your unique context and students' abilities.
A. Science as Inquiry
B. Physical Science
C. Life Science
D. Earth and Space Science
E. Science and Technology
F. Science in Personal and Social Perspectives
G. History and Nature of Science
National
Science Education Standard
|
Journey
North Bald Eagle Activity or Lesson |
A.
SCIENCE AS INQUIRY
ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY (K-4)
(5-8)
|
Ask
a question about objects, organisms, events. (K-4) |
Suggestions
for Student Research with Satellite Data |
Plan
and conduct a simple investigation. (K-4) |
Suggestions
for Student Research with Satellite Data |
Employ
simple equipment/tools to gather data and extend senses. (K-4) |
|
Use
data to conduct a reasonable explanation. (K-4) |
Suggestions
for Student Research with Satellite Data
Birds and
the Built-in Barometer
Juvenile
Bald Eagle Mapping Study
Activity
Budgets: A Technique for Studying Animal Behavior
Analyzing Bald
Eagle Populations Data |
Communicate
investigations and explanations. (K-4)
|
Suggestions
for Student Research with Satellite Data |
Identify
questions that can be answered through scientific investigations.
(5-8) |
|
Design
and conduct a scientific investigation. (5-8) |
|
Use
appropriate tools and techniques to gather, analyze, and interpret
data. (5-8) |
|
Develop
descriptions, explanations, predictions, and models using evidence.
(5-8) |
Analyzing
Bald Eagle Populations Data |
Think
critically and logically to make relationship between evidence and
explanations. (5-8) |
Suggestions
for Student Research with Satellite Data
Let's
Visit an Eagle's Nest
Analyzing Bald
Eagle Populations Data |
Recognize/analyze
alternative explanations and predictions. (5-8) |
|
Communicate
scientific procedures and explanations. (5-8) |
|
Use
math in all aspects of scientific inquiry. (5-8) |
|
UNDERSTANDINGS
ABOUT SCIENCE INQUIRY (K-4) (5-8) |
Science
investigations involve asking and answering a question and comparing
that to what scientists already know about the world. (K-4) |
Birds
and the Built-in Barometer
Activity
Budgets: A Technique for Studying Animal Behavior |
Scientists
use different kinds of investigations depending on the questions
they are trying to answer. Types of investigations include describing
objects, events, and organisms; classifying them; and doing a fair
test (experimenting). (K-4) |
Peter
Nye's Research Goals
Activity
Budgets: A Technique for Studying Animal Behavior |
Simple
instruments, such as magnifiers, thermometers, and rulers, provide
more information than scientists obtain using only their senses.
(K-4) |
|
Scientists
develop explanations using observations (evidence) and what they
already know about the world. Good explanations are based on evidence
from investigations. (K-4) |
Suggestions
for Student Research with Satellite Data
Analyzing Bald
Eagle Populations Data |
Scientists
make the results of their investigations public; they describe the
investigations in ways that enable others to repeat the investigations.
(K-4) |
Suggestions
for Student Research with Satellite Data
Activity
Budgets: A Technique for Studying Animal Behavior |
Scientists
review and ask questions about the results of other scientists' work.
(K-4) |
Suggestions
for Student Research with Satellite Data |
Different
kinds of questions suggest different kinds of scientific investigations.
Some involve observing and describing objects, organisms, or events;
some involve collecting specimens; some involve experiments; some
involve seeking more information; some involve discovery of new objects
and phenomena; and some involve making models. (5-8) |
Activity
Budgets: A Technique for Studying Animal Behavior |
Technology
used to gather data enhances accuracy and allows scientists to analyze
and quantify results of investigations. (5-8) |
High,
High Tech: The Science of Satellite Tracking
Peter Nye's Career:
A Glimpse into the Life of a Scientist |
Current
scientific knowledge and understanding guide scientific investigations.
(5-8) |
|
Scientific
explanations emphasize evidence, have logically consistent arguments,
and use scientific principles, models, and theories. The scientific
community accepts and uses such explanations until displaced by better
scientific ones. When such displacement occurs, science advances.
