Academic & Student Services
Model Academic Standards - Science
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| A.8.1 Develop their understanding of the science themes by using the themes to frame questions about science-related issues and problems | C.1. Communicate an understanding of science concepts using appropriate science terminology | IV.2. Investigate how societal, economic and political systems influence the progress of science and technology | |
| A.8.2 Describe limitations of science systems and give reasons why specific science themes are included in or excluded from those systems |
II.2.
Compare knowledge generated through scientific endeavor to products generated
through scientific endeavor
II.4. Utilize critical thinking skills |
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| A.8.3 Defend explanations and models by collecting and organizing evidence that supports them and critique explanations and models by collecting and organizing evidence that conflicts with them |
C.2.
Locate and use appropriate sources to obtain scientific information (e.g.,
electronic, print, etc.)
E.1. Gather, organize and use information to provide qualitative and/or quantitative solutions to problems |
II.2.
Compare knowledge generated through scientific endeavor to products generated
through scientific endeavor
II.4. Utilize critical thinking skills III.1. Observe and measure objects/evens such as length, volume, mass weight, time and temperature using the appropriate metric or English units |
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| A.8.4 Collect evidence to show that models developed as explanations for events were (and are) based on the evidence available to scientists at the time | C.2. Locate and use appropriate sources to obtain scientific information (e.g., electronic, print, etc.) |
II.1.
Trace the development of a scientific theory
IV.2. Investigate how societal, economic and political systems influence the progress of science and technology |
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| A.8.5 Show how models and explanations, based on systems, were changed as new evidence accumulated (the effects of constancy, evolution, change, and measurement should all be part of these explanations) |
C.1.
Communicate an understanding of science concepts using appropriate science
terminology
E.1. Gather, organize and use information to provide qualitative and/or quantitative solutions to problems |
II.1. Trace the development of a scientific theory | |
| A.8.6 Use models and explanations to predict actions and events in the natural world | A.1. State a hypothesis that predicts an outcome of the investigation | II.2. Compare knowledge generated through scientific endeavor to products generated through scientific endeavor | |
| A.8.7 Design real or thought investigations to test the usefulness and limitations of a model | A.2. Design an appropriate experiment to test the stated hypothesis | II.3. Apply the scientific method for solution of a given problem | |
| A.8.8. Use the themes of evolution, equilibrium, and energy to predict future events or changes in the natural world | |||
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| By the end of grade twelve, students will: | |||
| A.12.1 Apply the underlying themes of science to develop defensible visions of the future | |||
| A.12.2 Show how conflicting assumptions about science themes lead to different opinions and decisions about evolution, health, population, longevity, education, and use of resources, and show how these opinions and decisions have diverse effects on an individual, a community, and a country, both now and in the future | D.3. Distinguish opinion from data and fact in discussions and considerations of personal, social and global issues | IV.3. Analyze the ethical issues related to science | |
| A.12.3 Give examples that show how partial systems, models, and explanations are used to give quick and reasonable solutions that are accurate enough for basic needs | |||
| A.12.4 Construct arguments that show how conflicting models and explanations of events can start with similar evidence | II.4. Utilize critical thinking skills | ||
| A.12.5 Show how the ideas and themes of science can be used to make real-life decisions about careers, work places, life-styles, and use of resources |
D.2.
Identify and apply appropriate science when analyzing social issues
D.3. Distinguish opinion from data and fact in discussions and considerations of personal, social and global issues |
IV.1. Relate science and technology to life choices | |
| A.12.6 Identify and, using evidence learned or discovered, replace inaccurate personal models and explanations of science-related events | D.3. Distinguish opinion from data and fact in discussions and considerations of personal, social and global issues | ||
| A.12.7 Re-examine the evidence and reasoning that led to conclusions drawn from investigations, Using the science themes | II.4. Utilize critical thinking skills | ||
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| By the end of grade eight, students will: | |||
| B.8.1 Describe how scientific knowledge and concepts have changed over time in the earth and space, life and environmental, and physical sciences | D.2. Identify and apply appropriate science when analyzing social issues | II.1. Trace the development of a scientific theory | |
| B.8.2 Identify and describe major changes that have occurred over in conceptual models and explanations in the earth and space, life and environmental, and physical sciences and identify the people, cultures, and conditions that led to these developments | |||
| B.8.3 Explain how the general rules of science apply to the development and use of evidence in science investigations, model-making, and applications |
E.1.
Gather, organize and use information to provide qualitative and/or quantitative
solutions to problems
E.4. Make informed decisions by examining options and anticipating the consequences of actions F.2. Relate laboratory data to theory in order to render a clear, comprehensive, and concise presentation in written or oral reports supported, where appropriate, with various models of data presentation (e.g., tables, diagrams, graphs, models, etc.) |
II.4. Utilize critical thinking skills | |
| B.8.4 Describe types of reasoning and evidence used outside of science to draw conclusions about the natural world | |||
| B.8.5 Explain ways in which science knowledge is shared, checked, and extended, and show how these processes change over time | II.1. Trace the development of a scientific theory | ||
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B.8.6
Explain the ways in which scientific knowledge is useful and also limited
when applied to social issues
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D.1.
