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Hydromania's Ecology Unit
and Washington's Essential Academic Learning Requirements

The following chart travels through the Ecology Unit, tying it to the Washington Essential Academic Learning Requirements 2000 (this will link you to the State of Washington's Education Reform website) that are addressed by that unit. Sometimes only parts of a particular benchmark will be applicable to a Hydromania unit, but we thought it best to cite the entire benchmark for easier reference to these state goals. Please note also that because a lesson can be taught and expanded on at many levels of thoroughness, benchmarks were included assuming the most thorough coverage of the topic. Therefore, each teacher will want to review the listed benchmarks in order to see for her/himself which ones are in agreement with their plans. Hopefully you will find this to be a helpful and timesaving tool as you help students rise to the challenge of meeting these goals.

Curriculum Topic Essential Academic Learning Requirement Subtopic (if applicable)/
Grade 4 and 7 Benchmarks
Topic XIV:
Ecology 		Science:
The student understands and uses scientific concepts and principles.
To meet this standard, the student will use properties to identify, describe, and categorize substances, materials, and objects, and use characteristics to categorize living things.		 Earth/Space Science: Nature and properties of earth materials:
  • Grade 4:
    > observe and examine physical properties of earth materials such as rocks and soil, water (as liquid, solid, and vapor) and the gases of the atmosphere.
Life science: Basis of biological diversity:
  • Grade 4:
    > distinguish living organisms from nonliving objects, and use characteristics to sort common organisms into plant and animal groups.
  • Grade 7:
    > categorize plants and animals into groups according to how they accomplish life processes and by similarities and differences in external and internal structures.
Science:
The student understands and uses scientific concepts and principles.
To meet this standard, the student will recognize the components, structure, and organization of systems and the interconnections within and among them.		 Systems:
  • Grade 4:
    > identify the parts of a system, how the parts go together, and how they depend on each other.
  • Grade 7:
    > describe how the parts of a system interact and influence each other.
Physical Science: Energy sources and kinds:
  • Grade 4:
    > understand that energy keeps things running and comes in many forms.
  • Grade 7:
    > understand that energy is a property of substances and systems and comes in many forms, including stored energy, energy of motion, and heat energy such as heat, light electrical, mechanical, sound, nuclear, and chemical.
Physical Science: Energy transfer and transformation:
  • Grade 4:
    > know that energy can be transferred between various forms.
  • Grade 7:
    > determine factors that affect rate and amount of energy transfer; associate a decrease in one form of energy with an increase in another.
Physical Science: Physical/chemical changes:
  • Grade 4:
    > know that matter can undergo changes of state such as evaporation, condensation, or freezing and thawing.
  • Grade 7:
    > understand physical and chemical changes at the particle level, and know that matter is conserved.
Life Science: Structure and organization of living systems:
  • Grade 4:
    > know that living things are composed of parts made of cells.
  • Grade 7:
    > know that specialized cells within multicellular organisms form different kinds of tissues, organs, and organ systems to carry out life functions.
Life Science: Molecular basis of heredity:
  • Grade 4:
    > describe the life cycles of plants and animals, and recognize the differences between inherited and acquired characteristics.
  • Grade 7:
    > understand that all living things reproduce and pass on genetic information, and that an organism's characteristics are determined by both genetic and environmental influences.
Science:
The student understands and uses scientific concepts and principles.
To meet this standard, the student will understand how interactions within and among systems cause changes in matter and energy.		 Physical Science: Nature of forces:
  • Grade 4:
    > describe forces in terms of strength and direction.
  • Grade 7:
    > know the factors that determine the strength of the various forces.
Physical Science: Forces to explain motion:
  • Grade 4:
    > investigate and recognize factors which determine the effects of a push or pull on the motion of objects.
  • Grade 7:
    > understand the effects of balanced and unbalanced forces on the motion of objects along a straight line.
Earth/Space Science: Hydrosphere/atmosphere:
  • Grade 7:
    > relate global atmospheric movement and the formation of ocean currents to weather and climate.
Science:
The student understands and uses scientific concepts and principles.
To meet this standard, the student will understand how interactions within and among systems cause changes in matter and energy.		 Life Science: Life processes and the flow of matter and energy:
  • Grade 4:
    > recognize that living things need constant energy supplied from food or light and that, in ecosystems, substances such as air, water, nutrients, and the chemicals in food are continually recycled.
