NEBRASKA
K-12
Science Standards
Adopted by the State Board of Education
May 8, 1998
Investigate and Understand
Many of the Nebraska K-12 Science Standards contain the
words investigate and understand.
These words were chosen to communicate the range of rigorous science
skills and knowledge
levels embedded in each standard. Limiting a standard to one
observable behavior, such as
"describe" or "explain," would have narrowed the interpretation of
the rich, highly rigorous, and
inclusive content standard.
"Investigate" refers to scientific methodology and implies
systematic use of the following inquiry
skills:
- Observing
- Classifying and
sequencing
- Communicating
- Measuring
- Predicting
- Hypothesizing
- Inferring
- Defining, controlling,
and manipulating variables in experimentation
- Designing,
constructing, and interpreting models
- Interpreting,
analyzing, and evaluating data
"Understand" refers to various levels of knowledge application. In
the Nebraska K-12 Science
Standards these knowledge levels include the ability to:
- Recall or recognize
important information, key definitions, terminology, and
facts.
- Explain the
information in one's own words; comprehend how the information is
related to
other key facts; and,
suggest additional interpretations of its meaning or
importance.
- Apply the facts and
principles to new problems or situations; recognize what
information is
required for a particular
situation; explain new phenomena with the information; and,
determine when there are
exceptions.
- Analyze the underlying
details of important facts and principles, and recognize the
key
relations and patterns
that are not always readily visible.
- Arrange and combine
important information, facts, and principles to produce a new
idea,
plan, procedure, or
product.
- Make judgments about
information in terms of accuracy, precision, consistency, or
effectiveness.
The level of achievement in investigation and understanding will
vary based on the average
developmental level of students in grades 1, 4, 8, and 12. This also
allows flexibility in
establishing the scope and sequence of investigative skills and
understanding.
Therefore, the use of "investigate" and "understand" allows each
content standard to become the
basis for a broad range of teaching objectives, which the local
school will develop and refine to
meet the intent of the Nebraska K-12 Science Standards.
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May 8, 1998
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Nebraska K-12 Science
Standards
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Page i
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Unifying Concepts and
Processes
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Systems, Order, and Organization
Systems-A system is an organized group of related
objects or components that form a whole.
Systems can consist, for example, of organisms, machines, fundamental
particles, galaxies, ideas,
numbers, transportation, and education. The goal is to help students
think and analyze in terms of
systems.
Order-Order is the behavior of units of matter,
objects, organisms, or events in the universe. The
goal is to help students develop knowledge about factors influencing
objects, organisms, systems,
or events.
Organization-Organization is a hierarchic and
systematic way of thinking about the world. The
goal is to help students describe physical and living systems at
different levels of organization.
Evidence, Models, and Explanations
Evidence-Evidence consists of observations and data
on which to base scientific explanations.
The goal is to help students use evidence to understand interactions
and predict changes.
Models-Models are tentative schemes or structures
that correspond to real objects, events, or
classes of events, and that have explanatory power. The goal is to
help students learn how to make
and use many models, including physical objects, plans, mental
constructs, mathematical
equations, and computer simulations.
Explanations-Explanations provide interpretation,
meaning, or sense to objects, organisms, or
events. Explanations incorporate existing scientific knowledge and
new evidence from
observations, experiments, or models into internally consistent,
logical statements, such as
hypotheses, laws, principles, and theories. The goal is to help
students create explanations which
incorporate a scientific knowledge base, logic, and higher levels of
analysis.
Constancy, Change, and Measurement
Constancy-Constancy is uniformity in nature, value,
and extent. The goal is to help students
recognize those conditions or values that cannot change or be
changed.
Change-Change denotes making something different.
Changes in systems vary in rate, scale, and
pattern, including trends and cycles. The goal is for students to
identify and measure changes in
properties of materials, positions of objects, motion, and form and
function of systems.
Measurement-Measurement makes quantitative
observations about objects, events, or systems.
The goal is to help students use tools of measurement and measurement
systems and to achieve
understandings of scales and rates.
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May 8, 1998 Nebraska K-12 Science
Standards
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Page ii
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Form and Function
Form-Form is the shape of an object. The goal is for
students to use form to explain function.
Function-Function is the normal or characteristic
action of anything. The goal is for students to
use function to explain form.
Evolution and Equilibrium
Evolution-Evolution is a series of changes, some
gradual and some sporadic, that account for the
present form and function of objects, organisms, and natural and
designed systems. The goal is for
students to recognize that the present arises from materials and
forms of the past.
Equilibrium-Equilibrium is the physical state in
which forces and changes occur in opposite and
off-setting directions. The goal is for students to recognize systems
that are in equilibrium.
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Coordination with Mathematics
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Science requires the use of mathematics in the collection and
treatment of data and in the reasoning
used to develop concepts, laws, and theories. The mathematics that
students should understand
and use in the study of science are listed below.
Kindergarten - First Grade
1.
Measure, collect, and organize
data
2.
Recognize and describe patterns
3.
Develop skills of estimation and
judgment
Second - Fourth Grade
1.
Measure, collect, and organize
data
2.
Recognize and describe patterns
3.
Develop skills of estimation and
judgment
4.
Explore chance
5.
Use variables to express
relationships
Fifth - Eighth Grade
1.
Represent situations verbally,
numerically, graphically, geometrically, or
symbolically
2.
Use estimations
3.
Identify and use functional
relationships
4.
Develop and use tables, graphs, and
rules to describe situations
5.
Use statistical methods to
describe, analyze, evaluate, and make decisions
6.
Use geometry in solving
problems
7. Create experimental
and theoretical models of situations involving
probabilities
Ninth - Twelfth Grade
1.
Develop ability to use realistic
applications and modeling in trigonometry
2.
Understand connections within a
problem situation, its model as a function in symbolic
form, and the graph of that function
3.
Use functions that are constructed
as models of real-world problems
4.
Know how to use statistics and
probability
May 8, 1998 Nebraska K-12 Science Standards
Page iii
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K-12 SCIENCE
STANDARDS
NEBRASKA
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Kindergarten - First
Grade
In the primary grades, students should
learn science at their developmental level.
Young children develop concepts, vocabulary, and inquiry skills by
observing common
materials and organisms. When engaged in science inquiry, they
develop the ability to
ask questions, investigate the world around them, and use their
observations to create
reasonable explanations for their questions.