Describe the relationships among science, technology and social issues
D.2. Identify and apply appropriate science when analyzing social issues D.3. Distinguish opinion from data and fact in discussions and considerations of personal, social and global issues |
IV.1.
Relate science and technology to life choices
IV.2. Investigate how societal economic and political systems influence the progress of science and technology |
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| By the end of grade twelve, students will: | |||
| B.12.1 Show how cultures and individuals have contributed to the development of major ideas in the earth and space, life and environmental, and physical sciences | |||
| B.12.2 Identify the cultural conditions that are usually present during great periods of discovery, scientific development, and invention | D.1. Describe the relationships among science, technology and social issues | IV.2. Investigate how societal, economic and political systems influence the progress of science and technology | |
| B.12.3 Relate the major themes of science to human progress in understanding science and the world | IV.2. Investigate how societal, economic and political systems influence the progress of science and technology | ||
| B.12.4 Show how basic research and applied research contribute to new discoveries, inventions, and application | |||
| B.12.5 Explain how science is based on assumptions about the natural world and themes that describe the natural world | |||
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| By the end of grade eight, students will: | |||
| C.8.1 Identify questions they can investigate using resources and equipment they have available |
A.
Science Inquiry: given a scientific problem to solve, the student will
be able to complete a scientific investigation: State a hypothesis that
predicts an outcome of the investigation; Design an appropriate experiment
to test the stated hypothesis; Collect, organize and analyze appropriate
data; Draw conclusions based on interpretations of these data; and Clearly
communicate and defend conclusions
C.2. Locate and use appropriate sources to obtain scientific information (e.g., electronic, print, etc.) |
II.3. Apply the scientific method for the solution of a given problem | |
| C.8.2 Identify data and locate sources of information including their own records to answer the questions being investigated |
A.3.
Collect, organize and analyze appropriate data
A.4. Draw conclusions based on interpretations of these data A.5. Clearly communicate and defend conclusions C.2. Locate and use appropriate sources to obtain scientific information (e.g., electronic, print, etc.) E.1. Gather, organize and use information to provide qualitative and/or quantitative solutions to problems |
III.1
Observe and measure objects/evens such as length, volume, mass weight,
time and temperature using the appropriate metric or English units
III.2. Analyze basic science and technological information III.3. Graph laboratory data and describe trends |
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| C.8.3 Design and safely conduct investigations that provide reliable quantitative or qualitative data, as appropriate, to answer their questions |
A.
Science Inquiry: given a scientific problem to solve, the student will
be able to complete a scientific investigation: State a hypothesis that
predicts an outcome of the investigation; Design an appropriate experiment
to test the stated hypothesis; Collect, organize and analyze appropriate
data; Draw conclusions based on interpretations of these data; and Clearly
communicate and defend conclusions
E.1. Gather, organize and use information to provide qualitative and/or quantitative solutions to problems |
II.3.
Apply the scientific method for the solution of a given problem
III.1 Observe and measure objects/evens such as length, volume, mass weight, time and temperature using the appropriate metric or English units III.3. Graph laboratory data and describe trends III.4. Demonstrate safe and proper laboratory procedures |
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| C.8.4 Use inferences to help decide possible results of their investigations, use observations to check their inferences |
A.4.
Draw conclusions based on interpretations of these data
E.1. Gather, organize and use information to provide qualitative and/or quantitative solutions to problems E.4. Make informed decisions by examining options and anticipating the consequences of actions |
III.1 Observe and measure objects/evens such as length, volume, mass weight, time and temperature using the appropriate metric or English units | |
| C.8.5 Use accepted scientific knowledge, models, and theories to explain their results and to raise further questions about their investigations |
A.4.
Draw conclusions based on interpretations of these data
C.3. Select the most appropriate method to communicate scientific knowledge in written, visual or oral form F.2. Relate laboratory data to theory in order to render a clear, comprehensive, and concise presentation in written or oral reports supported, where appropriate, with various models of data presentation (e.g., tables, diagrams, graphs, models, etc.); |
II.4. Compare knowledge generated through scientific endeavor to products generated through scientific endeafor | |
| C.8.6 State what they have learned from investigations, relating their inferences to scientific knowledge and to data they have collected |
A.5.
Clearly communicate and defend conclusions
C.1. Communicate an understanding of science concepts using appropriate science terminology E.1. Gather, organize and use information to provide qualitative and/or quantitative solutions to problems |
II.4. Compare knowledge generated through scientific endeavor to products generated through scientific endeafor | |
| C.8.7 Explain their data and conclusions in ways that allow an audience to understand the questions they selected for investigation and the answers they have developed |
A.5.
