State Science Education Standards'
Connections With GLOBE Soil Protocols

North Carolina

North Carolina: http://www.dpi.state.nc.us/curriculum/science/index.html

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

Kindergarten: N/A

First:

Location on page:

1. under Living and Non-Living Objects, under Competency Goal 2 (The learner will build an understanding of solid Earth materials)
   

Standards: students must be able to…

1. Determine the properties of soil:
   -Composition.
   -Capacity to retain water.
   -Color.
   -Texture.
   -Ability to support life.

Second: N/A

Third:

Location on page:

1. under Science Curriculum Goal
2. under Personal and Social Perspectives
3.-4. under Patterns and Systems
5.-8. under Nature of Science, Science as Inquiry, Science and Technology, and Science in Personal and Social Perspectives strands, under Competency Goal 2 (the learner will build an understanding of soil concepts)

Standards: students must be able to…

1. Plants, soils, earth/moon/sun, and heat/light are investigated as systems
   
2. As students investigate making soil through composting, they learn that resources can be extended through recycling and wise use.
   
3. The focus for third grade is on students understanding regularities in systems and
   that a system is made up of an organized group of related objects or components. Such systems can consist of plants, soils, mineral particles, and the Earth/moon/sun.
   
4. Exploring the properties of soil through plant investigations.
   
5. Differentiate the properties of soil such as color, texture, and capacity to retain water.
   
6. Analyze the ability of soil to support the growth of many plants, including those in our food supply.
   
7. Identify various types of soil:
   -sand
   -clay
   -humus
   
8. Evaluate composting to show how plant and animal material can be broken down to form soil.

Fourth: N/A

Fifth:

Location on page:

1. under Science as Inquiry
   
2. under Energy Interactions, under the Nature of Science, Science as Inquiry, Science and Technology, and Science in Personal and Social Perspectives strands, under Competency Goal 1 (The learner will build an understanding of the interdependence of plants and animals)
   

Standards: students must be able to…

1. Students can construct understandings about the Earth's land forms and how those landforms change overtime because of interactions among soil, rocks, water, and wind
   
2. Relate the role of light, range of temperatures, and soil composition to an ecosystem's capacity to support life.
   
   

 

Sixth:

Location on page:

1. under Science in Personal and Social Perspectives
   
2. - 4. under Patterns and Cycles, under the The Nature of Science, Science as Inquiry, Science and Technology, and Science in Personal and Social Perspectives strands, under Competency Goal 1 (The learner will build an understanding of the lithosphere)
   

Standards: students must be able to…

1. investigate the importance of soil quality.
   
2. Determine how physical and biological agents and processes form soil and affect soil characteristics.
   
3. Analyze soil properties that can be observed and measured to predict soil quality:
   -horizon profile
   -infiltration
   -soil temperature
   -structure
   -consistency
   -texture
   -particle size
   -soil pH
   -fertility
   -soil moisture
   
4. Evaluate ways in which human activities have affected Earth's pedosphere and the measures taken to control the impact:
   -ground cover
   -farming
   -land use
   -nutrient balance

Seventh: N/A

Eighth: N/A

Ninth-Twelfth:

Location on page:

1.-2. under Earth/Environmental Science, under the Nature of Science, Science as Inquiry, Science and Technology, and Science in Personal and Social Perspectives strands, under Competency Goal 1 (The learner will build an understanding of lithospheric materials, processes, changes, and uses with concerns for good stewardship)

Standards: students must be able to…

1. Analyze the importance of soils:
-soil use and conservation
-products from soil
-Relate land use capabilities and major soil types in North Carolina.
2. Interpret topographic, soil, geologic, and other maps and images for:
-The location and identification of soils and rock types
-The identification of erosional and depositional landforms.
-The evaluation of landforms resulting from tectonic activity.