  • Grade 7:
    > understand that individual organisms use matter and energy for life processes, and the mechanisms accomplishing these processes are complex, integrated, and regulated.
Life Science: Biological evolution:
  • Grade 4:
    > know that fossil records show patterns of structural change in organisms over time.
  • Grade 7:
    > describe how biological evolution accounts for species diversity, adaptation, natural selection, extinction, and change in organisms over time.
Life Science: Interdependence of life:
  • Grade 4:
    > describe how an organism's behavior and ability to survive is influenced by its environment, other life forms, and availability of food and/or other resources.
  • Grade 7:
    > explain how organisms interact with their environment and with other organisms to acquire energy, cycle matter, influence behavior, and establish competitive or mutually beneficial relationships.
Life Science: Environmental and resource issues:
  • Grade 4:
    > know humans and other living things depend on the natural environment, and can cause changes in their environment that affect their ability to survive.
  • Grade 7:
    > explain how human societies use of natural resources affects quality of life and the health of ecosystems.
Science:
The student knows and applies the skills and processes of science and technology.
To meet this standard, the student will develop abilities necessary to do scientific inquiry.		 Questioning:
  • Grade 4:
    > ask questions about objects, organisms, and events in the environment.
  • Grade 7:
    > generate questions that can be answered through scientific investigations.
Designing and conducting investigations:
  • Grade 4:
    > plan and conduct simple investigations, using appropriate tools, measures, and safety rules.
  • Grade 7:
    > design, conduct, and evaluate scientific investigations, using appropriate equipment, mathematics, and safety procedures.
Explanation:
  • Grade 4:
    > use data to construct reasonable explanations.
  • Grade 7:
    > use evidence from scientific investigations to think critically and logically to develop descriptions, explanations, and predictions.
Modeling:
  • Grade 4:
    > model objects, events, or processes by representing them with concrete objects, metaphors, analogies, or other conceptual or physical constructs.
  • Grade 7:
    > correlate models of the behavior of objects, events, or processes to the behavior of the actual things; test models by predicting and observing actual behaviors or processes.
Communication:
  • Grade 4:
    > record and report observations, explanations, and conclusions using oral, written, and mathematical expression.
  • Grade 7:
    > communicate scientific procedures, investigations, and explanations orally, in writing, with computer-based technology, and in the language of mathematics.
Science:
The student knows and applies the skills and processes of science and technology.
To meet this standard, the student will apply science knowledge and skills to solve problems or meet challenges.		 Identifying problems:
  • Grade 4:
    > identify problems found in familiar contexts in which science/technology can be or has been used to design solutions.
  • Grade 7:
    > identify and examine common, everyday challenges or problems in which science/technology can be or has been used to design solutions.
Designing and testing solutions:
  • Grade 4:
    > propose, design, and test a solution to a problem.
  • Grade 7:
    > identify, design, and test alternative solutions to a challenge or problem.
Evaluating potential solutions:
  • Grade 4:
    > evaluate how well a design or a product solves a problem.
  • Grade 7:
    > compare and contrast multiple solutions to a problem or challenge.
Science:
The student understands the nature and contexts of science and technology.
To meet this standard, the student will understand the nature of scientific inquiry.		 Intellectual honesty:
  • Grade 4:
    > understand that all scientific observations should be reported accurately even when they contradict expectations.
  • Grade 7:
    > understand the operational and ethical traditions of science and technology such as skepticism, cooperation, intellectual honesty, and proprietary discovery.
Limitations of science and technology:
  • Grade 4:
    > distinguish between questions that can be answered with science and technology and those that cannot.
  • Grade 7:
    > understand that scientific investigation is limited to the natural world.
Dealing with inconsistencies:
  • Grade 4:
    > explain why similar investigations may not produce similar results.
  • Grade 7:
    > provide more than one explanation for events or phenomena; defend or refute the explanations using evidence.
Evaluating methods of investigation:
  • Grade 4:
    > recognize that results of scientific investigations can come from expected and unexpected sources.
  • Grade 7:
    > describe how methods of investigation relate to the validity of scientific experiments, observations, theoretical models, and explanation.
