Camp Campbell Outdoor Science School Teacher & Parent ...

. Conference with CCOSS staff and possible activity restriction (see corrective discipline list forpossible activity restrictions).3. Volunteers will consistently suggest positive alternatives for unacceptable behavior before it gets out ofcontrol.HEALTH CAREThe care and supervision of students is supported by the Health Supervisor who is available on camp 24hours a day. Our health Supervisor, Thad Stockham is a certified Emergency Medical Technician(EMT)and Wilderness First Responder (WFR). All program staff are trained to help maintain establishedheath and safety standards. For example, all staff are first aid and CPR certified, and carry first aidequipment at all times. In addition our field teaching staff (field teachers and naturalists) carry epi-penswith them during all field experiences and are trained regarding their administration. We have fullystocked first aid kits stationed around camp (e.g., the kitchen, pool, and Sommer Lodge).Medicine must arrive in the original container and be accompanied by a Medication Intake Form (located inthe back of the packet and should be distributed to all parents). The Health Supervisor is a trainedprovider of first aid. Minor injuries will be treated and recorded. Any illness or injury, outside of thestanding order of the Boulder Creek Physician, will be treated by medical doctors on call in Boulder Creek.Reports of illness or injury are to be brought to the immediate attention of the Health Supervisor who willassess the situation and determine what actions are to be taken and who is to be notified. Classroomteachers will be consulted concerning their students, and parents will be called to keep them informed oftheir child’s health.Teachers, on the morning of your departure for camp please collect all prescription and nonprescriptionmedications (including vitamins) from your students. It is critical that parents/guardians include theMedication Intake form with clearly written instructions with every collected medication thatincludes the student’s first and last name, dosage and frequency. Please place medications andMedication Intake form in a Zip-loc bag with the child’s name clearly written on the outside of the bag.Exception: If a child is required to keep medications on their person for emergency reasons (i.e.diabetes, asthma, bee sting allergies, etc.) please let the student keep them and notify the HealthSupervisor upon your arrival. Parents please send an additional emergency inhaler and give this to theclassroom teacher, so that an inhaler will always be on hand in the health cottage in case the studentloses or misplaces the one they are carrying.Incidents of Head Lice: Routine head lice checks must be conducted at school. If a student who isscheduled to attend the Outdoor Science School is discovered to have lice, the student must be cleared byeither the school nurse or a family health care provider. Written notification of this clearance must beprovided to YMCA Camp Campbell prior to or upon arrival of the student to the Outdoor Science School. Inthe event that Lice is discovered at YMCA Camp Campbell the schools will provided a letter to send homewith students detailing the incident.Homesickness- Going away to camp for a week or more can be a challenging experience for manychildren. Short-term separation from parents and learning independence are both important parts ofgrowing up even though it may not always be easy. Many children have some difficulty coping with thechanges that come with spending a week away from home. This anxiety is perfectly normal and happenson occasion. Parents can also feel these symptoms.Parents can help by counseling your child prior to coming to camp in order to make the transition easier.Let them know you have confidence in their ability to be away from family and how exciting it will be to6

meet new friends. If they are unsure of themselves, let them know how proud you will be of them if theytry their best to succeed.While your child is at camp, we will notify you if any concerns arise. Once at YMCA Camp Campbell, we donot allow students to call home. Often when a homesick child speaks to someone from home, theirhomesickness is only made worse. Instead, we encourage letter writing both to and from the f amily. Youmay even wish to mail a letter a few days prior to the session to make sure it arrives while your child is atCCOSS. We train our staff to be caring and empathetic, while at the same time keeping the campers sobusy having fun that hopefully they will forget about their homesickness entirely. Lastly, the presence ofthe student’s classroom teacher is also helpful when dealing with homesickness.Keeping In Touch- Send mail to your student:Student’s Name & Name of SchoolYMCA Camp Campbell Outdoor Science School16275 Highway 9Boulder Creek, CA 95006Students love to receive mail and are encouraged to write home. Sending an envelope/postcard that isself-addressed and stamped is an excellent idea. When sending mail, please allow two to three days for itto arrive at camp. Please do not send candy or food items! We do not allow food in the cabins tocontrol problems associated with animals and insects. We provide healthy meals and snacks for studentswhile they are on site.Or email your student at: redwoods@ymcasv.org Include Student’s name and School and dates of attendance in the subject line. Students are unable to respond via email, but we deliver emails daily.SPECIAL ACCOMMODATIONS POLICYYMCA Camp Campbell is committed to providing learning opportunities for people of all abilities. Theunique teaching strategies utilized by our staff of credentialed field teachers allow students of all abilitiesto learn during hands on field studies. In addition, our Tree Top Camp offers complete accessibility toprovide comfortable living accommodations and we have several ADA compliant paved trails that navigatethe redwood forest.Our goal is for our staff to meet the needs of all of the students. In order t o accomplish this objective, itis imperative that schools provide the same accommodations for all students that would be provided in atraditional classroom setting during participation at the outdoor science school. It is our expectation thatschools communicate with the Senior Program Director about students with special needs well in advanceof their arrival to assure that each child can be safely accommodated. In the rare instance that we wouldnot be able to ensure the safety for all participants, we reserve the right to send children home or declineparticipation. We can also make arrangements for a student to become a “Day Student”. If Interested inthis option please contact the Senior Program Director to discuss this option in greater detail.We are available to assist schools in bringing students who require special accommodations. We do notcharge the school for aides or extra personal who assist a student during their school visit. We alsoencourage families to come for a visit prior to the scheduled school trip and are happy to arrange for thesevisits on the weekend to accommodate busy schedules.FACILITIESYMCA Camp Campbell is accredited by the American Camp Association and situated on an 84 acre sitewhich straddles the San Lorenzo River. It is located approximately 3 miles north of the historic town ofBoulder Creek on State Highway 9, amid the giant redwoods of the Santa Cruz Mountains.7

