Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to
Canadian provincial learning outcomes, PowerKnowledge Life Science provides
comprehensive curricular support.
To see how Fossil Fever is correlated to your standards or learning outcomes,
Rosen PK Life Science
please find your state or province below.
Grades: 3, 4, 5, 6
U.S. States and Canada
States and provinces are listed alphabetically.
"Game: Fossil Fever"
Alabama Courses of Study
Science
Grade: 3 - Adopted 2005
STANDARD / CONTENT AREA
AL.2.
Life Science - Students will:
OBJECTIVE / STRAND
2.9.
Describe how fossils provide evidence of prehistoric
plant life. Example: plant fossils in coal or shale
providing evidence of existence of prehistoric ferns
Alaska Content Standards
Science
Grade: 4 - Adopted 2006
PERFORMANCE / CONTENT STANDARD AK.C1.
Concepts of Life Science (SC1, SC2, SC3)
GRADE LEVEL EXPECTATION / STRAND [4] SC1.2.
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 describing fossil
evidence (e.g., casts, track ways, imprints, etc.) of
extinct organisms.
PERFORMANCE / CONTENT STANDARD AK.E1.
Science and Technology (SE1, SE2, SE3)
GRADE LEVEL EXPECTATION / STRAND [4] SE2.2.
The student demonstrates an understanding that
solving problems involves different ways of thinking,
perspectives, and curiosity by identifying multiple
explanations (e.g., oral traditions, folklore,
scientific theory) of everyday events (e.g., weather,
seasonal changes). (L)
Grade: 5 - Adopted 2006
PERFORMANCE / CONTENT STANDARD AK.C1.
Concepts of Life Science (SC1, SC2, SC3)
GRADE LEVEL EXPECTATION / STRAND [5] SC1.2.
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 making
reasonable inferences about fossil organisms based
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1
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
on physical evidence.
PERFORMANCE / CONTENT STANDARD AK.E1.
Science and Technology (SE1, SE2, SE3)
GRADE LEVEL EXPECTATION / STRAND [5] SE1.1.
The student demonstrates an understanding of how
to integrate scientific knowledge and technology to
address problems by identifying a community
problem or issue and describing the information
needed to develop a scientific solution. (L)
GRADE LEVEL EXPECTATION / STRAND [5] SE2.1.
The student demonstrates an understanding that
solving problems involves different ways of thinking,
perspectives, and curiosity by investigating a
problem or project over a specified period of time
and identifying the tools and processes used in that
project. (L)
GRADE LEVEL EXPECTATION / STRAND [5] SE2.2.
The student demonstrates an understanding that
solving problems involves different ways of thinking,
perspectives, and curiosity by comparing multiple
explanations (e.g., oral traditions, folklore,
scientific theory) of everyday events (e.g., weather,
seasonal changes). (L)
Grade: 6 - Adopted 2006
PERFORMANCE / CONTENT STANDARD AK.E1.
Science and Technology (SE1, SE2, SE3)
GRADE LEVEL EXPECTATION / STRAND [6] SE2.1.
The student demonstrates an understanding that
solving problems involves different ways of thinking
by identifying and designing a solution to a problem.
Alberta Standards
Science
Grade: 3 - Adopted 1996
GENERAL OUTCOME / COURSE
AB.3-3.
Problem Solving through Technology: Investigate a
practical problem, and develop a possible solution.
GENERAL OUTCOME / SPECIFIC
OUTCOME
3-3.2.
Explore and Investigate: Students will attempt a
variety of strategies to complete tasks.
GENERAL OUTCOME / SPECIFIC
OUTCOME
3-3.3.
Explore and Investigate: Students will identify steps
followed in completing the task and explain the
purpose of each step.
GENERAL OUTCOME / COURSE
AB.3-4.
Attitudes: Demonstrate positive attitudes for the
study of science and for the application of science in
responsible ways.
GENERAL OUTCOME / SPECIFIC
OUTCOME
3-4.3.
Students will show growth in acquiring and applying
inventiveness and willingness to consider new ideas.
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2
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
GENERAL OUTCOME / SPECIFIC
OUTCOME
3-4.4.
Students will show growth in acquiring and applying
perseverance in the search for understandings and
for solutions to problems.
Grade: 4 - Adopted 1996
GENERAL OUTCOME / COURSE
AB.4-2.
Science Inquiry: Identify patterns and order in
objects and events studied; and record observations,
using pictures, words and charts, with guidance in
the construction of charts; and make predictions and
generalizations, based on observations.
GENERAL OUTCOME / SPECIFIC
OUTCOME
4-2.11.
Reflect and Interpret: Students will identify possible
applications of what was learned.
GENERAL OUTCOME / COURSE
AB.4-3.
Problem Solving through Technology: Investigate a
practical problem, and develop a possible solution.
GENERAL OUTCOME / SPECIFIC
OUTCOME
4-3.1.
Focus: Students will identify the purpose of problemsolving and construction activities: What problem do
we need to solve? What needs must be met?
GENERAL OUTCOME / SPECIFIC
OUTCOME
4-3.4.
Explore and Investigate: Students will attempt a
variety of strategies and modify procedures, as
needed (troubleshoot problems) .
GENERAL OUTCOME / SPECIFIC
OUTCOME
4-3.5.
Explore and Investigate: Students will engage in all
parts of the task and support the efforts of others.
GENERAL OUTCOME / COURSE
AB.4-4.
Attitudes: Demonstrate positive attitudes for the
study of science and for the application of science in
responsible ways.
GENERAL OUTCOME / SPECIFIC
OUTCOME
4-4.4.
Students will show growth in acquiring and applying
perseverance in the search for understandings and
for solutions to problems.
Grade: 5 - Adopted 1996
GENERAL OUTCOME / COURSE
AB.5-2.
Science Inquiry: Recognize the importance of
accuracy in observation and measurement; and, with
guidance, apply suitable methods to record,
compile, interpret and evaluate observations and
measurements.
GENERAL OUTCOME / SPECIFIC
OUTCOME
5-2.2.
Focus: Students will identify one or more possible
answers to questions by stating a prediction or a
hypothesis.
GENERAL OUTCOME / SPECIFIC
OUTCOME
5-2.3.
Explore and Investigate: Students will identify one or
more ways of finding answers to given questions.
GENERAL OUTCOME / SPECIFIC
OUTCOME
5-2.13.
Reflect and Interpret: Students will identify possible
applications of what was learned.
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3
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
GENERAL OUTCOME / COURSE
AB.5-3.
Problem Solving through Technology: Design and
carry out an investigation of a practical problem,
and develop a possible solution.
GENERAL OUTCOME / SPECIFIC
OUTCOME
5-3.1.
Focus: Students will identify problems to be solved
and the purpose(s) of the problem-solving activity:
What problem(s) are we trying to solve? What
conditions must be met? What controls are required?
How will we know that we have done what we set
out to do?
GENERAL OUTCOME / SPECIFIC
OUTCOME
5-3.2.
Explore and Investigate: Students will identify one or
more possible approaches to solving the problem and
plan, with guidance, a set of steps to follow.
GENERAL OUTCOME / SPECIFIC
OUTCOME
5-3.10.
Reflect and Interpret: Students will identify new
applications for the design or problem solution.
GENERAL OUTCOME / COURSE
AB.5-4.
Attitudes: Demonstrate positive attitudes for the
study of science and for the application of science in
responsible ways.
GENERAL OUTCOME / SPECIFIC
OUTCOME
5-4.2.
Students will show growth in acquiring and applying
confidence in personal ability to learn and develop
problem-solving skills.
GENERAL OUTCOME / SPECIFIC
OUTCOME
5-4.4.
Students will show growth in acquiring and applying
perseverance in the search for understandings and
for solutions to problems.
GENERAL OUTCOME / SPECIFIC
OUTCOME
5-4.5.
Students will show growth in acquiring and applying
flexibility in considering new ideas.
Grade: 6 - Adopted 1996
GENERAL OUTCOME / COURSE
AB.6-2.
Science Inquiry: Recognize the importance of
accuracy in observation and measurement; and apply
suitable methods to record, compile, interpret and
evaluate observations and measurements.
GENERAL OUTCOME / SPECIFIC
OUTCOME
6-2.3.
Explore and Investigate: Students will identify one or
more ways of finding answers to given questions.
GENERAL OUTCOME / SPECIFIC
OUTCOME
6-2.17.
Reflect and Interpret: Students will identify possible
applications of what was learned.
GENERAL OUTCOME / COURSE
AB.6-3.
Problem Solving through Technology: Design and
carry out an investigation of a practical problem,
and develop a possible solution.
GENERAL OUTCOME / SPECIFIC
OUTCOME
6-3.1.
Focus: Students will identify problems to be solved
and the purpose(s) of problem-solving activities:
What problem(s) are we trying to solve? What
resources can we use? How will we know that we
have done what we set out to do? What possible
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4
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
impacts do we need to consider?
GENERAL OUTCOME / SPECIFIC
OUTCOME
6-3.2.
Explore and Investigate: Students will identify one or
more possible approaches and plan a set of steps for
solving the problem.
GENERAL OUTCOME / SPECIFIC
OUTCOME
6-3.4.
Explore and Investigate: Students will attempt a
variety of strategies and modify procedures, as
needed (troubleshoot problems).
GENERAL OUTCOME / SPECIFIC
OUTCOME
6-3.5.
Explore and Investigate: Students will work
individually or cooperatively in planning and carrying
out procedures.
GENERAL OUTCOME / SPECIFIC
OUTCOME
6-3.11.
Reflect and Interpret: Students will identify new
applications for the design or problem solution.
GENERAL OUTCOME / COURSE
AB.6-4.
Attitudes: Demonstrate positive attitudes for the
study of science and for the application of science in
responsible ways.
GENERAL OUTCOME / SPECIFIC
OUTCOME
6-4.2.
Students will show growth in acquiring and applying
confidence in personal ability to learn and develop
problem-solving skills.
GENERAL OUTCOME / SPECIFIC
OUTCOME
6-4.4.
Students will show growth in acquiring and applying
perseverance in the search for understandings and
for solutions to problems.
GENERAL OUTCOME / SPECIFIC
OUTCOME
6-4.5.
Students will show growth in acquiring and applying
flexibility in considering new ideas.
Arizona Academic Standards
Science
Grade: 3 - Adopted 2004 / Updated 2005
STRAND
AZ.SC03-S3.
Science in Personal and Social Perspectives
CONCEPT / STANDARD
SC03-S3C2.
Science and Technology in Society: Understand the
impact of technology.
PERFORMANCE OBJECTIVE /
PROFICIENCY LEVEL
SC03-S3C201.
Identify ways that people use tools and techniques to solve
problems.
STRAND
AZ.SC03-S6.
Earth and Space Science
CONCEPT / STANDARD
SC03-S6C1.
Properties of Earth Materials: Identify the basic
properties of Earth materials.
PERFORMANCE OBJECTIVE /
PROFICIENCY LEVEL
SC03-S6C104.
Describe fossils as a record of past life forms.
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5
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
Grade: 5 - Adopted 2004 / Updated 2005
STRAND
AZ.SC05-S3.
Science in Personal and Social Perspectives
CONCEPT / STANDARD
SC05-S3C1.
Changes in Environments: Describe the interactions
between human populations, natural hazards, and
the environment.
PERFORMANCE OBJECTIVE /
PROFICIENCY LEVEL
SC05-S3C102.
Propose a solution, resource, or product that addresses a
specific human, animal, or habitat need.
PERFORMANCE OBJECTIVE /
PROFICIENCY LEVEL
SC05-S3C103.
Evaluate the possible strengths and weaknesses of a
proposed solution to a specific problem relevant to human,
animal, or habitat needs.
Grade: 6 - Adopted 2004 / Updated 2005
STRAND
AZ.SC06-S1.
Inquiry Process
CONCEPT / STANDARD
SC06-S1C3.
Analysis and Conclusions: Analyze and interpret data
to explain correlations and results; formulate new
questions.
PERFORMANCE OBJECTIVE /
PROFICIENCY LEVEL
SC06-S1C305.
Analyze the results from previous and/or similar
investigations to verify the results of the current
investigation.
STRAND
AZ.SC06-S3.
Science in Personal and Social Perspectives
CONCEPT / STANDARD
SC06-S3C2.
Science and Technology in Society: Develop viable
solutions to a need or problem.
PERFORMANCE OBJECTIVE /
PROFICIENCY LEVEL
SC06-S3C202.
Compare possible solutions to best address an identified
need or problem.
Arkansas Curriculum Frameworks
Science
Grade: 3 - Adopted 2005
STRAND/CONTENT STANDARD
AR.5.
Physical Science: Matter: Properties and Changes:
Students shall demonstrate and apply knowledge of
matter, including properties and changes, using
appropriate safety procedures, equipment, and
technology.
STANDARD/STUDENT LEARNING
EXPECTATION
PS.5.3.1.
Physical Properties: Compare and contrast objects
based on two or more properties
STRAND/CONTENT STANDARD
AR.8.
Earth and Space Science: Earth Systems: Structure
and Properties: Students shall demonstrate and
apply knowledge of Earth's structure and properties
using appropriate safety procedures, equipment, and
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6
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
technology.
STANDARD/STUDENT LEARNING
EXPECTATION
ESS.8.3.1.
Properties of the Earth: Distinguish among Earth's
materials: rocks, minerals, fossils, soils
Grade: 5 - Adopted 2005
STRAND/CONTENT STANDARD
AR.9.
Earth and Space Science: Earth's History: Students
shall demonstrate and apply knowledge of Earth's
history using appropriate safety procedures,
equipment, and technology
STANDARD/STUDENT LEARNING
EXPECTATION
ESS.9.5.1.
Earth's History: Explain and give examples of how
physical evidence from fossils supports the theory
that Earth has changed over time
STANDARD/STUDENT LEARNING
EXPECTATION
ESS.9.5.2.
Earth's History: Analyze fossil record evidence about
plants and animals that lived long ago
STANDARD/STUDENT LEARNING
EXPECTATION
ESS.9.5.3.
Earth's History: Infer the nature of ancient
environments based on fossil record evidence
California Content Standards
Science
Grade: 3 - Adopted 1998
CONTENT STANDARD / DOMAIN
CA.3.
Life Sciences: Adaptations in physical structure or
behavior may improve an organism's chance for
survival. As a basis for understanding this concept:
PERFORMANCE STANDARD / STRAND
3.e.
Students know that some kinds of organisms that
once lived on Earth have completely disappeared and
that some of those resembled others that are alive
today.
Colorado K-12 Academic Standards
Science
Grade: 4 - Adopted 2009
CONTENT AREA
CO.2.
Life Science
STANDARD
2.2.
Comparing fossils to each other or to living organisms
reveals features of prehistoric environments and
provides information about organisms today.
Students can:
CONCEPTS AND SKILLS / EVIDENCE
OUTCOMES
2.2.a.
Use evidence to develop a scientific explanation for:
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7
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
EVIDENCE OUTCOMES
2.2.a.1.
What fossils tell us about a prehistoric environment
CONTENT AREA
CO.2.
Life Science
STANDARD
2.2.
Comparing fossils to each other or to living organisms
reveals features of prehistoric environments and
provides information about organisms today.
