Biology Program Goals and Objectives
About the Biology Program
Grade Level: Kindergarten
All students will participate in the Barrier Island Ecology Course at the same time. Small groups of approximately twelve students together with a Sound to Sea instructor each start in a different habitat area and begin a rotation. This component introduces students to the five habitats (beach/ocean, maritime forest, freshwater pond, salt marsh, and sound/estuary), geological history, basic ecological concepts and general habitat study skills that are reinforced throughout the entire program. Sound to Sea instructors encourage exploration and present various ecological concepts (such as habitats, cycles, communities, populations, species, food webs, decomposition, etc.) as students discover concrete evidence that relates to that concept. As the groups explore each habitat, students observe the differences and make comparisons. The Habitat Study skills include: observation, measurement, data collection, and analysis and assessment of habitat conditions with respect to soil, air, water, wind, temperature, and human impact; and observation, identification, classification, mapping and representative sampling of species present within the habitat.
Grade Level: 1
|Main Curriculum Area: Science|
|Other Curriculum Area: Health Education
Primary Goals and Objectives:
These objectives will be covered during all Biology Program classes. Some objectives are more specific to one habitat than another, so if your schedule does not allow you to take all offered classes, or if there are particular objectives that you want to make sure we cover, please let us know what your specific needs are.
|Essential Standard K.H.1
||Understand change over time.|
K.H.1.1 Explain how people change over time (self and others).
K.H.1.2 Explain how seasons change over time.
K.H.1.2 Explain the impact of how life events bring change (a new sibling, moving to a new house, a new job, a new school, etc.).
|Essential Standard K.G.1
||Use geographic representations and terms to describe surroundings.|
K.G.1.1 Use maps to locate places in the classroom, school and home.
K.G.1.2 Use globes and maps to locate land and water features.
K.G.1.3 Identify physical features (mountains, hills, rivers, lakes, roads, etc.).
K.G.1.4 Identify locations in the classroom using positional words (near/far, left/right, above/beneath, etc.).
|Essential Standard K.G.2
||Understand the interaction between humans and the environment.|
K.G.2.1 Explain how people adapt to weather conditions.
K.G.2.2 Explain ways people use environmental resources to meet basic needs and wants (shelter, food, clothing, etc.).
|Essential Standard K.P.2
||Understand how objects are described based on their physical properties and how they are used|
K.P.2.1 Classify objects by observable physical properties (including size, color, shape, texture, weight and flexibility).
K.P.2.2 Compare the observable physical properties of different kinds of materials (clay, wood, cloth, paper, etc)
|Essential Standard K.E.1
||Understand change and observable patterns of weather that occur from day to day and throughout the year.|
K.E.1.1 Infer that change is something that happens to many things in the environment based on observations
|Essential Standard K.L.1
||Compare characteristics of animals that make them alike and different from other animals and nonliving things.|
K.L.1.1 Compare different types of the same animal (i.e. different types of dogs, different types of cats, etc.) to determine individual differences within a particular type of animal.
K.L.1.2 Compare characteristics of living and nonliving things in terms of their: • Structure • Growth • Changes • Movement • Basic needs
|Essential Standard K.MEH.1
||Remember the association of healthy expression of emotions, mental health, and healthy behavior.|
K.MEH.1.1Recognize feelings and ways of expressing them.
K.MEH.1.2 Recall stressors and stress responses.
K.MEH.1.3 Illustrate personal responsibility for actions and possessions
|Essential Standard K.ICR.1
||Understand healthy and effective interpersonal communication and relationships.|
K.ICR.1.1 Explain reasons for sharing.
K.ICR.1.2 Compare people in terms of what they have in common and how they are unique.
K.ICR.1.4 Recognize bullying, teasing, and aggressive behaviors and how to respond.
|Essential Standard K.MS.1
||Apply competent motor skills and movement patterns needed to perform a variety of physical activities.|
PE.K.MS.1.1 Execute recognizable forms of the basic locomotor skills
PE.K.MS.1.2 Use recognizable forms of the basic manipulative skills.
PE.K.MS.1.3 Create transitions between sequential locomotor skills.
PE.K.MS.1.4 Use non-locomotor and locomotor skills in response to even and uneven rhythms in order to integrate beat awareness.
|Essential Standard K.MC.2
||Understand concepts, principles, strategies, and tactics that apply to the learning and performance of movement|
PE.K.MC.2.1 Understand the meaning of words and terms associated with movement.
PE.K.MC.2.2 Identify one or more of the essential elements of correct form for the five fundamental manipulative skills.
PE.K.MC.2.3 Use teacher feedback to improve basic motor performance.
PE.K.MC.2.4 Illustrate activities that increase heart rate.
|Essential Standard K.HF.3
||Understand the importance of achieving and maintaining a health-enhancing level of physical fitness.|
PE.K.HF.3.2 Identify opportunities for increased physical activity.
PE.K.HF.3.3 Select moderate-to-vigorous physical activity (MVPA) and sustain for periods of accumulated time.
|Essential Standard K.PR.4
||Use behavioral strategies that are responsible and enhance respect of self and others and value activity.|
PE.K.PR.4.1 Use basic strategies and concepts for working cooperatively in group settings.
PE.K.PR.4.2 Understand how social interaction can make activities more enjoyable.
PE.K.PR.4.3 Use safe practices when engaging in physical education activities.