Standards addressed for Extreme Makeover: H2O Edition

Science:

3rd grade:

3a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction.

3b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.

3d. Students know when the environment changes, some plants and animals survive and animals survive and reproduce; others die or move to new locations.

Investigation and Experimentation:

Investigation and Experimentation

Shaping Earth's Surface 2. Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept:

a. Students know water running downhill is the dominant process in shaping the landscape, including California's landscape.

b. Students kno

Investigation and Experimentation

1.3 Summarize and display the results of probability experiments in a clear and organized way (e.g., use a bar graph or a line plot)

1.4 Use the results of probability experiments to predict future events (e.g., use a line plot to predict the temperature forecast for the next day).

1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing pattern

3.1 Evaluate the reasonableness of the solution in the context of the original situation.

3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.

3.3 Develop generalizations of the results obtained and apply them in other circumstances.

Statistics, Data Analysis, and Probability 1.0 Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings: 1.1 Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts.

1.2 Identify the mode(s) for sets of categorical data and the mode(s), median, and any apparent outliers for numerical data sets.

1.3 Interpret one-and two-variable data graphs to answer questions about a situation.

Mathematical Reasoning 1.0 Students make decisions about how to approach problems: 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

2.0 Students use strategies, skills, and concepts in finding solutions: 2.1 Use estimation to verify the reasonableness of calculated results.

2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

2.5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.

2.6 Make precise calculations and check the validity of the results from the context of the problem.

3.0 Students move beyond a particular problem by generalizing to other situations: 3.1 Evaluate the reasonableness of the solution in the context of the original situation.

3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.

3.3 Develop generalizations of the results obtained and apply them in other circumstances.

Statistics, Data Analysis, and Probability 1.0 Students display, analyze, compare, and interpret different data sets, including data sets of different sizes: 1.1 Know the concepts of mean, median, and mode; compute and compare simple examples to show that they may differ.

1.2 Organize and display single-variable data in appropriate graphs and representations (e.g., histogram, circle graphs) and explain which types of graphs are appropriate for various data sets.

1.3 Use fractions and percentages to compare data sets of different sizes.

Mathematical Reasoning

1.2 Determine when and how to break a problem into simpler parts.

2.0 Students use strategies, skills, and concepts in finding solutions:

2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

2.6 Make precise calculations and check the validity of the results from the context of the problem.

3.0 Students move beyond a particular problem by generalizing to other situations: 3.1 Evaluate the reasonableness of the solution in the context of the original situation.

3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.

3.3 Develop generalizations of the results obtained and apply them in other circumstances.

Statistics, Data Analysis, and Probability 1.0 Students compute and analyze statistical measurements for data sets: 1.1 Compute the range, mean, median, and mode of data sets.

1.3 Understand how the inclusion or exclusion of outliers affects measures of central tendency.

1.4 Know why a specific measure of central tendency (mean, median) provides the most useful information in a given context.

Mathematical Reasoning 1.0 Students make decisions about how to approach problems: 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns.

1.2 Formulate and justify mathematical conjectures based on a general description of the mathematical question or problem posed.

1.3 Determine when and how to break a problem into simpler parts.

2.0 Students use strategies, skills, and concepts in finding solutions: 2.1 Use estimation to verify the reasonableness of calculated results.

2.2 Apply strategies and results from simpler problems to more complex problems.

2.4 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

2.5 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

2.6 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.

2.7 Make precise calculations and check the validity of the results from the context of the problem.

3.0 Students move beyond a particular problem by generalizing to other situations: 3.1 Evaluate the reasonableness of the solution in the context of the original situation.

3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.

3.3 Develop generalizations of the results obtained and the strategies used and apply them in new problem situations.

2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.

1.1 Create a single paragraph:

a. Develop a topic sentence.

b. Include simple supporting facts and details.

1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence.

1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).

2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.

1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

1.2 Create multiple-paragraph compositions:

a. Provide an introductory paragraph.

b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph.

c. Include supporting paragraphs with simple facts, details, and explanations.

d. Conclude with a paragraph that summarizes the points.

e. Use correct indention.

1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).

1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.

1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive).