1.1
Unifying Concepts and Processes
Unifying concepts and processes help
students think about and integrate a range of
basic ideas which builds an understanding of the natural
world.
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1.1.1
By the end of first
grade, students will develop an
understanding of
systems, order, and organization.
Student
demonstrations:
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* Use one or more of the five senses to observe objects within
the student's environment.
* Use observations to
sort objects by their characteristics.
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1.1.2
By the end of first
grade, students will develop an
understanding of
evidence, models, and explanation.
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Student
demonstration:
* Describe and record how a model, such as
photos, maps, globes,
illustrations,
stuffed animals, toys, and building blocks can
represent
an object,
living thing, or an event.
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1.1.3
By the end of first
grade, students will develop an
understanding of
change, constancy, and measurement.
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Student
demonstrations:
* Recognize that change can be noted and
measured.
* Recognize that things change in some ways and
stay the same in
others.
* Compare two or more objects using direct
comparisons of
measurement,
such as shorter, longer, taller, heavier, and
lighter.
* Use both standard units of measurement, such as
inches and
centimeters,
and nonstandard units of measurement, such as
string
and paper
clips.
* Use appropriate measurement systems for different
purposes.
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1.1.4. By the end of first
grade, students will develop an
understanding of
form and function.
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Student
demonstrations:
* Demonstrate how the shape of a tool is
related to its use.
* Explain how living things interact with their
environment because of
specific
characteristics, such as how the long neck of the
giraffe helps
it to reach
its food.
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1.2
Science as
Inquiry
Science as inquiry requires students to
combine processes and scientific knowledge
with scientific reasoning and critical thinking to develop their
understanding of science.
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1.2.1
By the end of first
grade, students will develop the abilities
needed to do
scientific inquiry.
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Student
demonstrations:
* Ask questions about their surroundings.
* Plan and conduct a simple investigation.
* Collect scientific information from careful
observation.
* Use simple equipment and tools, such as
magnifying glasses,
thermometers,
and balance scales, to extend the senses.
* Share findings with classmates, families, and
community members.
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1.3
Physical
Science
Physical science focuses on science facts,
concepts, principles, theories, and models
that are important for all students to know, understand, and
use.
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1.3.1
By the end of first
grade, students will develop an
understanding of
the characteristics of materials.
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Student
demonstrations:
* Observe and describe characteristics of
common materials, such as
paper, wood,
metal, and wool.
* Investigate how common materials will float,
sink, mix, dissolve, or
not dissolve
in various liquids.
* Observe that materials can exist as a solid,
liquid, or gas.
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1.4
Life
Science
Life science focuses on science facts,
concepts, principles, theories, and models that
are important for all students to know, understand, and
use.
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1.4.1
By the end of first
grade, students will develop an
understanding of
the characteristics of living things.
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Student
demonstrations:
* Differentiate between living and nonliving
things.
* Investigate how living things need food, water,
and air to survive.
* Describe how roots, stems, and leaves serve
different functions for
plants.
* Compare and contrast animals by specific
characteristics, such as
body covering,
diet, and habitat.
* Observe and recognize that organisms live and
survive in distinct
habitats.
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1.4.2
By the end of first
grade, students will develop an
understanding of
the life cycles of organisms.
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Student
demonstrations:
* Describe how living things change as they
grow.
* Describe how offspring resemble their
parents.
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1.5
Earth and Space
Science
Earth and space science focuses on science
facts, concepts, principles, theories, and
models that are important for all students to know, understand, and
use.
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1.5.1
By the end of first
grade, students will develop an
understanding of
the characteristics of earth materials.
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Student
demonstrations:
* Observe materials of the earth, such as
water, support life.
* Observe that the earth's surface is made up of a
variety of rocks,
minerals, and
soils.
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1.5.2
By the end of first
grade, students will develop an
understanding of
the objects in the sky.
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Student
demonstrations:
* Recognize objects in the sky, such as the
sun, moon, and stars.
* Recognize that the sun provides heat and
light.
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1.5.3
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By the end of first grade,
students will develop
understanding of the changes in the earth and
sky.
Student demonstrations:
* Describe daily weather changes.
* Describe seasonal weather changes.
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1.6
Science and
Technology
An understanding of science and technology
establishes connections between the
natural and designed world, linking science and
technology.
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1.6.1
By the end of first
grade, students will develop an
understanding of
technological design.
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Student
demonstration:
* Explain how the use of common household tools
is determined by its
design.
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1.6.2
By the end of first
grade, students will develop an
understanding of
science and technology.
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Student
demonstrations:
* Use various tools, such as a magnifying
glass, thermometer, or
measuring
tape, to improve observations and measurements.
* Identify, investigate, and solve a problem in the
home or school.
* Identify the technology used in different
occupations.
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1.7
Science in
Personal and Social Perspectives
A personal and social perspective of
science helps a student to understand and act on
personal and social issues. This perspective builds a foundation for
future decision
making.
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1.7.1
By the end of first
grade, students will develop an
understanding of
personal health.
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Student
demonstrations:
* Follow safety rules for home and school.
* Engage in personal care that will maintain and
improve health.
* Describe a healthy diet.
* Explain that substances can benefit or damage the
way the body
functions.
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1.7.2
By the end of first
grade, students will develop an
understanding of
resources.
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Student
demonstration:
* Observe and describe how reducing, reusing,
and recycling help our
environment.
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1.8
History and Nature of
Science
An understanding of the history and nature
of science illustrates different aspects of
scientific inquiry, the human aspects of science, and the role that
science has played
in the development of various cultures.
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1.8.1
By the end of first
grade, students will develop an
understanding of
science as a human endeavor.
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Student
demonstrations:
* Recognize the contributions to science made
by men and women
from many
countries.
* Conduct an investigation as an individual.
* Conduct an investigation as part of a
team.
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Second - Fourth
Grade
In the intermediate grades, students learn
science concepts, vocabulary, and inquiry
skills at their developmental level. Students should develop
knowledge and process
skills while engaged in science inquiry. They should ask simple
questions, design and
conduct investigations (in the form of a "fair" test), and present
their results to others.
4.1
Unifying Concepts
and Processes
Unifying concepts and processes help
students think about and integrate a range of
basic ideas which builds an understanding of the natural
world.
