Office of Curriculum, Technology, & Assessment

Program Title: Howe About Science - Investigations in the Rain Forest
Program Length: 30 minutes
Instructor: David Howe
Delivery Method: Satellite via video conferencing
Program Provider: StepStar (program is tape delayed)
Audience: Grades 3-8
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Overview:  “Howe About Science” is an interactive program that provides students with a fun, motivational opportunity to learn science.  A learn-by-doing approach integrates facts with scientific processes, enhances higher order thinking skills and competence in solving problems.  This class will focus on three themes:  Mission to Mars, Investigations in the Rain Forest, and Exploring the Human Body.  Although the themes sound very specific, they allow virtually all of the national science standards to be addressed and provide for exploration and comparison with local issues.  Within each theme, connections can be made that work across various science content areas.

Sessions:

• Session 1: Biodiversity Board
• Session 2: Rain Forest Collage
• Session 3: Make it Rain in Your Kitchen
• Session 4: Coloring Flowers
• Session 5: Mars Airplane
• Session 6: Make a Thunderstorm
• Session 7: Make Your Own Barometer
• Session 8: Cloud in a Bottle
• Session 9: Tornado in a Bottle
• Session 10: Tropical Terrarium
• Session 11: Echolocation
• Session 12: Weaving the Web
• Session 13: Owl Pellets
• Session 14: The World of Infrared Light
• Session 15: Life in a Square Meter
• Session 16: Mold Garden
• Session 17: Fun with Fungus
• Session 18: Radio Collar & Tracking Wolves
• Session 19: Make Your Own Yogurt
• Session 20: Insect Resource Specialist
• Session 21: Caught Dirty-Handed
• Session 22: Spokane Orchid Society
• Session 23: Creepy Critters
• Session 24: Dichotomous Key
• Session 25: Build Your Own Flower
• Session 26: Make Your Room a Rain Forest
• Session 27: Habitat Shrink
• Session 28: Population Growth
• Session 29: The Packaging Predicament
• Session 30: Greenhouse Effect in a Jar
• Session 31: Acid Breath
• Session 32: Review

National Standards Correlation

NATURE OF SCIENCE STANDARDS
3-5
 

Indicator 1: Understand the nature and origin of scientific knowledge.

Note: Mastery is not expected at these grade levels.

Indicator 2: Apply the skills necessary to conduct scientific investigations.

Note: Mastery is not expected at these grade levels.

LIFE SCIENCE STANDARDS
3-5

Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things.

5. L.1.1. (Comprehension) Describe the basic process of photosynthesis and the role of light as a source of energy in plants.
Indicator 2: Analyze various patterns of inheritance and biological change.

5. L.2.2. (Comprehension) Describe structures and processes involved in plant reproduction.

Indicator 3: Analyze how organisms are linked to one another and the environment.

5. L.3.1. (Comprehension) Describe how natural events and/or human influences may help or harm ecosystems.

5. L.3.3. (Comprehension) Describe how interrelationships enable some organisms to survive.

SCIENCE, TECHNOLOGY, ENVIRONMENT, AND SOCIETY STANDARDS
3-5
 

Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society.

5. S.1.1. (Knowledge) Identify scientific changes that have affected transportation, health, sanitation, and communication.
 

NATURE OF SCIENCE STANDARDS
6-8

 

Indicator 1: Understand the nature and origin of scientific knowledge.

8. N.1.1. (Comprehension) Differentiate among facts, predictions, theory, and laws/principles in scientific investigations.

LIFE SCIENCE STANDARDS
6-8
 

After careful consideration of current research and input from educators throughout the state, the Committee revised former standards to facilitate effective instruction and student mastery. Grade six standards emphasize an integration of Physical, Life, and Earth/Space Science. Grade seven standards emphasize Life Science. Grade eight standards emphasize Earth/Space Science. Nature of Science and Science, Technology, Environment, and Society standards continue to emerge over these grades.

Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things.

6. L.1.1. (Comprehension) Illustrate the difference between plant and animal cells.

6. L.1.2. (Comprehension) Explain the importance and scientific use of a classification system.

Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things.

7. L.1.3. (Application) Classify organisms by using the currently recognized kingdoms.

7. L.1.4. (Comprehension) Describe and identify the structure of vascular and non-vascular plants.

Indicator 2: Analyze various patterns and products of natural and induced biological change.

7. L.2.1. (Comprehension) Distinguish between processes involved in sexual and asexual reproduction.

SCIENCE, TECHNOLOGY, ENVIRONMENT, AND SOCIETY STANDARDS
6-8
 

Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society.

6. S.1.1. (Comprehension) Describe how science and technology have helped society to solve problems.

7. S.1.1. (Comprehension) Describe how science and technology are used to solve problems in different professions and businesses.

8. S.1.1. (Comprehension) Describe how science and technology have been influenced by social needs, attitudes, and values.

Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society.

6. S.2.1. (Knowledge) Given a scenario, identify the problem(s) of human activity on the local, regional, or global environment.

7. S.2.1. (Application) Given a scenario, predict the consequence(s) of human activity on the local, regional, or global environment.

7. S.2.1. (Synthesis) Given a scenario, offer solutions to problems created by human activity on the local, regional, or global environment.
 

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