Camp is in the process of completing a 20 million dollar capital improvement plan. Phase one of this planis now complete and includes, the newly built Tree Top Camp (6 cabins with 14 beds in each cabin),Swenson Family Lodge, the Valley Foundation Swimming Hole, and the Maintenance and CCOSSheadquarters. We are working to finish the fundraising required to start phase 2, which will involveimprovements to the Forty-Niner Camp, Health Cottage, and Teacher Accommodations. The facilitiesinclude heated cabins for student housing. Our newest cabins have restroom facilities in the cabin whileour rustic cabins have centralized restroom buildings. The student cabins sleep between 9 to 16 people.Visiting teaching staffs are provided separate housing from the students. It is suggested that teachersbring a fitted sheet for a twin mattress as well as a sleeping bag. Please note that accommodations forboth students and teachers will be shared with participants from other schools. Please come prepared tomake new friends. Teachers will also have a table to work on, closet space, shelves, microwave, and smallrefrigerator available for their convenience. A coffee pot is provided to brew your own coffee; howevercoffee is also available in Swenson Lodge. Lastly, classroom teachers can utilize a wireless internetconnection available in Sommer and Swenson lodges.On site we have many facilities to support the dynamic teaching and learning opportunities at CCOSS. Forexample, the Nature Lab provides opportunities for hands-on discovery activities, while Sommer Lodge isa convenient location for indoor rainy day activities, and Swenson Family Lodge offers meeting rooms forsmall group activities and games. Other programming facilities include Arts & Crafts, Health Cottage,Living Machine, Garden, Main Campfire, Brandy’s field, low ropes elements, and the bouldering wall.The natural resources available for study at YMCA Camp Campbell provide the quality and diversitynecessary for a well-rounded outdoor education curriculum. While the area is dominated by themagnificent and mighty redwoods, there are also other representative ecosystems present such as thelotic, riparian, meadow, mixed evergreen forest and chaparral. The San Lorenzo River is not only thehome for small aquatic invertebrates, crawdads, great blue heron, ducks, and occasional river turtles; it isalso the spawning ground for steelhead trout and silver salmon. Several miles of hiking trails completewith activity areas and vista points, lead students to the homes of raccoon, black-tail deer, gopher snakes,and great horned owl. Of particular interest are t he relics of a bygone day when lumber mills and loggingcrews harvested the redwoods with two-man saws and ox teams. Remnants of the narrow gauge railwayand trestle are still visible.FOODWe eat family style at camp and base our portion sizes on the USDA My Plate recommendations(http://www.choosemyplate.gov). Part of our mission here at YMCA Camp Campbell is to help childrengain lifelong healthy living skills. Our cabin leaders are trained to assist with serving each child andhelping them make healthy choices. Although, we do offer 2nds, we also encourage children to considerhaving a salad, or a piece of fruit and have a glass of water before having a 2 nd serving. Our goal is towork with children to understand the difference between eating because the food is there and eatingbecause their body needs more fuel.Meals are served family style in the Swenson Family Lodge. Menus are prepared by our Food ServiceManager to be nutritionally balanced and satisfying. Fresh fruit and vegetables are served, as well ashome-baked bread. Food is kid friendly with something at each meal for everyone. We serve a fresh saladbar at every lunch and dinner. There is a vegetarian option at every meal, and other dietaryaccommodations can be made as well (e.g., gluten free, and lactose free options). Please refer to theRestricted Dietary Form at the end of the packet for any students with dietary restrictions. Parents ofstudents with Dietary restrictions are able to supply food for their children; food will be kept in arefrigerator and pulled out at each meal. Please do not send food containing any nut products, and8

make sure that items requiring reheating can be reheated in a microwave. A classroom teacher will beassigned as a Food Advocate to assist students preparing and receiving restricted dietary meals. If youhave any questions regarding supplemental food, please contact the Senior Program Director.Late Arrivals and Early Departures – Our camp schedule is busy and there is so much for students toexperience therefore we encourage all students to attend Science School for the entire week. Thus, latearrivals and early departures for reasons other than illness or emergency are discouraged, butarrangements can be made. If a child needs to arrive late or leave camp for any reason, departure andarrival details should be worked out with the Senior Program Director and the Classroom Teacher inadvance. Between the hours of 9 a.m. to 5:00 p.m. the student will be checked in at Sommer Lodge, byour staff, parents please be prepared to show I.D. when picking up your child. Pick ups and drop offsoutside of these hours will be done at the health cottage with the Health Supervisor. Please note that feeswill only be prorated for reasons of illness.Visitation - Our policy strongly discourages parents from visiting their children while they are in camp. Ifparents would like to tour the facilities in advance of their child’s arrival, please book a tour through ourwebsite http://www.ymcasv.org/ymcacampcampbell/ht ml/contact.html or by contacting the main office(P) 831-338-2128 (E) redwoods@ymcasv.org.What makes the YMCA Camp Campbell Outdoor Science School special?• Our talented staff of skilled science teachers and naturalists offer a rich and variedcurriculum in conservation biology that supports the state framework.• We recruit, train, and support volunteer cabin leaders who provide supervision for your studentsthrough our Leadership Development Program.• We are located on 84 acres of coastal redwood forest that is bisected by the San LorenzoRiver.• We provide an on-site health supervisor who manages the health needs of students and thedistribution of medication.• We annually serve over 5,500 students from over 75 schools.• YMCA Camp Campbell has been providing quality youth and family resident camp programmingsince 1936.• We provide wholesome meals and comfortable, year-round facilities and lodging, withseparate quarters for visiting classroom teachers.A TYPICAL WEEKAt the YMCA, students gain independence as they spend 4 days and 3 nights away from home in anatmosphere committed to building healthy youth through Asset Development. Students learnresponsibility as they take care of themselves and their belongings with proper guidance; and gain respectfor others as they share a living space with fellow students. Students learn to live the YMCA core valuesof: Caring, Honesty, Respect, and Responsibility in terms of themselves, others, and for the environment.In addition to fun, hands-on science lessons, you and your students will participate in additional campactivities such as: science-themed all day picnic hikes, sing-a-longs, campfires, bouldering and climbingwalls, skit nights, team building initiatives, arts & crafts, group games, basketball, archery, swimming,and science-themed night hikes.Field StudyOur schedule is intentionally designed to provide organized opportunities for students to engage in bothscience education and social skill development. Field studies are the dedicated time for students to explore9

the environment with their designated field group. A field group is generally 20-25 students and iscomprised of male and female students from multiple schools. On one of the two full days that thestudents are here they will start their day by packing a picnic lunch and venturing out on the extensivehiking trails on and adjacent to camp property with their Field Teacher and Cabin Leaders. During theirpicnic hike day they will explore a variety of ecosystems and take part in multiple lessons while they areon the trail. The remaining full day at camp the students will have lunch in the Swenson Family Lodge andthey will visit the riparian ecosystem that runs through camp and will take part in an aquatic invertebratesurvey and water quality testing. Additionally, they will have the opportunity to visit the garden, compost,living machine, nature lab and animal lab where their Field Teacher will lead the students through avariety of inquiry based learning experiences. The students have an hour of classroom teacher timescheduled on Wednesday afternoon so that they classroom teachers that accompanied the student toCCOSS have a chance to check in with their students. During this hour classroom teachers have access tomost of camp’s amenities and can run either high energy activities or low energy activities. On Tuesdayand Wednesday nights, students will participate in both a night hike and an evening program, with halfthe camp doing each activity and then switching the following night. During night hike the students willbe with their Field Teacher and Cabin Leaders as they learn about a variety of topic such as nocturnaladaptations, the science behind the human eye, and stars all while exploring the trails around camp.Evening ProgramsIn addition to the night hike experience, students will also experience a Fiesta and a campfire duringevening program. Fiesta is an organized opportunity for students to relax, have fun and make new friendsduring a fun and educational evening program. On the final evening students will share in a traditionalcampfire where they will perform skits and sing songs.Cabin TimeWe have allocated time during the week for students to spend time with their cabin groups; this issupervised by their cabin leader. During cabin time students play games, share stories and highlight oftheir week, take showers, and work on their skits for campfire. Classroom teachers and Outdoor ScienceSchool staff offer support to cabin groups during this time.Teacher TimeThe classroom teachers will spend one hour on Wednesday afternoons with the student from their class.This is an opportunity for teachers to check in with their students and spend time with them during theweek.Activity TimeActivity time occurs on Thursday afternoon and is an opportunity for students to engage in a traditionalcamp activity. These activities change on a weekly basis. Typical options for students to choose frominclude: snake feeding, GaGa ball, capture the flag, rock climbing wall, archery and nature crafts. OnWednesday evenings students are given the list of activities offered that week, they will then rank theseactivities in order of preference. Typically students are placed in one of their top three choices.10