Evolution of scientific ideas:
  • Grade 4:
    > know that ideas in science change as new scientific thinking, theories, and evidence arise.
  • Grade 7:
    > explain how scientific theory, hypothesis generation, experimentation, and observation are interrelated and may lead to changing ideas.
Science:
The student knows and applies the skills and processes of science and technology.
To meet this standard, the student will know that science and technology are human endeavors, interrelated to each other, to society, and to the workplace.		 All people contribute to science and technology:
  • Grade 4:
    > know that science and technology have been practiced by all peoples throughout history.
  • Grade 7:
    > know that science and technology have been developed, used, and affected by many diverse individuals, cultures, and societies throughout human history.
Relationship of science and technology:
  • Grade 4:
    > recognize that people have invented tools for everyday life and for scientific investigations.
  • Grade 7:
    > compare and contrast scientific inquiry and technological design in terms of activities, results, and influence on individuals and society; know that science enables technology and vice versa.
Careers and occupations using science, mathematics, and technology:
  • Grade 4:
    > identify the knowledge and skills of science, mathematics, and technology used in common occupations.
  • Grade 7:
    > investigate the use of science, mathematics, and technology within occupational/career areas of interest.
Art:
The student understands and applies art knowledge and skills.
To meet this standard, the student will develop arts skills and techniques.
  • Grade 4:
    > identify and use basic art skills and techniques.
  • Grade 7:
    > develop arts skills and techniques.
Art:
The student communicates through the arts.
To meet this standard, the student will use the arts to express and present ideas and feelings.
  • Grade 4:
    > express personal feelings and ideas through the arts.
  • Grade 7:
    > express ideas and feelings using artistic symbols in a variety of styles and forms.
Civics:
The student understands and can explain the core values and principles of the U. S. democracy as set forth in foundational documents, including the Declaration of Independence and the Constitution.
To meet this standard, the student will examine key ideals of the U. S. democracy.
  • Grade 4:
    > identify key democratic ideals of the U. S. government such as equal representation, liberty, and justice.
    > identify the traits of responsible citizenship and explain how they contribute to the democratic ideal.
  • Grade 7:
    > explain key ideals of the United States' democratic form of government such as individual human dignity, liberty, justice, equality, and rule of law and discuss their application in specific situations.
    > identify efforts to reduce differences between democratic ideals and realities.
Civics:
The student understands and can explain the core values and principles of the U. S. democracy as set forth in foundational documents, including the Declaration of Independence and the Constitution.
To meet this standard, the student will examine representative government and citizen participation.
  • Grade 4:
    > describe various ways that responsible citizens participate in a democratic government; identify examples of rights and responsibilities of citizenship.
  • Grade 7:
    > explain how U. S. citizens govern through representative government and empower representatives to make, interpret, and enforce laws to carry out public policy.
Civics:
The student analyzes the purposes and organization of governments and laws.
To meet this standard, the student will understand and explain the organization of U. S. government.
  • Grade 4:
    > describe government in terms of people and groups who have the right to make, apply, and enforce rules and laws.
    > distinguish between local, state, and national government and identify representatives from each.
  • Grade 7:
    > describe how the U. S. government derives its power from the consent of the governed.
    > describe the structure of the U. S. government (legislative, executive, and judicial branches; federal, state, and local levels; and political parties).
Civics:
The student analyzes the purposes and organization of governments and laws.
To meet this standard, the student will understand the function and effect of law.
  • Grade 4:
    > explain the purpose of rules and laws, for example, the purpose of classroom rules and family rules.
  • Grade 7:
    > distinguish among making, enforcing, and interpreting laws.
Civics:
The students understands the purposes and organization of international relationships and how U. S. foreign policy is made.
To meet this standard, the student will understand how the world is organized politically and how nations interact.
  • Grade 7:
    > describe and explain how national interests affect international relations.
Civics:
The students understands the purposes and organization of international relationships and how U. S. foreign policy is made.
To meet this standard, the student will recognize factors and roles that affect the development of foreign policy.
  • Grade 4:
    > give examples of conflict, cooperation, and interdependence among individuals, groups, and nations.
  • Grade 7:
    > identify factors that influence foreign policy such as trade, use of technology, and well-being of people.