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4.1.1
By the end of
fourth grade, students will develop an
understanding of
systems, order, and organization.
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Student
demonstrations:
* Describe the parts that make up a system.
* Relate how the parts of a system affect the whole
system.
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4.1.2
By the end of
fourth grade, students will develop an
understanding of
evidence, models, and explanation.
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Student
demonstrations:
* Use evidence gathered from an investigation
to develop a scientific
explanation.
* Create a model, graph, or illustration that
represents an object, living
thing, or an
event in the student's environment.
* Explain and answer questions about the model
created and how it
represents a
part of their environment.
* Use a variety of ways, such as sketches, charts,
and graphs, to
explain
procedures or ideas.
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4.1.3
By the end of
fourth grade, students will develop an
understanding of
change, constancy, and measurement.
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Student
demonstrations:
* Describe observable changes, such as speed,
pattern, shape,
position, and
size.
* Measure
a
change
using
appropriate
tools
and
units
of
measurement.
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4.1.4
By the end of
fourth grade, students will develop an
understanding of
form and function.
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Student
demonstration:
* Construct a device to perform a simple task
and explain how it works.
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4.2
Science As
Inquiry
Science as inquiry requires students to
combine processes and scientific knowledge
with scientific reasoning and critical thinking to develop their
understanding of science.
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4.2.1
By the end of
fourth grade, students will develop the
abilities needed to
do scientific inquiry.
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Student
demonstrations:
* Ask a question about objects, organisms, and
events in their
surroundings.
* Plan and conduct a simple investigation.
* Employ simple equipment and tools to gather data
and extend the
senses.
* Use data to support explanations.
* Communicate
procedures,
results,
and
explanations
of
an
investigation.
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4.3
Physical
Science
Physical science focuses on the science
facts, concepts, principles, theories, and
models that are important for all students to know, understand, and
use.
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4.3.1
By the end of
fourth grade, students will develop an
understanding of
the characteristics of objects and
materials.
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Student
demonstrations:
* Classify objects by observable
characteristics, such as shape, size,
and color.
* Investigate characteristics of common materials
using tools, such as
rulers,
balances, thermometers, microscopes, and hand
lenses.
* Observe that materials can change from solid to
liquid to gas by
heating, and
from gas to liquid to solid by cooling.
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4.3.2
By the end of
fourth grade, students will develop an
understanding of
the position and motion of objects.
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Student
demonstrations:
* Use reference points to describe the position
of an object.
* Indicate an object's motion by tracing its
position over time.
* Observe that the position and motion of objects
can be changed by
pushing or
pulling.
* Demonstrate how sound is produced when objects
vibrate.
* Change the pitch of sound by changing the rate of
vibration.
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4.3.3 By the end of fourth
grade, students will develop an
understanding of light, heat, electricity, and
magnetism.
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Student
demonstrations:
* Distinguish between reflection and refraction
of light.
* Recognize heat can be produced in many ways, such
as burning,
rubbing, or
mixing one substance with another.
* Demonstrate heat can flow from one object to
another by conduction.
* Use electricity to produce heat, sound, and
magnetic effects.
* Demonstrate electrical circuits require a
complete loop through which
an electrical
current can pass.
* Describe the physical properties of
magnets.
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4.4
Life
Science
Life science focuses on the science facts,
concepts, principles, theories, and models
that are important for all students to know, understand, and
use.
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4.4.1
By the end of
fourth grade, students will develop an
understanding of
the characteristics of living things.
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Student
demonstrations:
* Describe the differences between plants and
animals.
* Describe the various structures of plants and
animals necessary for
growth,
survival, and reproduction.
* Describe internal causes of behavior, such as
hunger, and external
causes of
behavior, such as change in the environment, in
living
things.
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4.4.2
By the end of
fourth grade, students will develop an
understanding of
the life cycles of living things.
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Student
demonstrations:
* Describe the life cycle of an organism.
* Recognize inherited characteristics of living
things, such as color and
number of
eyes.
* Recognize learned characteristics of living
things, such as language
or hunting for
food.
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4.4.3
By the end of
fourth grade, students will develop an
understanding of
living things and environments.
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Student
demonstrations:
* Diagram a food chain.
* Explain how environmental changes affect behavior
and survival of
living
things.
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- Describe how humans and other living
things cause positive and
negative changes in their environment.
4.5
Earth and Space
Science
Earth and space science focuses on the
science facts, concepts, principles, theories,
and models that are important for all students to know, understand,
and use.
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4.5.1
By the end of
fourth grade, students will develop an
understanding of
the characteristics of earth materials.
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Student
demonstrations:
* Identify characteristics of soils, rocks,
water, and the atmosphere.
* List earth materials that are used by humans.
* Select the best earth material for a specific
human use.
* Describe an ancient environment based on fossil
evidence.
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4.5.2
By the end of
fourth grade, students will develop an
understanding of
objects in the sky.
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Student
demonstration:
* Describe and observe how objects move in
patterns, such as sun,
moon, stars,
and clouds.
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4.5.3
By the end of
fourth grade, students will develop an
understanding of
the changes in the earth and sky.
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Student
demonstrations:
* Describe how slow processes, such as erosion,
and rapid processes,
such as
earthquakes, change the earth's surface.
* Describe changes in weather using measurable
quantities, such as
temperature,
precipitation, and wind direction and
speed.
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4.6
Science
and Technology
An understanding of science and
technology establishes connections between the
natural and designed world, by linking science with
technology.
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4.6.1
By the end
of fourth grade, students will develop
understanding of technological
design.
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Student
demonstrations:
* Identify a simple problem.
* Propose a solution to a simple
problem.
* Implement the proposed solution.
* Evaluate the implementation.
* Communicate the problem, design, and
solution.
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4.6.2 By the end of fourth
grade, students will develop an
understanding of
science and technology.
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Student
demonstrations:
* Recognize science as one way of answering
questions and
explaining the
natural world.
* Recognize that technology, such as tools and
techniques, uses
scientific
knowledge to solve problems.
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4.6.3 By the end of fourth
grade, students will develop an
understanding of
the abilities to distinguish between natural
objects and objects
made by humans.
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Student
demonstration:
* Classify an object as either natural or
manufactured.