Clearly communicate and defend conclusions
C.1. Communicate an understanding of science concepts using appropriate science terminology C.3. Select the most appropriate method to communicate scientific knowledge in written, visual or oral form E.2. Use data to construct graphs to describe relationships F.2. Relate laboratory data to theory in order to render a clear, comprehensive, and concise presentation in written or oral reports supported, where appropriate, with various models of data presentation (e.g., tables, diagrams, graphs, models, etc.) |
II.4. Compare knowledge generated through scientific endeavor to products generated through scientific endeafor | |
| C.8.8 Use computer software and other technologies to organize, process, and present their data |
C.2.
Locate and use appropriate sources to obtain scientific information (e.g.,
electronic, print, etc.)
C.3. Select the most appropriate method to communicate scientific knowledge in written, visual or oral form |
II.4. Compare knowledge generated through scientific endeavor to products generated through scientific endeafor | |
| C.8.9 Evaluate, explain, and defend the validity of questions, hypotheses, and conclusions to their investigations | A.5. Clearly communicate and defend conclusions | II.4. Compare knowledge generated through scientific endeavor to products generated through scientific endeafor | |
| C.8.10 Discuss the importance of their results and implications of their work with peers, teachers, and other adults | A.5. Clearly communicate and defend conclusions | ||
| C.8.11 Raise further questions which still need to be answered | II.4. Compare knowledge generated through scientific endeavor to products generated through scientific endeavor | ||
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| By the end of grade twelve, students will: | |||
| C.12.1 When studying science content, ask questions suggested by current social issues, scientific literature, and observations of phenomena, build hypotheses that might answer some of these questions, design possible investigations, and describe results that might emerge from such investigations |
A.1.
State a hypothesis that predicts an outcome of the investigation
A.2. Design an appropriate experiment to test the stated hypothesis E.1. Gather, organize and use information to provide qualitative and/or quantitative solutions to problems F.2. Relate laboratory data to theory in order to render a clear, comprehensive, and concise presentation in written or oral reports supported, where appropriate, with various models of data presentation (e.g., tables, diagrams, graphs, models, etc.) |
II.3. Apply the scientific method for the solution of a given problem | |
| C.12.2 Identify issues from an area of science study, write questions that could be investigated, review previous research on these questions, and design and conduct responsible and safe investigations to help answer the questions |
A.2.
Design an appropriate experiment to test the stated hypothesis
C.2. Locate and use appropriate sources to obtain scientific information (e.g., electronic, print, etc.) E.1. Gather, organize and use information to provide qualitative and/or quantitative solutions to problems |
II.2. Compare knowledge generated through scientific endeavor to products generated through scientific endeavor | |
| C.12.3 Evaluate the data collected during an investigation, critique the data-collection procedures and results, and suggest ways to make any needed improvements | A.3. Collect, organize and analyze appropriate data | II.4. Utilize critical thinking skills | |
| C.12.4 During investigations, choose the best data-collection procedures and materials available, use them competently, and calculate the degree of precision of the resulting data | A.2. Design an appropriate experiment to test the stated hypothesis |
I.2.
Convert within and between metric and English systems of measure
II.3. Apply the scientific method for the solution of a given problem |
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| C.12.5 Use the explanations and models found in the earth and space, life and environmental, and physical sciences to develop likely explanations for the results of their investigations | A.4. Draw conclusions based on interpretations of these data | II.4. Utilize critical thinking skills | |
| C.12.6 Present the results of investigations to groups concerned with the issues, explaining the meaning and implications of the results, and answering questions in terms the audience can understand |
A.5.
Clearly communicate and defend conclusions
C.3. Select the most appropriate method to communicate scientific knowledge in written, visual or oral form |
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| C.12.7 Evaluate articles and reports in the popular press, in scientific journals, on television, and on the Internet, using criteria related to accuracy, degree of error, sampling, treatment of data, and other standards of experimental design | II.4. Utilize critical thinking skills | ||
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| By the end of grade eight, students will: | |||
| D.8.1 Observe, describe, and measure physical and chemical properties of elements and other substances to identify and group them according to properties such as density, melting points, boiling points, conductivity, magnetic attraction, solubility, and reactions to common physical and chemical tests |
B.9.
Describe the structure of matter from subatomic to macromolecular levels
B.10. Use the kinetic molecular theory to describe phases, solutions and changes in states of matter B.11 Identify the relationships among structures, shapes, functions and properties of molecules |
V.4.,
VI.4. Use appropriate terminology
VI.1., VII.4. Classify and describe matter
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| D.8.2 Use the major ideas of atomic theory and molecular theory to describe physical and chemical interactions among substances, including solids, liquids, and gases |
B.9.
Describe the structure of matter from subatomic to macromolecular levels
B.11 Identify the relationships among structures, shapes, functions and properties of molecules |
VI.1.,
VII.1. Classify and describe matter
VI.3. Describe the relationships within and between systems |
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| D.8.3 Understand how chemical interactions and behaviors lead to new substances with different properties | B.4. Explain the relationship between matter and energy in physical and chemical changes |
VI.1.
