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Home » Education & Programs » Field Trips & Self Guided Tours » Academic Standards

Academic Standards

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Meet Arizona Academic Standards with a visit to the Garden.  Guided tours meet many of the standards – and not just science!  Each tour has been developed to align with a specific grade level’s curriculum and academic standards.

Pre-k: “Are You A Butterfly?”

Tour Overview


AZ Early Learning Science Standards: 
S1C1a, S1C1b, S1C1c, S1C1f, S1C1g, S1C2a, S1C2b, S1C3a, S1C4a, S1C4b, S1C4c, S1C4d

   
Headstart Domains:
Language Development:  1A3, 1A4, 1B1
Mathematics: 3A1, 3A3, 3A4, 3B1, 3B3, 3C1, 3C3
Science: 4A1, 4A2, 4A3, 4A5, 4B1, 4B2
Creative Arts: 5A1, 5B1, 5B2, 5C2
Social and Emotional Development: 6B3, 6C1
Approaches to Learning: 7C2, 7C3
Physical Health and Development: 8A1, 8C2

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Pre-k: “Are You A Yucca?”


Tour Overview


AZ Early Learning Science Standards: 

 
Head Start Domains
1A3 - Understands an increasingly complex and varied vocabulary.
1A4 -For non-English-speaking children, progresses in listening to and understanding English.
1B1 - Develops increasingly abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions, and for other varied purposes.
1B3 - Uses an increasingly complex and varied spoken vocabulary.
2A3 - Progresses in recognizing matching sounds and rhymes in familiar words, games, songs, stories, and poems.
3A1 -Demonstrates increasing interest and awareness of numbers and counting as a means for solving problems and determining quantity.
3B1 - Begins to recognize, describe, compare, and name common shapes, their parts and attributes.
3B3 - Begins to be able to determine whether or not two shapes are the same size and shape.
3C3 - Begins to make comparisons between several objects based on a single attribute.
4A1 - Begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials, and observe processes and relationships.
4A2 - Develops increased ability to observe and discuss common properties, differences, and comparisons among objects and materials.
4A3 - Begins to participate in simple investigations to test observations, discuss and draw conclusions and form generalizations.
4A5 - Begins to describe and discuss predictions, explanations, and generalizations based on past experiences.
4B1 - Expands knowledge of and abilities to observe, describe, and discuss the natural word, materials, living things, and natural processes.
4B2 - Expands knowledge of and respect for their body and the environment.
4B4 - Shows increased awareness and beginning understanding of changes in materials and cause-effect relationships.
5A1 - Participates with increasing interest and enjoyment in a variety of music activities, including listening, singing, finger plays, games, and performances.
5B1 - Gains ability in using different art media and materials in a variety of ways for creative expression and representation.
5B2 - Progresses in abilities to create drawings, paintings, models, and other art creations that are more detailed, creative, or realistic.
5C2 - Shows growth in moving in time to different patterns of beat and rhythm in music.
6B3 - Demonstrates increasing capacity to follow rules and routines and use materials purposefully, safely, and respectfully.
6C1 - Increases abilities to sustain interactions with peers by helping, sharing, and discussion.
7C2 - Grows in recognizing and solving problems through active exploration, including trial and error, and interactions and discussions with peers and adults.
7C3 - Progresses in abilities to classify, compare and contrast objects, events, and experiments.
8A1 - Develops growing strength, dexterity, and control needed to use tools such as scissors, paper punch, stapler, and hammer.
8C2 – Participates actively in games, outdoor play, and other forms of exercise that enhances physical fitness. 

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Kindergarten: “Magic of Desert Plants”


TOUR OVERVIEW


Theme: Plants come in all kinds of colors, shapes, textures and sizes.  

Standards:
Science – Strand 1: Inquiry Process – Concept 1: Observation, Questions, and Hypotheses
PO 1.
Observe common objects using multiple senses
PO 2. Ask questions based on experiences with objects, organisms, and events in the environment
PO 3. Predict results of an investigation based on life, physical, and earth sciences  

Science – Strand 1: Inquiry Process – Concept 2: Scientific Testing
PO 1. Demonstrate safe behavior and appropriate procedures in all science inquiry
PO 2. Participate in guided investigations in life science

Science – Strand 1: Inquiry Process – Concept 4: Communication
PO 1. Communicate observations with pictures and words

Science – Strand 4: Life Science – Concept 1: Characteristics of Organisms
PO 2. Naming body parts

Science – Strand 4: Life Science – Concept 2: Life Cycles
PO 1. Describe that most plants will grow to physically resemble their parents

Science – Strand 4: Life Science – Concept 3: Organisms and Environments
PO 1. Identify some plant that exist in the local environment
PO 2. Identify that plants need the following to grow and survive: water, food, air and space

Science – Strand 5: Physical Science – Concept 1: Properties of Objects and Materials
PO 1. Identify the following observable properties of objects using the senses: shape, size, texture
PO 2. Compare objects by the following observable properties: size, color, type of material.

