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New Hampshire Frameworks Correlations
Pearls
The only gemstone created by animals and not by a geologic process, pearls have
a unique beauty. This site looks at how pearls form andtraces
their role in history.
Intended
Audience: General Reading Level: Middle/High School Teacher Section: No Searchable: No
Science: Life Science
Curriculum Standard 3a
Students will demonstrate an increasing ability to recognize patterns and products
of evolution, including genetic variation, specialization, adaptation, and natural
selection.
Proficiency Standards
By the end of grade six students will be able to:
- Classify a variety of organisms based on their characteristics, and use this
scheme as a tool to organize information about the diversity of life forms.
Proficiency
Standards
By the end of grade ten students will be able to:
- Identify and give examples of representative life forms in the five kingdoms
of living things.
- Relate different kinds of animals and plants to their habitat by observing their
physical characteristics.
Curriculum Standard 3b
Students will demonstrate an increasing ability to understand how environmental
factors affect all living systems (i.e. individuals, community, biome, the biosphere)
as well as species to species interactions.
Proficiency Standards
By the end of grade six students will be able to:
- Conduct an investigation which illustrates how the environment affects the viability
of plants or animals within that environment.
Curriculum Standard 3d
Students will demonstrate an increasing ability to understand fundamental structures,
functions, and mechanisms of inheritance found in microorganisms, fungi, protists,
plants, and animals.
Proficiency Standards
By the end of grade six students will be able to:
- Identify the major anatomical features of plants and animals, and the
major function of each.
- Observe and describe major characteristics of various life forms, e.g. microorganisms,
fungi, protists, plants and animals.
Social Studies: History
Curriculum Standard 16
Students will demonstrate the ability to employ historical analysis, interpretation,
and comprehension to make reasoned judgments and to gain an understanding, perspective,
and appreciation of history and its uses in contemporary situations.
Proficiency Standards
By the end of grade six students will be able to:
- Demonstrate an understanding that people, artifacts, and documents represent
links to the past and that they are sources of data from which historical accounts
are constructed.
- Examine historical documents, artifacts, and other materials and classify them
as primary or secondary sources of historical data.
- Understand the significance of the past to themselves and to society.
- Display historical perspective by describing the past through the eyes and experiences
of those who were there, as related through their memories, literature, diaries,
letters, debates, arts, maps, and artifacts.
Proficiency
Standards
By the end of grade ten students will be able to:
- Analyze historical documents, artifacts, and other materials for credibility,
relevance, and point of view.
- Examine historical materials relating to a particular region, society, or theme;
analyze change over time; and make logical inferences concerning cause and effect.
- Use historical materials to trace the development of an idea or trend across
space or over a prolonged period of time in order to identify and explain patterns
of historical continuity and change.
- Critically analyze historical materials in order to distinguish between the
important and the inconsequential and differentiate among historical facts,
opinions, and reasoned judgments.
- Perceive past events and issues as they were experienced by the people at the
time to avoid viewing, analyzing, and evaluating the past only in terms of the
present (present-mindedness).
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