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Introduction
to Science
"The
important thing is not to stop
questioning"
Albert
Einstein
Learning in science
depends on actively doing science. Active
engagement in hands-on, minds-on science learning
experiences enables students to make personal sense
of the physical world and to solve problems. Toward
these ends, the Essential Academic Learning
Requirements for science were developed based on
the following set of guiding principles.
- All students should be
expected to attain satisfactory achievement and
performance on all Essential Academic Learning
Requirements.
- All students should
have access to a carefully articulated science
program each year in kindergarten through
10th grade with opportunities for continued
study in grades 11 and 12.
- All students should
receive quality feedback about their performance
and achievement in science on a continuous
basis.
- All students,
regardless of gender, cultural or ethnic
background, physical or learning disabilities,
aspirations, or interest and motivation in
science, should have the opportunity to attain
scientific literacy.
- All students should
have access to effective and appropriate
teaching from well trained teachers who are
supported with high quality instructional
resources.
If all students attain
mastery of the Essential Academic Learning
Requirements for science, Washington State will be
much closer to attaining the national goal of being
the first in the world in science achievement and
performance.
The Essential
Academic Learning Requirements
in
Science
- The
student understands and uses scientific
concepts and principles.
To
meet this standard, the student
will:
- use
properties to identify, describe,
and categorize substances,
materials, and objects, and use
characteristics to categorize living
things
- recognize
the components, structure, and
organization of systems and the
interconnections within and among
them
- understand
how interactions within and among
systems cause changes in matter and
energy
- The
students knows and applies the skills
and processes of science and
technology.
To
meet this standard, the student
will:
- develop
abilities necessary to do scientific
inquiry
- apply
science knowledge and skills to
solve problems or meet
challenges
- The
student understands the nature and
contexts of science and
technology.
To
meet this standard, the student
will:
- understand
the nature of scientific
inquiry
- know
that science and technology are
human endeavors, interrelated to
each other, to society, and to the
workplace
- skills
to organize and exp ress science
ideas
- use
effective communication strategies
and tools to prepare and present
science information
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1. The student understands and
uses scientific concepts and principles.
To meet this standard, the student
will:
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Benchmark
1 - TBD
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Benchmark
2 - TBD
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Benchmark
3 - TBD
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1.1 use properties to
identify, describe, and categorize substances,
materials, and objects, and use characteristics to
categorize living things
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Physical
Science
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Properties of
substances
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use properties to
sort natural and manufactured materials and
objects, for example size, weight, shape, color,
texture, and hardness
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use physical and
chemical properties to sort and identify
substances, for example density, boiling point,
and solubility
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examine the basis
for the structure and use of the periodic
table
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Motion of
objects
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describe the
relative position and motion of objects
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describe the
positions, relative speeds, and changes in speed of
objects
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describe the
average speed, direction of motion, and average
acceleration of objects, for example increasing,
decreasing, or constant acceleration
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Wave
behavior
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describe
experiences with sound, for example vibrations,
echoes, and pitch; describe experiences with
light in terms of bouncing off, passing through,
and changes in path direction
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describe sound,
water waves, and light, using wave properties
such as, wave length, reflection, refraction,
transmission, absorption, scattering, and
interference
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describe water
waves and sound, relating the ideas of frequency,
wave length, and speed, and by relating energy to
amplitude
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Earth/Space
Science
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Nature and properties
of earth materials
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observe and examine
physical properties of earth materials such as
rocks and soil, water (as liquid, solid, and vapor)
and the gases of the atmosphere
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classify rocks and
soils into groups based on their chemical and
physical properties; describe the processes by
which rocks and soils are formed
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correlate the
chemical composition of earth materials - rocks,
soils, water, gases of the atmosphere - with
properties that determine their use to
humans
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Life
Science
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Basis of biological
diversity
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distinguish living
organisms from nonliving objects, and use
characteristics to sort common organisms into plant
and animal groups
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categorize plants
and animals into groups according to how they
accomplish life processes and by similarities and
differences in external and internal
structures
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classify organisms
into distinct groups according to structural,
cellular, biochemical, and genetic
characteristics
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Benchmark
1 - TBD
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Benchmark
2 - TBD
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Benchmark
3 - TBD
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1.2 recognize the
components, structure, and organization of systems
and the interconnections within and among
them