(5-8) |
|
Science
advances through legitimate skepticism. Asking questions and querying
other scientists' explanations is part of scientific inquiry. Scientists
evaluate the explanations proposed by others by examining evidence,
comparing evidence, identifying faulty reasoning, pointing out statements
that go beyond evidence, and suggesting alternative explanations
for the same observations. (5-8) |
. |
Mathematics
is important in all aspects of scientific inquiry. (5-8) |
|
Scientific
investigations sometimes result in new ideas and phenomena for study,
generate new methods or procedures for an investigation, or develop
new data-collection technologies. All of these can lead to new investigations.
(5-8) |
. |
B.
PHYSICAL SCIENCE
PROPERTIES
OF OBJECTS AND MATERIALS (K-4) (5-8)
|
Objects
have observable properties, including size, weight, shape, color,
temperature, and the ability to react with other substances. Those
properties can be measured using tools, such as rulers, balances,
and thermometers. (K-4) |
. |
Materials
can exist in different states?solid, liquid, and gas. Some common
materials, such as water, can be changed from one state to another
by heating or cooling. (K-4)
|
|
POSITION
AND MOTION OF OBJECTS
|
An
object's motion can be described by tracing and measuring its position
over time. (K-4) |
|
LIGHT,
HEAT, ELECTRICITY, MAGNETISM |
Light
travels in a straight line until it strikes an object. Light can
be reflected by a mirror, refracted by a lens, or absorbed by the
object. (K-4) |
. |
MOTIONS
AND FORCES |
The
motion of an object can be described by its position, direction
of motion, speed. The motion can be measured and represented on
a graph. (5-8)
|
. |
An object
that is not being subjected to a force will continue to move at
a constant speed and in a straight line. (5-8)
|
. |
If
more than one force acts on an object along a straight line, then
the forces will reinforce or cancel one another, depending on their
direction and magnitude. Unbalanced forces will cause changes in
the speed or direction of an object's motion. (5-8) |
|
TRANSFER
OF ENERGY |
Heat
moves in predictable ways, flowing from warmer objects to cooler
ones, until both reach the same temperature. (5-8) |
|
The
sun is a major source of energy for changes on the earth's surface.
The sun loses energy by emitting light. A tiny fraction of that light
reaches the earth, transferring energy from the sun to the earth.
The sun's energy arrives as light with a range of wavelengths, consisting
of visible light, infrared, and ultraviolet radiation. (5-8) |
. |
C.
LIFE SCIENCE
THE
CHARACTERISTICS OF ORGANISMS (K-4)
(5-8)
|
Organisms
have basic needs. For example, animals need air, water and food;
plants require air, water, nutrients, and light. Organisms can survive
only in environments in which their needs can be met. The world has
many different environments, and distinct ones support the life of
different types of organisms. (K-4) |
Peter
Nye's Research Goals
About Eagle Migration
and Weather
Chore Chart for
Raising Eagles
Frozen Dinner:
The Challenge of Finding Food in Winter
Writer in
the Field: Winter Notebook |
Each
plant or animal has different structures that serve different functions
in growth, survival, reproduction. (K-4) |
Video
Greeting from Kathy Michell and Peter Nye
Birds and
the Built-in Barometer
Vision: An In-depth
Look at Eagle Eyes
Eagle Adaptations:
The Eyes
How Eagles
Fly
Eagle Talons: Get
a Grip
Talons vs. Beaks
Eagle Adaptations:
The Legs and Feet
Adaptations That
Help Eagles Survive
Human Inventions
and Eagle Adaptations
Chore Chart for
Raising Eagles
Frozen Dinner:
The Challenge of Finding Food in Winter
Generalist
or Specialist?
Writer in
the Field: Winter Notebook |
The
behavior of individual organisms is influenced by internal cues (such
as hunger) and by external cues (such as a change in the environment).