Classify and describe matter
VI.3. Describe the relationships within and between systems |
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| D.8.4 While conducting investigations, use the science themes to develop explanations of physical and chemical interactions and energy exchanges |
B.4.
Explain the relationship between matter and energy in physical and chemical
changes
B.7. Recognize that the total amount of matter and energy in the universe is constant |
VI.2.,
VII.2. Apply the laws of conservation of energy and mass to systems
VII.3. Describe the relationships within and between systems |
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| D.8.5 While conducting investigations, explain the motion of objects by describing the forces acting on them |
B.1.
Apply the concepts of force and energy as related to motion
B.2. Apply the concepts of force and energy as related to motion B.3. Predict the movement of charge in an electrical field |
VII.2. Apply the laws of conservation of energy and mass to systems | |
| D.8.6 While conducting investigations, explain the motion of objects using concepts of speed, velocity, acceleration, friction, momentum, and changes over time, among others, and apply these concepts and explanations to real-life situations outside the classroom | B.1. Apply the concepts of force and energy as related to motion | VII.2. Apply the laws of conservation of energy and mass to systems | |
| D.8.7 While conducting investigations of common physical and chemical interactions occurring in the laboratory and the outside world, use commonly accepted definitions of energy and the idea of energy conservation |
B.1.
Apply the concepts of force and energy as related to motion
B.4. Explain the relationship between matter and energy in physical and chemical changes B.7. Recognize that the total amount of matter and energy in the universe is constant |
VI.2.,
VII2. Apply the laws of conservation of energy and mass to systems
VII.3. Describe the relationships within and between systems |
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| D.8.8 Describe and investigate the properties of light, heat, gravity, radio waves, magnetic fields, electrical fields, and sound waves as they interact with material objects in common situations |
B.2.
Apply the concepts of force and energy as related to motion
B.3. Predict the movement of charge in an electrical field |
VII.3. Describe the relationships within and between systems | |
| D.8.9 Explain the behaviors of various forms of energy by using the models of energy transmission, both in the laboratory and in real-life situations in the outside world |
B.2.
Apply the concepts of force and energy as related to motion
B.3. Predict the movement of charge in an electrical field |
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| D.8.10 Explain how models of the atomic structure of matter have changed over time, including historical models and modern atomic theory | |||
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| By the end of grade twelve, students will: | |||
| D.12.1 Describe atomic structure and the properties of atoms, molecules, and matter during physical and chemical interactions |
B.4.
Explain the relationship between matter and energy in physical and chemical
changes
B.9. Describe the structure of matter from subatomic to macromolecular levels B.11 Identify the relationships among structures, shapes, functions and properties of molecules |
VI.1.
Classify and describe matter
VI.2. Apply the conservation of energy and mass to systems |
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| D12.2 Explain the forces that hold the atom together and illustrate how nuclear interactions change the atom |
B.9.
Describe the structure of matter from subatomic to macromolecular levels
B.11 Identify the relationships among structures, shapes, functions and properties of molecules |
VII.2 Apply the laws of conservation of energy and mass to systems | |
| D.12.3 Explain exchanges of energy in chemical interactions and exchange of mass and energy in atomic/nuclear reactions |
B.4.
Explain the relationship between matter and energy in physical and chemical
changes
B.7. Recognize that the total amount of matter and energy in the universe is constant |
VI.2., VII.2 Apply the conservation of energy and mass to systems | |
| D.12.4 Explain how substances, both simple and complex, interact with one another to produce new substances |
B.4.
Explain the relationship between matter and energy in physical and chemical
changes
B.5. Apply the concepts of stoichiometry (i.e., mole concept) to chemical reactions and to the preparation of solutions |
IV.3. Analyze the ethical issues related to science | |
| D.12.5 Identify patterns in chemical and physical properties and use them to predict likely chemical and physical changes and interactions |
B.4.
Explain the relationship between matter and energy in physical and chemical
changes
B.9. Describe the structure of matter from subatomic to macromolecular levels B.11 Identify the relationships among structures, shapes, functions and properties of molecules |
VI.1., VII.1. Classify and describe matter | |
| D.12.6 Through investigations, identify the types of chemical interactions, including endothermic, exothermic, oxidation, photosynthesis, and acid/base reactions |
B.4.
Explain the relationship between matter and energy in physical and chemical
changes
B.6. Describe the relationship between respiration and photosynthesis in the energy transfer process |
VI.1. Classify and describe matter | |
| D.12.7 Qualitatively and quantitatively analyze changes in the motion of objects and the forces that act on them and represent analytical data both algebraically and graphically |
B.1.
Apply the concepts of force and energy as related to motion
E.2. Use data to construct graphs to describe relationships |
VII.2 Apply the laws of conservation of energy and mass to systems | |
| D.12.8 Understand the forces of gravitation, the electromagnetic force, intermolecular force, and explain their impact on the universal system | B.1. Apply the concepts of force and energy as related to motion | VII.2 Apply the laws of conservation of energy and mass to systems | |
| D.12.9 Describe models of light, heat, and sound and through investigations describe similarities and differences in the way these energy forms behave |
B.1.