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4.7
Science in
Personal and Social Perspectives
A personal and social perspective of
science helps a student understand and act on
personal and social issues. This perspective builds a foundation for
future decision
making.
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4.7.1 By the end of fourth
grade, students will develop an
understanding of
personal health.
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Student
demonstrations:
* Explain how the body uses food and how
various foods contribute to
health.
* Describe how different substances, such as
tobacco, alcohol, and
drugs, can
damage the body and alter how it
functions.
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4.7.2 By the end of fourth
grade, students will develop an
understanding of
the types of resources.
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Student
demonstrations:
* List examples of resources which are basic
materials, such as air,
water, and
soil.
* List examples of resources produced from basic
materials, such as
food, fuel,
and building materials.
* List examples of resources which are intangible
materials, such as
beauty,
security, and quiet places.
* Research and report on the supply of various
resources.
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4.7.3 By the end of fourth
grade, students will develop an
understanding of
environmental changes.
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Student demonstration:
* Distinguish between natural environmental changes and
human
influenced environmental changes.
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4.7.4 By the end of fourth
grade, students will develop an
understanding of
how science and technology helps
communities resolve
problems.
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Student
demonstration:
* Research and explain how science and
technology affect the quality
of
life.
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4.8.1
History and Nature of
Science
An understanding of the history and nature
of science illustrates different aspects of
scientific inquiry, the human aspects of science, and the role of
science in the
development of various cultures.
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4.8.1
By the end of
fourth grade, students will develop an
understanding of science as a human
endeavor.
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Student
demonstrations:
* Research and report on the contributions to
science and technology
throughout
history by men and women scientists of diverse
cultures.
* Research and report on how science is used in
different careers.
* Research and report on how current scientific
discoveries illustrate
that science
is never finished.
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Fifth - Eighth
Grade
At the middle school level, students expand
their scientific inquiry skills through
knowledge, observations, ideas, and questions. Middle school students
will begin to
recognize the relationships between explanation and evidence. They
understand that
background knowledge and theories guide the design of investigations,
the types of
observations made, and the interpretation of data. Student
investigations will shape
and modify students' background knowledge.
8.1
Unifying Concepts
and Processes
Unifying concepts and processes help
students think about and integrate a range of
basic ideas which builds an understanding of the natural
world.
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8.1.1
By the end of
eighth grade, students will develop an
understanding of
systems, order, and organization.
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Student
demonstrations:
* Recognize and describe integral parts and
functions of any system.
* Analyze and predict the interactions within a
system and between
systems.
* Create and use classification schemes.
* Interpret cause and effect relationships within
and between systems.
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8.1.2
By the end of
eighth grade, students will develop an
understanding of
evidence, models, and explanation.
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Student
demonstrations:
* Collect, manipulate, and analyze data from an
experiment.
* Observe and develop models, such as physical,
mathematical,
mental, and
computer simulations.
* Interpret and explain products of
experimentation.
* Review
investigative
procedures
and
conclusions
for
reasonableness.
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8.1.3
By the end of
eighth grade, students will develop an
understanding of
change, constancy, and measurement.
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Student
demonstrations:
* Select and use appropriate measurement
units.
* Quantify changes in systems.
* Use English and metric systems of
measurements.
* Investigate and describe changes in terms of
scale, rate, and pattern.
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8.1.4
By the end of
eighth grade, students will develop an
understanding of
form and function.
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Student demonstration:
* Demonstrate how the design of an object makes it possible for
that
object to perform a specialized task, such as a bicycle or
airplane.
Science as inquiry requires students to
combine processes and scientific knowledge
with scientific reasoning and critical thinking to develop their
understanding of science.
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8.2.1
By the end of
eighth grade, students will develop the
abilities needed to
do scientific inquiry.
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Student
demonstrations:
* Identify questions and form hypotheses that
can be examined
through
scientific investigations.
* Design and conduct a scientific
investigation.
* Use appropriate tools and techniques to gather,
analyze, and
interpret
data.
* Develop descriptions, explanations, predictions,
and models using
evidence.
* Think critically and logically to make the
relationship between
evidence and
explanations.
* Recognize and analyze alternative explanations
and predictions.
* Communicate scientific procedures and
explanations.
* Use mathematics in all aspects of scientific
inquiry.
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|
8.3
Physical
Science
Physical science focuses on the science
facts, concepts, principles, theories, and
models that are important for all students to know, understand, and
use.
|
|
8.3.1
By the end of
eighth grade, students will develop an
understanding of
properties and changes of properties in
matter.
|
|
Student
demonstrations:
* Investigate and demonstrate that
characteristic properties, such as
density,
boiling point, and solubility of substances, are
not dependent
on the
quantity of the substance.
* Observe, describe, and measure physical and
chemical properties of
matter.
* Relate that all matter is composed of elements
which may combine in
a variety of
ways to form compounds.
* Investigate and relate that in chemical
reactions, total mass is
conserved.
|
8.3.2
By the end of
eighth grade, students will develop an
understanding of
motion and forces.
|
|
|
Student demonstrations:
* Investigate, describe, and represent the motion of an
object by its
position, direction of motion, and speed.
* Investigate and demonstrate that the speed and/or
direction of an
object changes when a change in force is applied to that
object.
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|
|
8.3.3 By the end of eighth
grade, students will develop an
understanding of
the transfer of energy.
|
|
Student
demonstrations:
* Investigate, explain, and give examples of
the forms of energy, such
as heat,
light, chemical, sound, electricity, and
measurement, and
how energy is
transferred.
* Investigate and describe energy transfer using
simple machines.
* Investigate and describe how heat is transferred
from a warmer
object to a
cooler object until both reach the same
temperature.
* Investigate and describe the properties of
sound.
* Investigate and describe the basic principles of
electricity and
magnetism.
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|
8.4
Life
Science
Life science focuses on the science facts,
concepts, principles, theories, and models
that are important for all students to know, understand, and
use.
|
|
8.4.1
By the end of
eighth grade, students will develop an
understanding of
the structure and function in living
systems.
|
|
Student
demonstrations:
* Investigate and describe the levels of
organizations: cells, tissues,
organs, organ
systems, whole organisms, and ecosystems.
* Investigate and describe how all living things
are composed of cells.
* Investigate and describe how cells sustain life
through functions,
such as growth
and nutrition.