Humans and other organisms have senses that help them detect internal
and external cues. (K-4) |
Home
on the Winter Range
About Eagle Migration
and Weather
Birds and
the Built-in Barometer
Juvenile
Bald Eagle Mapping Study
Activity
Budgets: A Technique for Studying Animal Behavior
Juvenile
Eagle Behavior: Oh, Grow Up! |
LIFE
CYCLES OF ORGANISMS |
Plants
and animals have life cycles that include being born, developing
into adults, reproducing, and eventually dying. The details of this
life cycle are different for different organisms. (K-4) |
Conflict
in the Natal Nest
Let's
Visit an Eagle's Nest
Chore Chart for
Raising Eagles |
Plants
and animals closely resemble their parents. (K-4)
|
. |
Many
characteristics of an organism are inherited from the parents,
but others result from an individual's interactions with the environment.
Inherited characteristics include the color of flowers and the
number of limbs of an animal. Other features are learned through
interactions with the environment and cannot be passed on to the
next generation. (K-4)
|
. Juvenile
Eagle Behavior: Oh, Grow Up! |
ORGANISMS
AND THEIR ENVIRONMENTS
|
All
animals depend on plants. Some animals eat plants for food. Others
eat animals that eat plants. (K-4) |
Eagles,
Fish, and the Food Chain
The
Food Chain that Nature Built
Food
Chain vs. a Niche |
An
organism's behavior patterns are related to the nature of that organism's
environment, including the kinds and number of other organisms present,
the availability of food and resources, and the physical characteristics
of the environment. When environment changes, some plants and animals
survive and reproduce, and others die or move to new locations. (K-4) |
Home
on the Winter Range
About Eagle Migration
and Weather
About Eagle Nests
Frozen Dinner:
The Challenge of Finding Food in Winter
|
All
organisms cause changes in the environment where they live. Some
of these changes are detrimental to the organism or others, whereas
others are beneficial. (K-4) |
. |
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. (K-4) |
The
History of Bald Eagles
DDT
Analyzing Bald
Eagle Populations Data |
STRUCTURE
AND FUNCTION IN LIVING SYSTEMS
|
Living
systems at all levels of organization demonstrate the complementary
nature of structure and function. (5-8) |
Birds
and the Built-in Barometer
Vision: An In-depth
Look at Eagle Eyes
Eagle Adaptations:
The Eyes
How Eagles
Fly
Eagle Talons: Get
a Grip
Talons vs. Beaks
Eagle Adaptations:
The Legs and Feet
Adaptations That
Help Eagles Survive
Human Inventions
and Eagle Adaptations
Generalist
or Specialist? |
REPRODUCTION
AND HEREDITY |
Reproduction
is a characteristic of all living systems; because no individual
organism lives forever, reproduction is essential to the continuation
of every species. Some organisms reproduce asexually. Other organisms
reproduce sexually. (5-8) |
Chore
Chart for Raising Eagles
|
In
many species, including humans, females produce eggs and males produce
sperm. Plants also produce sexually?the egg and sperm are produced
in the flowers of flowering plants. An egg and sperm unite to begin
development of a new individual. That individual receives genetic
information from its mother (via the egg) and its father (via the
sperm). Sexually produced offspring never are identical to either
of their parents. (5-8) |
|
Every
organism requires a set of instructions for specifying its traits.
Heredity is the passage of these instructions from one generation
to another. (5-8) |
|
The
characteristics of an organism can be described in terms of a combination
of traits. Some are inherited and others result from environmental
interactions. (5-8) |
. THIS??? |
REGULATION
AND BEHAVIOR |
All
organisms must be able to obtain and use resources, grow, reproduce,
and maintain stable internal conditions in a constantly changing
external environment. (5-8) |
Entire
Bald Eagle Study
Adaptations That
Help Eagles Survive
Frozen Dinner:
The Challenge of Finding Food in Winter
Generalist
or Specialist?
|
Regulation
of an organism's internal environment involves sensing the internal
environment and changing physiological activities to keep conditions
within range required to survive. (5-8) |
|
Behavior
is one kind of response an organism can make to an internal or environmental
stimulus. A behavioral response requires coordination and communication
at many levels, including cells, organ systems, and whole organisms.
