Back to the Past

Life Science

• Students develop an understanding that life on Earth depends on energy from the Sun or energy from other organisms to survive.

Core Ideas

• L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms

Standards

• L2U1.9 – Obtain, analyze, and communicate evidence that organisms need a source of energy, air, water, and certain temperature conditions to survive.
• L2U1.10 – Develop a model representing how life on Earth depends on energy from the Sun and energy from other organisms.

Earth and Space Science

Core Ideas

• E1: The composition of the Earth and its atmosphere and the natural and human processes occurring within them, shape the Earth’s surface and its climate.

Standards:

• L2U1.4 – Observe and investigate how wind and water change the shape of the land resulting in a variety of landforms.
• E1U2.6 – Analyze patterns in weather conditions of various regions of the world and design, test, and refine solutions to protect humans from severe weather conditions.
• E1U3.7 – Construct an argument from evidence regarding positive and negative changes in water and land systems that impact humans and the environment.

Social Studies

• – Communities: Living and Working Together
• The content areas of civics, economics, geography, history, and disciplinary skills and processes.

Standards

Skills and Processes

• SP2.1 – Compare diverse cultures from around the world using primary sources such as photographs, artifacts, and music and secondary sources such as fiction and non-fiction.
• SP2.2 – Compare perspectives of people in the past to those today through stories and biographies.
• SP3.1 – Identify facts and concepts associated with compelling and supporting questions.
• SP3.5 – Ask and answer questions about explanations and arguments.
• SP4.1 – Generate possible reasons for an event or development.
• SP4.2 – Select which reasons might be more likely than others to explain an event or development.

Civics

• C2.2 – Explain how all people, not just official leaders, play important roles in the world. 2.C4.1 Explain how people work together to identify and solve problems within our world.

Economics

• E1.1 – Identify different occupations and skills needed in a global economy.
• E1.2 – Describe reasons to save or spend money.
• E3.1 – Identify and describe the goods and services that are produced around the world.
• E3.2 – Explain how people around the world earn income.
• E3.3 – Explain how people can be producers and consumers in a global economy.
• E5.1 – Illustrate how a country’s resources determine what is produced and traded.

Geography

• G1.2 – Use maps, globes, and other simple geographic models to identify and explain cultural and environmental characteristics of places in the world based on stories shared.
• G2.1 – Explain how weather, climate,and other environmental characteristics affect people’s lives in a place or region being studied.
• G2.2 – Describe how human activities affect the communities and the environment of places or regions.
• G2.3 – Describe the positive and negative effects of using natural resources.
• G3.1 – Explain why and how people, goods, and ideas move from place to place.
• G4.1 – Identify different physical and cultural regions in the world.

History

H1.1 – Explain how individuals can make contributions to a civilization and/or culture in place or region studied.

H1.2 – Using primary and secondary sources, compare civilizations and/or cultures around the world and how they have changed over time in a place or region studied.

Life Science

Core Ideas

• L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.

Standards

• L1U1.5 – Develop and use models to explain that plants and animals (including humans) have internal and external structures that serve various functions that aid in growth, survival, behavior, and reproduction.
• L2U1.8 – Construct an argument from evidence that organisms are interdependent.

Earth and Space Science Standards:

• Students develop an understanding of how the Sun provides light and energy for Earth systems.

Core Ideas

• E1: The composition of the Earth and its atmosphere and the natural and human processes occurring within them shape the Earth’s surface and its climate.

Standards

• E1U1.4 – Construct an explanation describing how the Sun is the primary source of energy impacting Earth systems.

Social Studies

• – Communities: Living and Working Together
• The content areas of civics, economics, geography, history, and disciplinary skills and processes.

Standards

Skills and Processes

• SP1.1 – Create and use a chronological sequence of related events to compare developments that happened at the same time.
• SP1.2 – Compare life in specific historical time periods to life today.
• SP4.1 – Explain probable causes and effects of events.

Civics

• C3.2 – Describe ways in which people benefit from and are challenged by working together, including through families, school, work places, voluntary organizations, and government

Economics

• E2.1 – Explain how availability of resources affect decision making in Arizona with respect to water and other natural resources.
• E2.2 – Describe how Arizona is connected to other states, Mexico, and other nations by the movement of people, goods, and ideas.

Geography

• G1.1 – Use and construct maps and graphs to represent changes in Arizona overtime.
• G2.1 – Explain how people modify and adapt to the Arizona environment. Key concepts include but are not limited to modification and adaptation of the environment by Paleo-Indians, Prehistoric-Indians, explorers, settlers, farmers, immigrants, migrants, and the 22 Arizona Indian Nations, and the use of Arizona’s natural resources.
• 33.1 – Describe the movement of people in and out of Arizona overtime. Key concepts include but are not limited to factors contributing to settlement, economic development, growth of major cities, major economic activities, and land use patterns.