* Investigate and describe the specialized function
performed by
specialized
cells, such as muscular and skeletal, in
multicellular
organisms.
* Investigate and describe the internal human body
systems.
* Investigate and explain how disease affects the
structure and/or
function of an
organism.
|
8.4.2
By the end of
eighth grade, students will develop an
understanding of
reproduction and heredity.
|
|
|
Student demonstrations:
* Investigate and describe how all organisms reproduce
through
sexual or asexual reproduction.
* Investigate and relate that females produce eggs and males
produce
sperm in many species.
* Investigate and state that chromosomes contain genes
which
influence heredity.
* Investigate and describe the effects of inherited traits
on organism's
characteristics.
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8.4.3 By the end of eighth grade,
students will develop an
understanding of regulation
and behavior.
|
|
Student demonstrations:
* Investigate and explain how all organisms obtain and
use resources,
grow, reproduce, and maintain stable internal conditions
while living
in a constantly changing external environment.
* Investigate and relate how an organism senses change in
its internal
or external environment and attempts to respond to keep
conditions
within a required range.
* Investigate and explain how behavior is a response to
internal and
external stimuli.
* Investigate and explain how an organism's behavior evolves
through
environmental adaptation.
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8.4.4
By the end of eighth grade,
students will develop an
understanding of populations
and ecosystems.
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|
Student demonstrations:
* Investigate and describe that a population consists of
all individuals
of a species at a given place and time.
* Investigate and describe the living and nonliving factors,
such as air,
water, and light that determine the number of organisms
an
ecosystem can support.
* Describe an organism by the function it serves in an
ecosystem, such
as producer, consumer, and decomposer.
* Investigate and explain how energy entering ecosystems as
sunlight
is
transferred
by
producers
into
chemical
energy
through
photosynthesis, and that energy then passes from organism
to
organism in food webs.
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8.4.5
By the end of eighth grade,
students will develop an
understanding of diversity
and adaptations of organisms.
- Analyze internal structures, similarity
of chemical processes, and
evidence of common ancestry to explain the unity among
organisms.
- Investigate and explain how organisms
adapt to living and nonliving
factors in a biome.
- Investigate and explain how
environmental changes created by
nature and by humans may cause species extinction.
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|
8.5 Earth and Space
Science
|
Earth and space standards focuses on the
science facts, concepts, principles, theories,
and models that are important for all students to know, understand,
and use.
|
|
8.5.1
By the end of
eighth grade, students will develop an
understanding of
the structure of the earth.
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|
Student
demonstrations:
* Investigate and diagram the crust, mantle,
and core of the earth.
* Investigate and describe how a combination of
constructive and
destructive
weathering and erosion forces create land
forms.
* Investigate and describe the composition of
soils.
* Investigate and describe the water cycle.
* Investigate and describe the composition of the
atmosphere at
different
altitudes.
* Investigate and describe the major impact of
topography, location,
and oceans on
climate.
* Investigate and describe the effect of living
organisms on weathering,
the
composition of rocks, and the
atmosphere.
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8.5.2
By the end of
eighth grade, students will develop an
understanding of
the earth's history.
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|
Student
demonstrations:
* Investigate and understand how earth
processes that occur today,
such as
weather and natural catastrophes, are similar to
those that
occurred in
the past.
* Investigate and use the fossil record to provide
evidence and explain
how
environmental conditions have changed.
|
8.5.3
By the end of
eighth grade, students will develop an
understanding of
the earth in the solar system.
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|
Student
demonstrations:
* Investigate and list the components of the
solar system, galaxies, and
universe.
* Investigate and describe the motion of solar
system objects in terms
of the
concepts of day, year, seasons, eclipses, and
phases of the
moon.
* Investigate and describe gravity's relationship
to the solar system.
* Investigate and understand that the sun is a
major source of energy
for phenomena
in the atmosphere and on the earth's surface.
* Investigate and describe the effect of the tilt
of the earth's axis on
seasons.
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|
8.6
Science and
Technology
An understanding of science and technology
establishes connections between the
natural and designed world, linking science and
technology.
|
|
8.6.1
By the end of
eighth grade, students will develop an
understanding of
technological design.
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|
Student
demonstrations:
* Identify appropriate problems for
technological design.
* Design a solution or product.
* Implement a proposed design.
* Evaluate completed technological designs or
products.
* Communicate the process of technological
design.
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8.6.2
By the end of
eighth grade, students will develop an
understanding of
science and technology.
|
|
Student
demonstrations:
* Distinguish between scientific inquiry
(asking questions about the
natural world)
and technological design (using science to
solve
practical
problems).
* Describe how science and technology are
reciprocal.
* List the avoidable and unavoidable limits of a
technological design.
* Recognize
that
solutions
have
intended
and
unintended
consequences.
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|
8.7
Science in Personal and Social Perspectives
A personal and social perspective of
science helps students understand and act on
personal and social issues. This perspective provides a foundation
for future decision
making.
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|
8.7.1
By the end of
eighth grade, students will develop an
understanding of
personal health.
|
|
Student
demonstrations:
* Research and identify substances harmful to
human beings in the
natural
environment, such as radon, lead, and nitrates.
* Investigate and explain how personal choices can
directly affect a
person's
health, such as exercise, nutrition, and use of
drugs.
|
8.7.2
By the end of
eighth grade, students will develop an
understanding of
populations, resources, and environments.
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|
Student demonstrations:
* Investigate and describe how population levels affect
resources and
the environment.
* Investigate and understand that the causes of
environmental
degradation and resource depletion vary locally and
globally.
|
8.7.3 By the end of eighth grade,
students will develop an
understanding of natural
hazards.
|
|
Student demonstrations:
* Investigate and describe the effect of natural hazards
on the
environment, such as earthquakes, landslides, wildfires,
floods, and
storms.
* Investigate and describe human activities, such as urban
growth,
land use, and waste disposal, which can accelerate many
natural
changes.
|
8.7.4
By the end of eighth grade,
students will develop an
understanding of risks and
benefits.
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|
Student demonstrations:
* Analyze a type of hazard, such as natural, chemical,
or biological,
estimating the number of people that might be exposed and
the
number likely to suffer consequences.