Students can:
CONCEPTS AND SKILLS / EVIDENCE
OUTCOMES
2.2.b.
Analyze and interpret data to generate evidence about the
prehistoric environment
CONCEPTS AND SKILLS / EVIDENCE
OUTCOMES
2.2.c.
Evaluate whether reasoning and conclusions about given
fossils are supported by evidence
Florida Next Generation Sunshine State Standards
Science
Grade: 3 - Adopted 2008
BODY OF KNOWLEDGE
FL.SC.3.P.
Physical Science
BIG IDEA
SC.3.P.8.
Properties of Matter - A. All objects and substances
in the world are made of matter. Matter has two
fundamental properties: matter takes up space and
matter has mass. B. Objects and substances can be
classified by their physical and chemical properties.
Mass is the amount of matter (or ''stuff'') in an
object. Weight, on the other hand, is the measure of
force of attraction (gravitational force) between an
object and Earth. The concepts of mass and weight
are complicated and potentially confusing to
elementary students. Hence, the more familiar term
of ''weight'' is recommended for use to stand for both
mass and weight in grades K-5. By grades 6-8,
students are expected to understand the distinction
between mass and weight, and use them
appropriately.
BENCHMARK
SC.3.P.8.3.
Compare materials and objects according to properties such
as size, shape, color, texture, and hardness.
Georgia Standards
Science
Grade: 3 - Adopted 2004 / Revised 2006
STRAND/TOPIC
GA.S3CS.
Characteristics of Science
STANDARD / DESCRIPTION
S3CS1.
Habits of Mind: Students will be aware of the
importance of curiosity, honesty, openness, and
skepticism in science and will exhibit these traits in
their own efforts to understand how the world
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8
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
works.
ELEMENT
S3CS1.b.
Offer reasons for findings and consider reasons suggested by
others.
STRAND/TOPIC
GA.S3.
Earth Science
STANDARD / DESCRIPTION
S3E2.
Students will investigate fossils as evidence of
organisms that lived long ago.
ELEMENT
S3E2.a.
Investigate fossils by observing authentic fossils or models
of fossils or view information resources about fossils as
evidence of organisms that lived long ago.
Grade: 4 - Adopted 2004 / Revised 2006
STRAND/TOPIC
GA.S4CS.
Characteristics of Science
STANDARD / DESCRIPTION
S4CS1.
Habits of Mind: Students will be aware of the
importance of curiosity, honesty, openness, and
skepticism in science and will exhibit these traits in
their own efforts to understand how the world
works.
ELEMENT
S4CS1.c.
Offer reasons for findings and consider reasons suggested by
others.
Grade: 5 - Adopted 2004 / Revised 2006
STRAND/TOPIC
GA.S5CS.
Characteristics of Science
STANDARD / DESCRIPTION
S5CS1.
Habits of Mind: Students will be aware of the
importance of curiosity, honesty, openness, and
skepticism in science and will exhibit these traits in
their own efforts to understand how the world
works.
ELEMENT
S5CS1.c.
Offer reasons for findings and consider reasons suggested by
others.
Idaho Content Standards
Science
Grade: 3 - Adopted 2006
STANDARD / COURSE
ID.1.
Nature of Science: Students apply scientific methods
to conduct experiments. Students read and give
multi-step instructions.
CONTENT KNOWLEDGE AND SKILLS /
GOAL
1.6.
Understand Scientific Inquiry and Develop Critical
Thinking Skills
GLE / BIG IDEA
3.S.1.6.6.
The student will be able to identify logical alternative
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9
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
explanations. (574.01.f)
Grade: 4 - Adopted 2006
STANDARD / COURSE
ID.1.
Nature of Science: Students apply scientific methods
to conduct experiments, analyze alternative
explanations and communicate results of tests.
Students analyze and follow multi-step instructions.
CONTENT KNOWLEDGE AND SKILLS /
GOAL
1.6.
Understand Scientific Inquiry and Develop Critical
Thinking Skills
GLE / BIG IDEA
4.S.1.6.6.
The student will be able to analyze alternative
explanations. (589.01.f)
Grade: 5 - Adopted 2006
STANDARD / COURSE
ID.1.
Nature of Science: Students identify the components
of a system and explain their relationship to the
whole. Students read, execute, and give technical
instructions.
CONTENT KNOWLEDGE AND SKILLS /
GOAL
1.6.
Understand Scientific Inquiry and Develop Critical
Thinking Skills
GLE / BIG IDEA
5.S.1.6.4.
The student will be able to use evidence to analyze
descriptions, explanations, predictions, and models.
(604.01.d)
Grade: 6 - Adopted 2006
STANDARD / COURSE
ID.1.
Nature of Science: Students gather evidence to
differentiate between predictions, observations, and
inferences. Students read, give, and execute
technical instructions.
CONTENT KNOWLEDGE AND SKILLS /
GOAL
1.6.
Understand Scientific Inquiry and Develop Critical
Thinking Skills
GLE / BIG IDEA
6.S.1.6.4.
The student will be able to use evidence to analyze data in
order to develop descriptions, explanations, predictions,
and models. (619.2.d)
Illinois Learning Standards
Science
Grade: 3 - Adopted 1997
STATE GOAL / STRAND
IL.11.
Inquiry and Design: Understand the processes of
scientific inquiry and technological design to
investigate questions, conduct experiments and solve
problems.
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10
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
STATE GOAL / LEARNING STANDARD
11.B.
Know and apply the concepts, principles and
processes of technological design.
LEARNING STANDARD /
PERFORMANCE DESCRIPTOR
11.B.2a.
Identify a design problem and propose possible solutions.
LEARNING STANDARD /
PERFORMANCE DESCRIPTOR
11.B.2b.
Develop a plan, design and procedure to address the
problem identifying constraints (e.g., time, materials,
technology).
Grade: 4 - Adopted 1997
STATE GOAL / STRAND
IL.11.
Inquiry and Design: Understand the processes of
scientific inquiry and technological design to
investigate questions, conduct experiments and solve
problems.
STATE GOAL / LEARNING STANDARD
11.B.
Know and apply the concepts, principles and
processes of technological design.
LEARNING STANDARD /
PERFORMANCE DESCRIPTOR
11.B.2a.
Identify a design problem and propose possible solutions.
LEARNING STANDARD /
PERFORMANCE DESCRIPTOR
11.B.2b.
Develop a plan, design and procedure to address the
problem identifying constraints (e.g., time, materials,
technology).
Grade: 5 - Adopted 1997
STATE GOAL / STRAND
IL.11.
Inquiry and Design: Understand the processes of
scientific inquiry and technological design to
investigate questions, conduct experiments and solve
problems.
STATE GOAL / LEARNING STANDARD
11.B.
Know and apply the concepts, principles and
processes of technological design.
LEARNING STANDARD /
PERFORMANCE DESCRIPTOR
11.B.2a.
Identify a design problem and propose possible solutions.
LEARNING STANDARD /
PERFORMANCE DESCRIPTOR
11.B.2b.
Develop a plan, design and procedure to address the
problem identifying constraints (e.g., time, materials,
technology).
Grade: 6 - Adopted 1997
STATE GOAL / STRAND
IL.11.
Inquiry and Design: Understand the processes of
scientific inquiry and technological design to
investigate questions, conduct experiments and solve
problems.
STATE GOAL / LEARNING STANDARD
11.B.
Know and apply the concepts, principles and
processes of technological design.
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11
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
LEARNING STANDARD /
PERFORMANCE DESCRIPTOR
11.B.3b.
Sketch, propose and compare design solutions to the
problem considering available materials, tools, cost
effectiveness and safety.
Indiana Core Standards
Science
Grade: 3 - Adopted 2008
STRAND / COURSE
IN.5.
Life Science
CORE STANDARD / STRAND
5.2.
Changes in Living Systems: Give examples of
characteristics in plants and animals that could be
advantageous for survival and reproduction. Describe
the fossil evidence that shows some kinds of plants
and animals that once lived on the earth have
disappeared but resemble plants and animals alive
today. [Standard Indicators: 3.4.3, 3.4.5]
Grade: 5 - Adopted 2008
STRAND / COURSE
IN.5.
Life Science
CORE STANDARD / STRAND
5.2.
Changes in Living Systems: Describe that the features
of each organism are inherited from its parents.
Explain why small differences in features between
parents and off spring can result in descendents
generations later who are quite different from their
ancestors. Explain why individual organisms may
have an advantage in surviving and reproducing in a
particular environment due to certain features.
[Standard Indicators: 5.4.1, 5.4.4, 5.4.5, 5.4.7,
5.4.8]
Indiana Academic Standards
Science
Grade: 3 - Adopted 2010
STANDARD
IN.2:
Earth Science
PROFICIENCY STATEMENT
3.2.4.
Observe fossils and describe how they provide
evidence about the plants and animals that lived
long ago and the nature of their environment at that
time.
Iowa Core Curriculum
Science
Grade: 3 - Adopted 2009
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Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
STRAND / COURSE
IA.ES.
Earth and Space
ESSENTIAL CONCEPT AND/OR SKILL
ES.3.
Understand and apply knowledge of fossils and the
evidence they provide of past life on earth.
Grade: 4 - Adopted 2009
STRAND / COURSE
IA.ES.
Earth and Space
ESSENTIAL CONCEPT AND/OR SKILL
ES.3.
Understand and apply knowledge of fossils and the
evidence they provide of past life on earth.
Grade: 5 - Adopted 2009
STRAND / COURSE
IA.ES.
Earth and Space
ESSENTIAL CONCEPT AND/OR SKILL
ES.3.
Understand and apply knowledge of fossils and the
evidence they provide of past life on earth.
Grade: 6 - Adopted 2009
STRAND / COURSE
IA.SI.
Science as Inquiry
ESSENTIAL CONCEPT AND/OR SKILL
SI.7.
Think critically and logically to make the
relationships between evidence and explanations.
STRAND / COURSE
IA.ES.
Earth and Space
ESSENTIAL CONCEPT AND/OR SKILL
ES.3.
Understand and apply knowledge of earth history
based on physical evidence.
Iowa Content Standards
Science
Grade: 3 - Adopted 2008
CONTENT STANDARD / STRAND
IA.1.
Students can understand and apply skills used in
scientific inquiry.
BENCHMARK / ABILITY
1.B.
Students can analyze and interpret scientific
information.
GRADE LEVEL INDICATOR /
PROFICIENCY LEVEL
1.B.1.
Analyze and interpret information from scientific studies
Grade: 4 - Adopted 2008
CONTENT STANDARD / STRAND
IA.1.
Students can understand and apply skills used in
scientific inquiry.
BENCHMARK / ABILITY
1.B.
Students can analyze and interpret scientific
information.
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Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
GRADE LEVEL INDICATOR /
PROFICIENCY LEVEL
1.B.1.
Analyze and interpret information from scientific studies
Grade: 5 - Adopted 2008
CONTENT STANDARD / STRAND
IA.1.
Students can understand and apply skills used in
scientific inquiry.
BENCHMARK / ABILITY
1.B.
Students can analyze and interpret scientific
information.
GRADE LEVEL INDICATOR /
PROFICIENCY LEVEL
1.B.1.
Analyze and interpret information from scientific studies
Grade: 6 - Adopted 2008
CONTENT STANDARD / STRAND
IA.1.
Students can understand and apply skills used in
scientific inquiry.
BENCHMARK / ABILITY
1.B.
Students can analyze and interpret scientific
information.
GRADE LEVEL INDICATOR /
PROFICIENCY LEVEL
1.B.1.
Analyze and interpret information from scientific studies
Kansas Curricular Standards
Science
Grade: 3 - Adopted 2007
STANDARD
KS.1.
Science as Inquiry: The student will experience
science as full inquiry. In elementary grades,
students begin to develop the physical and
intellectual abilities of scientific inquiry.
BENCHMARK
1.1.
The student will develop the skills necessary to do
full inquiry. Full inquiry involves asking a simple
question, completing an investigation, answering the
question, and sharing the results with others.
INDICATOR / PROFICIENCY LEVEL
1.1.4.
The student begins developing the abilities to
communicate, critique, analyze his/her own investigations,
and interprets the work of other students.
STANDARD
KS.4.
Earth and Space Science: The student will observe
objects, materials, and changes in their
environment, note their properties, distinguish one
from another, and develop their own explanations
making sense of their observations.
BENCHMARK
4.1.
The student will develop an understanding of the
properties of earth materials.
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Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
INDICATOR / PROFICIENCY LEVEL
4.1.4.
The student observes and records the properties of fossils
and discusses what fossils are.
Grade: 4 - Adopted 2007
STANDARD
KS.1.
Science as Inquiry: The student will experience
science as full inquiry. In elementary grades,
students begin to develop the physical and
intellectual abilities of scientific inquiry.
BENCHMARK
1.1.
The student will develop the skills necessary to do
full inquiry. Full inquiry involves asking a simple
question, completing an investigation, answering the
question, and sharing the results with others.
INDICATOR / PROFICIENCY LEVEL
1.1.4.
The student begins developing the abilities to
communicate, critique, analyze his/her own investigations,
and interprets the work of other students.
STANDARD
KS.4.
Earth and Space Science: The student will observe
objects, materials, and changes in their
environment, note their properties, distinguish one
from another, and develop their own explanations
making sense of their observations.
BENCHMARK
4.1.
The student will develop an understanding of the
properties of earth materials.
INDICATOR / PROFICIENCY LEVEL
4.1.4.
The student observes and records the properties of fossils
and discusses what fossils are.
Kentucky Standards
Science
Grade: 3 - Adopted 2006
CATEGORY
KY.PS.
Program of Studies 2006
GOAL/UNDERSTANDINGS/SUBDOMAIN
SC-P-STM.
Big Idea: Structure and Transformation of Matter
(Physical Science) - A basic understanding of matter
is essential to the conceptual development of other
big ideas in science. In the elementary years of
conceptual development, students will be studying
properties of matter and physical changes of matter
at the macro level through direct observations,
forming the foundation for subsequent learning. The
use of models (and an understanding of their scales
and limitations) is an effective means of learning
about the structure of matter. Looking for patterns
in properties is also critical to comparing and
explaining differences in matter. (Academic
Expectations 2.1, 2.2, 2.4)
AE/SKILLS & CONCEPTS/ORGANIZER
SC-P-STM-S-
Program of Studies: Skills and Concepts - Students will
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Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
5.
observe and predict the properties of material objects
CATEGORY
KY.PS.
Program of Studies 2006
GOAL/UNDERSTANDINGS/SUBDOMAIN
SC-P-BC.
Big Idea: Biological Change (Biological Science) - The
only thing certain is that everything changes.
Elementary students build a foundational knowledge
of change by observing slow and fast changes caused
by nature in their own environment, noting changes
that humans and other organisms cause in their
environment, and observing fossils found in or near
their environment. (Academic Expectations 2.1, 2.2,
2.6)
AE/SKILLS & CONCEPTS/ORGANIZER
SC-P-BC-U-1. Program of Studies: Understandings - Students will
AE/SKILLS & CONCEPTS/ORGANIZER
SC-P-BC-S-1.
Program of Studies: Skills and Concepts - Students will
identify and describe evidence of organisms that no longer
exist (fossils)
AE/SKILLS & CONCEPTS/ORGANIZER
SC-P-BC-S-2.
