National Standards
Check out the Natural Inquirer’s Wilderness 2.0: Understanding How People Experience and Value Wilderness, a monograph produced by the USDA Forest Service and Cradle of Forest in America Interpretive Association. http://www.naturalinquirer.org/modules.php?name=NaturalInquirer&op=download&issue_id=55&type=pdf_eng
Here are National Education Standards addressed in Great Outdoors LIVE: Yours to Explore and in the monograph.
National Science Education Standards |
Where and How the Standard Is Addressed |
| Abilities Necessary To Do Scientific Inquiry | Who Are Scientists? Describes the characteristics of scientists; Thinking About Science: Explains what it means to be a social scientist; Methods: Collecting and analyzing data. |
| Understandings About Scientific Inquiry | The whole monograph: Exposes students to social science and methods of gathering and analyzing data. |
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Regulation and Behavior |
Findings: Shows the behavior and response of the boy to his environment and people. |
| Populations and Ecosystems | Entire article: One way humans adapt to a loss. |
| Personal Health | The whole monograph: Looks at personal health, both physically and mentally. Addresses physical health by discussing backpacking and the challenges and benefits. Addresses mental health through Amigo’s personal narrative reflections in the Findings. |
| Science and Technology in Society | Introduction: Explains how to use trip reports (blogs) to evaluate how people value wilderness; Discussion: Addresses the value of trip reports and the information they provide. |
| Science as a Human Endeavor | Who Are Scientists? Describes characteristics of scientists; Meet the Scientists: Puts a human face on science; What Kind of Scientist Did This Research? Defines social scientist; Thinking About Science: Describes some goals of science. |
| Nature of Science | Thinking About Science: Describes some goals of science. |
| History of Science | Welcome to the Wilderness 50 Monographs! and the Wilderness Time Line: Shows how the whole concept of wilderness developed over time. |
National Curriculum Standards for Social Studies |
Where and How the Standard Is Addressed |
| Culture | Welcome to the Wilderness 50 Monographs! and the Wilderness Time Line: Show how the whole concept of wilderness developed over time and how wilderness is part of our culture. |
| Time, Continuity, and Change | Welcome to the Wilderness 50 Monographs! and the Wilderness Time Line: Show how the whole concept of wilderness developed over time. |
| People, Places, and Environments | Introduction, Methods, Findings, and Discussion: Show how people value wilderness and the experiences they have in these areas; Findings and Discussion: Show how Amigo’s identity is shaped by his experience in wilderness. |
| Power, Authority, and Governance | Welcome to the Wilderness 50 Monographs! and the Wilderness Time Line: Show how the whole concept of wilderness developed over time and how wilderness is part of our culture; Thinking About the Environment: Shows how the government develops and protects wilderness areas. |
| Production, Distribution, and Consumption | The whole monograph: Tries to determine how people value wilderness |
| Science, Technology, and Society | Introduction: Shows the use of trip reports (blogs) to evaluate how people value wilderness; Discussion: Shows the value of trip reports and the information they provide. |
Common Core Standard |
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Scientific and Engineering Practices |
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| Asking Questions (for science) and Defining Problems (for engineering) | Who Are Scientists? Describes how asking questions is a characteristic of scientists; Thinking About Science: Explains how the goal of science is to discover new information; Introduction: Presents the research questions in this study. |
| Planning and Carrying Out Investigations | The entire monograph: Focuses on planning and carrying out an investigation. |
| Analyzing and Interpreting Data | Methods and Findings: Describe what the scientists did; Methods and Findings Reflection Sections: Describe analyzing findings and information |
| Using Mathematics and Computational Thinking | Thinking About the Environment: Discusses relative size and numbers; Number Crunch: Shows how to calculating size in comparison with something else. |
| Constructing Explanations (for science) and Designing Solutions (for engineering) | Introduction, Methods, and Findings Reflection Sections: Explain the findings; FACTivity: Explains how writing and reflecting about an experience influence how you think about the experience. |
| Obtaining, Evaluating, and Communicating Information | Methods: Describes how to obtaining and analyze information; FACTivity: Shows evaluating and communicating information. |
Crosscutting Concepts |
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| Patterns | Methods: Shows how the scientists used a case study to discuss the 322 trip reports because there were common themes (patterns) throughout the trip reports and how the case study they chose exemplified those common themes. |
| Scale, Proportion, and Quantity | Thinking About the Environment: Discusses relative size and numbers |
| Stability and Change | Welcome to the Wilderness 50 Monographs! and Thinking About the Environment: Address the character of wilderness and the prohibition of human modification. |
Core Idea LS2: Ecosystems: Interactions, Energy, and Dynamics |
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| LS2.C: Ecosystem Dynamics, Functioning, and Resilience | Welcome to the Wilderness 50 Monographs! and Thinking About the Environment: Address the character of wilderness and the prohibition of human modification. |
Core Idea ESS3: Earth and Human Activity |
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| ESS3.A: Natural Resources | The entire monograph: Shows concern with natural resources. |
| ESS3.C: Human Impacts on Earth Systems | Welcome to the Wilderness 50 Monographs! and Thinking About the Environment: Address the character of wilderness and the prohibition of human modification. |