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1st Grade: “Plants and Animals are Buddies”


TOUR OVERVIEW


Theme: Plants and animals in the Sonoran Desert are dependent on each other.

Standards:
Science – Strand 1: Inquiry Process– Concept 1, Observations, Questions, and Hypotheses
PO 1. Compare common objects using multiple senses
PO 2. Ask questions based on experiences with objects, organisms, and events in the environment
PO 3.  Predict results of an investigation based on life, physical, and Earth and space sciences (e.g., animal life cycles, physical properties, Earth materials)

Science – Strand 1: Inquiry Process – Concept 2: Scientific Testing
PO 2. Participate in guided investigations in life science
PO 3. Use thermometers to collect data
PO 4. Record data from guided investigations in an organized & appropriate format

Science – Strand 1: Inquiry Process – Concept 3: Analysis and Conclusions
PO 2. Compare the results of the investigation to predictions made prior to the investigation.

Science - Strand 1: Inquiry Process – Concept 4: Communication
PO 1: Communicate the results of an investigation using pictures and/or words

Science- Strand 3: Science in Personal and Social Perspectives – Concept 2: Science and Technology in Society
PO 2. Describe how suitable tools (e.g., magnifiers, thermometers) help make better observations and measurements

Science – Strand 4: Life Science – Concept 3: Organisms and Environments
PO 1. Identify some plants and animals that exist in the local environment
PO 3. Describe how plants and animals within a habitat are dependent on each other

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2nd Grade: “Desert Detectives”


TOUR OVERVIEW


Theme:  Desert detectives learn about lifecycles of desert plants and animals.

Standards:
Science – Strand 4: Life Science – Concept 2: Lifecycles
PO 2 & 3. Describe and compare the lifecycles of various mammals and organisms

Science – Strand 1: Inquiry Process – Concept 1: Observations, Questions, and Hypotheses
PO 1. Formulate relevant questions about the properties of objects, organisms, and events in the environment.  
PO 2. Predict results of an investigation (e.g., in animal lifecycles)

Science – Strand 1: Inquiry Process – Concept 2: Scientific Testing
PO 1. Demonstrate safe behavior and appropriate procedures in all science inquiry
PO 2. Participate in guided investigations in life science
PO 3. Use magnifying glass to collect data
PO 4. Record data from guided investigations in an organized & appropriate format

Science- Strand 1: Inquiry Process – Concept 3: Analysis and Conclusions
PO 3.Compare the results of the investigation to predictions made prior to the investigation
PO 4. Generate questions for possible future investigations based on the conclusions of the investigation

Science -Strand 1: Inquiry Process – Concept 4: Communication
PO 1. Communicate the results of an investigation using pictures and/or words

Arts-   Beginning Theater: Strand 1: Create – Concept 2: Acting
PO 102. Sustain a scene using appropriate language or movement with the teacher role playing or giving clues (e.g., from literature or students’ personal experiences)

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3rd Grade: “Secrets of Desert Plants”


TOUR OVERVIEW


Theme: Plants have adaptations to help them thrive in the desert.

Standards:

Science – Strand 1: Inquiry Process- Concept 1: Observations, Questions and Hypotheses
PO 1. Formulate relevant questions about the properties of objects, organisms, and events of the environment using observations and prior knowledge
PO 2. Predict the results of an investigation based on observed patterns, not random guessing

Science – Strand 1: Inquiry Process- Concept 2: Scientific Testing
PO 4. Use metric and U.S. customary units to measure objects.
PO 5. Record data in an organized and appropriate format (e.g., t-chart, table, list, written log)

Science – Strand 4: Life Sciences- Concept 1: Characteristics of Organisms
PO 1. Describe the function of the following plant structures: roots, stems, leaves

Science – Strand 4: Life Sciences- Concept 3: Organisms and Environments
PO 5. Describe how environmental factors (quantity of water) in the ecosystem may affect a member organism’s ability to grow, reproduce and thrive

Science – Strand 4: Life Sciences- Concept 4: Diversity, Adaptation, and Behavior
PO 1.  Identify adaptations of plants and animals that allow them to live in specific environments

Writing – Strand 3: Writing Applications- Concept 1: Expressive
PO 2. Write in a variety of expressive forms (e. g., poetry) that may employ: figurative language, rhythm, dialogue, characterization, plot, appropriate format

Math-Strand 4: Geometry and Measurement- Concept 4: Measurement- Units of Measure
PO 2. Apply measurement skills to measure length, weight, and capacity using US Customary units

Theater- Strand 1: Create- Concept 1: Collaboration
PO 102. Cooperate in the dramatic process

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4th Grade: “Plants & People of the Sonoran Desert”


TOUR OVERVIEW


Theme:  How are plants important to the people of the Sonoran Desert?”