Program of Studies: Skills and Concepts - Students will
examine fossils/representations of fossils and make
comparisons between organisms that lived long ago and
organisms of today (e.g., compare a fern to a fossil of a
fern-like plant)
AE/SKILLS & CONCEPTS/ORGANIZER
SC-P-BC-S-3.
Program of Studies: Skills and Concepts - Students will make
inferences about the basic environments represented by
fossils found in earth materials (e.g., fossils of fish
skeletons represent an aquatic environment)
AE/SKILLS & CONCEPTS/ORGANIZER
SC-P-BC-S-5.
Program of Studies: Skills and Concepts - Students will
compare fossils, plants and animals from similar
environments in different geographic locations
CATEGORY
KY.AE.
Academic Expectation
GOAL/UNDERSTANDINGS/SUBDOMAIN
AE.2.
Students shall develop their abilities to apply core
concepts and principles from mathematics, the
sciences, the arts, the humanities, social studies,
practical living studies, and vocational studies to
what they will encounter throughout their lives.
AE/SKILLS & CONCEPTS/ORGANIZER
2.1.
Science: Students understand scientific ways of thinking and
working and use those methods to solve real-life problems.
CATEGORY
KY.CC.
Core Content for Assessment v.4.1
GOAL/UNDERSTANDINGS/SUBDOMAIN
SC-EP-3.5.
Biological Change: Elementary students build a
foundational knowledge of change by observing slow
and fast changes caused by nature in their own
environment, noting changes that humans and other
organisms cause in their environment and observing
understand that fossils found in Earth materials indicate
that organisms and environmental conditions may have been
different in the past.
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Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
fossils found in or near their environment.
AE/SKILLS & CONCEPTS/ORGANIZER
SC-EP-3.5.1.
Biological Science: Students will describe fossils as evidence
of organisms that lived long ago, some of which may be
similar to others that are alive today.
Grade: 4 - Adopted 2006
CATEGORY
KY.PS.
Program of Studies 2006
GOAL/UNDERSTANDINGS/SUBDOMAIN
SC-4-BC.
Big Idea: Biological Change (Biological Science) - The
only thing certain is that everything changes.
Elementary students build a foundational knowledge
of change by observing slow and fast changes caused
by nature in their own environment, noting changes
that humans and other organisms cause in their
environment, and observing fossils found in or near
their environment. (Academic Expectations 2.1, 2.2,
2.7)
AE/SKILLS & CONCEPTS/ORGANIZER
SC-4-BC-U-1. Program of Studies: Understandings - Students will
AE/SKILLS & CONCEPTS/ORGANIZER
SC-4-BC-S-1.
Program of Studies: Skills and Concepts - Students will
examine fossils and representations of fossils to make
comparisons among organisms that lived long ago and
organisms of today and draw conclusions about the nature
of the organisms and basic environments represented by
fossils
CATEGORY
KY.AE.
Academic Expectation
GOAL/UNDERSTANDINGS/SUBDOMAIN
AE.2.
Students shall develop their abilities to apply core
concepts and principles from mathematics, the
sciences, the arts, the humanities, social studies,
practical living studies, and vocational studies to
what they will encounter throughout their lives.
AE/SKILLS & CONCEPTS/ORGANIZER
2.1.
Science: Students understand scientific ways of thinking and
working and use those methods to solve real-life problems.
CATEGORY
KY.CC.
Core Content for Assessment v.4.1
GOAL/UNDERSTANDINGS/SUBDOMAIN
SC-04-3.5.
Biological Change: Elementary students build a
foundational knowledge of change by observing slow
and fast changes caused by nature in their own
environment, noting changes that humans and other
organisms cause in their environment and observing
fossils found in or near their environment.
AE/SKILLS & CONCEPTS/ORGANIZER
SC-04-3.5.1.
Students will use representations of fossils to draw
conclusions about the nature of the organisms and the basic
environments that existed at the time; make inferences
understand that the structures and characteristics of fossils
provide information about the nature of an organism, the
environmental conditions where/when it lived and how it is
related to organisms still alive today.
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17
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
about the relationships to organisms that are alive today.
Grade: 5 - Adopted 2006
CATEGORY
KY.PS.
Program of Studies 2006
GOAL/UNDERSTANDINGS/SUBDOMAIN
SC-5-BC.
Big Idea: Biological Change (Biological Science) - The
only thing certain is that everything changes.
Elementary students build a foundational knowledge
of change by observing slow and fast changes caused
by nature in their own environment, noting changes
that humans and other organisms cause in their
environment, and observing fossils found in or near
their environment. (Academic Expectations 2.1, 2.2,
2.8)
AE/SKILLS & CONCEPTS/ORGANIZER
SC-5-BC-U-1. Program of Studies: Understandings - Students will
AE/SKILLS & CONCEPTS/ORGANIZER
SC-5-BC-S-5.
Program of Studies: Skills and Concepts - Students will
compare procedures used (e.g., experiments, investigative
and non-investigative research, observations) to find
information/collect data about the diversity of organisms
that exist or have existed on Earth
CATEGORY
KY.AE.
Academic Expectation
GOAL/UNDERSTANDINGS/SUBDOMAIN
AE.2.
Students shall develop their abilities to apply core
concepts and principles from mathematics, the
sciences, the arts, the humanities, social studies,
practical living studies, and vocational studies to
what they will encounter throughout their lives.
AE/SKILLS & CONCEPTS/ORGANIZER
2.1.
Science: Students understand scientific ways of thinking and
working and use those methods to solve real-life problems.
understand that the gradual changes in organisms that have
occurred over time are only accurately represented using a
geologic time scale dating back to the formation of the
earth.
Grade: 6 - Adopted 2006
CATEGORY
KY.AE.
Academic Expectation
GOAL/UNDERSTANDINGS/SUBDOMAIN
AE.2.
Students shall develop their abilities to apply core
concepts and principles from mathematics, the
sciences, the arts, the humanities, social studies,
practical living studies, and vocational studies to
what they will encounter throughout their lives.
AE/SKILLS & CONCEPTS/ORGANIZER
2.1.
Science: Students understand scientific ways of thinking and
working and use those methods to solve real-life problems.
Louisiana Content Standards
Science
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Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
Grade: 3 - Adopted 2004
CONTENT STANDARD
LA.PS-E.
Physical Science: Students will develop an
understanding of the characteristics and
interrelationships of matter and energy in the
physical world.
BENCHMARK / GLE
GLE-E-18.
Grade Level Expectation: Properties of Objects and
Materials: Compare and classify objects on
properties determined through experimentation
(e.g., ability to conduct electricity, tendency to
float or sink in water) (PS-E-A1)
CONTENT STANDARD
LA.ESS-E.
Earth and Space Science: The students will develop
an understanding of the properties of earth
materials, the structure of the Earth system, the
Earth's history, and the Earth's place in the universe.
BENCHMARK / GLE
ESS-E-A7.
Properties of Earth Materials: investigating fossils
and describing how they provide evidence about
plants and animals that lived long ago and the
environment in which they lived. (1, 2, 4)
BENCHMARK / GLE
GLE-E-52.
Grade Level Expectation: Properties of Earth
Materials: Identify characteristics of selected fossils
and explain how fossil records are used to learn
about the past (ESS-E-A7)
Grade: 4 - Adopted 2004
CONTENT STANDARD
LA.ESS-E.
Earth and Space Science: The students will develop
an understanding of the properties of earth
materials, the structure of the Earth system, the
Earth's history, and the Earth's place in the universe.
BENCHMARK / GLE
ESS-E-A7.
Properties of Earth Materials: investigating fossils
and describing how they provide evidence about
plants and animals that lived long ago and the
environment in which they lived. (1, 2, 4)
Grade: 5 - Adopted 2004
CONTENT STANDARD
LA.SI-M.
Science as Inquiry: The students will do science by
engaging in partial and full inquiries that are within
their developmental capabilities.
BENCHMARK / GLE
SI-M-B4.
Understanding Scientific Inquiry: using data and
logical arguments to propose, modify, or elaborate
on principles and models. (1, 2, 3, 4)
BENCHMARK / GLE
GLE-E-25.
Grade Level Expectation: Understanding Scientific
Inquiry: Compare and critique scientific
investigations (SI-M-B1)
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Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
BENCHMARK / GLE
GLE-E-27.
Grade Level Expectation: Understanding Scientific
Inquiry: Recognize that science uses processes that
involve a logical and empirical, but flexible,
approach to problem solving (SI-M-B1)
BENCHMARK / GLE
GLE-E-38.
Grade Level Expectation: Understanding Scientific
Inquiry: Explain that, through the use of scientific
processes and knowledge, people can solve
problems, make decisions, and form new ideas (SI-MB6)
CONTENT STANDARD
LA.ESS-M.
Earth and Space Science: The students will develop
an understanding of the properties of earth
materials, the structure of the Earth system, the
Earth's history, and the Earth's place in the universe.
BENCHMARK / GLE
ESS-M-B2.
Earth History: devising a model that demonstrates
supporting evidence that the Earth has existed for a
vast period of time. (1, 2, 3, 4)
BENCHMARK / GLE
GLE-E-38.
Grade Level Expectation: Earth History: Estimate the
range of time over which natural events occur (e.g.,
lightning in seconds, mountain formation over
millions of years) (ESS-M-B3)
Grade: 6 - Adopted 2004
CONTENT STANDARD
LA.SI-M.
Science as Inquiry: The students will do science by
engaging in partial and full inquiries that are within
their developmental capabilities.
BENCHMARK / GLE
SI-M-B4.
Understanding Scientific Inquiry: using data and
logical arguments to propose, modify, or elaborate
on principles and models. (1, 2, 3, 4)
BENCHMARK / GLE
GLE-M-25.
Grade Level Expectation: Understanding Scientific
Inquiry: Compare and critique scientific
investigations (SI-M-B1)
BENCHMARK / GLE
GLE-M-27.
Grade Level Expectation: Understanding Scientific
Inquiry: Recognize that science uses processes that
involve a logical and empirical, but flexible,
approach to problem solving (SI-M-B1)
BENCHMARK / GLE
GLE-M-38.
Grade Level Expectation: Understanding Scientific
Inquiry: Explain that, through the use of scientific
processes and knowledge, people can solve
problems, make decisions, and form new ideas (SI-MB6)
CONTENT STANDARD
LA.ESS-M.
Earth and Space Science: The students will develop
an understanding of the properties of earth
materials, the structure of the Earth system, the
Earth's history, and the Earth's place in the universe.
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20
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
BENCHMARK / GLE
ESS-M-B2.
Earth History: devising a model that demonstrates
supporting evidence that the Earth has existed for a
vast period of time. (1, 2, 3, 4)
Maine Learning Results
Science
Grade: 3 - Adopted 2007
CONTENT STANDARD
ME.E.
The Living Environment: Students understand that
cells are the basic unit of life, that all life as we
know it has evolved through genetic transfer and
natural selection to create a great diversity of
organisms, and that these organisms create
interdependent webs through which matter and
energy flow. Students understand similarities and
differences between humans and other organisms
and the interconnections of these interdependent
webs.
PERFORMANCE INDICATOR
E.5.
Evolution: Students describe the fossil evidence and
present explanations that help us understand why
there are differences among and between present
and past organisms.
GRADE LEVEL EXAMPLE
E.5.b.
Compare fossils to one another and to living organisms
according to their similarities and differences.
Grade: 4 - Adopted 2007
CONTENT STANDARD
ME.E.
The Living Environment: Students understand that
cells are the basic unit of life, that all life as we
know it has evolved through genetic transfer and
natural selection to create a great diversity of
organisms, and that these organisms create
interdependent webs through which matter and
energy flow. Students understand similarities and
differences between humans and other organisms
and the interconnections of these interdependent
webs.
PERFORMANCE INDICATOR
E.5.
Evolution: Students describe the fossil evidence and
present explanations that help us understand why
there are differences among and between present
and past organisms.
GRADE LEVEL EXAMPLE
E.5.b.
Compare fossils to one another and to living organisms
according to their similarities and differences.
Grade: 5 - Adopted 2007
CONTENT STANDARD
ME.E.
The Living Environment: Students understand that
cells are the basic unit of life, that all life as we
know it has evolved through genetic transfer and
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Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
natural selection to create a great diversity of
organisms, and that these organisms create
interdependent webs through which matter and
energy flow. Students understand similarities and
differences between humans and other organisms
and the interconnections of these interdependent
webs.
PERFORMANCE INDICATOR
E.5.
Evolution: Students describe the fossil evidence and
present explanations that help us understand why
there are differences among and between present
and past organisms.
GRADE LEVEL EXAMPLE
E.5.b.
Compare fossils to one another and to living organisms
according to their similarities and differences.
Grade: 6 - Adopted 2007
CONTENT STANDARD
ME.B.
The Skills and Traits of Scientific Inquiry and
Technological Design: Students plan, conduct,
analyze data from and communicate results of indepth scientific investigations; and they use a
systematic process, tools, equipment, and a variety
of materials to create a technological design and
produce a solution or product to meet a specified
need.
PERFORMANCE INDICATOR
B.1.
Skills and Traits of Scientific Inquiry: Students plan,
conduct, analyze data from, and communicate
results of investigations, including simple
experiments.
GRADE LEVEL EXAMPLE
B.1.f.
Communicate, critique, and analyze their own scientific
work and the work of other students.
Manitoba Standards
Science
Grade: 3 - Adopted 2006
STRAND / COURSE / GENERAL
OUTCOME
MB.GLO-C.
Foundation C: Scientific and Technological Skills and
Attitudes
STRAND / SPECIFIC OUTCOME
GLO-C3.
Demonstrate appropriate problem-solving skills while
seeking solutions to technological challenges
STRAND / COURSE / GENERAL
OUTCOME
MB.3-0.
Overall Skills and Attitudes - Specific Learning
Outcomes
STRAND / SPECIFIC OUTCOME
3-0-3.
Planning
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
3-0-3a.
Brainstorm, with the class, one or more methods of finding
the answer to a given question and reach consensus on
which method to implement. (GLO: C2, C7
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22
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
3-0-3d.
Brainstorm, in small groups, possible solutions to a practical
problem, and reach consensus on which solution to
implement. (GLO: C3, C7)
STRAND / COURSE / GENERAL
OUTCOME
MB.3-0.
Overall Skills and Attitudes - Specific Learning
Outcomes
STRAND / SPECIFIC OUTCOME
3-0-7.
Concluding and Applying
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
3-0-7c.
Identify new problems that arise. (GLO: C3)
Grade: 4 - Adopted 2006
STRAND / COURSE / GENERAL
OUTCOME
MB.GLO-C.
Foundation C: Scientific and Technological Skills and
Attitudes
STRAND / SPECIFIC OUTCOME
GLO-C3.
Demonstrate appropriate problem-solving skills while
seeking solutions to technological challenges
STRAND / COURSE / GENERAL
OUTCOME
MB.4-0.
Overall Skills and Attitudes - Specific Learning
Outcomes
STRAND / SPECIFIC OUTCOME
4-0-3.
Planning
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
4-0-3a.
Brainstorm, in small groups, one or more methods of finding
the answer to a given question, and reach consensus on
which method to implement. (GLO: C2, C7)
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
4-0-3d.