YMCA Camp Campbell Outdoor Science School Sample ScheduleTuesday Wednesday Thursday Friday7:00 Wake up, get ready for day! 7:00 Wake up, get ready for day! 7:00 Wake up, pack & clean7:45 Line up at DH 7:45 Line up at DH 7:50 Take luggage to pavilion8:00 Breakfast 8:00 Breakfast 8:10 cabin check out8:50 Cabin Time, Prepare forField Study8:50 Cabin Time, Prepare forField Study8:20 Line up for Breakfast8:30 BreakfastYour Cabin is:Your Field Teacher is:Your Evening Hike is:Your Picnic Hike is:9:10-9:40 Music 9:10-9:40 MusicYour Outdoor MeetingSpot is:10:00 Camper buses arrive10:30 Opening Ceremony11:00 Orientation with FieldGroupI n CampS chedule10:00 RiverStudy &Nature HikePicnic HikeS chedule10:00 FieldStudy/PicnicHikeI n CampS chedule10:00 GardenStudy &Nature LabPicnic HikeS chedule10:00 FieldStudy/PicnicHike9:30 Closing Field Study11:45 Go to Closing Ceremony12:00 Closing CeremonyYour Indoor MeetingSpot is:Your Group Duties are:12:30 Lunch 12:30 Lunch Lunch on Trail 12:30 Lunch Lunch on Trail 12:30 Students Depart1:15 Move into cabins, CabinMeeting1:15-4:00Field StudyFieldStudy/PicnicHike (ends at4:00)1:15-4:30Field StudyFieldStudy/PicnicHike (ends at4:30)2:15 Field Study4:00-5:00 Teacher Time4:30-5:30 Activity Time5:00 Cabin Time5:45 Line up at DH 5:45 Line up at DH 5:45 Line up at DH6:00 Dinner 6:00 Dinner 6:00 Dinner7:00 Cabin Time 7:00 Cabin Time 7:00 Cabin Time7:30 Fiesta or Evening Hike 7:30 Fiesta or Evening Hike 7:30 Campfire9:00 Return to Cabins 9:00 Return to Cabins 9:00 Return to Cabins9:30 Lights Out 9:30 Lights Out 9:30 Lights Out11

What to Bring ListNotes for Parents Turn in all formsBedding and Toiletries Write name on all belongings Sleeping bag, or sheets and warm blanket Give all medications and Medication Intake 2 bath towelsForm to your classroom teacher – do NOT Toothbrush and toothpastepack in student’s belongings Brush and/or comb SoapClothing Shampoo 4 changes of underwear Deodorant (if desired) 6 pairs of socks (8 during Nov.-April) 4 shirts, short & long sleeveAdditional Gear 2 to 4 pairs of durable, long pants (4 during Water bottle or canteenNov.-April) Flashlight 1 pair of shorts (during warm weather) Small backpack (daypack) Hat for shade in warm weather Hat for warmth in cool weatherRecommended Gear Warm jacket Camera (cannot be a feature of a phone) Sleep wear Pillow 2 pairs of closed-toe, comfortable shoes Laundry bag, or plastic bag for dirty clothes(suitable for hiking) Books, puzzles and magazines for quiet time Sandals (for showers and swim time only) Stationery and pre-addressed, stamped Swim suit (for showers and swim time)envelopes (if student wants to write lettershome)Rain Gear (essential all year round) Long underwear and/or gloves (Nov.-April) Waterproof rain pants, coat, and/or poncho Insect repellent (non-aerosol only) Rain hat (if coat or poncho has no hood) Sunscreen Waterproof boots/shoes (if you own them) Recycled plastic bags (to cover feet or holdwet clothing)The following items are prohibited atYMCA Camp Campbell Outdoor Science School:Sports equipment, alcohol, drugs, cigarettes, pets, aerosol cans, valuable items, weapons, money, radios, jewelry,fishing gear, high heels, shoes with wheels, electronic games, electronic equipment (including cell phones, mp3players, and pagers), hair dryers, flat irons, make-up, and /or candy and snacks (unless for medical reasons).12

TEACHER INFORMATIONORIENTING YOUR STUDENTSOver the years, we have realized when students arrive clearly understanding the rules and responsibilitiesof being an Outdoor Science School participant, they inevitably have a more positive, and therefore, moreeducational experience. The time you spend preparing your students will help to ensure their success. Thefollowing techniques have proven to be successful in preparing students:1. Advise students and parents of behavioral expectations☼ Review the Rules & Responsibilities and Behavior Agreement Form (located in back of packet)☼ Send the Parent Packet home for STUDENTS AND PARENTS TO READ TOGETHER, SIGN andreturn to you. (Students sent home for discipline reasons will not receive a refund).☼ All students and parents must sign the Behavior Agreement Form2. Introduce students to THEIR ROLE☼ As an enthusiastic learner in a residential school setting and a field study environment☼ As a member of a cabin team with students from other schools☼ As someone who will be asked to try new things (e.g., food that they are not used to eating)SCHEDULE A SCIENCE SCHOOL ORIENTATIONIn an effort to prepare your class for their learning experience at the Outdoor School, and to help buildinterest and enthusiasm, we recommend holding a parent and/or student informational meeting. We haveincluded a DVD in this packet that will help prepare students for their visit and will answer most ofparents' and students' questions. For new schools or for schools with very nervous parents and/orstudents, we can send one of our staff members to your school to present the orientation video andanswer any questions. The visit usually lasts 45 minutes to an hour. If you would like to schedule a visitfrom one of our staff members please contact us at 831-338-2128.ARRIVAL, DEPARTURE & LUGGAGE PROCEDURESArrival/Departure By Bus☼ Inform Senior Program Director the week prior to your scheduled visit regarding how students andluggage will be arriving to camp.☼ Arrange for Buses to arrive at Camp Campbell at 10:00 a.m. on arrival day. (It is notrecommended for buses or cars to take Bear Creek Road).☼ Arrange for Buses to pick up students on departure day at 12:00 for a 12:30 departure.☼ CCOSS staff will greet you and your students in the parking lot, teachers will be asked to meet theSenior Program Director in Sommer Lodge to review logistics and students will be escorted bycamp staff to the restroom facilities and opening campfire for games and introductions.Arrival/Departure By Cars☼ Inform Senior Program Director the week prior to your scheduled visit how many cars will bedropping off students. You may be given an alternate time to arrive in order to accommodate thebus arrival of students from another school.☼ Arrange for several parent cars to take only luggage. Upon arrival the luggage cars will be directedto drive all the way to the Pavilion to drop off luggage.☼ Cars carrying students will park in the main parking lot and will be greeted by camp staff. Parentsare welcome to come into Sommer Lodge to use the restroom facilities. Parents are not permitted13

