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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 their activities in grades 5-8, all students should
develop understanding of
• Structure and function in living systems
• Reproduction and heredity
• Regulation and behavior
• Populations and ecosystems
• Diversity and adaptations of organisms
NS.5-8.5 Science and Technology
As a result of activities in grades 5-8, all students
should develop
• Abilities of technological design
NS.5-8.6 Personal and Social Perspectives
As a result of activities in grades 5-8, all students should develop understanding
• Populations, resources, and environments
• Natural hazards
• Risks and benefits
• 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 understanding of
• Science as a human endeavor
• Nature of science
• History of science
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NSS.G.K-12.1 The World in Spatial Terms
As a result of activities in grades K-12, all students should
• Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.
• Students intentionally take advanatge of
the qualities and characteristics of art media,
techniques, and processes to enhance communication
of their experiences and ideas.
NSS.G.K-12.6 The
Uses of Geography
As a result of activities in grades K-12, all
students should
• Understand how to apply geography to interpret
the past.
• Understand how to apply geography to interpret
the present and plan for the future.
NSS.USH.5-12.4
Expansion and Reform (1801-1861)
As a result of activities in grades K-12, all students
should
• Understands United States territorial expansion
between 1801 and 1861, and how it affected relations
with external powers and Native Americans. |
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NM-GEO6-8.1
Understand numbers, ways of representing numbers,
relationships among numbers and number systems
• Analyze characteristics and properties to
two- and three-dimensional geometric shapes and
develop mathematical arguments about geometric relationships
• Specify locations and describe spatial relationships
using coordinates geometry and other representational
systems
• Apply transformations and use symmetry to
analyze mathematical situations
• Use visualization, spatial reasoning, and
geometric modeling to solve problems
NM-DATA.6-8.1
Formulate questions that can be addressed with data
and collect, organize, and display relevant data
to answer
• 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 scatter plots
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 take
Instructional
programs from pre-kindergarten through grade 12
should enable all students to
• NM-PROB.PK-12.1: Build new mathematical
knowledge through problem solvin
Instructional
programs from pre-kindergarten through grade 12
should enable all students to
• NM-PROB.CONN.PK-12.2: Understand how
mathematical ideas interconnect and build on one
another to produce a coherent whole
Instructional
programs from pre-kindergarten through grade 12
should enable all students to
• NM-PROB.CONN.PK-12.3: Recognize and
apply mathematics in contexts outside of mathematics
Instructional
programs from pre-kindergarten through grade 12
should enable all students to
• NM-PROB.REB.PK-12.1: Create and use
representations to organize, record, and communicate
mathematical ideas
Instructional
programs from pre-kindergarten through grade 12
should enable all students to
• NM-PROB.REB.PK-12.3: Use representations
to model and interpret physical, social, and mathematical
phenomena |
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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-12.6 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 non-print 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-12.9 Multicultural Understanding
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
NL-ENG.K-12.12 Applying Language Skills
Students use spoken, written, and visual language
to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of information).
NL-ENG.K-12.12 Applying Language Skills
Students use spoken, written, and visual language
to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of information). |
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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 understand the ethical, cultural, and societal
issues related to technology.
• 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.
NT.K-12.6
Technology Problem-Solving and Decesion-Making Tools
• Students use technology resources for solving
problems and making informed decisions.
• Students employ technology in the development
of strategies for solving problems in the real world.
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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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