Brainstorm possible solutions to a practical problem, and
identify and justify which solution to implement. (GLO: C3)
STRAND / COURSE / GENERAL
OUTCOME
MB.4-0.
Overall Skills and Attitudes - Specific Learning
Outcomes
STRAND / SPECIFIC OUTCOME
4-0-6.
Analysing and Interpreting
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
4-0-6e.
Evaluate, with guidance, the methods used to answer a
question or solve a problem. (GLO: C2, C3)
STRAND / COURSE / GENERAL
OUTCOME
MB.4-0.
Overall Skills and Attitudes - Specific Learning
Outcomes
STRAND / SPECIFIC OUTCOME
4-0-7.
Concluding and Applying
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
4-0-7c.
Identify new problems that arise. (GLO: C3)
STRAND / COURSE / GENERAL
OUTCOME
MB.4-4.
Rocks, Minerals and Erosion - Specific Learning
Outcomes
STRAND / SPECIFIC OUTCOME
4-4-10.
Describe how fossils help humans gain a better
understanding of Earth's history, including identifying
organisms that are now extinct. (GLO: A1, A2, D1,
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Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
D5)
Grade: 5 - Adopted 2006
STRAND / COURSE / GENERAL
OUTCOME
MB.GLO-C.
Foundation C: Scientific and Technological Skills and
Attitudes
STRAND / SPECIFIC OUTCOME
GLO-C3.
Demonstrate appropriate problem-solving skills while
seeking solutions to technological challenges
STRAND / COURSE / GENERAL
OUTCOME
MB.5-0.
Overall Skills and Attitudes - Specific Learning
Outcomes
STRAND / SPECIFIC OUTCOME
5-0-1.
Initiating
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
5-0-1b.
Identify various methods for finding the answer to a specific
question and, with guidance, select one to implement.
(GLO: C2)
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
5-0-1c.
Identify practical problems to solve. (GLO: C3)
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
5-0-1d.
Identify various methods to solve a practical problem and
select and justify one to implement. (GLO: C3)
STRAND / COURSE / GENERAL
OUTCOME
MB.5-0.
Overall Skills and Attitudes - Specific Learning
Outcomes
STRAND / SPECIFIC OUTCOME
5-0-6.
Analysing and Interpreting
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
5-0-6e.
Evaluate the methods used to answer a question or solve a
problem. (GLO: C2, C3)
STRAND / COURSE / GENERAL
OUTCOME
MB.5-0.
Overall Skills and Attitudes - Specific Learning
Outcomes
STRAND / SPECIFIC OUTCOME
5-0-7.
Concluding and Applying
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
5-0-7e.
Identify new practical problems to solve. (GLO: C3)
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
5-0-7f.
Use prior knowledge and experiences selectively to make
sense of new information in a variety of contexts. (GLO: A2,
C4)
Grade: 6 - Adopted 2006
STRAND / COURSE / GENERAL
OUTCOME
MB.GLO-C.
Foundation C: Scientific and Technological Skills and
Attitudes
STRAND / SPECIFIC OUTCOME
GLO-C3.
Demonstrate appropriate problem-solving skills while
seeking solutions to technological challenges
STRAND / COURSE / GENERAL
MB.6-0.
Overall Skills and Attitudes - Specific Learning
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Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
OUTCOME
Outcomes
STRAND / SPECIFIC OUTCOME
6-0-1.
Initiating
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
6-0-1b.
Identify various methods for finding the answer to a specific
question and select one to implement. (GLO: C2)
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
6-0-1c.
Identify practical problems to solve. (GLO: C3)
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
6-0-1d.
Identify various methods to solve a practical problem and
select and justify one to implement. (GLO: C3)
STRAND / COURSE / GENERAL
OUTCOME
MB.6-0.
Overall Skills and Attitudes - Specific Learning
Outcomes
STRAND / SPECIFIC OUTCOME
6-0-6.
Analysing and Interpreting
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
6-0-6e.
Evaluate the methods used to answer a question or solve a
problem. (GLO: C2, C3)
STRAND / COURSE / GENERAL
OUTCOME
MB.6-0.
Overall Skills and Attitudes - Specific Learning
Outcomes
STRAND / SPECIFIC OUTCOME
6-0-7.
Concluding and Applying
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
6-0-7e.
Identify new practical problems to solve. (GLO: C3)
GENERAL OUTCOME / SPECIFIC
OUTCOME / SKILL
6-0-7f.
Reflect on prior knowledge and experiences to construct
new understanding and apply this new knowledge in other
contexts. (GLO: A2, C4)
Maryland Content Standards
Science
Grade: 4 - Adopted 2008
STRAND / TOPIC / STANDARD
MD.2.0.
Earth/Space Science: Students will use scientific
skills and processes to explain the chemical and
physical interactions (i.e., natural forces and cycles,
transfer of energy) of the environment, Earth, and
the universe that occur over time.
TOPIC / INDICATOR
2.B.2.
Earth History: Recognize and explain that fossils
provide evidence about the plants and animals that
lived long ago and about the nature of the
environment at that time.
INDICATOR / PROFICIENCY LEVEL
2.B.2.a.
Recognize and explain that the remains or imprints of plants
or animals can become fossils.
INDICATOR / PROFICIENCY LEVEL
2.B.2.b.
Describe the physical structures of an animal or plant based
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25
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
on its fossil remains.
INDICATOR / PROFICIENCY LEVEL
2.B.2.c.
Identify what an animal or plant fossil is able to tell about
the environment in which it lived: Water; Land.
STRAND / TOPIC / STANDARD
MD.4.0.
Chemistry: Students will use scientific skills and
processes to explain the composition, structure, and
interactions of matter in order to support the
predictability of structure and energy
transformations.
TOPIC / INDICATOR
4.A.1.
Structure of Matter: Provide evidence to support the
fact that matter has observable and measurable
properties
INDICATOR / PROFICIENCY LEVEL
4.A.1.b.
Describe and compare the physical properties of samples of
matter: Strength; Hardness; Flexibility; Ability to conduct
heat; Ability to conduct electricity; Ability to be attracted
by magnets.
Grade: 6 - Adopted 2008
STRAND / TOPIC / STANDARD
MD.3.0.
Life Science: The students will use scientific skills
and processes to explain the dynamic nature of living
things, their interactions, and the results from the
interactions that occur over time.
TOPIC / INDICATOR
3.D.1.
Evolution: Explain that in any particular
environment, the growth and survival of organisms
and species depend on the physical conditions.
INDICATOR / PROFICIENCY LEVEL
3.D.1.f.
Describe how sediments of sand and smaller particles
(sometimes containing the remains of organisms) are
gradually buried and are cemented together by dissolved
minerals to form solid rock; and describe that such fossils
provide evidence for the long history of changing life forms
whose remains are found in the rocks.
Massachusetts Curriculum Frameworks
Science
Grade: 3 - Adopted 2006
FOCUS / COURSE
MA.3.
PHYSICAL SCIENCES
STRAND
3.1.
Properties of Objects and Materials: Differentiate
between properties of objects (e.g., size, shape,
weight) and properties of materials (e.g., color,
texture, hardness).
Grade: 4 - Adopted 2006
FOCUS / COURSE
MA.3.
PHYSICAL SCIENCES
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Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
STRAND
3.1.
Properties of Objects and Materials: Differentiate
between properties of objects (e.g., size, shape,
weight) and properties of materials (e.g., color,
texture, hardness).
Grade: 5 - Adopted 2006
FOCUS / COURSE
MA.3.
PHYSICAL SCIENCES
STRAND
3.1.
Properties of Objects and Materials: Differentiate
between properties of objects (e.g., size, shape,
weight) and properties of materials (e.g., color,
texture, hardness).
Grade: 6 - Adopted 2006
FOCUS / COURSE
MA.1.
EARTH AND SPACE SCIENCE
STRAND
1.7.
Earth's History: Explain and give examples of how
physical evidence, such as fossils and surface
features of glaciation, supports theories that the
earth has evolved over geologic time.
FOCUS / COURSE
MA.2.
LIFE SCIENCE
STRAND
2.11.
Evolution and Biodiversity: Recognize that evidence
drawn from geology, fossils, and comparative
anatomy provide the basis of the theory of evolution.
Michigan Curriculum Standards
Science
Grade: 3 - Adopted 2007
STRAND / STANDARD CATEGORY
MI.S.
Science Processes
STANDARD
S.IA.
Inquiry Analysis and Communication: Develop an
understanding that scientific inquiry and
investigations require analysis and communication of
findings, using appropriate technology.
GRADE LEVEL EXPECTATION
S.IA.E.1.
Inquiry includes an analysis and presentation of findings
that lead to future questions, research, and investigations.
EXPECTATION
S.IA.03.14.
Develop research strategies and skills for information
gathering and problem solving.
Grade: 4 - Adopted 2007
STRAND / STANDARD CATEGORY
MI.S.
Science Processes
STANDARD
S.IA.
Inquiry Analysis and Communication: Develop an
understanding that scientific inquiry and
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27
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
investigations require analysis and communication of
findings, using appropriate technology.
GRADE LEVEL EXPECTATION
S.IA.E.1.
Inquiry includes an analysis and presentation of findings
that lead to future questions, research, and investigations.
EXPECTATION
S.IA.04.14.
Develop research strategies and skills for information
gathering and problem solving.
Grade: 6 - Adopted 2007
STRAND / STANDARD CATEGORY
MI.E.
Earth Science
STANDARD
E.ST.
Earth in Space and Time: Develop an understanding
that the sun is the central and largest body in the
solar system and that Earth and other objects in the
sky move in a regular and predictable motion around
the sun. Understand that those motions explain the
day, year, moon phases, eclipses and the appearance
of motion of objects across the sky. Understand that
gravity is the force that keeps the planets in orbit
around the sun and governs motion in the solar
system. Develop an understanding that fossils and
layers of Earth provide evidence of the history of
Earth's life forms, changes over long periods of time,
and theories regarding Earth's history and
continental drift.
GRADE LEVEL EXPECTATION
E.ST.M.4.
Geologic Time- Earth processes seen today (erosion,
mountain building, and glacier movement) make possible
the measurement of geologic time through methods such as
observing rock sequences and using fossils to correlate the
sequences at various locations.
EXPECTATION
E.ST.06.41.
Explain how Earth processes (erosion, mountain
building, and glacier movement) are used for the
measurement of geologic time through observing
rock layers.
Mississippi K-12 Curriculum Framework
Science
Grade: 3 - Adopted 2010
COMPETENCY
MS.4.
Earth and Space Science: Develop an understanding
of the properties of Earth materials, objects in the
sky, and changes in Earth and sky.
OBJECTIVE
4.g.
Explain how fossil records are used to learn about
the past, identify characteristics of selected fossils,
and describe why they may be found in many places.
(DOK 2)
NUMBERED ITEMS
4.g.1.
The Earth Science Museum at the Petrified Forest in Flora,
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Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
MS
NUMBERED ITEMS
4.g.2.
The Natural Science Museum in Jackson, MS
Grade: 4 - Adopted 2010
COMPETENCY
MS.3.
Life Science: Analyze the characteristics, structures,
life cycles, and environments of organisms.
OBJECTIVE
3.a.
Describe the cause and effect relationships that
explain the diversity and evolution of organisms over
time. (DOK 2)
NUMBERED ITEMS
3.a.3.
Variations in species as exemplified by fossils
Missouri Grade Level Expectations
Science
Grade: 3 - Adopted 2008
STRAND: BIG IDEA / STANDARD
MO.8.
Impact of Science, Technology and Human Activity
CONCEPT: GLE / BENCHMARK
8.3.
Science and technology affect, and are affected by,
society
GLE / COMPONENT
8.3.A.
People, alone or in groups, are always making discoveries
about nature and inventing new ways to solve problems and
get work done
INDICATOR / PROFICIENCY
8.3.A.a.
Scope and Sequence - All units: Identify a question
that was asked, or could be asked, or a problem that
needed to be solved when given a brief scenario
(fiction or nonfiction of individuals solving everyday
problems or learning through discovery)
Grade: 4 - Adopted 2008
STRAND: BIG IDEA / STANDARD
MO.8.
Impact of Science, Technology and Human Activity
CONCEPT: GLE / BENCHMARK
8.3.
Science and technology affect, and are affected by,
society
GLE / COMPONENT
8.3.A.
People, alone or in groups, are always making discoveries
about nature and inventing new ways to solve problems and
get work done
INDICATOR / PROFICIENCY
8.3.A.a.
Scope and Sequence - All units: Identify a question
that was asked, or could be asked, or a problem that
needed to be solved when given a brief scenario
(fiction or nonfiction of individuals solving everyday
problems or learning through discovery)
Grade: 5 - Adopted 2008
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29
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
STRAND: BIG IDEA / STANDARD
MO.8.
Impact of Science, Technology and Human Activity
CONCEPT: GLE / BENCHMARK
8.3.
Science and technology affect, and are affected by,
society
GLE / COMPONENT
8.3.A.
People, alone or in groups, are always making discoveries
about nature and inventing new ways to solve problems and
get work done
INDICATOR / PROFICIENCY
8.3.A.a.
Scope and Sequence - All units: Identify a question
that was asked, or could be asked, or a problem that
needed to be solved when given a brief scenario
(fiction or nonfiction of individuals solving everyday
problems or learning through discovery)
Grade: 6 - Adopted 2008
STRAND: BIG IDEA / STANDARD
MO.4.
Changes in Ecosystems and Interactions of Organisms
with Their Environments
CONCEPT: GLE / BENCHMARK
4.3.
Genetic variation sorted by the natural selection
process explains evidence of biological evolution
GLE / COMPONENT
4.3.A.
Evidence for the nature and rates of evolution can be found
in anatomical and molecular characteristics of organisms
and in the fossil record
INDICATOR / PROFICIENCY
4.3.A.a.
Scope and Sequence - Ecosystems and Populations:
Identify fossils as evidence some types of organisms
(e.g., dinosaurs, trilobites, mammoths, giant tree
ferns) that once lived in the past, and have since
become extinct, have similarities with and
differences from organisms living today
STRAND: BIG IDEA / STANDARD
MO.5.
Processes and Interactions of the Earth's Systems
(Geosphere, Atmosphere, and Hydrosphere)
CONCEPT: GLE / BENCHMARK
5.2.
Earth's systems (Geosphere, atmosphere, and
hydrosphere) interact with one another as they
undergo change by common processes
GLE / COMPONENT
5.2.D.
Changes in the Earth over time can be inferred through rock
and fossil evidence
INDICATOR / PROFICIENCY
5.2.D.a.
Scope and Sequence - Internal Processes and
external Events: Explain the types of fossils and the
processes by which they are formed (i.e.,
replacement, mold and cast, preservation, trace)
Montana Content Standards
Science
Grade: 4 - Adopted 2009
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Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
CONTENT STANDARD / DOMAIN
MT.S4.
Students, through the inquiry process, demonstrate
knowledge of the composition, structures, processes
and interactions of Earth's systems and other objects
in space.
BENCHMARK / STANDARD
S4.3.
Investigate fossils and make inferences about life,
the plants, animals, and the environment at that
time
GRADE LEVEL EXPECTATION /
BENCHMARK
S4.3.gr4.A.