Apply the concepts of force and energy as related to motion
B.2. Describe the basic principles of wave motion |
VII.2 Apply the laws of conservation of energy and mass to systems | |
| D.12.10 Using the science themes, illustrate the law of conservation of energy during chemical and nuclear reactions |
B.4.
Explain the relationship between matter and energy in physical and chemical
changes
B.6. Describe the relationship between respiration and photosynthesis in the energy transfer process B.7. Recognize that the total amount of matter and energy in the universe is constant B.10. Use the kinetic molecular theory to describe phases, solutions and changes in states of matter B.19. Trace the cyclical flow of matter and energy through living and non-living systems |
VI.2 Apply the laws of conservation of energy and mass to systems | |
| D.12.11 Using the science themes, explain common occurrences in the physical world |
B.1.
Apply the concepts of force and energy as related to motion
B.6. Describe the relationship between respiration and photosynthesis in the energy transfer process B.9. Describe the structure of matter from subatomic to macromolecular levels B.14. Show the relationship among structure, function and control mechanisms for a variety of living organisms B.18 Describe the role of the sun in the production of energy |
VII.2 Apply the laws of conservation of energy and mass to systems | |
| D.12.12 Using the science themes and knowledge of chemical, physical, atomic, and nuclear interactions, explain changes in materials, living things, earth's features, and stars | |||
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| By the end of grade eight, students will: | |||
| E.8.1 Using the science themes, explain and predict changes in major features of land, water, and atmospheric systems |
B.1.
Apply the concepts of force and energy as related to motion
B.19. Trace the cyclical flow of matter and energy through living and non-living systems |
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| E.8.2 Describe underlying structures of the earth that cause changes in the earth's surface | B.19. Trace the cyclical flow of matter and energy through living and non-living systems | ||
| E.8.3 Using the science themes during the process of investigation, describe climate, weather, ocean currents, soil movements and changes in the forces acting on the earth | B.19. Trace the cyclical flow of matter and energy through living and non-living systems | ||
| E.8.4 Using the science themes, analyze the influence living organisms have had on the earth's systems, including their impact on the composition of the atmosphere and the weathering of rocks |
B.16.
Analyze earth's history, especially changes over time
B.19. Trace the cyclical flow of matter and energy through living and non-living systems |
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| E.8.5 Analyze the geologic and life history of the earth, including change over time, using various forms of scientific evidence | B.16. Analyze earth's history, especially changes over time | ||
| E.8.6 Describe through investigations the use of the earth's resources by humans in both past and current cultures, particularly how changes in the resources used for the past 100 years are the basis for efforts to conserve and recycle renewable and non-renewable resources |
B.16.
Analyze earth's history, especially changes over time
B.19. Trace the cyclical flow of matter and energy through living and non-living systems |
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| E.8.7 Describe the general structure of the solar system, galaxies, and the universe, explaining the nature of the evidence used to develop current models of the universe | |||
| E.8.8 Using past and current models of the structure of the solar system, explain the daily, monthly, yearly, and long-term cycles of the earth, citing evidence gained from personal observation as well as evidence used by scientists |
B.18.
Describe the role of the sun in the production of energy
B.19. Trace the cyclical flow of matter and energy through living and non-living systems |
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| By the end of grade twelve, students will: | |||
| E. 12.1 Using the science themes, distinguish between internal energies (decay of radioactive isotopes, gravity) and external energies (sun) in the earth's systems and show how these sources of energy have an impact on those systems |
B.4.
Explain the relationship between matter and energy in physical and chemical
changes
B.18. Describe the role of the sun in the production of energy B.19. Trace the cyclical flow of matter and energy through living and non-living systems |
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| E.12.2 Analyze the geochemical and physical cycles of the earth and use them to describe movements of matter | B.19. Trace the cyclical flow of matter and energy through living and non-living systems | ||
| E.12.3 Using the science themes, describe theories of the origins and evolution of the universe and solar system, including the earth system as a part of the solar system, and relate these theories and their implications to geologic time on earth | B.16. Analyze earth's history, especially changes over time | ||
| E.12.4 Analyze the benefits, costs, and limitations of past, present, and projected use of resources and technology and explain the consequences to the environment | |||
| E.12.5 Using the science themes, understand that the origin of the universe is not completely understood, but that there are current ideas in science that attempt to explain its origin | |||
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| By the end of grade eight, students will: | |||
| F.8.1 Understand the structure and function of cells, organs, tissues, organ systems, and whole organisms |
B.6.
Describe the relationship between respiration and photosynthesis in the
energy transfer process
B.12. Explain the interdependence of cell structure and function, and its relationships to chemical and physical principles B.13. Use or construct classification schemes to group various living things according to structure and/or function B.14. Show the relationship among structure, function and control mechanisms for a variety of living organisms |
V.1. Classify and describe matter | |
| F.8.2 Show how organisms have adapted structures to match their functions, providing means of encouraging individual and group survival within specific environments |
B.12.