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Systems
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identify the parts
of a system, how the parts go together, and how
they depend on each other
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describe how the
parts of a system interact and influence each
other
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analyze systems,
including the inputs and outputs of a system and
its subsystems
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Physical
Science
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Energy sources and
kinds
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understand that
energy keeps things running and comes in many
forms
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understand that
energy is a property of substances and systems and
comes in many forms, including stored energy,
energy of motion, and heat energy such as heat,
light, electrical, mechanical, sound, nuclear, and
chemical
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understand many
forms of energy as they are found in common
situations on earth and in the universe
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Energy transfer and
transformation
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know that energy
can be transferred between various forms
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determine factors
that affect rate and amount of energy transfer;
associate a decrease in one form of energy with an
increase in another
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understand that
total energy is conserved; analyze decreases and
increases in energy during transfers, in terms of
total energy conservation
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Structure of
matter
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know that matter is
made of small particles
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understand that all
matter is made up of atoms, which may be combined
in various kinds, ways, and numbers
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relate the
structural characteristics of atoms to the
principles of atomic bonding
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Physical/chemical
changes
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know that matter
can undergo changes of state such as
evaporation, condensation, or freezing and thawing
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understand physical
and chemical changes at the particle level, and
know that matter is conserved
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analyze and explain
the factors that affect physical and chemical
changes, and how matter and energy are conserved in
a closed system
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Earth/Space
Science
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Components and
patterns of the earth system
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recognize that the
earth is a spherical planet with a mainly solid
interior and a surface composed of landforms,
bodies of water, and an atmosphere
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describe the
components and relationships of the earth system,
including the solid earth (crust, hot convecting
mantle and dense metallic core), the hydrosphere
(oceans, seas, lakes, rivers, and streams), and the
atmosphere (a mixture of gases)
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explain how
patterns and arrangements of landforms, oceans, and
atmosphere are determined by natural forces and how
the theory of plate tectonics accounts for movement
over time
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Components of the
solar system and beyond (universe)
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know that the earth
is one of several planets that orbits the sun, and
the moon orbits the earth
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describe the
relationships of the earth to the sun, the moon,
the other planets and their moons, and smaller
objects such as asteroids and
comets
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understand that the
solar system is in a galaxy in an expanding
universe composed of immense numbers of stars and
celestial bodies
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Benchmark
1 - TBD
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Benchmark
2 - TBD
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Benchmark
3 - TBD
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Life
Science
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Structure and
organization of living systems
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know that living
things are composed of parts made of
cells
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know that
specialized cells within multicellular organisms
form different kinds of tissues, organs, and organ
systems to carry out life functions
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understand that
specific genes regulate the functions performed by
structures within the cells of multicellular
organisms
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Molecular basis of
heredity
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describe the life
cycles of plants and animals, and recognize the
differences between inherited and acquired
characteristics
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understand that all
living things reproduce and pass on genetic
information, and that an organism’s
characteristics are determined by both genetic and
environmental influences
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describe how
genetic information (DNA) in the cell is controlled
at the molecular level, and provides genetic
continuity between generations
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Human
biology
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understand the
organization and function of human body structures
and internal organs, and how they work
together
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identify and
describe human life functions, and the
interconnecting organ systems necessary to maintain
human life such as digestion, respiration,
reproduction, circulation, excretion, movement,
disease prevention, control, and
coordination
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compare and
contrast the specialized structural and functional
systems that regulate human growth and development,
and maintain health
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Benchmark
1 - TBD
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Benchmark
2 - TBD
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Benchmark
3 - TBD
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1.3 understand how
interactions within and among systems cause changes
in matter and energy
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Physical
Science
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Nature of