Define a fossil as physical evidence of past life
GRADE LEVEL EXPECTATION /
BENCHMARK
S4.3.gr4.B.
Identify body fossils as those that contain plant and animal
remains
GRADE LEVEL EXPECTATION /
BENCHMARK
S4.3.gr4.C.
Identify trace fossils as those that record an impression of
past life
GRADE LEVEL EXPECTATION /
BENCHMARK
S4.3.gr4.F.
Infer what fossils tell us about past life and the
environment.
Grade: 6 - Adopted 2009
CONTENT STANDARD / DOMAIN
MT.S2.
Students, through the inquiry process, demonstrate
knowledge of properties, forms, changes and
interactions of physical and chemical systems.
BENCHMARK / STANDARD
S2.2.
Examine, describe, compare and classify objects and
substances based on common physical properties and
simple chemical properties
GRADE LEVEL EXPECTATION /
BENCHMARK
S2.2.gr6-8.B. Compare objects and substances based on their physical
properties and simple chemical properties
Nevada Content Standards
Science
Grade: 3 - Adopted 2005
CONTENT STANDARD
NV.L.5.D.
Diversity of Life (Life Science Unifying Concept D):
Students understand that living things can be
classified according to physical characteristics,
behaviors, and habitats.
STRAND / INDICATOR
L.5.D.2.
Natural Selection: Students know fossils are evidence
of past life. E/S
CONTENT STANDARD
NV.E.5.C.
Earth's Composition and Structure (Earth and Space
Science Unifying Concept C): Students understand
that features on the Earth's surface are constantly
changed by a combination of slow and rapid
processes.
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31
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
STRAND / INDICATOR
E.5.C.1.
Geologic Processes: Students know fossils are
evidence of past life. E/S
Grade: 4 - Adopted 2005
CONTENT STANDARD
NV.L.5.D.
Diversity of Life (Life Science Unifying Concept D):
Students understand that living things can be
classified according to physical characteristics,
behaviors, and habitats.
STRAND / INDICATOR
L.5.D.2.
Natural Selection: Students know fossils are evidence
of past life. E/S
CONTENT STANDARD
NV.E.5.C.
Earth's Composition and Structure (Earth and Space
Science Unifying Concept C): Students understand
that features on the Earth's surface are constantly
changed by a combination of slow and rapid
processes.
STRAND / INDICATOR
E.5.C.1.
Geologic Processes: Students know fossils are
evidence of past life. E/S
Grade: 5 - Adopted 2005
CONTENT STANDARD
NV.L.5.D.
Diversity of Life (Life Science Unifying Concept D):
Students understand that living things can be
classified according to physical characteristics,
behaviors, and habitats.
STRAND / INDICATOR
L.5.D.2.
Natural Selection: Students know fossils are evidence
of past life. E/S
CONTENT STANDARD
NV.E.5.C.
Earth's Composition and Structure (Earth and Space
Science Unifying Concept C): Students understand
that features on the Earth's surface are constantly
changed by a combination of slow and rapid
processes.
STRAND / INDICATOR
E.5.C.1.
Geologic Processes: Students know fossils are
evidence of past life. E/S
Grade: 6 - Adopted 2005
CONTENT STANDARD
NV.N.8.A.
Scientific Inquiry (Nature of Science Unifying
Concept A): Students understand that scientific
knowledge requires critical consideration of
verifiable evidence obtained from inquiry and
appropriate investigations.
STRAND / INDICATOR
N.8.A.2.
Record-keeping: Students know how to critically
evaluate information to distinguish between fact and
opinion. E/S
STRAND / INDICATOR
N.8.A.6.
Models: Students know scientific inquiry includes
evaluating results of scientific investigations,
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32
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
experiments, observations, theoretical and
mathematical models, and explanations proposed by
other scientists. E/S
CONTENT STANDARD
NV.N.8.B.
Science, Technology, and Society (Nature of Science
Unifying Concept B): Students understand the
interactions of science and society in an everchanging world.
STRAND / INDICATOR
N.8.B.2.
Collaboration: Students know scientific knowledge is
revised through a process of incorporating new
evidence gained through on-going investigation and
collaborative discussion. E/S
CONTENT STANDARD
NV.L.8.D.
Diversity of Life (Life Science Unifying Concept D):
Students understand that life forms change over
time, contributing to the variety of organisms found
on the Earth.
STRAND / INDICATOR
L.8.D.2.
Natural Selection: Students know fossils provide
evidence of how life and environmental conditions
have changed throughout geologic time. E/S
CONTENT STANDARD
NV.E.8.C.
Earth's Composition and Structure (Earth and Space
Science Unifying Concept C): Students understand
that landforms result from a combination of
constructive and destructive processes.
STRAND / INDICATOR
E.8.C.1.
Geologic Processes: Students know sedimentary
rocks and fossils provide evidence for changing
environments and the constancy of geologic
processes. E/S
New Brunswick Standards
Science
Grade: 4
GENERAL LEARNING OUTCOME
NB.4.
Unit 4: Earth and Space Science: Rocks, Minerals,
and Erosion: The unit provides many opportunities
for students to practice inquiry skills. From
observing, recording descriptions, and classifying
rocks and minerals in their local habitat, to exploring
the make-up of soil and the fossils found in it,
students can hone their inquiry skills.
CURRICULUM OUTCOME
4.14.
Students will identify and describe rocks that contain
records of the Earth's history.
Grade: 6
GENERAL LEARNING OUTCOME
NB.1.
Unit 1: Life Science: Diversity of Life: This unit
introduces students to the variety of life forms
available for observation. Students should have the
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33
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
opportunity to learn about an increasing variety of
living organisms, both familiar and exotic, and
become more precise in identifying similarities and
differences among them.
CURRICULUM OUTCOME
1.18.
Students will identify changes in animals over time,
using fossils.
CURRICULUM OUTCOME
1.20.
Students will identify paleontologists as people who
study fossils, and describe examples of
improvements to some of their techniques and tools
that have resulted in a better understanding of fossil
discoveries.
New Hampshire Curriculum Frameworks
Science
Grade: 3 - Adopted 2006
STRAND / STANDARD
NH.ESS1.
STANDARD / GLE
S:ESS1:4:3.1. Fossils: Students will recognize and explain that
fossils offer evidence of plants, animals and the
nature of environments that existed long ago.
STRAND / STANDARD
NH.LS3.
Life Science: Groups of organisms show evidence of
change over time (e.g. evolution, natural selection,
structures, behaviors, and biochemistry).
STANDARD / GLE
S:LS3:4:2.1.
Evolution: Students will compare information about
fossils to living organisms and other fossils to
determine any similarities and differences.
Earth Space Science: The Earth and Earth materials,
as we know them today, have developed over long
periods of time, through constant change processes.
Grade: 4 - Adopted 2006
STRAND / STANDARD
NH.ESS1.
STANDARD / GLE
S:ESS1:4:3.1. Fossils: Students will recognize and explain that
fossils offer evidence of plants, animals and the
nature of environments that existed long ago.
STRAND / STANDARD
NH.LS3.
Life Science: Groups of organisms show evidence of
change over time (e.g. evolution, natural selection,
structures, behaviors, and biochemistry).
STANDARD / GLE
S:LS3:4:2.1.
Evolution: Students will compare information about
fossils to living organisms and other fossils to
determine any similarities and differences.
Earth Space Science: The Earth and Earth materials,
as we know them today, have developed over long
periods of time, through constant change processes.
29 East 21st Street • New York, NY 10010 • 877.381.6649 • pklifescience.com
34
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
Grade: 5 - Adopted 2006
STRAND / STANDARD
NH.SPS1.
STANDARD / GLE
S:SPS1:6:1.3. Making Observations and Asking Questions: Students
will apply skills from previous grades and identify
and investigate similarities and differences among
observations and sets of observations.
STRAND / STANDARD
NH.SPS2.
STANDARD / GLE
S:SPS2:6:2.2. Systems and Energy: Students will apply skills from
previous grades and discover that collections of
pieces (e.g., powders, marbles, sugar cubes or
wooden blocks) may have properties that the
individual pieces do not.
STRAND / STANDARD
NH.ESS1.
STANDARD / GLE
S:ESS1:6:3.2. Fossils: Students will recognize identify connections
between fossil evidence and geological events, such
as changes in atmospheric composition, movement of
tectonic plates, and asteroid/comet impact; and
develop a means of sequencing this evidence.
Science Process Skills: Scientific Inquiry and Critical
Thinking Skills
Science Process Skills: Unifying Concepts of Science
Earth Space Science: The Earth and Earth materials,
as we know them today, have developed over long
periods of time, through constant change processes.
Grade: 6 - Adopted 2006
STRAND / STANDARD
NH.SPS1.
STANDARD / GLE
S:SPS1:6:1.3. Making Observations and Asking Questions: Students
will apply skills from previous grades and identify
and investigate similarities and differences among
observations and sets of observations.
STRAND / STANDARD
NH.SPS2.
STANDARD / GLE
S:SPS2:6:2.2. Systems and Energy: Students will apply skills from
previous grades and discover that collections of
pieces (e.g., powders, marbles, sugar cubes or
wooden blocks) may have properties that the
individual pieces do not.
STRAND / STANDARD
NH.ESS1.
STANDARD / GLE
S:ESS1:6:3.2. Fossils: Students will recognize identify connections
between fossil evidence and geological events, such
as changes in atmospheric composition, movement of
tectonic plates, and asteroid/comet impact; and
Science Process Skills: Scientific Inquiry and Critical
Thinking Skills
Science Process Skills: Unifying Concepts of Science
Earth Space Science: The Earth and Earth materials,
as we know them today, have developed over long
periods of time, through constant change processes.
29 East 21st Street • New York, NY 10010 • 877.381.6649 • pklifescience.com
35
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
develop a means of sequencing this evidence.
New Jersey Academic Standards
Science
Grade: 3 - Adopted 2009
CONTENT AREA / STANDARD
NJ.5.
Science (By the end of grade 4)
STRAND / STANDARD
5.4.4.
Earth Systems Science: Earth operates as a set of
complex, dynamic, and interconnected systems, and
is a part of the all-encompassing system of the
universe.
STRAND / PROFICIENCY LEVEL
5.4.4.B.
History of Earth: From the time that Earth formed from a
nebula 4.6 billion years ago, it has been evolving as a result
of geologic, biological, physical, and chemical processes.
CUMULATIVE PROGRESS INDICATOR
5.4.4.B.1.
Use data gathered from observations of fossils to
argue whether a given fossil is terrestrial or marine
in origin.
Grade: 4 - Adopted 2009
CONTENT AREA / STANDARD
NJ.5.
Science (By the end of grade 4)
STRAND / STANDARD
5.4.4.
Earth Systems Science: Earth operates as a set of
complex, dynamic, and interconnected systems, and
is a part of the all-encompassing system of the
universe.
STRAND / PROFICIENCY LEVEL
5.4.4.B.
History of Earth: From the time that Earth formed from a
nebula 4.6 billion years ago, it has been evolving as a result
of geologic, biological, physical, and chemical processes.
CUMULATIVE PROGRESS INDICATOR
5.4.4.B.1.
Use data gathered from observations of fossils to
argue whether a given fossil is terrestrial or marine
in origin.
Grade: 5 - Adopted 2009
CONTENT AREA / STANDARD
NJ.5.
Science (By the end of grade 6)
STRAND / STANDARD
5.4.6.
Earth Systems Science: Earth operates as a set of
complex, dynamic, and interconnected systems, and
is a part of the all-encompassing system of the
universe.
STRAND / PROFICIENCY LEVEL
5.4.6.B.
History of Earth: From the time that Earth formed from a
nebula 4.6 billion years ago, it has been evolving as a result
of geologic, biological, physical, and chemical processes.
CUMULATIVE PROGRESS INDICATOR
5.4.6.B.2.
Examine Earth's surface features and identify those
created on a scale of human life or on a geologic
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36
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
time scale.
Grade: 6 - Adopted 2009
CONTENT AREA / STANDARD
NJ.5.
Science (By the end of grade 6)
STRAND / STANDARD
5.4.6.
Earth Systems Science: Earth operates as a set of
complex, dynamic, and interconnected systems, and
is a part of the all-encompassing system of the
universe.
STRAND / PROFICIENCY LEVEL
5.4.6.B.
History of Earth: From the time that Earth formed from a
nebula 4.6 billion years ago, it has been evolving as a result
of geologic, biological, physical, and chemical processes.
CUMULATIVE PROGRESS INDICATOR
5.4.6.B.2.
Examine Earth's surface features and identify those
created on a scale of human life or on a geologic
time scale.
New Mexico Content Standards
Science
Grade: 3 - Adopted 2003
STRAND / CONTENT STANDARD
NM.I.
Scientific Thinking and Practice: Understand the
processes of scientific investigations and use inquiry
and scientific ways of observing, experimenting,
predicting, and validating to think critically.
BENCHMARK / STANDARD
I-A.
Use scientific methods to observe, collect, record,
analyze, predict, interpret, and determine
reasonableness of data.
PERFORMANCE STANDARD /
BENCHMARK / PROFICIENCY
I-A.3a.
Use numerical data in describing and comparing objects,
events, and measurements.
STRAND / CONTENT STANDARD
NM.I.
Scientific Thinking and Practice: Understand the
processes of scientific investigations and use inquiry
and scientific ways of observing, experimenting,
predicting, and validating to think critically.
BENCHMARK / STANDARD
I-C.
Use mathematical skills and vocabulary to analyze
data, understand patterns and relationships, and
communicate findings.
PERFORMANCE STANDARD /
BENCHMARK / PROFICIENCY
I-C.1a.
Use numerical data in describing and comparing objects,
events, and measurements.
STRAND / CONTENT STANDARD
NM.II.
Content of Science: Earth and Space Science:
Understand the structure of Earth, the solar system,
and the universe, the interconnections among them,
and the processes and interactions of Earth's
systems.
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37
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
BENCHMARK / STANDARD
II-B.
Know the structure and formation of Earth and its
atmosphere and the processes that shape them.
PERFORMANCE STANDARD /
BENCHMARK / PROFICIENCY
II-B.2a.
Know that fossils are evidence of earlier life and provide
data about plants and animals that lived long ago.
Grade: 5 - Adopted 2003
STRAND / CONTENT STANDARD
NM.I.
Scientific Thinking and Practice: Understand the
processes of scientific investigations and use inquiry
and scientific ways of observing, experimenting,
predicting, and validating to think critically.
BENCHMARK / STANDARD
I-C.
Use mathematical ideas, tools, and techniques to
understand scientific knowledge.
PERFORMANCE STANDARD /
BENCHMARK / PROFICIENCY
I-C.2a.
Use mathematical skills to analyze data.
Grade: 6 - Adopted 2003
STRAND / CONTENT STANDARD
NM.I.
Scientific Thinking and Practice: Understand the
processes of scientific investigations and use inquiry
and scientific ways of observing, experimenting,
predicting, and validating to think critically.
BENCHMARK / STANDARD
I-C.
Use mathematical ideas, tools, and techniques to
understand scientific knowledge.
PERFORMANCE STANDARD /
BENCHMARK / PROFICIENCY
I-C.2a.
Use probabilities, patterns, and relationships to explain
data and observations.
STRAND / CONTENT STANDARD
NM.II.