Standards:

Social Studies- Strand 1: American History-Concept 2: Early Civilizations
PO 1.  Describe the legacy and cultures of prehistoric people in the Americas:
a.characteristics of hunter-gatherer societies
b.development of agriculture
PO 2.  Describe the cultures and contributions of the Mogollon, Ancestral Puebloans (Anasazi), and Hohokam (e.g., location, agriculture, housing, arts, trade networks; adaptation and alteration of the environment).

Social Studies- Strand 1: American History - Concept 3: Exploration and Colonization
PO 2. Describe the impact of Spanish colonization on the southwest:
b.    lifestyle changes of American Indians
PO 3. Describe the location and cultural characteristics of American Indians (e.g., O’odham, Apache,  
Hopi) during the Spanish period

Social Studies- Strand 4: Geography- Concept 2: Places and Regions
PO 4.  Compare the landform regions of Arizona according to their physical features, plants, and animals

Social Studies- Strand 4 - Concept 3: Physical Systems (science concepts reinforced through social studies)

Science- Strand 3- Concept 1: Changes in Environments
PO 4. Describe how natural events and human activities impact environments

Science- Strand 4- Concept 3: Organisms and Environment
PO 1. Describe uses, types, and conservation of natural resources

Social Studies- Strand 4 - Concept 4: Human Systems
PO 4.  Describe the cultural characteristics (e.g., food, clothing, housing, sports, customs, and beliefs) of Arizona’s diverse population

Social Studies- Strand 4- Concept 5: Environment and Society
PO 1. Describe human dependence on the physical environment and natural resources to satisfy basic needs
PO 3. Describe the impact of human modifications (e.g., dams, mining, air conditioning, irrigation, agricultural) on the physical environment and ecosystems

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5th Grade: “Science is for Everyone”


TOUR OVERVIEW


Theme: What Can We Learn About Sonoran Desert Plants Using the Scientific Process?

Standards:

Science – Strand 1: Inquiry Process – Concept 1: Observations, Questions, and Hypotheses
PO1. Formulate a relevant question through observations that can be tested by an investigation
PO 2. Formulate predictions in the realm of science based on observed cause and effect relationships

Science – Strand 1: Inquiry Process – Concept 2: Scientific Testing (Investigating and Modeling)
PO 1. Demonstrate safe behavior and appropriate procedures in all science inquiry
PO 3. Conduct simple investigations based on student-developed questions in life, physical, and Earth and space sciences
PO 4. Measure using appropriate tools and units of measure
PO 5. Record data in an organized and appropriate format

Science – Strand 1: Inquiry Process – Concept 3: Analysis and Conclusions
PO 1. Analyze data obtained in a scientific investigation to identify trends and form                         conclusions
PO 2. Analyze whether the data is consistent with the proposed explanation that motivated the investigation
PO 3. Evaluate the reasonableness of the outcome of an investigation

Science – Strand 1: Inquiry Process – Concept 4: Communication
PO 1. Communicate verbally or in writing the results of an inquiry
PO 2. Choose an appropriate graphic representation for collected data: bar graph, line graph, Venn diagram model
PO 3. Communicate with other groups or individuals to compare the results of a common investigation

Math –     Strand 2: Data Analysis, Probability, and Discrete Mathematics – Concept 1: Data Analysis
PO 1. Collect, record, organize, and display data using multi-bar graphs or double line graphs
PO 2.  Formulate and answer questions by interpreting and analyzing displays of data, including multi-bar graphs or double line graphs

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6th Grade: “Transpiration”


TOUR OVERVIEW


Theme:  The journey of water in desert plants. It’s all about water!