forces
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describe forces in
terms of strength and direction
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know the factors
that determine the strength of the various
forces
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identify various
forces and their relative magnitudes, and explain
everyday situations in terms of force
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Forces to explain
motion
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investigate and
recognize factors which determine the effects of a
push or pull on the motion of objects
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understand the
effects of balanced and unbalanced forces on the
motion of objects along a straight line
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explain the effects
of unbalanced forces in changing the direction of
motion of objects
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Earth/Space
Science
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Processes and
interactions in the earth system
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identify processes
that slowly change the surface of the earth such
as erosion and weathering, and those that
rapidly change the surface of the earth such as
landslides, volcanic eruptions, and
earthquakes
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describe the
processes of constructive and destructive forces
and how they continually change landforms on
earth
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understand that
patterns of movement in the plates that comprise
the earth’s surface are the result of outward
transfer of the earth’s internal heat, and
that historical patterns of movement can be
identified from clues in rock formations; describe
how volcanoes and earthquakes in Washington State
occur because of this interaction
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History and evolution
of the earth
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recognize that
fossils provide evidence of plants, animals, and
environments that existed long ago
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know the importance
of fossils in documenting life and environmental
changes over time
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understand that
fossils and radioactive elements can be used to
correlate and determine the sequence of geologic
events
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Hydrosphere/atmosphere
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observe and measure
weather indicators such as temperature, wind
direction and speed, and precipitation, noting
changes and patterns of change from day to day and
over the seasons
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relate global
atmospheric movement and the formation of ocean
currents to weather and climate
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correlate global
climate to energy transfer by the sun, cloud cover,
the earth’s rotation, and positions of
mountain ranges and oceans
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Interactions in the
solar system and beyond
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observe and
describe the patterns of movement of the sun and
moon relative to each other and the earth, and
relate them to the earth’s rotation
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describe how the
regular and predictable motions of most objects in
the solar system account for such phenomena as the
day, year, phases of the moon, eclipses, seasons,
and ocean tides
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understand that the
earth, planets, sun, and the rest of the celestial
bodies in the universe are continuing to evolve
because of interactions between matter and forces
of nature
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Benchmark
1 - TBD
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Benchmark
2 - TBD
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Benchmark
3 - TBD
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Life
Science
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Life processes and the
flow of matter and energy
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recognize that
living things need constant energy supplied from
food or light and that, in ecosystems, substances
such as air, water, nutrients, and the chemicals
in food are continually recycled
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understand that
individual organisms use matter and energy for life
processes, and the mechanisms accomplishing these
processes are complex, integrated, and
regulated
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explain how
organisms can sustain life by obtaining,
transporting, transforming, releasing, and
eliminating matter and energy
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Biological
evolution
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know that fossil
records show patterns of structural change in
organisms over time
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describe how
biological evolution accounts for species
diversity, adaptation, natural selection,
extinction, and change in organisms over
time
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investigate and
examine the scientific evidence used to develop
theories for evolution, speciation, adaptation, and
biological diversity
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Interdependence of
life
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describe how an
organism’s behavior and ability to survive is
influenced by its environment, other life forms,
and availability of food and/or other
resources
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explain how
organisms interact with their environment and with
other organisms to acquire energy, cycle matter,
influence behavior, and establish competitive or
mutually beneficial relationships
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compare and
contrast the complex factors (biotic and abiotic)
that affect living organisms’ interactions in
biomes, ecosystems, communities, and
populations
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Environmental and
resource issues
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know humans and
other living things depend on the natural
environment, and can cause changes in their
environment that affect their ability to
survive
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explain how human
societies’ use of natural resources affects
quality of life and the health of
ecosystems
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analyze the effects
of natural events and human activities on the
earth’s capacity to sustain biological
diversity
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2. The student knows and applies
the skills and processes of science and
technology.