2.1 Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.

2.2 Analyze text that is organized in sequential or chronological order.

Students write clear, coherent, and focused essays. The writing exhibits the students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

1.2 Create multiple-paragraph expository compositions:

a. Establish a topic, important ideas, or events in sequence or chronological order.

b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought.

c. Offer a concluding paragraph that summarizes important ideas and details.

1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.

1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, a thesaurus, spell checks).

1.5 Use a thesaurus to identify alternative word choices and meanings

6th grade

2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.

1.0 Writing Strategies Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.

1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.

1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).

1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs.

2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution):

a. State the thesis or purpose.

b. Explain the situation.

c. Follow an organizational pattern appropriate to the type of composition.

d. Offer persuasive evidence to validate arguments and conclusions as needed.

Science:

3rd grade:

3a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction.

3b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.

3d. Students know when the environment changes, some plants and animals survive and animals survive and reproduce; others die or move to new locations.

*These standards relate to students studying the native plants that were to be placed in our garden and how these plants will attract local wildlife. Studying our unique environment, which is the chaparral, is addressed by these standards as well.*Investigation and Experimentation:

- Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
- Repeat observations to improve accuracy and know that the results of similar scientific investigations seldom turn out exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the observation.
- Differentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed.
- Use numerical data in describing and comparing objects, events, and measurements.
- Predict the outcome of a simple investigation and compare the result with the prediction.
- Collect data in an investigation and analyze those data to develop a logical conclusion.

- Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept:
- Students know ecosystems can be characterized by their living and nonliving components.
- Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.
- Waves, wind, water, and ice shape and reshape Earth's land surface. As a basis for understanding this concept:
- Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.

Investigation and Experimentation

- Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
- Differentiate observation from inference (interpretation) and know scientists’ explanations come partly from what they observe and partly from how they interpret their observations.
- Measure and estimate the weight, length, or volume of objects.
- Formulate and justify predictions based on cause-and-effect relationships.
- Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results.
- Construct and interpret graphs from measurements.

**5th grade standards:**- Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept:
- Students know most of Earth's water is present as salt water in the oceans, which cover most of Earth's surface.
- Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.
- Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.
- Students know that the amount of fresh water located in rivers, lakes, under-ground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water.
- Students know the origin of the water used by their local communities.

- Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
- Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.
- Develop a testable question.
- Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure.
- Identify the dependent and controlled variables in an investigation.
- Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment.
- Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.
- Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data.
- Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.
- Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.

**6th grade:**Shaping Earth's Surface 2. Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept:

a. Students know water running downhill is the dominant process in shaping the landscape, including California's landscape.

b. Students kno

*w*rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns.- Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept:

Investigation and Experimentation

- Develop a hypothesis.
- Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.
- Construct appropriate graphs from data and develop qualitative statements about the relationships between variables.
- Communicate the steps and results from an investigation in written reports and oral presentations.
- Recognize whether evidence is consistent with a proposed explanation.
- Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map.
- Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions).
- Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hill slope).

**Math Standards:****3rd grade:****Statistics, Data Analysis, and Probability****1.0 Students conduct simple probability experiments by determining the number of possible outcomes and make simple predictions:**1.3 Summarize and display the results of probability experiments in a clear and organized way (e.g., use a bar graph or a line plot)

1.4 Use the results of probability experiments to predict future events (e.g., use a line plot to predict the temperature forecast for the next day).

**Mathematical Reasoning****1.0 Students make decisions about how to approach problems:**1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing pattern

**3.0 Students move beyond a particular problem by generalizing to other situations:**3.1 Evaluate the reasonableness of the solution in the context of the original situation.

3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.

3.3 Develop generalizations of the results obtained and apply them in other circumstances.

**4th grade:**Statistics, Data Analysis, and Probability 1.0 Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings: 1.1 Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts.

1.2 Identify the mode(s) for sets of categorical data and the mode(s), median, and any apparent outliers for numerical data sets.

1.3 Interpret one-and two-variable data graphs to answer questions about a situation.

Mathematical Reasoning 1.0 Students make decisions about how to approach problems: 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

2.0 Students use strategies, skills, and concepts in finding solutions: 2.1 Use estimation to verify the reasonableness of calculated results.