Standards:

Science – Strand 1: Inquiry Process – Concept 1: Observations, Questions, and Hypotheses
PO 1. Differentiate among a question, hypothesis and prediction
PO 2. Formulate questions based on observations that lead to the development of a hypothesis

Science – Strand 1: Inquiry Process - Concept 2: Scientific Testing (Investigating and Modeling)
PO5: Keep a record of observations, notes, sketches, questions and ideas using tools such as written and/or computer logs

Science – Strand 1: Inquiry Process – Concept 4: Communication
PO 5: Communicate the results and conclusion of the investigation

Science – Strand 2: History and Nature of Science – Concept 2: Nature of Scientific Knowledge
PO3: Apply the following scientific processes to other problem solving or decision making                situations: observing, questioning, communicating, comparing

Science – Strand 4: Life Science – Concept 1: Structure and Function in Living Systems
PO1: Explain the importance of water to organisms
PO6: Relate the following structures of living organisms to their functions: Plants – transpiration and absorption

Science – Strand 4: Life Science – Concept 3: Populations of Organisms in an Ecosystem
PO2: Describe the following environmental conditions affect the quality of life: climate

Science – Strand 6: Earth and Space Science – Concept 2: Earth’s Processes and Systems
PO1: Explain how water is cycled in nature

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7th Grade: Key to Desert Plants


TOUR OVERVIEW


Theme: Using a dichotomous key to unlock the identity of desert plants

Standards:

Science – Strand 1: Inquiry Process- Concept 1: Observations, Questions, and Hypotheses
PO 1. Formulate questions based on observations that lead to the development of a hypothesis
PO 2. Select appropriate resources for background information related to a question, for use in the design of a controlled investigation
PO 3. Explain the role of a hypothesis in a scientific inquiry

Science – Strand 1: Inquiry Process - Concept 2: Scientific Testing
PO 4. Perform measurements using appropriate scientific tools
PO5.  Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs

Science- Strand 1: Inquiry Process-Concept 3 Analysis and conclusions
PO 1. Analyze data obtained in a scientific investigation to identify trends
PO 3. Analyze results of data collections in order to accept or reject the hypothesis
PO 4. Determine validity and reliability of results of an investigation
PO 5. Formulate a conclusion based on data analysis

Science- Strand 1: Inquiry Process- Concept 4: Communication
PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information
PO 5. Communicate the results and conclusion of the investigation

Science - Strand 2: History and Nature of Science- Concept 2:  Nature of Scientific Knowledge     
PO1.  Describe how science is an ongoing process that changes in response to new information and discoveries
PO3.  Apply the following scientific processes to other problem solving or decision making situations: observing, communicating, comparing, measuring, classifying, inferring, generating hypotheses

Math-      Strand 5: Structure and Logic- Concept 2: Logic, Reasoning, Arguments, and Mathematical Proof
PO 8. Make and test conjectures based on information collected from explorations and experiments
PO 9. Solve logic problems using multiple variables and multiple conditional statements using words, pictures, and charts

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8th Grade: “Flower Power”


TOUR OVERVIEW


Theme: Flowering plants reproduce using specific structures and inherit traits.

Standards:

Science – Strand 1: Inquiry Process- Concept 1: Observations, Questions, and Hypotheses
PO 1. Formulate questions based on observations that lead to the development of a hypothesis
PO 2. Use appropriate research information, not limited to a single source, to use in the development, of a testable hypothesis
PO 3. Generate a hypothesis that can be tested

Science – Strand 1: Inquiry Process - Concept 2: Scientific Testing  
PO 3.  Conduct a controlled investigation to support or reject a hypothesis
PO 5.  Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs

Science – Strand 1: Inquiry Process-Concept 3:  Analysis and Conclusions  
PO 2.  Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events)
PO 3. Interpret data that show a variety of possible relationships between two variables, including:


PO 8.
  Formulate new questions based on the results of a previous investigation

Science – Strand 1: Inquiry Process- Concept 4:  Communication  
PO 1.  Communicate the results of an investigation
PO 5. Communicate the results and conclusions of the investigation

Science - Strand 2:  History and Nature of Science – Concept 2:  Nature of Scientific Knowledge  
PO 1.  Apply the following scientific processes to other problem solving or decision making situations

Science- Strand 4:  Life Science – Concept 2:  Reproduction and Heredity
PO 2. Explain the basic principles of heredity using the human examples of: eye color, widow’s peak
PO 3.  Distinguish between the nature of dominant and recessive traits in humans

Science- Strand 4: Life Science- Concept 4:  Diversity, Adaptation and Behavior   
PO 1.   Explain how an organism’s behavior allows it to survive in an environment
PO 2.  Describe how an organism can maintain a stable internal environment while living in a constantly changing external environment
PO 3.  Determine characteristics of organisms that could change over several generations
PO 4.  Compare the symbiotic and competitive relationships in organisms within an ecosystem (e.g., lichen, mistletoe/tree, clownfish/sea anemone, and native/non-native species)
PO 5.  Analyze the following behavioral cycles of organisms: dormancy (plants)
PO 6.  Describe the following factors that allow for the survival of living organisms: beak design, seed dispersal, pollination

Math—Strand 2: Data Analysis, Probability, and Discrete Mathematics – Concept 2: Probability
PO 3. Use all possible outcomes to determine the probability of dependent and independent events

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