to stay for tours or the opening ceremonies. Tours can be arranged in advance of the scheduledschool trip.Luggage Pick Up and Drop Off☼ Luggage may be loaded onto the School Buses for arrival and departure.☼ Many schools arrange for luggage trucks from the District or rent U-haul trucks to carry luggage.These vehicles should drive past the main parking lot, over the bridge, continue up the hill and pastthe swimming pool and then veer left to drop off and pick up luggage at the Pavilion a coveredoutdoor structure (see enclosed map).☼ Picking up luggage on Friday can be done anytime between 7:30 and 12:00 p.m. Any luggage notpicked up by 12:00 p.m. will be loaded onto school buses and teacher vehicles.☼ Our staff will be available to assist with the loading of luggage between 7:30 and 8:15. Vehiclesthat arrive later than this may be loading luggage with limited camp assistance.☼ Parents picking up luggage are advised to drive directly to the Pavilion. Our staff are available toload cars between 7:30 and 8:15 a.m. Vehicles that arrive later than this may be loading luggagewith limited camp assistance.CLASSROOM TEACHER RESPONSIBILITIESBefore Camp☼ Arrange for one teacher per classroom to attend outdoor science school.☼ Designate at least one teacher to bring a car with your group for emergency purposes. It is theresponsibility of the school to transport any children who are sick, injured, or need to go home forbehavioral reasons if the parents are unavailable.☼ Arrange for transportation to and from camp and communicate this information with the Seniorprogram director prior to your arrival. Students may arrive by bus or cars.o Inform Senior Program Director of the number of buses oro Inform Senior Program Director of the number of expected cars.☼ Arrange for luggage to be dropped off and picked up from camp. Please inform the senior Program.At Camp☼ Upon your arrival, a staff member will greet your bus (or vehicles). This person will direct you toSommer Lodge where you will review the cabin assignments. Please go directly to Sommer Lodgerather than moving into your cabin. Please bring any student medications with you at this time aswell as any health forms that have not been sent to CCOSS.☼ Attend our Orientation meeting with Program Director. This meeting will take place upon yourarrival, while your students are participating in opening ceremony. We will review your role atCCOSS, coordinate the signing up for duties and responsibilities, and start the dialogue regardingthe needs and abilities of your students.☼ Classroom teachers will sign up for various duties on their first day. Duties include:o Assisting with supervision of the cabin areas as students prepare for bedo Being “Teacher of the Day” (who is our first contact person if assistance is needed with astudent for health or behavioral reasons)o Being a food advocate for students with special dietary requirements☼ Classroom teachers must also attend 3 meetings on their arrival day (one with the AssociateProgram director, one with the field teachers, and the last with the volunteer cabin leaders).☼ On the second morning the classroom teacher will meet with the cabin leaders again to discuss anystudent issues that may have come up on the first night. Students’ happiness and well-being is a14

esponsibility shared by the classroom teachers and the YMCA staff. Please check in with yourstudents to make sure they are happy and safe, and are getting along well with other members oftheir cabin and field groups (including cabin leaders and other YMCA staff).☼ Following the check in with volunteers classroom teachers will meet with the Associate ProgramDirector to sign up for Wednesday afternoon teaching spaces and to discuss anything as needed.☼ Behavior management is also a shared responsibility of the school and YMCA staff. Teachers maybe asked to help out in a conference with a child, on a phone call with his/her parents, and may beasked to supervise a student who may need to sit out of an activity.☼ Classroom teachers may be asked to assist in the supervision of a sick student if the HealthSupervisor needs to attend to the health needs of other students, or if the child needs to stay inthe Health Cottage (our policy is that we never leave a staff member alone with a child).☼ Classroom teachers are responsible for supervising t heir students on Wednesday afternoons duringClassroom Teacher time for approximately one hour. The classroom teacher must plan an activityfor their class (such as a class check-in time or journal writing). The classroom teacher will workwith their students to complete the “stick figure” evaluation form during the first 15 minutes of thismeeting.☼ Classroom teachers are asked to complete an evaluation and meet with the Associate ProgramDirector on the final morning in camp to discuss the week.☼ During a schools stay at CCOSS at least one representative from the school must stay in camp atall times (exceptions must be cleared by the program director).CLASSROOM TEACHER CHECKLISTPlease read and follow this schedule as you prepare for your arrival. Please note that program revisions occur and yourprevious experiences may not correspond to our current expectations. Your cooperation in reading and following theseguidelines will help assure a safe and positive experience for you and your students.UPON RECEIPT OF CONTRACT_____ Designate a School Site Camp Coordinator (teacher, administrator, principal.)_____ Return your signed contract with your deposit._____ Contact the Senior Program Director to coordinate possible financial aid._____ Consider your fund-raising options and begin promoting to parents._____ Designate which teachers who will attend (one from each classroom - or appropriate substitute)._____ Arrange for a certificate of Liability of Insurance to be sent to YMCA Camp CampbellFOUR TO SIX WEEKS PRIOR TO ARRIVAL_____ Plan to hold a science school orientation meeting with your attending students._____ Arrange Transportation & Luggage Truck Schedule your buses to arrive in camp on the firstday between 10:00 & 10:30 a.m. and to be at camp on the last day at 12:00 p.m. for a12:30 p.m. departure. Please notify camp if your students will be arriving via parent cars._____ Distribute copies of teacher packet to participating teachers plan and coordinate paperwork._____ Distribute Parent Packets (including: letter, checklist of what to bring, Health History, & bothLiability Forms, Medication Intake Form, and Behavior Agreement Form)._____ Call the Health Supervisor at 831- 338-2128 if you are planning to bring students who requirespecial accommodation._____ The Health History & Liability Forms should be photocopied double-sided when distributed toparents (teachers should also complete a form for themselves). Please make a duplicatecopy of these forms prior to sending them to camp. Please update the duplicated copies with anynew medications or health information on the departure day.TWO TO THREE WEEKS PRIOR TO ARRIVAL_____ Construct Camp Buddy Lists. Please type these and email to chaas@ymcasv.org15

_____ Collect Health History, Liability Forms, and Behavior Agreement Forms._____ Send Health History, Liability Forms, and Behavior Agreement Forms (please combine allforms health, 2 liability forms, and behavior forms in one stack alphabetically), and T shirt lists._____ Send Financial Assistance Application to camp if neededTEN DAYS PRIOR TO ARRIVAL_____ If you are bringing students from classes whose teachers will not be attending, please be sure youare briefed on significant emotional issues, potential behaviors that could pose health and safetyproblems, learning disabilities, and are aware of second language learners._____ Confirm transportation is scheduled to arrive in camp on the first day between 10-10:30 AM andat 12:00 p.m. on the last day for a 12:30 p.m. departure._____ Designate at least one teacher from your school to have their personal vehicle parked at camp incase it is necessary to provide transportation for sick or injured children._____ Email Senior Program Director, chaas@ymcasv.org information regarding how the students will bearriving, number of buses or cars, and the number of classroom teachers staying overnight.THE MORNING YOU BOARD THE BUS______As you collect all medications, make sure medications are placed in zip-lock bags and have theMedication Intake form enclosed.T-SHIRT ORDERING INSTRUCTIONSIf you or your students are interested in purchasing a t -shirt, please follow the instructions below: Theyare organic cotton short sleeve t-shirts.☼ In the packet of Parent forms to be photocopied there is a T -shirt form for the parents to indicate ifthey would like to order T-shirt(s).☼ When you have the forms from the students returned, please compile the ordering information onthe Master Form for Classroom Teachers and email this to chaas@ymcasv.org☼ Please remind your students NOT to bring any money to camp (there is nothing for them topurchase at camp).☼ Inform Senior Program Director regarding payment of T -shirts. We can accept cash, check (madeout to YMCA Camp Campbell we cannot accept payment from parents) or we can invoice the schoolfor the T-shirts.CAMP CAMPBELL BUDDY LISTSYMCA Camp Campbell Outdoor Science School asks you to help us create cabin groups by listing yourstudents in pairs, or occasional triplets if necessary. This form can either be downloaded from the internetor requested via email from the Senior Program Director. To facilitate making the cabins in a timelymanner and preparing for your arrival the Buddy List must be emailed no later than 2 weeks prior to yourschools arrival. We have moved to an all electronic cabin list system, this system is much more accurateand easy to navigate. Supplying Buddy Lists via email greatly assists in the development of cabin lists inthe electronic format, emailing the buddy list helps to use our time more effectively and efficiently. Weaim for a successful week by creating pairs that work well together. If students have had past conflicts, orcan be disruptive when together, this is a chance to give them some distance to build relationships withother students.We also ask for your help in rating each student’s behavior to provide optimal supervision. Please usethe following guidelines when rating behavior: 1 = minimal supervision is needed; 2 = average16