* Describe how perceptions of risks and benefits influence
personal
and social decisions, such as seat belt usage and waste
disposal
procedures.
|
8.7.5
By the end of eighth grade,
students will develop an
understanding of science and
technology in society.
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|
Student demonstrations:
* Understand the effect of science on society is neither
entirely
beneficial nor entirely detrimental.
* Understand that societal challenges often inspire
questions for
scientific research, but that science cannot answer all
questions and
technology cannot solve all human problems or meet all
human
needs.
* State an example of when societal priorities influenced
research
priorities.
* Practice the ethical codes followed by scientists, such as
informing
research subjects about risks and benefits, humane treatment
of
animals, and truth in reporting.
|
8.8
History and Nature
of Science
An understanding of the history and nature
of science illustrates different aspects of
scientific inquiry, the human aspects of science, and the role that
science has played
in the development of various cultures.
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|
8.8.1
By the end of
eighth grade, students will develop an
understanding of
science as a human endeavor.
|
|
Student
demonstrations:
* Investigate and understand that women and men
of various social
and ethnic
backgrounds, working alone or in teams, engage in
the
activities of
science, engineering, and related fields.
* Investigate and understand that scientists have
different abilities,
basic human
qualities, and scientific habits of
mind.
|
8.8.2
By the end of
eighth grade, students will develop an
understanding of
the nature of science.
|
|
Student
demonstrations:
* Formulate and test a hypothesis using
observations, experiments,
and
theoretical and mathematical models.
* Use questioning, response to criticism, and open
communication
when defending
a conclusion.
* Evaluate the results of scientific
investigations, experiments,
observations,
theoretical models, and the explanations proposed
by
other
scientists.
* Distinguish between scientific fact and
scientific theory.
|
8.8.3
By the end of
eighth grade, students will develop an
understanding of
the history of science.
|
|
Student
demonstration:
* Research and report on the difficulties
experienced by a scientific
innovator who
had to overcome flawed, commonly held beliefs
of
his/her time
to reach conclusions that we now take for
granted.
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|
Nine - Twelfth
Grade
Senior high students should be able to
understand scientific inquiry at increasingly
higher levels of sophistication. Questions and issues relevant to
students should form
the basis of investigations. An adequate knowledge base and an
understanding of the
concepts that guide inquiry are needed to assure success. Students
should learn how
to analyze evidence and evaluate their own explanations and those of
scientists.
12.1
Unifying Concepts and
Processes
Unifying concepts and processes help
students think about and integrate a range of
basic ideas which builds an understanding of the natural
world.
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|
12.1.1
By the end of
twelfth grade, students will develop an
understanding of
systems, order, and organization.
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|
Student
demonstrations:
* Predict and evaluate how change within a
system affects that system.
* Use system analysis to understand how things work
and to design
solutions to
problems.
|
12.1.2
By the end of
twelfth grade, students will develop an
understanding of
evidence, models, and explanation.
|
|
Student
demonstrations:
* Create a physical, mental, or mathematical
model to show how
objects and
processes are connected.
* Test the usefulness of a model by comparing its
predictions to actual
observations.
* Understand that the way data are displayed
affects interpretation.
* Evaluate the reasonableness of answers to
problems by reviewing
the process
used to find answers and checking against
typical
values.
* Understand that larger well-chosen population
samples produce
better
estimates of population summary statistics.
* Use some random process to avoid sample bias.
* Understand that a believable correlation between
two variables
doesn't mean
that either one causes the other.
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12.1.3
12.1.4
12.1.5
|
By the end
of twelfth grade, students will develop an
understanding of change, constancy, and
measurement.
Student demonstrations:
* Use powers
of ten to represent large numbers and to compare
things
that are
greatly different.
* Compare data
for two groups by representing averages and
ranges
of values.
* Understand
that measurement errors may affect
calculations.
* Use
estimates of magnitude of error to analyze
disparities between
estimates and
calculated answers when making measurements.
* Describe
rate of change by comparing one measured quantity
to
another
measured quantity.
* Investigate
and describe how different characteristics,
properties, or
relationships
within a system change as their dimensions increase
or
decrease.
* Investigate
and understand that as the number of parts within
a
system change,
the number of possible internal interactions
varies
with the
square of the number of parts.
By the end of twelfth grade, students will
develop an
understanding of form and function.
Student demonstration:
* Demonstrate
the reciprocal aspect of form and function,
explaining
function by
referring to form and explaining form by referring
to
function.
By the end of twelfth grade, students will
develop an
understanding of change over a period of
time.
Student demonstrations:
* Identify the
series of changes that occur in objects, organisms,
and
natural and
human designed systems.
* Explain
equilibrium in terms of changes in opposite and
off-setting
directions.
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|
12.2
Science as
Inquiry
Science as inquiry requires students to
combine processes and scientific knowledge
with scientific reasoning and critical thinking to develop their
understanding of science.
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|
12.2.1
By the end of twelfth grade, students will develop
the
abilities needed to
do scientific inquiry.
|
Student
demonstrations:
* Identify
questions and concepts that guide scientific investigations.
* Design and
conduct scientific investigations.
* Use technology
and mathematics to improve investigations and
communications.
* Formulate and
revise scientific explanations and models using logic
and
evidence.
* Recognize and
analyze alternative explanations and models.
* Communicate and
defend a scientific argument.
12.3.
Physical Science
Physical science focuses on the science
facts, concepts, principles, theories, and
models that are important for all students to know, understand, and
use.
|
|
12.3.1
By the end of
twelfth grade, students will develop an
understanding of
the structure of the atom.
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|
|
Student demonstrations:
*
Investigate and describe the components and properties of
atoms.
* Investigate
and explain the decay of radioactive isotopes.
* Investigate
and describe the effect of electrical and nuclear forces
which
hold atoms together.
12.3.2
By the end of
twelfth grade, students will develop an
understanding of the structure and properties of
matter.
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|
Student
demonstrations:
* Investigate and understand that an element is
composed of a single
type of
atom.
* Investigate and explain the periodic table of
elements in terms of
repeating
patterns.
* Investigate and describe how the structure of an
atom determines the
chemical
properties of an element.
* Investigate and explain how the interactions
among the molecules of
a compound
determine physical and chemical properties.
* Use differences in molecular energy to explain
the differences
among the
states of matter.