Content of Science: Life Science: Understand the
properties, structures, and processes of living things
and the interdependence of living things and their
environments.
BENCHMARK / STANDARD
II-B.
Understand how traits are passed from one
generation to the next and how species evolve.
PERFORMANCE STANDARD /
BENCHMARK / PROFICIENCY
II-B.1a.
Understand that the fossil record provides data for how
living organisms have evolved.
New York Core Curriculum
Science
Grade: 3 - Adopted 2005
STRAND / STANDARD
NY.7.
Interdisciplinary Problem Solving: Students will
understand the relationships and common themes
that connect mathematics, science, and technology
and apply the themes to these and other areas of
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38
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
learning.
KEY IDEA / STANDARD
7.1:
PERFORMANCE INDICATOR / KEY IDEA 7.1.3.
The knowledge and skills of mathematics, science,
and technology are used together to make informed
decisions and solve problems, especially those
relating to issues of science/technology/society,
consumer decision making, design, and inquiry into
phenomena.
Design solutions to problems involving a familiar and real
context, investigate related science concepts to determine
the solution, and use mathematics to model, quantify,
measure, and compute
Grade: 4 - Adopted 2005
STRAND / STANDARD
NY.7.
Interdisciplinary Problem Solving: Students will
understand the relationships and common themes
that connect mathematics, science, and technology
and apply the themes to these and other areas of
learning.
KEY IDEA / STANDARD
7.1:
The knowledge and skills of mathematics, science,
and technology are used together to make informed
decisions and solve problems, especially those
relating to issues of science/technology/society,
consumer decision making, design, and inquiry into
phenomena.
PERFORMANCE INDICATOR / KEY IDEA 7.1.3.
Design solutions to problems involving a familiar and real
context, investigate related science concepts to determine
the solution, and use mathematics to model, quantify,
measure, and compute
Grade: 5 - Adopted 2005
STRAND / STANDARD
NY.1.
Analysis, Inquiry, and Design: Students will use
mathematical analysis, scientific inquiry, and
engineering design, as appropriate, to pose
questions, seek answers, and develop solutions.
KEY IDEA / STANDARD
S2:
SCIENTIFIC INQUIRY: Beyond the use of reasoning and
consensus, scientific inquiry involves the testing of
proposed explanations involving the use of
conventional techniques and procedures and usually
requiring considerable ingenuity.
PERFORMANCE INDICATOR / KEY IDEA S2.2.
Develop, present, and defend formal research proposals for
testing their own explanations of common phenomena,
including ways of obtaining needed observations and ways
of conducting simple controlled experiments.
PERFORMANCE INDICATOR
Design scientific investigations (e.g., observing,
describing, and comparing; collecting samples;
seeking more information, conducting a controlled
experiment; discovering new objects or phenomena;
S2.2b.
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39
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
making models)
STRAND / STANDARD
NY.7.
Interdisciplinary Problem Solving: Students will apply
the knowledge and thinking skills of mathematics,
science, and technology to address real-life
problems and make informed decisions.
KEY IDEA / STANDARD
7.1:
The knowledge and skills of mathematics, science,
and technology are used together to make informed
decisions and solve problems, especially those
relating to issues of science/technology/society,
consumer decision making, design, and inquiry into
phenomena.
PERFORMANCE INDICATOR / KEY IDEA 7.1.3.
Design solutions to real-world problems of general social
interest related to home, school, or community using
scientific experimentation to inform the solution and
applying mathematical concepts and reasoning to assist in
developing a solution.
Grade: 6 - Adopted 2005
STRAND / STANDARD
NY.1.
Analysis, Inquiry, and Design: Students will use
mathematical analysis, scientific inquiry, and
engineering design, as appropriate, to pose
questions, seek answers, and develop solutions.
KEY IDEA / STANDARD
S2:
SCIENTIFIC INQUIRY: Beyond the use of reasoning and
consensus, scientific inquiry involves the testing of
proposed explanations involving the use of
conventional techniques and procedures and usually
requiring considerable ingenuity.
PERFORMANCE INDICATOR / KEY IDEA S2.2.
Develop, present, and defend formal research proposals for
testing their own explanations of common phenomena,
including ways of obtaining needed observations and ways
of conducting simple controlled experiments.
PERFORMANCE INDICATOR
S2.2b.
Design scientific investigations (e.g., observing,
describing, and comparing; collecting samples;
seeking more information, conducting a controlled
experiment; discovering new objects or phenomena;
making models)
STRAND / STANDARD
NY.7.
Interdisciplinary Problem Solving: Students will apply
the knowledge and thinking skills of mathematics,
science, and technology to address real-life
problems and make informed decisions.
KEY IDEA / STANDARD
7.1:
The knowledge and skills of mathematics, science,
and technology are used together to make informed
decisions and solve problems, especially those
relating to issues of science/technology/society,
consumer decision making, design, and inquiry into
phenomena.
29 East 21st Street • New York, NY 10010 • 877.381.6649 • pklifescience.com
40
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
PERFORMANCE INDICATOR / KEY IDEA 7.1.3.
Design solutions to real-world problems of general social
interest related to home, school, or community using
scientific experimentation to inform the solution and
applying mathematical concepts and reasoning to assist in
developing a solution.
North Carolina 2012-2013 Essential Standards
Science
Grade: 4 - Adopted 2010
CONTENT AREA / STRAND
NC.4.E.
STRAND / ESSENTIAL STANDARD
Earth Science
Earth History
ESSENTIAL STANDARD / CLARIFYING
OBJECTIVE
4.E.2.
Understand the use of fossils and changes in the surface of
the earth as evidence of the history of Earth and its
changing life forms.
CLARIFYING OBJECTIVE
4.E.2.1.
Compare fossils (including molds, casts, and
preserved parts of plants and animals) to one
another and to living organisms.
North Dakota Content Standards
Science
Grade: 4 - Adopted 2006
CONTENT STANDARD
ND.5.
Earth and Space Science: Students understand the
basic concepts and principles of earth and space
science.
BENCHMARK
4.5.4.
Earth's Surface: Compare fossil evidence to existing
organisms
Nova Scotia Standards
Science
Grade: 6
GENERAL LEARNING OUTCOME
NS.5.
Life Science: Diversity of Life: Adaptions and Natural
Selection.
CURRICULUM OUTCOME
301-16.
Students will identify changes in animals over time,
using fossils.
Ohio 2012-2013 Standards
Science
Grade: 4 - Adopted 2010
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41
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
THEME / COURSE
OH.4.
Interconnections within Systems: This theme focuses
on helping students recognize the components of
various systems and then investigate dynamic and
sustainable relationships within systems using
scientific inquiry.
STRAND
4.LS.
Life Science (LS)
TOPIC
Topic: Earth's Living History: This topic focuses on using
fossil evidence and living organisms to observe that suitable
habitats depend upon a combination of biotic and abiotic
factors.
CONTENT STATEMENT
4.LS.2.
Fossils can be compared to one another and to
present day organisms according to their similarities
and differences.
EXPECTATION
4.LS.2.3.
Fossils provide a point of comparison between the
types of organisms that lived long ago and those
existing today.
Grade: 5 - Adopted 2010
THEME / COURSE
OH.5.
Interconnections within Systems: This theme focuses
on helping students recognize the components of
various systems and then investigate dynamic and
sustainable relationships within systems using
scientific inquiry.
STRAND
5.SI.
Science Inquiry and Application: During the years of
grades 5-8 all students must use the following
scientific processes to construct their knowledge and
understanding in all science content areas:
TOPIC
5.SI.6.
Think critically and logically to connect evidence and
explanations;
TOPIC
5.SI.7.
Recognize and analyze alternative explanations and
predictions; and
Grade: 6 - Adopted 2010
THEME / COURSE
OH.6.
Order and Organization: This theme focuses on
helping students use scientific inquiry to discover
patterns, trends, structures and relationships that
may be described by simple principles. These
principles are related to the properties or
interactions within and between systems.
STRAND
6.SI.
Science Inquiry and Application: During the years of
grades 5-8 all students must use the following
scientific processes to construct their knowledge and
understanding in all science content areas:
TOPIC
6.SI.6.
Think critically and logically to connect evidence and
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42
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
explanations;
TOPIC
6.SI.7.
Recognize and analyze alternative explanations and
predictions; and
Ohio Academic Content Standards
Science
Grade: 3 - Adopted 2002
DOMAIN / ACADEMIC CONTENT
STANDARD
OH.2.
Life Sciences: Students demonstrate an
understanding of how living systems function and
how they interact with the physical environment.
This includes an understanding of the cycling of
matter and flow of energy in living systems. An
understanding of the characteristics, structure and
function of cells, organisms and living systems will
be developed. Students will also develop a deeper
understanding of the principles of heredity,
biological evolution, and the diversity and
interdependence of life. Students demonstrate an
understanding of different historical perspectives,
scientific approaches and emerging scientific issues
associated with the life sciences.
STANDARD / BENCHMARK
2.5.
Grade Level Indicator: Diversity and
Interdependence of Life: Observe and explore how
fossils provide evidence about animals that lived
long ago and the nature of the environment at that
time.
Oklahoma Priority Academic Student Skills
Science
Grade: 3 - Adopted 2002 / Revised 2005
CONTENT STANDARD / COURSE
OK.1.
Science Processes and Inquiry: Observe and Measure:
Observing is the first action taken by the learner to
acquire new information about an object, organism,
or event. Opportunities for observation are
developed through the use of a variety of scientific
tools. Measurement allows observations to be
quantified. The student will accomplish these
objectives to meet this standard.
STRAND / STANDARD
1.2.
Compare and contrast similar and/or different
characteristics in a given set of simple objects,
familiar organisms, and/or observable events.
Grade: 4 - Adopted 2002 / Revised 2005
CONTENT STANDARD / COURSE
OK.1.
Science Processes and Inquiry: Observe and Measure:
Observing is the first action taken by the learner to
29 East 21st Street • New York, NY 10010 • 877.381.6649 • pklifescience.com
43
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
acquire new information about an object, organism,
or event. Opportunities for observation are
developed through the use of a variety of scientific
tools. Measurement allows observations to be
quantified. The student will accomplish these
objectives to meet this standard.
STRAND / STANDARD
1.2.
Compare and/or contrast similar and/or different
characteristics (e.g., color, shape, size, texture,
sound, position, change, etc.) in a given set of
objects organisms or events.
CONTENT STANDARD / COURSE
OK.4.
Elementary Earth/Space Science: Properties of Earth
Materials: Earth materials consist of rocks, soils,
water, and air. The student will engage in
investigations that integrate the process standards
and lead to the discovery of the following
objectives:
STRAND / STANDARD
4.2.
Fossils provide evidence about the plants and
animals that lived long ago and the nature of the
environment at that time (e.g., simulating the
formation of fossils).
Grade: 5 - Adopted 2002 / Revised 2005
CONTENT STANDARD / COURSE
OK.1.
Science Processes and Inquiry: Observe and Measure:
Observing is the first action taken by the learner to
acquire new information about an object, organism,
or event. Opportunities for observation are
developed through the use of a variety of scientific
tools. Measurement allows observations to be
quantified. The student will accomplish these
objectives to meet this standard.
STRAND / STANDARD
1.2.
Compare and/or contrast similar and/or different
characteristics (e.g., color, shape, size, texture,
sound, position, change, etc.) in a given set of
objects, organisms, or events.
Oregon Content Standards
Science
Grade: 4 - Adopted 2009
STANDARD / CONTENT AREA
OR.4.1
Structure and Function: Living and non-living things
can be classified by their characteristics and
properties.
CONTENT STANDARD / PROFICIENCY
4.1L.1
Compare and contrast characteristics of fossils and
living organisms. (Life Science)
Grade: 6 - Adopted 2009
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44
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
STANDARD / CONTENT AREA
OR.6.4
Engineering Design: Engineering design is a process
of identifying needs, defining problems, developing
solutions, and evaluating proposed solutions.
CONTENT STANDARD / PROFICIENCY
6.4D.1
Define a problem that addresses a need and identify
science principles that may be related to possible
solutions. (Engineering Design)
Pennsylvania Academic Standards
Science
Grade: 3 - Adopted 2010
SUBJECT / STANDARD AREA
PA.3.
Science and Technology and Engineering Education
STANDARD AREA / STATEMENT
3.1.
Biological Sciences
STANDARD
3.1.C.
Evolution
DESCRIPTOR / STANDARD
3.1.3.C3.
(CONSTANCY AND CHANGE) Recognize that fossils
provide us with information about living things that
inhabited the Earth long ago
Grade: 4 - Adopted 2010
SUBJECT / STANDARD AREA
PA.3.
Science and Technology and Engineering Education
STANDARD AREA / STATEMENT
3.3.
Earth and Space Sciences
STANDARD
3.3.A.
Earth Structure, Processes and Cycles
DESCRIPTOR / STANDARD
3.3.4.A3.
Recognize that fossils provide evidence about the
plants and animals that lived long ago and the nature
of the environment at that time.
SUBJECT / STANDARD AREA
PA.4.
Environment and Ecology
STANDARD AREA / STATEMENT
4.1.
Ecology
STANDARD
4.1.4.A.
Explain how living things are dependent upon other living
and nonliving things for survival.
DESCRIPTOR / STANDARD
4.1.4.A.2.
Identify similarities and differences between living
organisms, ranging from single-celled to
multicellular organisms through the use of
microscopes, video, and other media.
Quebec Standards
Science
Grade: 3
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45
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
COMPETENCY / COURSE
QC.1.
Science and Technology - Cycle Two: To propose
explanations for or solutions to scientific or
technological problems.
KEY FEATURES / END OF CYCLE
OUTCOMES / OBJECTIVE
1.1.
To identify a problem or define a set of problems
KEY FEATURES / END OF CYCLE
OUTCOMES / OBJECTIVE
1.2.
To use a variety of exploration strategies
KEY FEATURES / END OF CYCLE
OUTCOMES / OBJECTIVE
1.3.
To assess his/her approach
KEY FEATURES / END OF CYCLE
OUTCOMES / OBJECTIVE
1.4.
By the end of Cycle Two, the students explore
problems that require relatively simple and concrete
approaches and strategies.
Grade: 4
COMPETENCY / COURSE
QC.1.
Science and Technology - Cycle Two: To propose
explanations for or solutions to scientific or
technological problems.
KEY FEATURES / END OF CYCLE
OUTCOMES / OBJECTIVE
1.1.
To identify a problem or define a set of problems
KEY FEATURES / END OF CYCLE
OUTCOMES / OBJECTIVE
1.2.
To use a variety of exploration strategies
KEY FEATURES / END OF CYCLE
OUTCOMES / OBJECTIVE
1.3.
To assess his/her approach
KEY FEATURES / END OF CYCLE
OUTCOMES / OBJECTIVE
1.4.
By the end of Cycle Two, the students explore
problems that require relatively simple and concrete
approaches and strategies.
Grade: 5
COMPETENCY / COURSE
QC.1.
Science and Technology - Cycle Three: To propose
explanations for or solutions to scientific or
technological problems.
KEY FEATURES / END OF CYCLE
OUTCOMES / OBJECTIVE
1.1.
To identify a problem or define a set of problems
KEY FEATURES / END OF CYCLE
OUTCOMES / OBJECTIVE
1.2.