Explain the interdependence of cell structure and function, and its relationships
to chemical and physical principles
B.14. Show the relationship among structure, function and control mechanisms for a variety of living organisms B.15. Use genetic principles to demonstrate an understanding of the role of heredity in controlling cell processes and the transmission of genetic information B.17. Describe the relationship between living organisms and their environment |
V.3. Describe the relationships within and between systems | |
| F.8.3 Differentiate between single-celled and multiple-celled organisms (humans) through investigation, comparing the cell functions of specialized cells for each type of organism |
B.12.
Explain the interdependence of cell structure and function, and its relationships
to chemical and physical principles
B.13. Use or construct classification schemes to group various living things according to structure and/or function B.14. Show the relationship among structure, function and control mechanisms for a variety of living organisms B.15. Use genetic principles to demonstrate an understanding of the role of heredity in controlling cell processes and the transmission of genetic information |
V.1.
Classify and describe matter
V.3. Describe the relationships within and between systems |
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| F.8.4 Investigate and explain that heredity is comprised of the characteristic traits found in genes within the cell of an organism |
B.15.
Use genetic principles to demonstrate an understanding of the role of heredity
in controlling cell processes and the transmission of genetic information
B.17. Describe the relationship between living organisms and their environment |
V.3. Describe the relationships within and between systems | |
| F.8.5 Show how different structures both reproduce and pass on characteristics of their group |
B.15.
Use genetic principles to demonstrate an understanding of the role of heredity
in controlling cell processes and the transmission of genetic information
B.17. Describe the relationship between living organisms and their environment |
V.3. Describe the relationships within and between systems | |
| F.8.6 Understand that an organism is regulated both internally and externally |
B.12.
Explain the interdependence of cell structure and function, and its relationships
to chemical and physical principles
B.14. Show the relationship among structure, function and control mechanisms for a variety of living organisms B.17. Describe the relationship between living organisms and their environment |
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| F.8.7 Understand that an organism's behavior evolves through adaptation to its environment | B.17. Describe the relationship between living organisms and their environment | ||
| F.8.8 Show through investigations how organisms both depend on and contribute to the balance or imbalance of populations and/or ecosystems, which in turn contribute to the total system of life on the planet | B.17. Describe the relationship between living organisms and their environment | ||
| F.8.9 Explain how some of the changes on the earth are contributing to changes in the balance of life and affecting the survival or population growth of certain species |
B.16.
Analyze earth's history, especially changes over time
B.17. Describe the relationship between living organisms and their environment |
V.3. Describe the relationships within and between systems | |
| F.8.10 Project how current trends in human resource use and population growth will influence the natural environment, and show how current policies affect those trends. | B.17. Describe the relationship between living organisms and their environment | ||
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| By the end of grade twelve, students will: | |||
| F.12.1 Evaluate the normal structures and the general and special functions of cells in single-celled and multiple-celled organisms |
B.12.
Explain the interdependence of cell structure and function, and its relationships
to chemical and physical principles
B.14. Show the relationship among structure, function and control mechanisms for a variety of living organisms |
V.1. Classify and describe matter | |
| F.12.2 Understand how cells differentiate and how cells are regulated |
B.14.
Show the relationship among structure, function and control mechanisms
for a variety of living organisms
B.15. Use genetic principles to demonstrate an understanding of the role of heredity in controlling cell processes and the transmission of genetic information |
V.3. Describe the relationships within and between systems | |
| F.12.3 Explain current scientific ideas and information about the molecular and genetic basis of heredity | B.15. Use genetic principles to demonstrate an understanding of the role of heredity in controlling cell processes and the transmission of genetic information | V.3. Describe the relationships within and between systems | |
| F.12.4 State the relationships between functions of the cell and functions of the organism as related to genetics and heredity |
B.12.
Explain the interdependence of cell structure and function, and its relationships
to chemical and physical principles
B.14. Show the relationship among structure, function and control mechanisms for a variety of living organisms B.15. Use genetic principles to demonstrate an understanding of the role of heredity in controlling cell processes and the transmission of genetic information |
V.3. Describe the relationships within and between systems | |
| F.12.5 Understand the theory of evolution, natural selection, and biological classification | B.13. Use or construct classification schemes to group various living things according to structure and/or function |
V.1.
Classify and describe matter
V.3. Describe the relationships within and between systems |
|
| F.12.6. Using concepts of evolution and heredity, account for changes in species and the diversity of species, include the influence of these changes on science, e.g. breeding of plants or animals | B.15. Use genetic principles to demonstrate an understanding of the role of heredity in controlling cell processes and the transmission of genetic information | V.3. Describe the relationships within and between systems | |
| F.12.7 Investigate how organisms both cooperate and compete in ecosystems |
B.17.