2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

2.5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.

2.6 Make precise calculations and check the validity of the results from the context of the problem.

3.0 Students move beyond a particular problem by generalizing to other situations: 3.1 Evaluate the reasonableness of the solution in the context of the original situation.

3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.

3.3 Develop generalizations of the results obtained and apply them in other circumstances.

**5th grade:**Statistics, Data Analysis, and Probability 1.0 Students display, analyze, compare, and interpret different data sets, including data sets of different sizes: 1.1 Know the concepts of mean, median, and mode; compute and compare simple examples to show that they may differ.

1.2 Organize and display single-variable data in appropriate graphs and representations (e.g., histogram, circle graphs) and explain which types of graphs are appropriate for various data sets.

1.3 Use fractions and percentages to compare data sets of different sizes.

Mathematical Reasoning

**1.0 Students make decisions about how to approach problems:**1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.1.2 Determine when and how to break a problem into simpler parts.

2.0 Students use strategies, skills, and concepts in finding solutions:

2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

2.6 Make precise calculations and check the validity of the results from the context of the problem.

3.0 Students move beyond a particular problem by generalizing to other situations: 3.1 Evaluate the reasonableness of the solution in the context of the original situation.

3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.

3.3 Develop generalizations of the results obtained and apply them in other circumstances.

**6th grade:**Statistics, Data Analysis, and Probability 1.0 Students compute and analyze statistical measurements for data sets: 1.1 Compute the range, mean, median, and mode of data sets.

1.3 Understand how the inclusion or exclusion of outliers affects measures of central tendency.

1.4 Know why a specific measure of central tendency (mean, median) provides the most useful information in a given context.

Mathematical Reasoning 1.0 Students make decisions about how to approach problems: 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns.

1.2 Formulate and justify mathematical conjectures based on a general description of the mathematical question or problem posed.

1.3 Determine when and how to break a problem into simpler parts.

2.0 Students use strategies, skills, and concepts in finding solutions: 2.1 Use estimation to verify the reasonableness of calculated results.

2.2 Apply strategies and results from simpler problems to more complex problems.

2.4 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

2.5 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

2.6 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.

2.7 Make precise calculations and check the validity of the results from the context of the problem.

3.0 Students move beyond a particular problem by generalizing to other situations: 3.1 Evaluate the reasonableness of the solution in the context of the original situation.

3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.

3.3 Develop generalizations of the results obtained and the strategies used and apply them in new problem situations.

**English Language Arts:****3rd grade:***Structural Features of Informational Materials*2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.

*Organization and Focus*1.1 Create a single paragraph:

a. Develop a topic sentence.

b. Include simple supporting facts and details.

*Penmanship*1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence.

*Research*1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).

**4th grade:***Structural Features of Informational Materials*2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.

*Organization and Focus*1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

1.2 Create multiple-paragraph compositions:

a. Provide an introductory paragraph.

b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph.

c. Include supporting paragraphs with simple facts, details, and explanations.

d. Conclude with a paragraph that summarizes the points.

e. Use correct indention.

*Research and Technology*1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).

1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.

1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive).

**5th grade:***Structural Features of Informational Materials*2.1 Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.

2.2 Analyze text that is organized in sequential or chronological order.

**1.0 Writing Strategies**Students write clear, coherent, and focused essays. The writing exhibits the students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

*Organization and Focus*1.2 Create multiple-paragraph expository compositions:

a. Establish a topic, important ideas, or events in sequence or chronological order.

b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought.

c. Offer a concluding paragraph that summarizes important ideas and details.

*Research and Technology*1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.

1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, a thesaurus, spell checks).

1.5 Use a thesaurus to identify alternative word choices and meanings

6th grade

*Structural Features of Informational Materials*2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.

1.0 Writing Strategies Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

*Organization and Focus*1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.

*Research and Technology*1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.

1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).

*Evaluation and Revision*1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs.

2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution):

a. State the thesis or purpose.

b. Explain the situation.

c. Follow an organizational pattern appropriate to the type of composition.

d. Offer persuasive evidence to validate arguments and conclusions as needed.