To meet this standard, the student
will:
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Benchmark
1 - TBD
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Benchmark
2 - TBD
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Benchmark
3 - TBD
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2.1 develop abilities
necessary to do scientific inquiry
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Questioning
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ask questions about
objects, organisms, and events in the
environment
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generate questions
that can be answered through scientific
investigations
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study and analyze
questions and related concepts that guide
scientific investigations
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Designing and
conducting investigations
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plan and conduct
simple investigations, using appropriate tools,
measures, and safety rules
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design, conduct,
and evaluate scientific investigations, using
appropriate equipment, mathematics, and safety
procedures
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design, conduct,
and evaluate systematic and complex scientific
investigations, using appropriate technology,
multiple measures, and safe approaches
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Explanation
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use data to
construct reasonable explanations
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use evidence from
scientific investigations to think critically and
logically to develop descriptions, explanations,
and predictions
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formulate and
revise scientific explanations and models using
logic and evidence; recognize and analyze
alternative explanations and predictions
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Modeling
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model objects,
events, or processes by representing them with
concrete objects, metaphors, analogies, or other
conceptual or physical constructs
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correlate models of
the behavior of objects, events, or processes to
the behavior of the actual things; test models by
predicting and observing actual behaviors or
processes
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use mathematics,
computers and/or related technology to model the
behavior of objects, events, or
processes
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Communication
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record and report
observations, explanations, and conclusions using
oral, written, and mathematical
expression
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communicate
scientific procedures, investigations, and
explanations orally, in writing, with
computer-based technology, and in the language of
mathematics
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research,
interpret, and defend scientific investigations,
conclusions, or arguments; use data, logic, and
analytical thinking as investigative tools; express
ideas through oral, written, and mathematical
expression
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Benchmark
1 - TBD
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Benchmark
2 - TBD
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Benchmark
3 - TBD
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2.2 apply science
knowledge and skills to solve problems or meet
challenges
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Identifying
problems
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identify problems
found in familiar contexts in which
science/technology can be or has been used to
design solutions
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identify and
examine common, everyday challenges or problems in
which science/technology can be or has been used to
design solutions
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study and analyze
challenges or problems from local, regional,
national, or global contexts in which
science/technology can be or has been used to
design a solution
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Designing and testing
solutions
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propose, design,
and test a solution to a problem
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identify, design,
and test alternative solutions to a challenge or
problem
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research, model,
simulate, and test alternative solutions to a
problem
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Evaluating potential
solutions
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evaluate how well a
design or a product solves a problem
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compare and
contrast multiple solutions to a problem or
challenge
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propose, revise,
and evaluate the possible constraints,
applications, and consequences of solutions to a
problem or challenge
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3. The student understands the
nature and contexts of science and
technology.
To meet this standard, the student
will:
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Benchmark
1 - TBD
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Benchmark
2 - TBD
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Benchmark
3 - TBD
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3.1 understand the
nature of scientific inquiry
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Intellectual
honesty
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understand that all
scientific observations should be reported
accurately even when they contradict
expectations
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understand the
operational and ethical traditions of science and
technology such as skepticism, cooperation,
intellectual honesty, and proprietary
discovery
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analyze and explain
why curiosity, honesty, openness, and skepticism
are integral to scientific inquiry
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Limitations of science
and technology
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distinguish between
questions that can be answered with science and
technology and those that cannot
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understand that
scientific investigation is limited to the natural
world
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identify and
analyze factors that limit the extent of scientific
investigation
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Dealing with
inconsistencies
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explain why similar
investigations may not produce similar
results
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provide more than
one explanation for events or phenomena; defend or
refute the explanations using evidence
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compare, contrast,
and critique divergent results from scientific
investigations based on scientific arguments and
explanations
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Evaluating methods of
investigation
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recognize that
results of scientific investigations can come from
expected and unexpected sources
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describe how
methods of investigation relate to the validity of
scientific, experiments, observations, theoretical
models, and explanation
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analyze and
evaluate the quality and standards of investigative
design, processes, and procedures
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Evolution of
scientific ideas
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know that ideas in
science change as new scientific thinking,
theories, and evidence arise
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explain how
scientific theory, hypothesis generation,
experimentation, and observation are interrelated
and may lead to changing ideas
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know that science
involves testing, revising, and occasionally
discarding theories; understand that scientific
inquiry and investigation lead to a better
understanding of the natural world and not to
absolute truth
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Benchmark
1 - TBD
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Benchmark
2 - TBD
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Benchmark
3 - TBD
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3.2 know that science
and technology are human endeavors, interrelated to
each other, to society, and to the
workplace
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All peoples contribute
to science and technology
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know that science
and technology have been practiced by all peoples
throughout history
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know that science
and technology have been developed, used, and
affected by many diverse individuals, cultures, and
societies throughout human history
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analyze how
scientific knowledge and technological advances
discovered and developed by individuals and
communities in all cultures of the world contribute
to changes in societies
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Relationship of
science and technology
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recognize that
people have invented tools for everyday life and
for scientific investigations
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compare and
contrast scientific inquiry and technological
design in terms of activities, results, and
influence on individuals and society; know that
science enables technology and vice versa
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analyze how the
scientific enterprise and technological advances
influence and are influenced by human activity,
for example societal, environmental, economical,
political, or ethical considerations
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Careers and
occupations using science, mathematics, and
technology
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identify the
knowledge and skills of science, mathematics, and
technology used in common occupations
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investigate the use
of science, mathematics, and technology within
occupational/career areas of interest
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investigate the
scientific, mathematical, and technological
knowledge, training, and experience needed for
occupational/career areas of interest
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