supervision is adequate; 3 = more intensive supervision is needed. Special needs and notes can beindicated at the bottom of your form.#1= pair needs minimal supervision#2= pair needs average#3= pair requires constant supervision and/or a strong cabin leaderWe combine pairs of students to create cabin groups, which are single-gender and often include studentsfrom other schools. Several cabin groups, of both genders, come together to form a field group. If youhave students (of either gender) who should not be placed in cabin groups or field groups together, pleaseindicate this at the bottom of your form.** This form must be typed and emailed no later than 2 weeks before attendance!**BILLINGYour school will be billed upon the departure of your visit. We require schools to pay the minimum on yourcontract. The school contact will be emailed an invoice by our administration department at the end of thescheduled school visit. The school will have 30 days from the date of the bill to make the payment in full.If your school requires more time to submit payment, please informing the Senior Program Director andarrangements to extend the billing cycle will be made. All billing must be paid by a check from your schoolor district. We do not accept checks from the individual students.FINANCIAL ASSISTANCE POLICYWe fundraise throughout the year to assist each school in making outdoor science school a possibility forevery student. We asked schools to inform us of scholarship needs by filling out the enclosed FinancialAssistance form. All forms must be turned in at least 2 weeks prior to your scheduled school visit. Theform can also be downloaded from our website.17

SAMPLE LESSONTitle:AQUATIC INVERTEBRATE STUDYTeaching Topics Covered in the lesson: Watershed, Aquatic Invertebrates, Classification/Dichotomouskey, Water Quality, Indicator Species, Scientific Process/Measurements and Adaptation.Prepared by:Molly UnderwoodAbstract: This lesson is a hands-on investigation of the riparian ecosystem, focusing on aquaticinvertebrate collection and identification. The students will be introduced to new scientific testing tools,methodology, and identification strategies. They will be asked and encouraged to scientifically sketch anduse inquiry skills throughout the lesson.Science Standards: LS1.A, LS3.B, LS4.B, LS4.C, LS4.D, ESS1.C, CCS 6 th – Earth Science 2.a, CCS –Earth Science 2.b, ESS2.E, ESS3.C, ETS1.B, CSS 5 th – Investigation and Experimentation 6.A, CSS 5 th and6 th – Investigation and Experimentation 6.b/7.a, CSS 5 th – Investigation and Experimentation 6.d, CSS 5 th– Investigation and Experimentation 6.e, ETS2.A, CSS 5 th and 6 th – Investigation and Experimentation6.f/7.b, CSS 5 th – Investigation and Experimentation 6.gTeaching Environment: RiparianTargeted CCOSS Core Concepts:Scientific Method and InquiryEcological CommunitiesInterdependenceEnvironmental Awareness and StewardshipCycles and ChangesCCOSS Learning Strategies: Observation Sketching Sampling Measurement Comparative InvestigationMaterials: Kick net Water meter pH strips White sheets Collection/storage containers Laminated field guides Student field journals Pencils Rubber boots Hand LensesVocabulary: Dichotomous key Aquatic invertebrate Watershed Water quality Pollutant tolerance/index pH Dissolved Oxygen Indicator species18

Objectives: The students will have learned: How to use a dichotomous key How to use a kick net How to ID and separate aquatic invertebrates How to use a water quality testing device How to read pH strips What an indicator species is (pollutant tolerance of aquatic inverts) How to come up with a testable question (individual or group)Activity: Start the lesson by assessing the students’ knowledge:Do they know what an adaptation is?Have they ever used a dichotomous key before?Do they think that there is oxygen in the water?If so, how much oxygen?Ask the students to write down the different ways they think that oxygen gets into the water (useblank page in field journal). You can also have them list these on a white board so it is a collectionof everyone’s thoughts.Ask the students to write down different ways pollutants get into the water (use blank page in fieldjournal). You can also have them list these on a white board so it is a collection of everyone’sthoughts.Begin the activity by asking the students what they know about San Lorenzo River: Headwaters begin in the Santa Cruz mountains, in Castle State Park It drains 139 square miles River flows 29.3 miles and empties into the Monterey Bay Historically it was a popular place to fish for coho and steelhead salmon In 2006 the EPA listed the San Lorenzo River as being water quality impaired for sediment andpathogens Erosion is a problem along the riverSteer the student discussion towards how we can measure pollutants in the water. Using different scientific tests to test water quality Observing and monitoring indicator species – elaborate on this once the group comes up with thisidea (prompted or not)Take environmental parameters as a group: Explain why it is important to know when and where a sample was collected and what the weatherwas like the day of the investigation.Introduce students to the collection equipment: Kick net- have a couple of students c ome to the front of the group and have them demonstrate ondry land. Have two students hold the PVC pipes on an angle and then have 2 more studentsdemonstrate gently kicking, shuffling and rolling rocks over with their feet. Demonstrate how tolift the net out of the water to preserve the sample. Show the students that once the net is on the land they should flip the sample from the net onto awhite sorting sheet. Show students how to use the YSI meter and collect DO and temp readings Show students how to use and read pH strips Assign students to fill up ID containers with water so as soon as the invert sample is on the sheetwe can begin to group “like” species and get them into the containers. Splitting them up into“like” species is important so your sample doesn’t eat each other before you have a chance to IDthem.Before you assign duties and people scatter have everyone sit down and sketch the river. Have themsketch the banks, the fallen logs, the vegetation, the riffles, the rocks and explain why scientific sketchingand labeling is important. This is a great time to introduce erosion and how the river looked different in19

the past and it will look different in the future. Good questions: Is all erosion caused by humans? Whatelse could cause erosion? How does erosion impact the water quality and what lives in the water?*Be sure to use your CL’s wisely for this activity, have them spread out and be in charge of differentactivities (e.g. kick netting, setting up the sorting station, pH strips and YSI meter)Once you have a sample (or multiple, depending on the richness of the samples) gather all the studentsaround for sorting (you can have them work individually or in teams). Once the sample is sorted askthem to pull out the field journals and flip to aquatic invertebrate dichotomous key page. Teaching points: Each step is a question and depending on your answer you are sent to a new question. I often tellstudents it’s like a chose your own adventure book, you have an option and if you don’t think youwere right you can always back track or completely re-start. Walk them though a couple of examplesGive them time to explore, handle and ID the invertsRemind everyone that these are living insects and we should treat them with respec t while we IDthem. Once we are done we will release them back into the river.Introduce the pollution tolerance index Talk about indicator species Talk about what you found that day and what they means in terms of water quality Compare past dataIntroduce how the different aquatic inverts are specially adapted to living and surviving in theirenvironment. Spend some time talking about each invert you find and how they: hunt, hide andreproduce. You can follow this discussion up with a “build-a-bug” activity or sketching session after thewhole lesson is over.Wrap-up and Assessment:Ask the students to write down the different ways they think that oxygen gets into the water (havethem write it on the same page that they originally wrote their ideas on, have them compare andcontrast). You can also have them list these on a white board so it is a collection of everyone’sthoughts.Ask the students to write down different ways pollutants get into the water (have them write it onthe same page that they originally wrote their ideas on, have them compare and contrast). You canalso have them list these on a white board so it is a collection of everyone’s thoughts.Ask them to name at least two new scientific tools that they got to use for the first t ime today.Ask them why they thought we did this specific lesson and why it’s important to know about thehealth of the riparian ecosystem. Spend some time working through this question with thestudents.Survey the students (raise their hands) in regards to how many of them are comfortable andconfident using a dichotomous key.Compare your data to past data collected by previous groups. This can open you up to having alarger discussion about the “big picture” and how the riparian environment changes over time.Teaching points: Are the changes natural? Are the changes caused by human interaction with theenvironment? Has the river becomes more or less polluted, or is it the same?20