History

• H1.1 – Utilize a variety of sources to construct a historical narrative exploring Arizona’s cultures, civilizations, and innovations. Key concepts include but are not limited to the impact of prehistoric peoples, Native Americans, Latin, African Americans, Asian Americans, and newcomers from the United States and world on art, language, architecture, mining, agriculture, and innovations.
• H2.1 – Use primary and secondary sources to generate questions about the causes and effects of conflicts and resolutions throughout Arizona’s history. Key concepts include but are not limited to conflicts over exploration, colonization, settlement, industrialism, and the 22 Arizona Indian Nations.
• H2.2 – Examine how individuals and groups have worked together throughout Arizona’s history.
• H3.2 – Use primary and secondary sources to analyze the changes that have taken place in Arizona which could include the use of current events.

Life Science

• Students develop an understanding of the diversity of past and present organisms, factors impacting organism diversity, and evidence of change of organisms over time.

Core Ideas

• L1 – Organisms are organized on a cellular basis and have a finite
• L2 – Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms
• L3 – Genetic information is passed down from one generation of organisms to another.
• L4 – The unity and diversity of organisms, living and extinct, is the result of evolution.

Standards

• L4U.11 – Analyze and interpret environmental data to demonstrate that species either adapt and survive or go extinct over time.

Earth and Space Science

Core Ideas

• E1 – The composition of the Earth and its atmosphere and the natural and human processes occurring within them shape the Earth’s surface and its climate.

Standards

• E1U1.6 – Plan and carry out an investigation to explore and explain the interactions between Earth’s major systems and the impact on Earth’s surface materials and processes.
• E1U3.9 – Construct and support an evidence-based argument about the availability of water and its impact on life.

Social Studies

• – Communities: Living and Working Together
• The content areas of civics, economics, geography, history, and disciplinary skills and processes

Standards

Skills and Processes

• SP1.1 – Create and use a chronological sequence of related events to compare developments that happened at the same time.
• SP1.2 – Compare life in specific historical time periods to life today.
• SP1.3 – Generate questions about individuals and groups who have shaped significant historical events. • Key individuals may include but are not limited to explorers, leaders (Mesoamerican, American Indian, and political), settlers, women, landowners, organizations, colonists, missionaries, and enslaved and free Africans
• SP2.2 – Explain connections among historical contexts and people’s perspectives at the time.
• SP3.1 – Develop questions about events and developments in the Americas.
• SP3.2 – Compare information provided by different sources about events and developments in the Americas.
• SP3.3 – Generate questions about multiple sources and their relationships to events and developments in the Americas.
• SP4.1 – Explain probable causes and effects of events and developments

Economics

• E2.1 – Examine concepts of scarcity, choice, opportunity cost, and risk. • Key concepts include but are not limited to nomadic and sedentary societies
• E3.1 – Compare different industries, occupations, and resources as well as different forms of income earned or received that have shaped the Americas. • Key concepts include but are not limited to societal roles of the individual in Mesoamerican civilizations, the emerging labor force in the colonies (cash crop farming, slavery, indentured servitude), resources and industries of the Southern, Middle, and New England Colonies, economic way of life in western Africa before the 16th century, and views on property ownership and land use between European settlers and American Indians

Geography

• G1.1 – Use and construct maps and graphs to represent changes in the Americas overtime. • Key concepts include but are not limited to human and physical features of the Americas, trade and exploration routes, the location of civilizations and societies in the Americas including indigenous peoples, and settlement patterns including the development of the Southern, Middle, and New England Colonies
• G2.1 – Compare the different ways people or groups of people have impacted, modified, or adapted to the environment of the Americas. • Key concepts include but are not limited to disease, farming, family structure, housing, cultural assimilation, cultural amalgamation, climate, transportation, domestication of animals, clothing, recreation, and utilization of renewable and non-renewable natural resources
• G3.1 – Explain how the location and use of resources affects human settlement and movement. • Key concepts include but are not limited to theories about the peopling of the Americas, the Columbian Exchange, treatment of indigenous people, triangular trade, searches for trade routes to Asia that led to exploration and settlement of the Americas
• G4.1 – Explain the positive and negative effects of increasing economic interdependence on different groups, countries, and new settlements.• Key concepts include but are not limited to trade, mercantilism, and the development of new technologies, and the use of natural resources

History

• H1.1 – Utilizing a variety of multi-genre primary and secondary sources, construct historical narratives about cultures, civilizations, and innovations in the Americas. • Key concepts include but are not limited to Olmec, Maya, Inca, Aztec, American Indians living in the Americas before and after European exploration, enslaved and free Africans living in the colonies, British, French, Dutch, Spanish European explorers and settlers, and the thirteen colonies

Life Science

Core Ideas

• L4: The unity and diversity of organisms, living and extinct, is the result of evolution.

Standards

• L3U1.10 – Construct an explanation based on evidence that the changes in an environment can affect the development of traits in a population of organisms.
• L4U3.11- Obtain, evaluate, and communicate evidence about how natural and human-caused changes to habitats or climate can impact populations.

Social Studies

Skills and Processes

• SP4.2 – Use evidence to develop a claim about the past.

Economics

• E5.1 – Generate questions to explain how trade leads to increasing economic interdependence on different nations.

Geography

• G2.1 – Describe how natural and human-caused changes to habitats or climate can impact our world.
• G3.1 – Use key historical events with geographic tools to analyze the causes and effects of environmental and technological events on human settlements and migration.
• G4.1 – Describe how economic activities, natural phenomena, and human-made events in one place or region are impacted by interactions with nearby and distant places or regions.