To use a variety of exploration strategies
KEY FEATURES / END OF CYCLE
OUTCOMES / OBJECTIVE
1.3.
To assess his/her approach
KEY FEATURES / END OF CYCLE
OUTCOMES / OBJECTIVE
1.4.
By the end of Cycle Three, the students explore
problems requiring approaches and strategies that
are more complex and that may be somewhat more
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Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
abstract.
Grade: 6
COMPETENCY / COURSE
QC.1.
Science and Technology - Cycle Three: To propose
explanations for or solutions to scientific or
technological problems.
KEY FEATURES / END OF CYCLE
OUTCOMES / OBJECTIVE
1.1.
To identify a problem or define a set of problems
KEY FEATURES / END OF CYCLE
OUTCOMES / OBJECTIVE
1.2.
To use a variety of exploration strategies
KEY FEATURES / END OF CYCLE
OUTCOMES / OBJECTIVE
1.3.
To assess his/her approach
KEY FEATURES / END OF CYCLE
OUTCOMES / OBJECTIVE
1.4.
By the end of Cycle Three, the students explore
problems requiring approaches and strategies that
are more complex and that may be somewhat more
abstract.
Saskatchewan Standards
Science
Grade: 4 - Adopted 1990
GENERAL CURRICULUM OUTCOME /
STRAND
SK.3.
Core Unit: Fossils and Rocks: This unit combines the
Earth Science and Life Science broad fields. Students
will acquire an understanding of processes of rock
formation. In the unit, students should be able to
gain an understanding of how scientists make
inferences from indirect observations.
FOUNDATIONAL OBJECTIVE /
OUTCOME
3.1.
Provide evidence of the Earth's history.
FOUNDATIONAL OBJECTIVE /
OUTCOME
3.2.
Describe how fossils are formed.
South Carolina Academic Standards
Science
Grade: 3 - Adopted 2005
STANDARD / COURSE
SC.3-3.
KNOWLEDGE AND SKILLS / ESSENTIAL 3-3.3.
Earth's Materials and Changes: The student will
demonstrate an understanding of Earth's composition
and the changes that occur to the features of Earth's
surface. (Earth Science)
Recognize types of fossils (including molds, casts,
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47
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
QUESTION
and preserved parts of plants and animals).
South Dakota Content Standards
Science
Grade: 3 - Adopted 2005
GOAL/STRAND
SD.3.L.
Life Science: Students will describe structures and
attributes of living things, processes of life, and
interaction with each other and the environment.
INDICATOR/BENCHMARK
3.L.3.
Analyze how organisms are linked to one another and
the environment.
STANDARD
3.L.3.4.
Students are able to examine fossils and describe how they
provide evidence of change in organisms.
Tennessee Curriculum Standards
Science
Grade: 3 - Adopted 2007 (Revised 2009)
STRAND / STANDARD / COURSE
TN.T/E.
Technology and Engineering
CONCEPTUAL STRAND / GUIDING
QUESTION
CS.T/E.
Society benefits when engineers apply scientific
discoveries to design materials and processes that
develop into enabling technologies.
GUIDING QUESTION / LEARNING
EXPECTATION
GQ.T/E.
How do science concepts, engineering skills, and
applications of technology improve the quality of life?
LEARNING EXPECTATION
0307.T/E.
Checks for Understanding
INDICATOR
0307.T/E.3.
Determine criteria to evaluate the effectiveness of a
solution to a specified problem.
STRAND / STANDARD / COURSE
TN.9.
Physical Science: Matter
CONCEPTUAL STRAND / GUIDING
QUESTION
CS.9.
The composition and structure of matter is known,
and it behaves according to principles that are
generally understood.
GUIDING QUESTION / LEARNING
EXPECTATION
GQ.9.
How does the structure of matter influence its physical and
chemical behavior?
LEARNING EXPECTATION
0307.9.
Checks for Understanding
INDICATOR
0307.9.1.
Use physical properties to compare and contrast
substances.
Grade: 4 - Adopted 2007 (Revised 2009)
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48
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
STRAND / STANDARD / COURSE
TN.T/E.
Technology and Engineering
CONCEPTUAL STRAND / GUIDING
QUESTION
CS.T/E.
Society benefits when engineers apply scientific
discoveries to design materials and processes that
develop into enabling technologies.
GUIDING QUESTION / LEARNING
EXPECTATION
GQ.T/E.
How do science concepts, engineering skills, and
applications of technology improve the quality of life?
LEARNING EXPECTATION
0407.T/E.
Checks for Understanding
INDICATOR
0407.T/E.3.
Determine criteria to evaluate the effectiveness of a
solution to a specified problem.
Grade: 5 - Adopted 2007 (Revised 2009)
STRAND / STANDARD / COURSE
TN.T/E.
Technology and Engineering
CONCEPTUAL STRAND / GUIDING
QUESTION
CS.T/E.
Society benefits when engineers apply scientific
discoveries to design materials and processes that
develop into enabling technologies.
GUIDING QUESTION / LEARNING
EXPECTATION
GQ.T/E.
How do science concepts, engineering skills, and
applications of technology improve the quality of life?
LEARNING EXPECTATION
0507.T/E.
Checks for Understanding
INDICATOR
0507.T/E.3.
Determine criteria to evaluate the effectiveness of a
solution to a specified problem.
STRAND / STANDARD / COURSE
TN.5.
Life Science: Biodiversity and Change
CONCEPTUAL STRAND / GUIDING
QUESTION
CS.5.
A rich variety of complex organisms have developed
in response to a continually changing environment.
GUIDING QUESTION / LEARNING
EXPECTATION
GQ.5.
How does natural selection explain how organisms have
changed over time?
LEARNING EXPECTATION
0507.5.
Checks for Understanding
INDICATOR
0507.5.4.
Use fossil evidence to describe an environment from
the past.
STRAND / STANDARD / COURSE
TN.5.
Life Science: Biodiversity and Change
CONCEPTUAL STRAND / GUIDING
QUESTION
CS.5.
A rich variety of complex organisms have developed
in response to a continually changing environment.
GUIDING QUESTION / LEARNING
EXPECTATION
GQ.5.
How does natural selection explain how organisms have
changed over time?
LEARNING EXPECTATION
SPI.0507.5.
State Performance Indicators
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49
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
INDICATOR
SPI.0507.5.2. Explain how fossils provide information about the
past.
U.S. National Standards
Science
Grade: 3 - Adopted 1996
STRAND / ORGANIZATION
N.NSES.
National Science Education Standards (NSES)
STANDARD / BENCHMARK
NSES.D.
Earth and Space Science: As a result of the activities
in grades K-4, all students should develop an
understanding of
BENCHMARK / GRADE LEVEL
EXPECTATION
D.1.
PROPERTIES OF EARTH MATERIALS
GRADE LEVEL EXPECTATION
D.1.3.
Fossils provide evidence about the plants and
animals that lived long ago and the nature of the
environment at that time.
Grade: 4 - Adopted 1996
STRAND / ORGANIZATION
N.NSES.
National Science Education Standards (NSES)
STANDARD / BENCHMARK
NSES.D.
Earth and Space Science: As a result of the activities
in grades K-4, all students should develop an
understanding of
BENCHMARK / GRADE LEVEL
EXPECTATION
D.1.
PROPERTIES OF EARTH MATERIALS
GRADE LEVEL EXPECTATION
D.1.3.
Fossils provide evidence about the plants and
animals that lived long ago and the nature of the
environment at that time.
Utah State Core Curriculum
Science
Grade: 3 - Adopted 2002
STANDARD
UT.1.
Intended Learning Outcome: Use Science Process and
Thinking Skills.
OBJECTIVE
1.d.
Compare things and events.
Grade: 4 - Adopted 2002
STANDARD
UT.1.
Intended Learning Outcome: Use Science Process and
Thinking Skills.
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50
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
OBJECTIVE
1.d.
Compare things and events.
STANDARD
UT.III.
Students will understand the basic properties of
rocks, the processes involved in the formation of
soils, and the needs of plants provided by soil.
OBJECTIVE
III.3.
Observe the basic components of soil and relate the
components to plant growth.
INDICATOR
III.3.d.
Explain how plants may help control the erosion of soil.
INDICATOR
III.3.e.
Research and investigate ways to provide mineral nutrients
for plants to grow without soil (e.g., grow plants in wet
towels, grow plants in wet gravel, grow plants in water).
STANDARD
UT.IV.
Students will understand how fossils are formed,
where they may be found in Utah, and how they can
be used to make inferences.
OBJECTIVE
IV.1.
Describe Utah fossils and explain how they were
formed.
INDICATOR
IV.1.a.
Identify features of fossils that can be used to compare
them to living organisms that are familiar (e.g., shape, size
and structure of skeleton, patterns of leaves).
INDICATOR
IV.1.b.
Describe three ways fossils are formed in sedimentary rock
(i.e., preserved organisms, mineral replacement of
organisms, impressions or tracks).
INDICATOR
IV.1.c.
Research locations where fossils are found in Utah and
construct a simple fossil map.
STANDARD
UT.IV.
Students will understand how fossils are formed,
where they may be found in Utah, and how they can
be used to make inferences.
OBJECTIVE
IV.2.
Explain how fossils can be used to make inferences
about past life, climate, geology, and environments.
INDICATOR
IV.2.a.
Explain why fossils are usually found in sedimentary rock.
INDICATOR
IV.2.b.
Based on the fossils found in various locations, infer how
Utah environments have changed over time (e.g., trilobite
fossils indicate that Millard County was once covered by a
large shallow ocean; dinosaur fossils and coal indicate that
Emery and Uintah County were once tropical and swampy).
Grade: 5 - Adopted 2002
STANDARD
UT.1.
Intended Learning Outcome: Use Science Process and
Thinking Skills.
OBJECTIVE
1.d.
Compare things, processes, and events.
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51
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
STANDARD
UT.2.
Intended Learning Outcome: Manifest Scientific
Attitudes and Interests.
OBJECTIVE
2.f.
Accept and use scientific evidence to help resolve
ecological problems.
STANDARD
UT.3.
Intended Learning Outcome: Understand Science
Concepts and Principles.
OBJECTIVE
3.c.
Solve problems appropriate to grade level by
applying science principles and procedures.
STANDARD
UT.II.
Students will understand that volcanoes,
earthquakes, uplift, weathering, and erosion reshape
Earth's surface.
OBJECTIVE
II.2.
Explain how volcanoes, earthquakes, and uplift
affect Earth's surface.
INDICATOR
II.2.d.
Cite examples of how technology is used to predict
volcanoes and earthquakes.
STANDARD
UT.II.
Students will understand that volcanoes,
earthquakes, uplift, weathering, and erosion reshape
Earth's surface.
OBJECTIVE
II.3.
Relate the building up and breaking down of Earth's
surface over time to the various physical land
features.
INDICATOR
II.3.c.
Use a time line to identify the sequence and time required
for building and breaking down of geologic features on
Earth.
Grade: 6 - Adopted 2002
STANDARD
UT.1.
Intended Learning Outcome: Use Science Process and
Thinking Skills.
OBJECTIVE
1.a.
Observe simple objects, patterns, and events, and
report their observations.
OBJECTIVE
1.d.
Compare things, processes, and events.
STANDARD
UT.3.
Intended Learning Outcome: Understand Science
Concepts and Principles.
OBJECTIVE
3.b.
Distinguish between examples and non-examples of
concepts that have been taught.
OBJECTIVE
3.c.
Solve problems appropriate to grade level by
applying science principles and procedures.
STANDARD
UT.4.
Intended Learning Outcome: Communicate
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52
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
Effectively Using Science Language and Reasoning.
OBJECTIVE
4.b.
Describe or explain observations carefully and report
with pictures, sentences, and models.
Vermont Framework of Standards
Science
Grade: 3 - Adopted 2004
STANDARD / STRAND
VT.7.1.
Inquiry, Experimentation, and Theory: Scientific
Method: Students use scientific methods to describe,
investigate, and explain phenomena and raise
questions in order to: Generate alternative
explanations (hypotheses) based on observations and
prior knowledge; Design inquiry that allows these
explanations to be tested; Deduce the expected
results; Gather and analyze data to compare the
actual results to the expected outcomes; and Make
and communicate conclusions, generating new
questions raised by observations and readings.
ESSENTIAL KNOWLEDGE AND SKILL /
STANDARD
S3-4:7.
Representing Data and Analysis: Students
demonstrate their ability to explain data by:
GRADE LEVEL EXPECTATION /
KNOWLEDGE AND SKILL
7.2.
Identifying differences between proposed predictions and
experimental data.
Grade: 4 - Adopted 2004
STANDARD / STRAND
VT.7.1.
Inquiry, Experimentation, and Theory: Scientific
Method: Students use scientific methods to describe,
investigate, and explain phenomena and raise
questions in order to: Generate alternative
explanations (hypotheses) based on observations and
prior knowledge; Design inquiry that allows these
explanations to be tested; Deduce the expected
results; Gather and analyze data to compare the
actual results to the expected outcomes; and Make
and communicate conclusions, generating new
questions raised by observations and readings.
ESSENTIAL KNOWLEDGE AND SKILL /
STANDARD
S3-4:7.
Representing Data and Analysis: Students
demonstrate their ability to explain data by:
GRADE LEVEL EXPECTATION /
KNOWLEDGE AND SKILL
7.2.
Identifying differences between proposed predictions and
experimental data.
Grade: 5 - Adopted 2004
STANDARD / STRAND
VT.7.1.
Inquiry, Experimentation, and Theory: Scientific
Method: Students use scientific methods to describe,
investigate, and explain phenomena and raise
questions in order to: Generate alternative
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53
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
explanations (hypotheses) based on observations and
prior knowledge; Design inquiry that allows these
explanations to be tested; Deduce the expected
results; Gather and analyze data to compare the
actual results to the expected outcomes; and Make
and communicate conclusions, generating new
questions raised by observations and readings.
ESSENTIAL KNOWLEDGE AND SKILL /
STANDARD
S5-6:8.
Applying Results: Students demonstrate their ability
to apply results by:
GRADE LEVEL EXPECTATION /
KNOWLEDGE AND SKILL
8.1.
Explaining how experimental findings can be generalized to
other situations.
Grade: 6 - Adopted 2004
STANDARD / STRAND
VT.7.1.
Inquiry, Experimentation, and Theory: Scientific
Method: Students use scientific methods to describe,
investigate, and explain phenomena and raise
questions in order to: Generate alternative
explanations (hypotheses) based on observations and
prior knowledge; Design inquiry that allows these
explanations to be tested; Deduce the expected
results; Gather and analyze data to compare the
actual results to the expected outcomes; and Make
and communicate conclusions, generating new
questions raised by observations and readings.
ESSENTIAL KNOWLEDGE AND SKILL /
STANDARD
S5-6:8.
Applying Results: Students demonstrate their ability
to apply results by:
GRADE LEVEL EXPECTATION /
KNOWLEDGE AND SKILL
8.1.
Explaining how experimental findings can be generalized to
other situations.
Virginia 2012-2013 Standards of Learning
Science
Grade: 5 - Adopted 2010
SUBJECT AREA
VA.5.
CONTENT STRAND / COURSE
Virginia 2010 Science Standards of Learning
EARTH PATTERNS, CYCLES, AND CHANGE
STANDARD
5.7.