Science StandardsYour students will be spending their school week in a beautiful redwood forest. You will have theopportunity to watch your students as they experience first -hand science concepts that you’ve beenteaching all year long. YMCA Camp Campbell Outdoor Science School has been providing these exciting,educational, and enlightening outdoor science experiences for 5 th and 6 th grade students for over 25 years.Let our staff of skilled science teachers and energetic interns bring science to life for your students!We strive to develop students’ awareness of their role in the environment, as well as their appreciation ofthe beauty of nature. Our dedication to delivering a hands-on “living” curriculum is based on the CaliforniaScience Framework and the core concepts of: scientific methods/inquiry, ecological communities,energy/matter, cycles/changes, interdependence and environmental awareness and stewardship. Studentswill use detailed field journals to document their experiences in the field. Currently we are working to alignour curriculum with the Next Generation Science Standards while also being aware of California’sEnvironmental Education Initiative (EEI), California State Science Standards, and the California CoreStandards. Below, please find a comprised list of standards that we feel we have the ability to target. Ourfield teaching staff design lesson plans to intentionally target identified standards.A Framework for K-12 Science EducationCalifornia State Science StandardsCalifornia Common Core State StandardsCalifornia’s Proposed Next Generation Science Standards (NGSS) for 5 th and 6 th GradePhysical Sciences:PS1.A- Structure and Properties of Matter Matter of any type can be subdivided into particles that are too small to see, but even then thematter still exists and can be detected by other means. A model shows that gases are made frommatter particles that are too small to see and are moving freely around in space can explain manyobservations, including the inflation and shape of a balloon; the effects of air on larger particles o robjects.5-PS1-1 Matter and Its Interactions Develop a model to describe that matter is made of particles too small to be seen.5-PS1-2. Matter and Its Interactions Measure and graph quantities to provide evidence that regardless of the type of change thatoccurs when heating, cooling, or mixing substances, the total weight of matter is conserved.5PS1-3. Matter and Its Interactions Make observations and measurements to identify materials based on their properties.PS1B- Chemical Reactions When two or more different substances are mixed, a new substance with different properties maybe formed.5-PS1-4. Matter and Its Interactions Conduct an investigation to determine whether the mixing of two or more substances results innew substances.PS2.B- Types of Interactions The gravitation force of Earth acting on an object near Earth’s surface pulls that object toward theplanets center.5-PS2-1 Motion and Stability: Forces and Interactions Support an argument that the gravitational force exerted by Earth on objec ts is directed down.PS3.A- Definitions of Energy Temperature is a measure of the average kinetic energy of particles of matter. The relationshipbetween the temperature and the total energy of a system depends on the types, states, andamounts of matter present.21

MS-PS3-3. Energy Apply scientific principles to design, construct, and test a device that either minimizes ormaximizes thermal energy transfer.PS3.B- Conservation of Energy and Energy Transfer When the motion of energy of an object changes, there is inevitably some other change in energyat the same time.MS-PS3-4. Energy Plan an investigation to determine the relationships among the energy transferred, the type ofmatter, the mass, and change in the average kinetic energy of the particles measure d by thetemperature of the sample.MS-PS3-5. Energy Construct, use, and present arguments to support the claim that when the motion energy of anobject changes, energy is transferred to or from the object.PS3.D- Energy in Chemical Processes and Everyday Life The energy released [from] food was once energy from the sun that was captured by plants in thechemical process that forms plant matter (from air and water).5-PS3-1. Energy Use models to describe that energy in animals’ food (used for body repair, growth, motion, and tomaintain body warmth) was once energy from the sun.Life SciencesLS1.A- Structure and Function All living things are made up of cells, which is the smallest unit that can be said to be alive. Anorganism may consist of one single cell (unicellular) or many different numbers and types of cells(multicellular).MS-LS1.1 From Molecules to Organisms: Structure and Processes Conduct an investigation to provide evidence that living things are made of cells; either one cell ormany different numbers and types of cells. Within cells, special structures are responsible for particular functions, and the cell membraneforms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cellscontribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. Thesesubsystems are groups of cells that work together to form tissues and organs that are specializedfor particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystemscomposed of groups of cells.CSS 5th-Life Science 2.e Students know how sugar, water, and minerals are transported in a vascular plant.CSS 5th-Life Science 2.g Students know plant and animal cells break down sugar to obtain energy, a process resulting incarbon dioxide (CO2) and water (respiration).CCS 6 th -Life Science 5.a Students know energy entering ecosystems as sunlight is transferred by produces into chemicalenergy through photosynthesis and then from organism to organism thought food webs.LS1.B- Growth and Development of Organisms Animals engage in characteristic behaviors that increase the odds of reproduction. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specializedfeatures for reproduction.MS-LS1-4 From Molecules to Organisms: Structures and Processes Use Argument based on empirical evidence and scientific reasoning to support an explanation forhow characteristic animal behaviors and specialized plant structures affect the probability ofsuccessful reproduction of animals and plants respectively. Genetic factors as well as local conditions affect the growth of the adult plant.MS-LS1-5. From Molecules to Organisms: Structures and Processes Construct a scientific explanation based on evidence for how environmental and genetic factorsinfluence the growth of organisms.22

Organisms reproduce, either sexually or asexually, and transfer their genetic information to theiroffspring.MS-LS3-2. Heredity: Inheritance and Variation of TraitsLS1.C-Develop and use a model to describe why asexual reproduction results in offspring with identicalgenetic information and sexual reproduction results in offspring with genetic variation.Animals and plants alike generally need to take in air and water, animals must take in food, andplants need light and minerals; anaerobic life, such as bacteria in the gut, functions without air.Food provides animals with the materials they need for body repair and growth and is digested torelease the energy they need to maintain body warmth and for motion. Plants acquire theirmaterial for growth chiefly from air and water to process matter they have formed to maintain theirinternal conditions (e.g., at night).5 LS1 From Molecules to Organisms: Structure and Processes Support an argument that plants get the materials they need for growth chiefly from air and water.CSS 5th-Life Science 2.f Students know plants use carbon dioxide (CO2) and energy from the sunlight to build molecules ofsugar and release oxygen.LS1.D- Information Processing Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical),transmitting them as signals that travel along nerve cells to the brain. The signals are thenprocessed in the brain, resulting in immediate behaviors or memories.MS-LS1-8. From Molecules to Organisms: Structures and Process Gather and synthesize information that sensory receptors respond to stimuli by se nding messagesto the brain for immediate behavior or storage as memories.LS2.A-The food of almost any kind of animal can be traced back to plants. Organisms are related in foodwebs in which some animal eat plants for food and other animals eat the animals that eat theplants. Either way, they are consumers. Some organisms, such as fungi and bacteria, break downdead organisms (both plants or plant parts and animals) and therefore operate as decomposers.Decomposition eventually restores (recycles) some materials back to the soil for the plants to use.Organisms can survive only in which the environments in which their particular needs are met. Ahealthy ecosystem is one in which multiple species of different types are each able to meet theirneeds in a relatively stable web of life. Newly introduced species can damage the balance of anecosystem.5 LS2 Ecosystems: Interactions, Energy, and DynamicsDevelop a model to describe the movement of matter among plants, animals, decomposers, andthe environment.CCS 6 th -Life Science 5.b Students know matter is transferred over time from one organism to others in the food web andbetween organisms and the physical environment.CCS 6 th -Life Science 5.c Students know populations of organisms can be categorized by the functions they serve in anecosystem.CCS 6 th -Life Science 5.d Students know different kinds of organisms may play similar ecological roles in similar biomes.CCS 6 th -Life Science 5.e Students know the number and types of organisms an ecosystem can support depends on theresources available and on the abiotic factors, such as quantities of light and water, a range oftemperatures, and soil composition.LS3.A- Inheritance of traits Variations of inherited traits between parent and offspring arise from genetic differences that resultfrom the subset of chromosomes (and therefore genes) inherited.MS-LS3-2. Heredity Inheritance and Variation of Trails Develop and use a model to describe why asexual reproduction results in offspring with identicalgenetic information and sexual reproduction results in offspring with genetic variation.Earth Sciences23

