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NS.5-8.1 Science as Inquiry
As a result of activities in grades 5-8, all students should develop
Abilities necessary to do scientific inquiry
Understandings about scientific inquiry
NS.5-8.3 Life Science
As a result of activities in grades 5-8, all students should develop an understanding of
Structure and function in living systems
Reproduction and heredity
Regulation and behavior
Population and ecosystems
NS.5-8.5 Science and Technology
As a result of activities in grades 5-8, all students should develop
Abilities of technological design
Understandings about science and technology
NS.5-8.6 Personal and Social Perspectives
As a result of activities in grades 5-8, all students should develop an understanding of
• Populations, resources, and environments
• Natural hazards
• Science and technology in society
NS.5-8.7 History and Nature of Science
As a result of activities in grades 5-8, all students should develop an understanding of
• Science as a human endeavor
• Nature of science
• History of science |
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NM-DATA.6-8.1
Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer
• Formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population;
• Select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatter plots.
NM-DATA.6-8.2
Select and use appropriate statistical methods to analyze data
• Discuss and understand the correspondence between data sets and their graphical representations, especially histograms, stem-and-leaf plots, box plots, and scatterplots.
NM-DATA.6-8.3
Develop and evaluate inferences and predictions that are based on data
• Use observations about differences between two or more samples to make conjectures about the populations from which the samples were taken;
Make conjectures about possible relationships between two characteristics of a sample on the basis of scatterplots of the data and approximate lines of fit.
Instructional programs from pre-kindergarten through grade 12 should enable all students to
NM-PROB.CONN.PK-12.1 Recognize and use connections among mathematical ideas.
NM-PROB.CONN.PK-12.3 Recognize and apply mathematics in contexts outside of mathematics
Instructional programs from pre-kindergarten through grades 12 should enable all students to
NM-PROB.REP.PK-12.1 Create and use representations to organize, record, and communicate mathematical ideas.
NM-PROB.REP.PK-12.2 Select, apply, and translate among mathematical representations to solve problems.
NM-PROB.REP.PK-12.3 Use representations to model and interpret physical, social, and mathematical phenomena.
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NT.K-12.1 Basic Operations and Concepts
• Students demonstrate a sound understanding of the nature and operation of technology systems.
• Students are proficient in the use of technology.
NT.K-12.2 Social, Ethical, and Human Issues
• Students practice responsible use of technology systems, information,
and software.
• Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
NT.K-12.3 Technology Productivity Tools
• Students use technology tools to enhance learning, increase productivity, and promote creativity.
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
NT.K-12.4 Technology Communication Tools
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
NT.K-12.5 Technology Research Skills
• Students use technology to locate, evaluate, and collect information from a variety of sources.
• Students use technology tools to process data and report results.
• Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. |
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NA-T.5-8.2 Acting by Developing Basic Acting Skills to Portray Characters who Interact in Improvised and Scripted Scenes
Students analyze descriptions, dialogue, and actions to discover, articulate, and justify character motivation and invent character behaviors based on the character behaviors based on the observation of interactions, ethical choices, and emotional responses of people
Students demonstrate acting skills (such as sensory recall concentration, breath control, diction, body alignment, control of isolated body parts) to develop characterizations that suggest artistic choices
Students in an ensemble, interact as the invented characters
NA-T.5-8.5 Researching by Using Cultural and Historical Information to Support Improvised and Scripted Scenes
Students apply research from print and non-print sources to script writing, acting, design, and directing choices
NA-VA.5-8.2 Using Knowledge of Structure and Functions
• Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work.
• Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas.
• Students select and use the qualities of structures and functions of art to improve communication of their ideas.
NA-VA.5-8.3 Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas
Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks.
NA-VA.5-8.6-Making Connections between Visual Arts and Other Disciplines
• Students describe ways in which the principles and subject matter of other disciplines taught in school are interrelated with the visual arts. |
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NL-ENG.K-12.1—Reading for Perspective
Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
NL-ENG.K-12.3—Evaluation Strategies
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
NL-ENG.K-12.4—Communication Skills
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
NL-ENG.K-12.5—Communication Strategies
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
NL-ENG.K-12.6—Applying Knowledge
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
NL-ENG.K-12.7—Evaluating Data
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
NL-ENG.K-12.8—Developing Research Skills
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
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NSS-USH.5-12ERA4—Expansion and Reform (1801-1861)
Understands how the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led towards regional tensions |
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| Funding for this trip was provided by Canon U.S.A., Inc., through The Yellowstone Park Foundation. |
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| Web server services are funded through generous grants to The Yellowstone Park Foundation. |
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