Education: Zoo InternQuest and Science Standards
The following are quick notes and paraphrasings from the Science Framework for the California Department of Education. What has been quoted or paraphrased below are aspects of the framework that are addressed by the Web site and videoconferencing-based activities involved in Zoo InternQuest.
Goals for elementary science education
Overarching Goal
Show that science is enjoyable. Promote conceptual, not just rote learning. Integrate science with other subjects. Use community resources.
Grades K-3
Looking at the parts of living organisms (what do they have and what do they need to survive?)
Humans, like other animals, gain information about the world around them through their senses. They need fresh air, good food, rest, and exercise to stay healthy.
All living organisms are known to be related because they share characteristics of life (take in food, breathe, reproduce, etc.). Life has been on earth for a long time, but many animals lived long ago and have become extinct (evolution).
Humans use plants and animals, cultivate, mine resources, consume energy. We need to respect essential resources. Humans can be infected by tiny organisms, but our bodies can fight such diseases.
Grades 3-6
Cells and the life cycle (growing, metabolizing food, reproducing, interacting with the environment) and needs (nutrition, water, gas exchange for respiration).
Multicelled organisms have particular tissues (bones, muscles, wood), organs (livers, lungs, hearts, stems, roots, leaves), and organ systems (circulatory, respiratory, reproductive) that perform specific life functions (structural support, water regulation, digestion, circulation of nutrients, etc.). These organisms can tolerate variations in conditions, but do best under certain conditions. Structures of organisms show their adaptations to their environments and ways of life. Information about their environments is collected by all organisms.
Groups of organisms are known to be related because they share essential features (feathers, fur, flowers, etc.). These groups have changed over time, some have become extinct. The major groups are plants, animals, and one-celled forms.
Extinction and man's impact on species: we rely on the great variety of living things to survive ourselves.
Goals for middle school science education
Overarching Goal
Create long-term projects with students. Relevance of science outside the school context.
Grades 6-9
DNA & RNA are common to all living things, as are: digestion, respiration, metabolism, water regulation, and reproduction. All but the simplest organisms have tissues, organs, and organ systems to perform these functions.
Introduction to classification (there are ways to classify - do it as discovery!)
Comparing and seeing similarity of organ systems: digestive, osmoregulatory, circulatory, respiratory, and reproductive. All animals and all plants have similar systems, but plant and animal systems are not similar. Hierarchy of biological systems: tissues, organs, systems of organs. System of classification (species and above). Human characteristics vary with age (growth, ability, and development). Growth during adolescence is rapid and uneven. Sexual maturation occurs at this time. Sexual reproduction promotes genetic diversity, some of which is better suited to some environments than others. Asexual reproduction limits variation.
Finer classifications (mammals can be hoofed and even or odd-toed, may be carnivores or omnivores, etc.). Now we get five kingdoms: plants, animals, fungi, monera and protista (one-celled). Introduce Linnean system. Viruses are not in a kingdom because they lack cells, RNA or DNA. Fossil history shows simplest organisms appeared first.
Domestication and selective breeding of animals to serve humans (genetics and evolution).
Goals for high school science education
Overarching Goal
Build on earlier education. Help students understand the nature of science - its experimental, non-dogmatic nature. Emphasize the relationship between science and technology and the responsibility of scientists and all individuals to both present and future generations. Promote independent, investigative thinking, not recipe following. Reinforce language and math. Show expanded view of science-related careers.
Grades 9-12
RNA and DNA suggest a common ancestor and demonstrate the unity of living things.
The biochemistry of energy consumption and homeostasis.
Purpose of studying organic diversity: discover the relationship between living and extinct organisms by linking them on an evolutionary tree. Organisms are grouped by shared derived characteristics. Use of cladograms.
Agricultural and biomedical advances have improved the health of humans, many diseases have been limited. This has produced a rapid human population growth. The natural diversity of life (that humans depend upon) is being threatened by expanding impact of humans on other living things.