ESS1.A- The Universe and its Stars The sun is a star that appears larger and brighter than other stars because it is closer. Stars rangegreatly in their distance from Earth.5-ESS1 Earth’s Place in the Universe Support and argument that the apparent brightness if the sun and stars is due to the relativedistances from Earth.ESS1.B- Earth and the Solar System The orbits of Earth around the sun and of the moon around earth, together with the rotation ofEarth about an axis between its North and South poles cause observable patterns. These includeday and night; daily changes in the length and direction of shadows; and different positions of thesun, moon, and stars at different times of the day, month and year.5-ESS1-2 Earth’s Place in the Universe Represent data in graphical displays to reveal patterns of daily changes in length and direction ofshadows, day and night, and the seasonal appearance of some stars in the night sky.ESS2.A- Earth Materials and Systems Earth’s major systems are the geosphere (solid and molten rock, soil and sediments), thehydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, includinghumans). These systems interact in multiple ways to affect Earth’s surface materials andprocesses. The ocean supports a variety of ecosystems and organisms, shapes landforms, andinfluences climate. Winds and clouds in the atmosphere interact with the landforms to determinepatterns of weather.5-ESS Earth’s Systems Describe and graph the amounts and percentages of water and fresh water in various reservoirs toprovide evidence about the distribution of water on earth.ESS2.C- The Roles of Water in Earth’s Surface Processes Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground;only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.5-ESS2-2. Earth’s Systems Describe and graph the amounts and percentages of water and fresh water in various reservoirs toprovide evidence about the distribution of water on Earth. Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation,condensation and crystallization, and precipitation, as well as downhill flows on land.MS-ESS2-4. Earth’s Systems Develop a model to describe the cycling of water through Earth’s systems driven by energy fromthe sun and the force of gravity. The complex patters of the changes and the movement of water in the atmosphere, determined bywinds, landforms, and ocean temperatures and currents, are major determinants of local weatherpatterns.MS-ESS2-5. Earth’s Systems Collect data to provide evidence for how the motions and complex interactions of air masses resultsin changes in weather conditions. Global movements of water and its changes in form are propelled by sunlight and gravity.MS-ESS2-6 Earth’s Systems Develop and use a model to describe how unequal heating and rotation of the Earth cause patternsof atmospheric and oceanic circulation that determine regional climates.ESS3.C Human Impacts on Earth Systems Human activities in agriculture, industry, and everyday life have had major effects on the land,vegetation, streams, ocean, air and even outer space. However, individuals and communities aredoing things to help protect Earth’s resources and environments.5-ESS3 Earth and Human Activity Obtain and combine information about ways individual communities use science ideas to protectthe Earth’s resources and environment. Human activities have significantly altered the biosphere, sometimes damaging or destroyingnatural habitats and causing the extinction of other species. But changes to Earth’s environmentscan have different impacts (negative and positive) for different living things.MS-ESS3-3. Earth and Human Activity Apply scientific principles to design a method of monitoring and minimizing a human impact on theenvironment.24

ESS3.D- Global Climate Change Human activities, such as the release of greenhouse gases from burning fossil fuels, are majorfactors in the current rise in Earth’s mean surface temperature (global warming). Reducing thelevel of climate change and reducing human vulnerability to whatever climate changes do occurdepend on the understanding of climate science, engineering capabilities, and other kinds ofknowledge, such as understanding of human behavior and on applying that knowledge wisely indecisions and activities.MS-ESS3-5 Earth and Human Activity Ask questions to clarify evidence of the factors that have caused the rise in global temperaturesover the past century.Earth and Space SciencesESS1.A- The sun is a star that appears larger and brighter than other stars because it is closer. Stars rangegreatly in their size and distance from the Earth.CCS 5 th -Earth Science 5.a Students know the Sun, an average star, is the central and largest body in the solar system and iscomposed primarily of hydrogen and helium.CCS 6 th -Energy in Earth Systems 4.a Students know the sun is the major source of energy for phenomena on Earth’s surface; it powerswinds, ocean currents, and the water cycle.CCS 6 th -Energy in Earth Systems 4.b Students know solar energy reaches Earth though radiation, mostly in the form of visible light.CCS 6 th -Energy in Earth Systems 4.e Students know differences in pressure, hear, air movement, and humidity result in changes ofweather.ESS1.B- The orbits of Earth around the sun and of the moon around Earth, together with the rotations ofthe Earth about an axis between its North and South poles, cause observable patterns. Theseinclude day and night; daily and seasonal changes in the length and direction of shadows; phasesof the moon; and different positions of the sun, moon, and stars at different times of the day,month, and year. Some objects in the solar system can be seen with the naked eye. Planets in the night sky changepositions and are not always visible from Earth as they orbit the sun. Stars appear in patterncalled constellations, which can be used for navigation and appear to move together across the skybecause of the Earth’s rotation.CCS 5 th -Earth Science 5.b Students know the solar system includes the planet Earth, the Moon, the Sun, seven other planetsand their satellites, and smaller objects, suc h as asteroids and comets.CCS 5 th -Earth Science 5.c Students know the path of a planet around the Sun is due to the gravitational attraction betweenthe sun and the planet.ESS1.C- Earth has changed over time. Understanding now landforms develop, are weathered (broken downinto smaller pieces), and erode (get transported elsewhere) can help infer the history of the currentlandscape. Local, regional, and global patterns of rock formations reveal changes over time sue toEarth forces, such as earthquakes. The presence and location of certain fossil types indicate thatorder in which rock layers were formed. Patterns of tree rings and ice cores from glaciers can helpreconstruct Earth’s recent climate history.CCS 6 th -Earth Science 2.a Students know water running downhill is the dominate process in shaping the landscape, includingCalifornia’s landscapeCCS 6 th -Earth Science 2.b Students know rivers and streams are dynamic systems that erode, transport sediment, changecourse, and flood their banks in natural and reoccurring waves.CCS 6 th -Earth Science 2.c Students know beaches are dynamic systems in which the sand is supplied by rivers and movedalong the coast by the action of waves.25

