State Science Education Standards'
Connections With GLOBE Soil Protocols

California

California: http://www.cde.ca.gov/board/pdf/science.pdf

Grades: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Kindergarten:

Location on page:Location on page:

1. Under Earth sciences curriculum

Standards: students must be able to…

1. Earth is composed of land, air, and water. As a basis for understanding this concept: students know characteristics of mountains, rivers, oceans, valleys, deserts, and local landforms.

First:
Location on page:

1. Under life sciences curriculum
2. Under Earth sciences curriculum

Standards: students must be able to…

1. Plants and animals meet their needs in different ways. As a basis for understanding this concept: students know roots are associated with the intake of water and soil nutrients and green leaves are associated with making food from sunlight.
2. Weather can be observed, measured, and described. As a basis for understanding this concept: students know the sun warms the land, air, and water.

Second:

Location on page:

1.-4. under Earth sciences curriculum

Standards: students must be able to…

1. Earth is made of materials that have distinct properties and provide resources for human activities. As a basis for understanding this concept: students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals.
2. Know smaller rocks come from the breakage and weathering of larger rocks.
3. Know that soil is made partly from weathered rock and partly from organic materials and that soils differ in their color, texture, capacity to retain water, and ability to support the growth of many kinds of plants.
4. Know rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that humans use.

Third:

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Fourth:

Location on page:

1.-5. under the Earth sciences curriculum

Standards: students must be able to…

1. The properties of rocks and minerals reflect the processes that formed them. As a basis for understanding this concept: students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle).
2. Know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties.
3. Waves, wind, water, and ice shape and reshape Earth’s land surface. As a basis for understanding this concept: students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.
4. Know natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller pieces.
5. Know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition).

Fifth:

Not available

Sixth:

Location on page:

1.-4. Under the "shaping Earth's surface" section of the focus on Earth science curriculum
5.-6. Under the ecology/life science section of the focus on Earth science curriculum
7. Under the resources section of the focus on Earth science curriculum

Standards: students must be able to…

1. Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept: Students know water running downhill is the dominant process in shaping the landscape, including California’s landscape.
2. Know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns.
3. Know beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of waves.
4. Know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.
5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept: students know different kinds of organisms may play similar ecological roles in similar biomes.
6. Know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition.
7. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept: students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.

Seventh:

Location on page:

1. under the Earth and life history (Earth science) section of the focus on life sciences curriculum

Standards: students must be able to…

1. Evidence from rocks allows us to understand the evolution of life on Earth. As a basis for understanding this concept: Students know Earth processes today are similar to those that occurred in the past and slow geologic processes have large cumulative effects over long periods of time.
2. Know that the rock cycle includes the formation of new sediment and rocks and that rocks are often found in layers, with the oldest generally on the bottom.

Eighth:

Not available

Ninth-Twelfth:

Not available