Describe the relationship between living organisms and their environment
B.19. Trace the cyclical flow of matter and energy through living and non-living systems |
||
| F.12.8 Using the science themes, infer changes in ecosystems prompted by the introduction of new species, environmental conditions, chemicals, and air, water, or earth pollution |
B.17.
Describe the relationship between living organisms and their environment
B.19. Trace the cyclical flow of matter and energy through living and non-living systems |
||
| F.12.9 Using the science themes, investigate energy systems (related to food chains) to show how energy is stored in food (plants and animals) and how energy is released by digestion and metabolism | B.17. Describe the relationship between living organisms and their environment | ||
| F.12.10 Understand the impact of energy on organisms in living systems |
B.4.
Explain the relationship between matter and energy in physical and chemical
changes
B.6. Describe the relationship between respiration and photosynthesis in the energy transfer process B.7. Recognize that the total amount of matter and energy in the universe is constant B.17. Describe the relationship between living organisms and their environment B.18. Describe the role of the sun in the production of energy B.19. Trace the cyclical flow of matter and energy through living and non-living systems |
||
| F.12.11 Investigate how the complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain an organism |
B.6.
Describe the relationship between respiration and photosynthesis in the
energy transfer process
B.14. Show the relationship among structure, function and control mechanisms for a variety of living organisms B.19. Trace the cyclical flow of matter and energy through living and non-living systems |
V.2. Apply the laws of conservation of energy and mass to systems | |
| F.12.12 Trace how the sensory and nervous systems of various organisms react to the internal and external environment and transmit survival or learning stimuli to cause changes in behavior or responses |
B.12.
Explain the interdependence of cell structure and function, and its relationships
to chemical and physical principles
B.14. Show the relationship among structure, function and control mechanisms for a variety of living organisms B.17. Describe the relationship between living organisms and their environment |
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| By the end of grade eight, students will: | |||
| G.8.1 Identify and investigate the skills people need for a career in science or technology and identify the academic courses that a person pursuing such a career would need | IV.1. Relate science and technology to life choices | ||
| G.8.2 Explain how current scientific and technological discoveries have an influence on the work people do and how some of these discoveries also lead to new careers | IV.1. Relate science and technology to life choices | ||
| G.8.3 Illustrate the impact that science and technology have had, both good and bad, on careers, systems, society, environment, and quality of life |
D.1.
Describe the relationships among science, technology and social issues
E.4. Make informed decisions by examining options and anticipating the consequences of actions |
IV.1.
Relate science and technology to life choices
IV.2. Investigate how societal, economic and political systems influence the progress of science and technology |
|
| G.8.4 Propose a design (or re-design) of an applied science model or a machine that will have an impact in the community or elsewhere in the world and show how the design (or re-design) might work, including potential side-effects | D.2. Identify and apply appropriate science when analyzing social issues | ||
| G.8.5 Investigate a specific local problem to which there has been a scientific or technological solution, including proposals for alternative courses of action, the choices that were made, reasons for the choices, any new problems created, and subsequent community satisfaction |
D.2.
Identify and apply appropriate science when analyzing social issues
D.3. Distinguish opinion from data and fact in discussions and considerations of personal, social and global issues E.4. Make informed decisions by examining options and anticipating the consequences of actions |
IV.1. Relate science and technology to life choices | |
| G.8.6 Use current texts, encyclopedias, source books, computers, experts, the popular press, or other relevant sources to identify examples of how scientific discoveries have resulted in new technology | II.2. Compare knowledge generated through scientific endeavor to products generated through scientific endeavor | ||
| G.8.7 Show evidence of how science and technology are interdependent, using some examples drawn from personally conducted investigations |
IV.1.
Relate science and technology to life choices
IV.2. Investigate how societal, economic and political systems influence the progress of science and technology |
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|
|
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| By the end of grade twelve, students will: | |||
| G.12.1 Identify personal interests in science and technology, implications that these interests might have for future education, and decisions to be considered | IV.1. Relate science and technology to lie choices | ||
| G.12.2 Design, build, evaluate, and revise models and explanations related to the earth and space, life and environmental, and physical sciences | II.3. Apply scientific method for the solution of a given problem | ||
| G.12.3 Analyze the costs, benefits, or problems resulting from a scientific or technological innovation, including implications for the individual and the community |
D.1.
Describe the relationships among science, technology and social issues
D.2. Identify and apply appropriate science when analyzing social issues D.3. Distinguish opinion from data and fact in discussions and considerations of personal, social and global issues E.4. Make informed decisions by examining options and anticipating the consequences of actions |
IV.2.
Investigate how societal, economic and political systems influence the
progress of science and technology
IV.3. Analyze the ethical issues related to science |
|
| G.12.4 Show how a major scientific or technological change has had an impact on work, leisure, or the home | D.1. Describe the relationships among science, technology and social issues |
IV.1.
