When it comes to SCIENCE...
We have high STANDARDS.
Welcome Teachers and Administrators!
At the California OutDoor Education and Science program (CODES), we are proud to instruct your students in accordance with the CA's Next Generation Science Standards. Our naturalists develop lesson plans based on the the appropriate 5th or 6th grade curriculum, your suggestions of areas of focus, and your specific students' interests and abilities. While we may not cover all of the standards during your camp experience, we do reinforce many concepts that students are already learning in the classroom, as well introduce subject matter that will come up as the school year progresses. Below you will find some of the curriculum standards covered by our program. The following are taken from the Next Generation Science Standards (www.nextgenscience.org).
5th Grade Standards
5-ESS1-1: Earth’s Place in the Universe
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth.
5-ESS3-1: Earth & Human Activity
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
5-ETS1-1, 5-ETS1-2: Engineering Design
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
5-LS1-1: From Molecules to Organisms: Structures & Processes
Support an argument that plants get the materials they need for growth chiefly from air and water.
5-LS2-1: Ecosystems: Interactions, Energy & Dynamics
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
5-PS1-2: Matters & Its Interactions
Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
5-PS2-1: Motion & Stability: Forces & Interactions
Support an argument that the gravitational force exerted by Earth on objects is directed down.
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
6th Grade Standards
MS-ESS1-1, MS-ESS1-2: Earth’s Place in the Universe
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
MS-ESS2-1, MS-ESS2-4: Earth’s Systems
Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
MS-ETS1-2: Engineering Design
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-LS1-1, MS-LS1-4...6, 8: From Molecules to Organisms: Structures & Processes
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
MS-LS2-1...4: Ecosystems: Interactions, Energy & Dynamics
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS4-4: Biological Evolution: Unity & Diversity
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
MS-PS1-3: Matter & Its Interactions
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
MS-PS2-4: Motion & Stability: Forces & Interactions
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.