Behavioral response is determined in part by heredity and in part
from experience. (5-8) |
Activity
Budgets: A Technique for Studying Animal Behavior
Juvenile
Eagle Behavior: Oh, Grow Up! |
An
organism's behavior evolves through adaptation to its environment.
How a species moves, obtains food, reproduces, and responds to danger
are based in the species' evolutionary history. (5-8) |
Adaptations
That Help Eagles Survive
|
POPULATIONS
AND ECOSYSTEMS |
A
population consists of all individuals of a species that occur together
at a given place and time. All populations living together and the
physical factors with which they interact compose an ecosystem. (5-8) |
. |
Populations
of organisms can be categorized by the function they serve in an
ecosystem. Plants and some microorganisms are producers?they make
their own food. All animals, including humans, are consumers, which
obtain food by eating other organisms. Decomposers, primarily bacteria
and fungi, are consumers that use waste materials and dead organisms
for food. Food webs identify the relationships among producers, consumers,
and decomposers in an ecosystem. (5-8) |
Food
Chain vs. a Niche |
For
ecosystems, the major source of energy is sunlight. Energy entering
ecosystems as sunlight is transferred by producers into chemical
energy through photosynthesis. That energy then passes from organism
to organism in food webs. (5-8) |
Eagles,
Fish, and the Food Chain
The
Food Chain that Nature Built
Food
Chain vs. a Niche |
The
number of organisms an ecosystem can support depends on 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 increase
at rapid rates. Lack of resources and other factors, such as predation
and climate, limit the growth of populations in specific in certain
niches. (5-8) |
|
DIVERSITY
AND ADAPTATIONS |
Millions
of species of animals, plants, and microorganisms are alive today.
Although different species might look dissimilar, the unity among
organisms becomes apparent from an analysis of internal structures,
the similarity of their chemical processes, and the evidence of common
ancestry. (5-8) |
. |
Biological
evolution accounts for the diversity of species through gradual processes
over many generations. Species acquire many of their unique characteristics
through biological adaptation, which involves the selection of naturally
occurring variations in populations. Biological
adaptations include changes in structures, behaviors, or physiology
that enhance survival and reproductive success in a particular environment. (5-8) |
[this for all adaptations??]
Generalist
or Specialist? |
Extinction
of a species occurs when the environment changes and the adaptive
characteristics of a species are insufficient to allow its survival.
Fossils indicate that many organisms that lived long ago are extinct.
Extinction of species is common; most of the species that have lived
on the earth no longer exist. (5-8) |
The
History of Bald Eagles
DDT |
D.
EARTH AND SPACE SCIENCE
PROPERTIES OF EARTH MATERIALS (K-4)
(5-8)
|
Earth
materials are solid rocks and soils, water, and the gases of the
atmosphere. The varied materials have different physical and chemical
properties, which make them useful in different ways, for example,
as building materials, as sources of fuel, or for growing the plants
we use as food. (K-4) |
. |
Soils
have properties of color and texture, capacity to retain water, and
ability to support the growth of many kinds of plants, including
those in our food supply. (K-4) |
|
Fossils
provide evidence about the plants and animals that lived long ago
and the nature of the environment at that time. (K-4) |
. |
OBJECTS
IN THE SKY |
The
sun, moon, stars, clouds, birds, and airplanes all have properties,
locations, and movements that can be observed and described. (K-4) |
Home
on the Winter Range |
The
sun provides light and heat necessary to maintain the temperature
of the earth. (K-4) |
. |
CHANGES
IN THE EARTH AND SKY |
The
surface of the earth changes. Some changes are due to slow processes,
such as erosion and weathering, and some changes are due to rapid
processes, such as landslides, volcanic eruptions, and earthquakes.