* Investigate and describe how carbon atoms bond
together in chains,
rings, and
other structures to produce large molecules
essential to
life.
|
12.3.3
By the end of
twelfth grade, students will develop an
understanding of chemical reactions.
|
|
Student
demonstrations:
* Investigate and describe common chemical
reactions.
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|
|
12.3.4
12.3.5
12.3.6
|
|
- Investigate and explain how
chemical reactions release or absorb
energy.
- Investigate and discuss
chemical reactions in terms of bond
formation by electron transfers.
- Investigate and describe the
factors influencing the rates of chemical
reactions.
- Investigate and describe how
the use of catalysts accelerates
chemical reactions.
By the end of twelfth grade,
students will develop an
understanding of motions and forces.
Student demonstrations:
* Calculate the effect of forces on the motion of
objects.
* Investigate and understand gravity as a universal force
that each
mass exerts on any other mass.
* Investigate and understand electrical force as a universal
force that
exists between any two charged objects.
* Describe an electric field and a magnetic field, and
compare the
interaction between them.
By the end of twelfth grade,
students will develop an
understanding of the conservation of energy and increase
in
disorder.
Student demonstrations:
* Investigate and understand that the total energy in
the universe is
constant and can never be destroyed.
* Investigate and distinguish among kinetic energy,
potential energy,
and energy contained in a field.
* Investigate and describe heat in terms of conduction,
convection, and
radiation.
* Investigate and demonstrate how systems tend to become
less
organized and more disorderly over time.
By the end of twelfth grade,
students will develop an
understanding of the interactions of energy and
matter.
Student demonstrations:
* Investigate and understand all waves have energy and
transfer
energy.
* Investigate and demonstrate how electromagnetic waves
result when
a charged object accelerates.
* Investigate and illustrate how wavelength and frequency of
waves
are inversely related.
|
|
|
-
Investigate and
understand that the energy of waves can be changed
into other forms of
energy, just as other forms of energy can be
transformed into
wave energy.
-
Investigate and
identify atoms or molecules by spectral
analysis.
-
Investigate and
describe how the composition and temperature of a
material affects
electron flow.
|
12.4 Life Science
Life science focuses on the science facts,
concepts, principles, theories, and models
that are important for all students to know, understand, and
use.
|
|
12.4.1
By the end of
twelfth grade, students will develop an
understanding of
the cell.
|
|
Student
demonstrations:
* Investigate and describe subcellular
structures that underlie cell
functions.
* Investigate and describe how cell functions
involve chemical
reactions.
* Investigate and describe how DNA regulates cell
functions.
* Investigate and understand that plant cells and
many micro-
organisms use
solar energy to combine molecules of carbon
dioxide
and water into
organic compounds.
* Investigate and understand that complex
multicellular organisms are
formed as
highly organized arrangements of differentiated
cells.
|
12.4.2
By the end of
twelfth grade, students will develop an
understanding of
the molecular basis of heredity.
|
|
Student
demonstrations:
* Investigate and understand that genetic
variation occurs when
genetic
information is transmitted to an offspring through
the union of
an egg and a
sperm cell which contain one representative of
each
chromosome
pair.
* Investigate and explain how some mutations make
no difference to
organisms,
whereas others can alter cells.
* Investigate and explain how only mutations in
germ cells create the
variations
that change an organism's offspring.
|
12.4.3
By
the end of twelfth grade, students will develop an
understanding of
the theory of biological evolution.
|
|
Student
demonstrations:
* Investigate and explain "microevolution,"
primarily genetic processes
that operate
at the population level, creating changes, such as
how
|
|
|
|
frequency of different colored moths depend on the
environmental
conditions.
* Investigate and explain "macroevolution," the patterns and
processes
operating above the species level (genera, families, orders,
classes),
such as extinction of dinosaurs and the rise of mammals.
* Investigate and use the theory of biological evolution to
explain
diversity of life.
* Investigate and understand that natural selection provides
a scientific
explanation of the fossil record and explains the
molecular
similarities among the diverse species of living
organisms.
* Investigate and use biological classifications based on
similarities
which reflect evolutionary relationships.
|
|
12.4.4
12.4.5
12.4.6
|
|
By the end of twelfth grade,
students will develop an
understanding of the interdependence of
organisms.
Student demonstrations:
* Investigate and understand that atoms and molecules
cycle among
living and nonliving components of the biosphere.
* Investigate and describe the flow of energy through
ecosystems, in
one direction, from producers to herbivores to carnivores
and
decomposers.
* Investigate and cite examples of organisms cooperating
and
competing in ecosystems.
* Investigate and understand that interactions among
organisms are
affected by the conflict between an organisms' capacity to
produce
infinite populations and the finite amount of resources.
* Investigate and describe how humans modify the ecosystem
as a
result of population growth, technology, and
consumption.
By the end of twelfth grade,
students will develop an
understanding of matter, energy, and organization in
living
systems.
Student demonstrations:
* Investigate and understand that living systems require
a constant
input of energy.
* Investigate and explain how the energy for life is derived
from the
sun.
* Investigate and
explain how
distribution and
abundance
of
organisms in ecosystems are limited by the availability of
matter and
energy and the ability of the ecosystem to recycle
materials.
By the end of twelfth grade,
students will develop an
understanding of the behavior of organisms.
|
Student demonstrations:
* Investigate
and describe how nervous systems
function in
multicellular animals.
* Investigate and describe how organisms respond to internal
changes
and
external stimuli.
* Investigate and explain how the behavioral patterns of
organisms
have
evolved through natural selection.
* Investigate and understand that behavioral biology relates to
humans
since
it provides links to psychology, sociology, and anthropology,
such
as the population dynamics demonstrated by the increased
aggressiveness of laboratory rats in overcrowded cages.
12.5 Earth and Space
Science
Earth and space science focuses on the
science facts, concepts, principles, theories,
and models that are important for all students to know, understand,
and use.
|
|
12.5.1
By the end of
twelfth grade, students will develop an
understanding of
energy in the earth system.
|
|
Student
demonstrations:
* Investigate and distinguish between internal
sources of energy, such
as radioactive
decay and gravitational energy, and external
sources
of energy,
such as the sun, explaining that both create heat
in earth
systems.
* Investigate and explain how the outward transfer
of earth's internal
heat drives
convection in the mantle that propels the
plates
comprising the
earth's surface.