Relate science and technology to life choices
IV.2. Investigate how societal, economic and political systems influence the progress of science and technology |
|
| G.12.5 Choose a specific problem in our society, identify alternative scientific or technological solutions to that problem and argue it merits |
D.2.
Identify and apply appropriate science when analyzing social issues
D.3. Distinguish opinion from data and fact in discussions and considerations of personal, social and global issues E.4. Make informed decisions by examining options and anticipating the consequences of actions |
IV.3. Analyze the ethical issues related to science | |
|
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| By the end of grade eight, students will: | |||
| H.8.1 Evaluate the scientific evidence used in various media (for example, television, radio, Internet, popular press, and scientific journals) to address a social issue, using criteria of accuracy, logic, bias, relevance of data, and credibility of sources |
D.2.
Identify and apply appropriate science when analyzing social issues
D.3. Distinguish opinion from data and fact in discussions and considerations of personal, social and global issues |
II.4. Utilize critical thinking skills | |
| H.8.2 Present a scientific solution to a problem involving the earth and space, life and environmental, or physical sciences and participate in a consensus-building discussion to arrive at a group decision |
C.3.
Select the most appropriate method to communicate scientific knowledge
in written, visual or oral form
D.3. Distinguish opinion from data and fact in discussions and considerations of personal, social and global issues E.4. Make informed decisions by examining options and anticipating the consequences of actions |
II.2. Compare knowledge generated through scientific endeavor to products generated through scientific endeavor | |
| H.8.3 Understand the consequences of decisions affecting personal health and safety | |||
|
|
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| By the end of grade twelve, students will: | |||
| H.12.1 Using the science themes and knowledge of the earth and space, life and environmental, and physical sciences, analyze the costs, risks, benefits, and consequences of a proposal concerning resource management in the community and determine the potential impact of the proposal on life in the community and the region |
D.1.
Describe the relationships among science, technology and social issues
D.2. Identify and apply appropriate science when analyzing social issues E.4. Make informed decisions by examining options and anticipating the consequences of actions |
IV.2.
Investigate how societal, economic and political systems influence the
progress of science and technology
IV.3. Analyze the ethical issues related to science |
|
| H.12.2 Evaluate proposed policy recommendations (local, state, and/or national) in science and technology for validity, evidence, reasoning, and implications, both short and long-term |
D.1.
Describe the relationships among science, technology and social issues
D.2. Identify and apply appropriate science when analyzing social issues D.3. Distinguish opinion from data and fact in discussions and considerations of personal, social and global issues E.4. Make informed decisions by examining options and anticipating the consequences of actions |
IV.2.
Investigate how societal, economic and political systems influence the
progress of science and technology
IV.3. Analyze the ethical issues related to science |
|
| H.12.3 Show how policy decisions in science depend on social values, ethics, beliefs, and time-frames as well as considerations of science and technology |
D.1.
Describe the relationships among science, technology and social issues
D.2. Identify and apply appropriate science when analyzing social issues D.3. Distinguish opinion from data and fact in discussions and considerations of personal, social and global issues E.4. Make informed decisions by examining options and anticipating the consequences of actions |
IV.2.
Investigate how societal, economic and political systems influence the
progress of science and technology
IV.3. Analyze the ethical issues related to science |
|
| H.12.4 Advocate a solution or combination of solutions to a problem in science or technology |
D.1.
Describe the relationships among science, technology and social issues
D.2. Identify and apply appropriate science when analyzing social issues E.4. Make informed decisions by examining options and anticipating the consequences of actions |
IV.2.
Investigate how societal, economic and political systems influence the
progress of science and technology
IV.3. Analyze the ethical issues related to science |
|
| H.12.5 Investigate how current plans or proposals concerning resource management, scientific knowledge, or technological development will have an impact on the environment, ecology, and quality of life in a community or region |
D.1.
Describe the relationships among science, technology and social issues
D.2. Identify and apply appropriate science when analyzing social issues D.3. Distinguish opinion from data and fact in discussions and considerations of personal, social and global issues E.4. Make informed decisions by examining options and anticipating the consequences of actions |
IV.2.
Investigate how societal, economic and political systems influence the
progress of science and technology
IV.3. Analyze the ethical issues related to science |
|
| H.12.6 Evaluate data and sources of information when using scientific information to make decisions |
D.2.
Identify and apply appropriate science when analyzing social issues
D.3. Distinguish opinion from data and fact in discussions and considerations of personal, social and global issues |
IV.2.
Investigate how societal, economic and political systems influence the
progress of science and technology
IV.3. Analyze the ethical issues related to science |
|
| H.12.7 When making decisions, construct a plan that includes the use of current scientific knowledge and scientific reasoning |
D.2.
Identify and apply appropriate science when analyzing social issues
D.3. Distinguish opinion from data and fact in discussions and considerations of personal, social and global issues E.4. Make informed decisions by examining options and anticipating the consequences of actions |
IV.2.
Investigate how societal, economic and political systems influence the
progress of science and technology
IV.3. Analyze the ethical issues related to science |
|
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