(K-4)
|
. |
Weather
changes from day to day and over the seasons. Weather can be described
by measurable quantities, such as temperature, wind direction and
speed, and precipitation. (K-4) |
About
Eagle Migration and Weather
Birds and the
Built-in Barometer |
Objects
in the sky have patterns of movement. The sun, for example, appears
to move across the sky in the same way every day, but its path changes
slowly over the seasons. The moon moves across the sky on a daily
basis much like the sun. The observable shape of the moon changes
from day to day in a cycle that lasts about a month. (K-4) |
. |
STRUCTURE
OF THE EARTH SYSTEM |
Soil
consists of weathered rocks and decomposed organic material
from dead plants, animals, and bacteria. Soils are often found
in layers, with each having a different chemical composition
and texture. (5-8)
|
. |
Water,
which covers the majority of the earth's surface, circulates
through the crust, oceans, and atmosphere in what is known as
the "water cycle." Water evaporates from the earth's surface,
rises and cools as it moves to higher elevations, condenses as
rain or snow, and falls to the surface where it collects in lakes,
oceans, soil, and in rocks underground. (5-8) |
. |
Clouds,
formed by the condensation of water vapor, affect weather and
climate. (5-8) |
|
Global
patterns of atmospheric movement influence local weather. Oceans
have a major effect on climate, because water in oceans holds a large
amount of heat. (5-8) |
. |
Living
organisms have played many roles in the earth system, including affecting
the composition of the atmosphere, producing some types of rocks,
and contributing to the weathering of rocks. (5-8) |
. |
EARTH
IN THE SOLAR SYSTEM |
Most
objects in the solar system are in regular and predictable motion.
Those motions explain phenomena such as the day, the year, phases
of the moon, and eclipses. (5-8) |
. |
The
sun is the major source of energy for phenomena on the earth's surface,
such as growth of plants, winds, ocean currents, and the water cycle.
Seasons result from variations in the amount of sun's energy hitting
the surface, due to the tilt of the earth's rotation on its axis
and the length of the day. (5-8) |
. |
E.
SCIENCE AND TECHNOLOGY
UNDERSTANDING ABOUT SCIENCE AND TECHNOLOGY (K-4)
(5-8) |
People
have always had questions about their world. Science is one way of
answering questions and explaining the natural world. (K-4) |
Peter
Nye's Research Goals
Activity
Budgets: A Technique for Studying Animal Behavior |
People
have always had problems and invented tools and techniques to solve
problems. Trying to determine the effects of solutions helps people
avoid some new problems. (K-4) |
. . |
Scientists
and engineers often work in teams with different individuals doing
different things that contribute to the results. This understanding
focuses primarily on teams working together and secondarily, on the
combination of scientist and engineer teams. (K-4) |
|
Women
and men of all ages, backgrounds, and groups engage in a variety
of scientific and technological work. (K-4) |
|
Tools
help scientists make better observations, measurements, and equipment
for investigations. They help scientists see, measure, and do things
that they could not otherwise see, measure, and do. (K-4)
|
High,
High Tech: The Science of Satellite Tracking
Peter Nye's
Career: A Glimpse into the Life of a Scientist
|
F.
SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES
CHARACTERISTICS
AND CHANGES IN POPULATIONS (K-4)
(5-8)
|
Human
populations include groups of individuals living in a particular
location. One important characteristic of a human population is the
population density?the number of individuals that live in a given
amount of space. |
. . |
TYPES
OF RESOURCES |
Resources
are things we get from living and nonliving environment to meet the
needs and wants of a population. (K-4) |
|
Some
resources are basic materials, such as air, water, and soil; some
are produced from basic resources, such as food, fuel, and building
materials; and some resources are nonmaterial, such as quiet places,
beauty, security, and safety. (K-4) |
|
The
supply of many resources is limited. If used, resources can be extended
through recycling and decreased use. (K-4) |
|
CHANGES
IN ENVIRONMENTS
|
Environments
are the spaces, conditions, and factors that affect an individual's
and a population's ability to survive and their quality of
life. (K-4)
|
Eagles:
A Shared Resource |
Changes
in environments can be natural or influenced by humans. Some changes
are good, some are bad, and some are neither. Pollution is a change
in the environment that can influence the health, survival, or activities
of organisms, including humans. (K-4) |
Eagles:
A Shared Resource
The History of Bald
Eagles
DDT
Analyzing Bald
Eagle Populations Data |
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. (K-4) |
. . . |
POPULATIONS,
RESOURCES, ENVIRONMENTS |
When
an area becomes overpopulated, the environment will become degraded
due to the increased use of resources. (5-8) |
. . . |
Causes
of environmental degradation and resource depletion vary from
region to region and country to country. (5-8)
|
|
NATURAL
HAZARDS |
Internal
and external processes of the earth system cause natural hazards,
events that change or destroy human and wildlife habitats. Natural
hazards include earthquakes, landslides, wildfires, volcanic eruptions,
floods, storms, and even possible impacts of asteroids. (5-8) |
. . |
Human
activities also can induce hazards through resource acquisition,
urban growth, land-use decisions, and waste disposal. Such activities
can accelerate many natural changes. (5-8) |
|
Students
should understand the risks associated with natural hazards, chemical
hazards (e.g., pollutants in air, water, soil, and food), with biological
hazards (pollen, viruses, bacterial, parasites), social hazards,
and personal hazards (e.g., smoking, dieting). (5-8) |
. . . . |
G.
HISTORY AND NATURE OF SCIENCE
SCIENCE
AS A HUMAN ENDEAVOR (K-4)
(5-8)
|
Science
and technology have been practiced by people for a long time. (K-4) |
. . |
Men
and women have made variety of contributions throughout the history
of science and technology. (K-4) |
. . |
Although
men and women using scientific inquiry have learned much about the
objects, events, and phenomena in nature, much more remains to be
understood. Science will never be finished. (K-4) |
Birds
and the Built-in Barometer |
Many
people choose science as a career and devote their entire lives to
studying it. Many people derive great pleasure from doing science.
(K-4) |
Peter
Nye's Career: A Glimpse into the Life of a Scientist
Video
Greeting from Kathy Michell and Peter Nye |
Science
requires different abilities, depending on such factors as the field
of study and type of inquiry. Science is very much a human endeavor,
and the work of science relies on basic human qualities, such as
reasoning, insight, energy, skill, and creativity?as well as on scientific
habits of mind, such as intellectual honesty, tolerance of ambiguity,
skepticism, and openness to new ideas. (5-8) |
. . . . |
NATURE
OF SCIENCE |
Scientists
formulate and test their explanations of nature using observation,
experiments, and theoretical and mathematical models. Although
all scientific ideas are tentative and subject to change and improvement
in principle, for most major ideas in science, there is much experimental
and observational confirmation. Those ideas are not likely to change
greatly. Scientists do and have changed their ideas about nature
when they encounter new experimental evidence that does not match
their existing explanations. (5-8)
|
|
In
areas where active research is being pursued and in which there
is not a great deal of experimental or observational evidence
and understanding, it is normal for scientists to differ with
one another about the interpretation of the evidence or theory
being considered. Different scientists might publish conflicting
experimental results or might draw different conclusions from
the same data. Ideally, scientists acknowledge such conflict
and work towards finding evidence that will resolve their disagreement.
(5-8)
|
. . |
It
is part of scientific inquiry to evaluate the results of scientific
investigations, experiments, observations, theoretical models, and
the explanations proposed by other scientists. Evaluation includes
reviewing experimental procedures, examining the evidence, identifying
faulty reasoning, pointing out statements that go beyond the evidence,
and suggesting alternative explanations for the same observations.
Although scientists may disagree about explanations of phenomena,
about interpretations of data, or about the value of rival theories,
they do agree that questioning, response to criticism, and open communication
are integral to the process of science. As scientific knowledge evolves,
major disagreements are eventually resolved through such interactions
between scientists. (5-8) |
|
|