* Investigate and explain how global climate is
determined by energy
transfer from
the sun and is influenced by dynamic processes,
such
as cloud
formation and the earth's rotation and static
conditions, such
as the
position of mountain ranges and oceans.
|
12.5.2
By the end of
twelfth grade, students will develop an
understanding of
geochemical cycles.
|
|
Student
demonstration:
* Investigate and diagram how elements and
compounds on earth
move among
reservoirs in the solid earth, oceans, atmosphere,
and
organisms as
part of geochemical cycles.
|
12.5.3
By the end of
twelfth grade, students will develop a
scientific
understanding of the origin of the earth
system.
|
|
Student
demonstrations:
* Investigate and understand that the early
earth was very different
from the
planet we live on today.
* Investigate and estimate geologic time by
observing rock sequences
and using
fossils to correlate the sequences at various
locations.
* Investigate and use known decay rates of
radioactive isotopes in
rocks to
determine when the rock was formed.
* Investigate and relate the effects of
interactions among the solid
earth, oceans,
atmosphere, and organisms to the ongoing
evolution
of the
earth.
|
12.5.4
By the end of
twelfth grade, students will develop a
scientific
understanding of the origin of the universe.
|
Student demonstrations:
* Investigate and analyze various theories on the origin of
the
universe.
* Investigate and understand the effects of gravity and nuclear
reactions upon stars.
* Research and describe the life cycle of a star.
12.6 Science and
Technology
Science and technology establishes
connections between the natural and designed
world, linking science to technology.
|
|
12.6.1
By the end of
twelfth grade, students will develop an
understanding of
technological design.
|
|
Student
demonstrations:
* Identify a problem.
* Propose designs and choose between alternative
solutions.
* Implement a proposed solution.
* Evaluate the solution and its consequences.
* Communicate the problem, process, and
solution.
|
12.6.2
By the end of
twelfth grade, students will develop an
understanding about
science and technology.
|
|
Student
demonstrations:
* State an example of how science advanced with
the introduction of
new
technology.
* Understand creativity, imagination, and a good
knowledge base are
all needed to
advance the work of science and engineering.
* Contrast the reasons for the pursuit of science
and the pursuit of
technology.
* Contrast the reporting of scientific knowledge
and the reporting of
technical
knowledge.
|
|
|
12.7
Science
in Personal and Social
Perspectives
|
|
A personal and social perspective of
science helps students understand and act on
personal and social issues. This perspective builds a foundation for
future decision
making.
|
|
12.7.1
By the end of
twelfth grade, students will develop an
understanding of
personal and community health.
|
|
Student
demonstrations:
* Investigate and describe the effect of
nutritional balance on growth,
development,
and personal well-being.
* Investigate and explain how diseases are
prevented, controlled, or
cured.
* Investigate and explain how genetics affect a
person's health.
* Investigate and analyze risk versus benefit
assessments to facilitate
personal and
community health.
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12.7.2
12.7.3
12.7.4
12.7.5
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By the end of twelfth grade,
students will develop an
understanding of the effects of population
change.
Student demonstrations:
* Investigate and state causes of population growth or
decline.
* Investigate and explain how various factors influence
birth rates and
death rates.
* Investigate and describe how population change impacts
resource
use and environments.
By the end of twelfth grade,
students will develop an
understanding of natural resources.
Student demonstrations:
* Investigate and explain how human populations use
environmental
resources to maintain and improve their existence.
* Investigate and understand that the earth has renewable
and finite
resources.
* Investigate and understand the limitations of natural
systems to
renew and recycle resources.
By the end of twelfth grade,
students will develop an
understanding of environmental quality.
Student demonstrations:
* Investigate
and
describe
how
the
positive
and
negative
consequences of human intervention or nonintervention
impacts the
ecosystem.
* Investigate and discuss factors which may influence
environmental
quality. Factors to consider may include population
distribution and
consumption.
By the end of twelfth grade,
students will develop an
understanding of natural and human-induced
hazards.
Student demonstrations:
* Investigate and describe how human activities increase
or reduce the
potential for hazards.
* Investigate and distinguish between slow occurring
hazards, such as
coastal erosion, and rapid occurring hazards, such as
tornadoes, and
discuss their impact on the environment.
* Investigate and assess potential dangers and risks of a
hazard.
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12.7.6
By the end of
twelfth grade, students will develop an
understanding of
the role of science and technology in
local, national,
and global challenges.
-
Student
demonstrations:
-
Understand that
knowledge of basic concepts about scientific and
technological
challenges should precede active debate.
-
Investigate and
understand that social issues and challenges may
affect advancements
in science and technology.
-
Understand that
science and technology are essential social
enterprises that
indicate what could happen, but not what should
happen.
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12.8
History
and Nature of Science
An understanding of the history and nature
of science illustrates different aspects of
scientific inquiry, the human aspects of science, and the role that
science has played
in the development of various cultures.
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12.8.1
By the end of
twelfth grade, students will develop an
understanding of
science as a human endeavor.
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Student
demonstrations:
* Practice the ethical traditions of
scientists, such as peer review,
truthful
reporting, and public disclosure of work.
* Examine and understand the societal, cultural,
and personal beliefs
that influence
scientists.
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12.8.2
By the end of
twelfth grade, students will develop an
understanding of
the nature of scientific knowledge.
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Student
demonstrations:
* Demonstrate the use of empirical standards,
logical arguments, and
skepticism in
science.
* Create scientific explanations consistent with
experimental and
observational
evidence; make accurate predictions; strive to
be
logical;
respect the rules of evidence; accept criticism;
report methods
and
procedures; and, make knowledge public.
* Understand that all scientific knowledge is, in
principle, subject to
change as new
evidence becomes available.
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12.8.3
By the end of
twelfth grade, students will develop an
understanding of
the history of science.
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Student
demonstrations:
* Investigate and describe the contributions to
scientific knowledge
and
technological inventions by diverse
cultures.
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- Research and understand that changes in
scientific knowledge
evolve over time and almost always build on earlier
knowledge.
- Research and relate the long-lasting
societal effects of science and
technology advancements . Examples of such advances include:
germ theory, protein synthesis, Newtonian mechanics, quantum
theory, geologic time scale, and plate tectonics.
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