    > identify and describe the roles of international and multinational organizations in foreign policy.
Civics:
The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.
To meet this standard, the student will understand individual rights and their accompanying responsibilities.
  • Grade 4:
    > identify individual rights and the responsibilities they imply, for example, classroom rules, family obligations, traffic safety, and voting.
    > explain why democracy requires citizens to exercise their own rights and to respect the rights of others, for example, playground rules, common courtesy, and sharing.
  • Grade 7:
    > explain how responsibility to the common good might conflict with the exercise of individual rights, for example, freedom of expression or private property rights.
    > examine why democracy requires government to protect the rights of citizens and to promote the common good.
Civics:
The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.
To meet this standard, the student will identify and demonstrate rights of U. S. citizenship.
  • Grade 4:
    > participate in civic discussion pertaining to public issues at school and in the local community such as running for school office or voting in school elections.
    > explain the important characteristics of U. S. citizenship including the right and responsibility of voting.
  • Grade 7:
    > participate in civic discussions with the aim of solving problems such as curfews, timber policies, or foreign aid.
    > discuss how voting in a represenative democracy is a privilege and a responsibility.
Civics:
The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.
To meet this standard, the student will explain how citizen participation influences public policy.
  • Grade 4:
    > describe how one person can make a difference in school or the local community, for example, by holding school office or leading a food drive.
  • Grade 7:
    > analyze the influence of a diversity of public opinion on the development of public policy and decision-making.
Economics:
The student understands basic economic concepts and analyzes the effect of economic systems on individuals, groups, and society.
To meet this standard, the student will comprehend key economic concepts and economic systems.
  • Grade 4:
    > give examples that show how scarcity and choice govern our economic decisions.
    > distinguish between needs and wants.
  • Grade 7:
    > give and explain examples of ways that economic systems structure choices about how goods and services are to be produced and distributed.
    > describe the role that supply, demand, prices, incentives, and profits play in determining what is produced and distributed in a competitve market system.
Geography:
The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface.
To meet this standard, the student will use and construct maps, charts, and other resources.
  • Grade 4:
    > examine a variety of maps to describe basic mapping elements, for example, title, legend, direction, and grid.
  • Grade 7:
    > use maps, globes, and other geographic tools including various map projections, satellite imagery, and GIS data to interpret information from a spatial perspective.
    > use data and a variety of symbols and colors to create thematic maps and graphs, for example, patterns of population, economic features, rainfall, or vegetation.
Geography:
The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface.
To meet this standard, the student will recognize spatial patterns on Earth's surface and understand the processes that create these patterns.
  • Grade 4:
    > locate places, major physical features, and human spatial patterns such as states, cities, rivers, and population distribution using maps, globes, and other sources.
  • Grade 7:
    > analyze how human spatial patterns emerge from natural processes and human activities, for example, tectonic forces, climate, farming, air pollution, or housing development.
Geography:
The student understands the complex physical and human characteristics of places and regions.
To meet this standard, the student will describe the natural characteristics of places and regions.
  • Grade 4:
    > observe and describe the physical characteristics of the local area and Washington State such as land-forms, bodies of water, and vegetation.
  • Grade 7:
    > use observation, maps, and other tools to identify and compare the physical characteristics of places and regions such as wildlife, climate, natural hazards, and waterways.
Geography:
The student observes and analyzes the interaction between people, the environment, and culture.
To meet this standard, the student will identify and examine people's interaction with and impact on the environment.
  • Grade 4:
    > identify choices individuals have in how they interact with the environment, for example, recycling, product choice, and recreation.
    > describe how individual behaviors alter the environment and how the environment influences the individual.
  • Grade 7:
    > analyze the different ways people use the environment, the consequences of use, and possible alternatives.
    > explain how the actions and interactions of human societies affect and are affected by the environment.
Geography:
The student observes and analyzes the interaction between people, the environment, and culture.
To meet this standard, the student will analyze how the environment and environmental changes affect people.
  • Grade 4:
    > describe how differing environments provide varying opportunities and limits for human activity.
    > describe how people adapt to their environment to meet basic human needs and concerns such as shelter, food, and use of energy.
  • Grade 7:
    > explain how the physical environment impacts how and where people live and work.
    > examine how technology can affect people's interaction with the environment.
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