CCS 6 th -Earth Science 2.d Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlifehabitats.ESS2.B- The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, andvolcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are oft en alongboundaries between continents and oceans. Major mountain chains form the inside continents ornear their edges. Maps can help locate the different land and water features where people live andin other areas of Earth.CCS 6 th -Earth Science 1.a Students know evidence of plate tectonics is derived from the fit of the continents; the location ofearthquakes, volcanos, and midocean ridges; and the distribution of fossils, rock types, and ancientclimatic zones.CCS 6 th -Earth Science 1.b Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convectingmantle; and a dense, metallic core.CCS 6 th -Earth Science 1.c Students know lithospheric plates the size of continents and oceans move at rates of centimetersper year in response to movements in the mantle.CCS 6 th -Earth Science 1.d Students know that earthquakes are sudden motions along breaks in the crust called faults andthat volcanoes and fissures are locations where magma reaches the surface.CCS 6 th -Earth Science 1.e Students know major geologic events, such as earthquakes, volcanic eruptions, and mountainbuilding, result from plate motions.CCS 6 th -Earth Science 1.f Students know how to explain major features of California geology (including mountain, faults, andvolcanos) in terms of plate tectonics.CCS 6 th -Earth Science 1.g Students know how to determine the epicenter of an earthquake and know that the effect of anearthquake on any region vary, depending on the size of the earthquake, the distance of the regio nfrom the epicenter, the local geology, and the type of construction in the region.ESS2.C- Water is found almost everywhere on Earth: as vapor; as fog clouds in the atmosphere; as rain orsnow falling from clouds; as ice, snow and running water on land and in the ocean; and asgroundwater beneath the surface. The downhill movement of water as it flows to the ocean shapesthe appearance of the land. Nearly all of the Earth’s available water is in the ocean. Most freshwater is in glaciers or underground; only a tiny fraction is in the streams, lakes, wetlands, and theatmosphere.CSS 5 th -Earth Science 3.a Students know most of the Earth’s water is present as salt water in the oceans, which cover mostof the Earth’s surface.CSS 5 th -Earth Science 3.b Students know when liquid water evaporates, it turns into water vapor in the air and can reappearas a liquid when cooled or as solid if cooled below the freezing point of water.CSS 5 th -Earth Science 3.c Students know water vapor in the air moves from one place to another and can form fog or clouds,which are tiny droplets of water or ice, and can fall to Earth as rain, hail, or snow.CSS 5 th - Earth Science 3.d Students know that the amount of fresh water located in rivers, lakes, underground sources, andglaciers is limited and that its availability can be extended by recycling and decreasing the use ofwater.CCS 5 th -Earth Science 3.e Students know the origin of the water used by their local communities.ESS2.D- Weather is the minute-by-minute to day-by-day variation of the atmosphere’s condition on a localscale. Scientists record the patterns of the weather across different times and areas so that theycan make predictions about what kinds of weather might happen next. Climate describes the26

anges of an area’s typical weather conditions and the extent to which those conditions vary overyears to centuries.CSS 5 th -Earth Science 4.a Students know uneven heating of Earth causes air movements (convection currents).CSS 5 th -Earth Science 4.bStudents know the influence that the ocean has on the weather and the role that the water cycleplays in weather patterns.CSS 5 th -Earth Science 4.c Students know the causes and effects of different types of severe weather.CSS 5 th -Earth Science 4.d Students know how to use weather maps and data to predict local weather and know that weatherforecasts depend on many variablesEngineering, Technology, and Applications of ScienceETS1A- Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). Thesuccess of a designed solution is determined by considering the desired features of a solution(criteria). Different proposals for solutions can be compared on the basis of how well each onemeets the specified criteria for success or how well each takes the constraints into account.3-5 ETS1-1. Engineering Design Define a simple design problem reflecting a need or a want that includes specified criteria forsuccess and constraints on materials, time, or cost. The more precisely a design task’s criteria and constraints can be defined, the more likely it is thatthe designed solution will be successful. Specification of constraints includes consideration ofscientific principles and other relevant knowledge that are likely to limit possible solutions.MS-ETS1-1. Engineering Design Define the criteria and constraints of a design problem with sufficient precision to ensure asuccessful solution, taking into account relevant scientific principles and potent ial impacts onpeople and the natural environments that may limit possible solutions.ETS1.B- Developing Possible Solutions Research on a problem should be carried out before beginning to design a solution. Testing asolution involves investigating how well it performs under a range of likely conditions. At whatever stage, communicating with peers about proposed solutions is an important part of thedesign process, and shared ideas can lead to improved designs.3-5ETS1-2. Engineering Design Generate and compare multiple possible solutions to a problem based upon how well each is likelyto meet the criteria and constraints of the problem. A solution needs to be tested, and then modified on the basis of the test results, in order toimprove it.MS-ETS1-4 Engineering Design Develop a model to generate data for iterative testing and modification of a proposed object, tool,or process such than an optimal design can be achieved. There are systematic processes for evaluating solutions with respect to how well they meet thecriteria and constraints of a problem.MS-ETS1-2 Engineering Design Evaluate competing design solutions using a systematic process to determine how well they meetthe criteria and constraints of the problem. Sometimes parts of different solutions can be combined to create a solution that is better than anyof its predecessors.MSETS1-3 Engineering Design Analyze data from tests to determine similarities and differences among several design solutions toidentify the best characteristics of each that can be combined into a new solution to better meetthe criteria for success.CCCSS-Reading standards for literacy in science and technical subjects 6-8 Compare and contrast the information gained from experiments, simulations, video, or multimediasources with that gained from reading a text on the same topic.27

There are many types of models, ranging from simple physical models to computer models. Theycan be used to investigate how a design might work, communicate to design to others, andcompare different designs.CCCSS-Reading standards for literacy in science and technical subjects 6-8 Follow precisely a multistep procedure when carrying out experiments, taking measurements, orperforming technical tasks.CSS 5 th -Investigation and Experimentation 6.a Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.CSS 5 th and 6 th -Investigation and Experimentation 6.b/7.a Develop a testable question/hypothesisCSS 5 th -Investigation and Experimentation 6.c Plan and conduct a simple investigation based on a student-developed question and writeinstructions other can follow to carry out the procedure.CSS 5 th -Investigation and Experimentation 6.d Identify the dependent and controlled variables in an investigation.CSS 5 th -Investigation and Experimentation 6.e Identify a single independent variable in a scientific investigation and explain how this variable canbe used to collect information to answer a question about the results of the experiment.ETS1.C- Optimizing the Design Solution Different solutions need to be tested in order to determine which of them best solves the problem,given the criteria and the constraints.3-5-ETS1-3. Engineering DesignETS2.A-Plan and carry out fair tests in which variables are controlled and failure points are considered toidentify aspects of a model or prototype that can be improved.Tools and instruments (e.g., rulers, balances, thermometers, graduated cylinders, telescopes, andmicroscopes) are used in scientific exploration to rather data and help answer questions about thenatural world.CSS 5 th and 6 th -Investigation and Experimentation 6.f/7.b Select and use appropriate tools and technology (e.g., thermometers, meter sticks, balances, andgraduated cylinders) and make quantitative observations.CSS 5 th -Investigation and Experimentation 6.g Record data by using appropriate graphic representations (including charts, graphs, and labeleddiagrams) and make inferences based on those data.CCCSS-Reading standards for literacy in science and technical subjects 6-8 Integrate quantitative or technical information expressed in words in a text with a version of thatinformation expressed visually (e.g., in a flowchart, diagram, model, graph, or table).CSS 5 th -Investigation and Experimentation 6.h Draw conclusions from scientific evidence and indicate whether further information is needed tosupport a specific conclusion.CSS 5 th and 6 th -Investigation and Experimentation 6.i/7.d Write a report or do an oral presentation of an investigation that includes conducting tests,collecting data or examining evidence, and drawing conclusions.28