The student will investigate and understand how Earth's
surface is constantly changing. Key concepts include
INDICATOR
5.7.c)
Earth history and fossil evidence.
Virginia Standards of Learning
Science
Grade: 6 - Adopted 2003
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54
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
STRAND / TOPIC
VA.6.
Science
STANDARD / STRAND
6.1.
Scientific Investigation, Reasoning, and Logic: The
student will plan and conduct investigations in which
INDICATOR / STANDARD
6.1.a)
Observations are made involving fine discrimination
between similar objects and organisms;
INDICATOR / STANDARD
6.1.b)
A classification system is developed based on multiple
attributes;
Washington D.C. Learning Standards
Science
Grade: 3 - Adopted 2006
CONTENT STANDARD / STRAND /
DISCIPLINE
DC.3.1.
Scientific Thinking and Inquiry: Broad Concept:
Scientific progress is made by asking relevant
questions and conducting careful investigations. As a
basis for understanding this concept, and to address
the content in this grade, students should develop
their own questions and perform investigations.
Students:
STANDARD / ESSENTIAL SKILL
3.1.11.
Explain that one way to make sense of something is
to think of how it compares to something more
familiar (e.g., vibrations of an object in air such as a
tuning fork, a plucked string of a string instrument,
human vocal cords).
Grade: 5 - Adopted 2006
CONTENT STANDARD / STRAND /
DISCIPLINE
DC.5.9.
Life Science: Broad Concept: Adaptations in physical
structure or behavior may improve an organism's
chance for survival. As a basis for understanding this
concept, students:
STANDARD / ESSENTIAL SKILL
5.9.9.
Examine the information that fossils provide us about
living things that inhabited the Earth in the distant
past, and describe how they can be compared to one
another and to living organisms according to their
similarities and differences.
Grade: 6 - Adopted 2006
CONTENT STANDARD / STRAND /
DISCIPLINE
DC.6.8.
Plate Tectonics: Broad Concept: Plate tectonics
explain important features of the Earth's surface and
major geologic events. As the basis for understanding
this concept, students:
STANDARD / ESSENTIAL SKILL
6.8.12.
Explain how physical evidence, such as fossils and
surface features of glaciation, supports detailed
explanations of how Earth's surface has evolved over
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55
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
geologic time.
CONTENT STANDARD / STRAND /
DISCIPLINE
DC.6.9.
Earth and Life History: Broad Concept: Evidence
from rocks allows us to understand the evolution of
life on Earth. As the basis for understanding this
concept, students:
STANDARD / ESSENTIAL SKILL
6.9.6.
Recognize that evidence from geologic layers and
radioactive dating indicates that Earth is
approximately 4.6 billion years old and life on this
planet has existed for more than 3 billion years.
STANDARD / ESSENTIAL SKILL
6.9.7.
Observe and explain that fossils provide evidence of
how life and environmental conditions have changed.
Washington Essential Academic Learning Requirements (EALR)
Science
Grade: 4 - Adopted 2009
EALR
WA.3.
Application (APP)
BIG IDEA / CORE CONTENT
4-5.APP.
Different Technologies: In earlier grades, students
learned to design a solution to a simple problem,
using an elementary version of the technological
design process. In grades 4-5, students learn to
distinguish between science and technology and to
work individually and collaboratively to produce a
product of their own design. They learn that people
in different cultures use different materials and
technologies to meet their same daily needs. They
also increase their understanding of tools, and
materials. Students also develop their abilities to
define problems that can be solved by modifying or
inventing technologies, to create and evaluate their
designs and the designs of others, and to
communicate what they learned. These capabilities
help students understand the value of science and
technology to meet human needs, and provide them
with valuable skills for everyday life.
CORE CONTENT / CONTENT
STANDARD
4-5.APPC.
Students know that problems of moderate complexity can
be solved using the technological design process. This
process begins by defining and researching the problem to
be solved.
CONTENT STANDARD / PERFORMANCE 4-5.APPC.2.
EXPECTATION
Students are expected to research the problem to
better understand the need and to see how others
have solved similar problems.
EALR
WA.3.
Application (APP)
BIG IDEA / CORE CONTENT
4-5.APP.
Different Technologies: In earlier grades, students
learned to design a solution to a simple problem,
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56
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
using an elementary version of the technological
design process. In grades 4-5, students learn to
distinguish between science and technology and to
work individually and collaboratively to produce a
product of their own design. They learn that people
in different cultures use different materials and
technologies to meet their same daily needs. They
also increase their understanding of tools, and
materials. Students also develop their abilities to
define problems that can be solved by modifying or
inventing technologies, to create and evaluate their
designs and the designs of others, and to
communicate what they learned. These capabilities
help students understand the value of science and
technology to meet human needs, and provide them
with valuable skills for everyday life.
CORE CONTENT / CONTENT
STANDARD
4-5.APPD.
CONTENT STANDARD / PERFORMANCE 4-5.APPD.1.
EXPECTATION
Students know that scientists and engineers often work in
teams with other individuals to generate different ideas for
solving a problem.
Students are expected to work with other students
to generate possible solutions to a problem, and
agree on the most promising solution based on how
well each different idea meets the criteria for a
successful solution.
Grade: 5 - Adopted 2009
EALR
WA.3.
Application (APP)
BIG IDEA / CORE CONTENT
4-5.APP.
Different Technologies: In earlier grades, students
learned to design a solution to a simple problem,
using an elementary version of the technological
design process. In grades 4-5, students learn to
distinguish between science and technology and to
work individually and collaboratively to produce a
product of their own design. They learn that people
in different cultures use different materials and
technologies to meet their same daily needs. They
also increase their understanding of tools, and
materials. Students also develop their abilities to
define problems that can be solved by modifying or
inventing technologies, to create and evaluate their
designs and the designs of others, and to
communicate what they learned. These capabilities
help students understand the value of science and
technology to meet human needs, and provide them
with valuable skills for everyday life.
CORE CONTENT / CONTENT
STANDARD
4-5.APPC.
Students know that problems of moderate complexity can
be solved using the technological design process. This
process begins by defining and researching the problem to
be solved.
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57
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
CONTENT STANDARD / PERFORMANCE 4-5.APPC.2.
EXPECTATION
Students are expected to research the problem to
better understand the need and to see how others
have solved similar problems.
EALR
WA.3.
Application (APP)
BIG IDEA / CORE CONTENT
4-5.APP.
Different Technologies: In earlier grades, students
learned to design a solution to a simple problem,
using an elementary version of the technological
design process. In grades 4-5, students learn to
distinguish between science and technology and to
work individually and collaboratively to produce a
product of their own design. They learn that people
in different cultures use different materials and
technologies to meet their same daily needs. They
also increase their understanding of tools, and
materials. Students also develop their abilities to
define problems that can be solved by modifying or
inventing technologies, to create and evaluate their
designs and the designs of others, and to
communicate what they learned. These capabilities
help students understand the value of science and
technology to meet human needs, and provide them
with valuable skills for everyday life.
CORE CONTENT / CONTENT
STANDARD
4-5.APPD.
Students know that scientists and engineers often work in
teams with other individuals to generate different ideas for
solving a problem.
CONTENT STANDARD / PERFORMANCE 4-5.APPD.1.
EXPECTATION
Students are expected to work with other students
to generate possible solutions to a problem, and
agree on the most promising solution based on how
well each different idea meets the criteria for a
successful solution.
Grade: 6 - Adopted 2009
EALR
WA.3.
Application (APP)
BIG IDEA / CORE CONTENT
6-8.APP.
Science, Technology, and Solving Problems: In prior
grades, students learned to work individually and
collaboratively to produce a product of their own
design. In grades 6-8, students work with other
members of a team to apply the full process of
technological design, combined with relevant
science concepts, to solve problems. In doing so,
they learn to define a problem, conduct research on
how others have solved similar problems, generate
possible solutions, test the design, communicate the
results. Students also investigate professions in
which science and technology are required, so they
can learn how the abilities they are developing in
schools are valued in the world of work.
CORE CONTENT / CONTENT
6-8.APPD.
Students know that the process of technological design
begins by defining a problem, identifying criteria for a
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Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
STANDARD
successful solution, followed by research to better
understand the problem, and brainstorming potential
solutions.
CONTENT STANDARD / PERFORMANCE 6-8.APPD.2.
EXPECTATION
Students are expected to research how others have
solved similar problems.
EALR
WA.3.
Application (APP)
BIG IDEA / CORE CONTENT
6-8.APP.
Science, Technology, and Solving Problems: In prior
grades, students learned to work individually and
collaboratively to produce a product of their own
design. In grades 6-8, students work with other
members of a team to apply the full process of
technological design, combined with relevant
science concepts, to solve problems. In doing so,
they learn to define a problem, conduct research on
how others have solved similar problems, generate
possible solutions, test the design, communicate the
results. Students also investigate professions in
which science and technology are required, so they
can learn how the abilities they are developing in
schools are valued in the world of work.
CORE CONTENT / CONTENT
STANDARD
6-8.APPE.
Students know that scientists and engineers often work
together to generate creative solutions to problems and
decide which ones are most promising.
CONTENT STANDARD / PERFORMANCE 6-8.APPE.1.
EXPECTATION
Students are expected to collaborate with other
students to generate creative solutions to a problem,
and apply methods for making trade-offs to choose
the best solution.
West Virginia 21st Century Content Standards and Objectives
Science
Grade: 3 - Adopted 2009
CONTENT STANDARD / COURSE
WV.SC.S.3.3. Application of Science: Students will identify how
the parts of a system interact, recognize and use
models as representations of real things., observe
and identify patterns of change, consistency or
regularity within the environment, demonstrate the
ability to utilize technology to gather and organize
data to communicate designs, results and
conclusions, identify that a solution to a problem
often creates new problems, demonstrate the ability
to listen to, be tolerant of, and evaluate the impact
of different points of view on health, population,
resources and environmental practices while working
in collaborative groups.
CONTENT STANDARD / OBJECTIVE
SC.O.3.3.7.
Explain a simple problem and identify a specific
solution describing the use of tools and/or materials
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59
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
to solve the problem or to complete the task.
Grade: 4 - Adopted 2009
CONTENT STANDARD / COURSE
WV.SC.S.4.2. Content of Science: Students will demonstrate
knowledge, understanding and applications of
scientific facts, concepts, principles, theories, and
models as delineated in the objectives, demonstrate
an understanding of the interrelationships among
physics, chemistry, biology and the earth and space
sciences, apply knowledge, understanding and skills
of science subject matter/concepts to daily life
experiences.
CONTENT STANDARD / OBJECTIVE
SC.O.4.2.25. Examine the geologic time scale.
CONTENT STANDARD / COURSE
WV.SC.S.4.3. Application of Science: Students will identify how
the parts of a system interact, recognize and use
models as representations of real things, observe and
identify patterns of change, consistency or regularity
within the environment, demonstrate the ability to
utilize technology to gather and organize data to
communicate designs, results and conclusions,
identify that a solution to a problem often creates
new problems, demonstrate the ability to listen to,
be tolerant of, and evaluate the impact of different
points of view on health, population, resources and
environmental practices while working in
collaborative groups.
CONTENT STANDARD / OBJECTIVE
SC.O.4.3.6.
Identify and explain a simple problem or task to be
completed; identify a specific solution; and list task
requirements.
Grade: 6 - Adopted 2009
CONTENT STANDARD / COURSE
WV.SC.S.6.2. Content of Science: Students will demonstrate
knowledge, understanding and applications of
scientific facts, concepts, principles, theories and
models as delineated in the objectives, demonstrate
an understanding of the interrelationships among
physics, chemistry, biology and the earth and space
sciences, apply knowledge, understanding and skills
of science subject matter/concepts to daily life
experiences.
CONTENT STANDARD / OBJECTIVE
SC.O.6.2.26. Associate plant and animal life forms with specific
geologic time periods.
Wisconsin Model Academic Standards
Science
Grade: 5 - Adopted 1998
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60
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
CONTENT STANDARD
WI.E.
Earth and Space Science: Students in Wisconsin will
demonstrate an understanding of the structure and
systems of earth and other bodies in the universe
and of their interactions.
PERFORMANCE STANDARD
E.8.5.
Earth's History: Analyze the geologic and life history
of the earth, including change over time, using
various forms of scientific evidence.
CONTENT STANDARD
WI.H.
Science Applications: Students in Wisconsin will use
scientific information and skills to make decisions
about themselves, Wisconsin, and the world in which
they live.
PERFORMANCE STANDARD
H.8.2.
Present a scientific solution to a problem involving
the earth and space, life and environmental, or
physical sciences and participate in a consensusbuilding discussion to arrive at a group decision.
Grade: 6 - Adopted 1998
CONTENT STANDARD
WI.E.
Earth and Space Science: Students in Wisconsin will
demonstrate an understanding of the structure and
systems of earth and other bodies in the universe
and of their interactions.
PERFORMANCE STANDARD
E.8.5.
Earth's History: Analyze the geologic and life history
of the earth, including change over time, using
various forms of scientific evidence.
CONTENT STANDARD
WI.H.
Science Applications: Students in Wisconsin will use
scientific information and skills to make decisions
about themselves, Wisconsin, and the world in which
they live.
PERFORMANCE STANDARD
H.8.2.
Present a scientific solution to a problem involving
the earth and space, life and environmental, or
physical sciences and participate in a consensusbuilding discussion to arrive at a group decision.
Wyoming Academic Content Standards
Science
Grade: 5 - Adopted 2008
CONTENT STANDARD
WY1.
Concepts and Processes: In the context of unifying
concepts and processes, students develop an
understanding of scientific content through inquiry.
Science is a dynamic process; concepts and content
are best learned through inquiry and investigation.
Concepts in Life Systems, Earth and Space Systems,
and Physical Systems are taught within the context
of the following Unifying Concepts and Processes of
Science: Systems, classification, order and
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61
Fossil Fever:
Curriculum Correlations
Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes,
PowerKids Life Science provides comprehensive curricular support. To see how Fossil Fever is correlated to your standards or
learning outcomes, please find your state or province below. States and provinces are listed alphabetically.
organization; Evidence, models, and explanations;
Change, constancy, and measurement; Evolution and
equilibrium and Form and function
BENCHMARK
SC8.1.9.
Earth and Space Systems: The Earth's History:
Students systematize the Earth's history in terms of
geologic evidence, comparing past and present Earth
processes and identifying catastrophic events and
fossil evidence.
Grade: 6 - Adopted 2008
CONTENT STANDARD
WY1.
Concepts and Processes: In the context of unifying
concepts and processes, students develop an
understanding of scientific content through inquiry.
Science is a dynamic process; concepts and content
are best learned through inquiry and investigation.
Concepts in Life Systems, Earth and Space Systems,
and Physical Systems are taught within the context
of the following Unifying Concepts and Processes of
Science: Systems, classification, order and
organization; Evidence, models, and explanations;
Change, constancy, and measurement; Evolution and
equilibrium and Form and function
BENCHMARK
SC8.1.9.
Earth and Space Systems: The Earth's History:
Students systematize the Earth's history in terms of
geologic evidence, comparing past and present Earth
processes and identifying catastrophic events and
fossil evidence.
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