LAB-AIDS CORRELATIONS FOR THE UTAH SCIENCE STANDARDS · LAB-AIDS CORRELATIONS FOR THE UTAH SCIENCE STANDARDS ... It is not an exhaustive list; ... 32 BIOLOGY & CHEMISTRY OF SOIL EXPERIMENT

LAB-AIDS CORRELATIONS FOR THE UTAH SCIENCE STANDARDS

GRADES 6-8

With Assessment Guidelines information

Materials from the Science Education for Public Understanding Program (SEPUP) are developed at the Lawrence Hall of Science, at the University of California, Berkeley, and distributed nationally by LAB-AIDS, Inc. SEPUP materials are supported by grants from the National Science Foundation. All other materials developed by LAB-AIDS. This correlation is intended to show selected locations in SEPUP programs that support the Utah Science Standards. It is not an exhaustive list; other locations may exist that are not listed here. This document was prepared by Mark Koker, Ph D, Director of Curriculum and Training at LAB-AIDS, Donna Markey, Senior Consultant, and Din Seaver, Director of New Product Development. For more information about this correlation or for questions about review copies, presentations, or any matters related to sales or service, please contact Gail Vaughn, Regional Sales Manager, [email protected], (925) 270-7413, or visit us on the web at www.lab-aids.com. Key to Programs:

SEPUP programs are available as full year courses, or separately, as units, which are listed below. • IAES = Issues and Earth Sc i ence

Studying Soils Scientifically, 1-11 Rocks and Minerals, 12-23 Erosion and Deposition, 24-35 Plate Tectonics, 36-49 Weather and Atmosphere, 50-70 The Earth in Space, 71-84 Earth and the Solar System, 85-98

• IALS = Issues and Life Science Experimental Design: Studying People Scientifically, 1-10 Body Works, 11-29 Cell Biology and Disease, 30-53 Genetics, 54-71 Ecology, 72-88 Evolution, 89-101 Bioengineering, 102-108

2

• IAPS = Issues and Phys i ca l Sc i ence Studying Materials Scientifically, 1-11 The Chemistry of Materials, 12-29 Water, 30 - 52 Energy, 53-72 Force and Motion, 73-88

Supplementary Produc t Of f e r ings The following LAB-AIDS kits and modules address one or more of your state science standards. This listing is primarily for customers not using core SEPUP programs, as most standards are addressed using the core SEPUP programs; however, in a few cases, SEPUP customers may wish to supplement their core programs with one or more of the following products from the LAB-AIDS catalog.

Key to Supplementary Products LAB-AIDS Applied Science Concept Kits 7 HUMAN GENETICS EXPERIMENT 9 NORMAL MITOSIS 22 OSMOSIS AND DIFFUSION 32 BIOLOGY & CHEMISTRY OF SOIL EXPERIMENT 33 SOIL ORGANISM STUDY 34 NEMATODE STUDY 35 DECOMPOSITION 37 BASIC OWL PELLET STUDY 61 PLANT CELL STUDY 62 THE STUDY OF THE STRUCTURE & FUNCTION OF MITOCHONDRIA 63 DIFFERENTIATION OF CELLS EXPERIMENT 70 GENETICS CONCEPTS 71 MOLECULAR MODEL OF DNA & ITS REPLICATION 74R VARIATION, NORMAL DISTRIBUTION 91 NATURAL SELECTION EXPERIMENT 125 INDIVIDUAL BASIC STUDENT MOLECULAR MODEL SET 129 FIRST INTRODUCTION TO MOLECULAR MODELS 130 MOLECULAR MODEL 131 ORGANIC CHEMISTRY MOLECULAR MODEL 140 SUBLEVEL ORBITALS OF ATOM 160 BACTERIA STUDY 430 ROCK CYCLE: AN INTERACTIVE EXPLORATION THROUGH GEOLOGIC TIME 442 MODELING STREAM EROSION AND DEPOSITION 1101 INTRODUCTION TO SOIL 1102 SOIL COMPOSITION AND STRUCTURE 1270 INVESTIGATING HUMAN HEREDITY SEPUP Applied Science Concept Kits 351S EXPLORING NEWTON”S FIRST LAW: INERTIA 352S CLASSIFYING OBJECTS IN THE SOLAR SYSTEM 403S CLASSIFYING SEDIMENTARY, METAMORPHIC & IGNEOUS ROCK 404S THE ROCK CYCLE ACTVITY

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406S EXAMINING FOSSILS 436S MODELING CONVECTION CURRENTS 438S PLATE TECTONICS: PLATE BOUNDARY COMPUTER SIMULATION 443S CORRELATING SEDIMENTARY STRATA 445S PLATE TECTONICS: EXAMINING EVIDENCE FOR CONTINENTAL DRIFT 550S CLASSIFYING ANIMALS 603S INVESTIGATING AND APPLYING GENETICS 803S INVESTIGATING HUMAN RESPIRATION LAB-AIDS Modules P610 DENSITY: UNDERSTANDING THROUGH EXPERIMENTAL DESIGN SEPUP Modules DM-2 DECISION MAKING: PROBABILITY AND RISK TAKING EHR-2 INVESTIGATING ENVIRONMENTAL HEALTH RISKS EI-2 ENVIRONMENTAL IMPACT: COMPARING INDUSTRIES ES-2 INVESTIGATING ENERGY FROM THE SUN FS-2 INVESTIGATING FOOD SAFETY FV-2 GROUNDWATER CONTAMINATION: TROUBLE IN FRUITVALE HC-2 HOUSEHOLD CHEMICALS: BETTER BY DESIGN HM-2 HAZARDOUS MATERIALS INVESTIGATION: THE BARREL MYSTERY PL-2 LIVING WITH PLASTICS SP-2 INVESTIGATING WASTEWATER: SOLUTIONS AND POLLUTION TT-2 THRESHOLDS AND TOXICOLOGY WD-2 WASTE DISPOSAL: COMPUTERS AND THE ENVIRONMENT NEW Applied Science Content kits for 2009 31 PHOTOSYNTHESIS, PLANTS, AND FOOD 905 SELECTIVE BREEDING 109S ELEMENTS AND THE PERIODIC TABLE 220S INVESTIGATING PHOTOVOLTAIC CELLS 434S CONTAMINANTS AND THE WATER CYCLE NEW Applied Science Content kits in progress [212] ENERGY TRANSFER: MOTION OF A PENDULUM [207S] CONVERTING GRAVITATIONAL POTENTIAL ENERGY TO KINETIC ENERGY

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Key to asse s sment t e rms The SEPUP assessment system uses analysis questions (AQ) in the student book activities, short answer or brief constructed response (BCR) to prompts in the student book activities, and item bank test questions in the Teacher’s Guide (TG), most of which are selected-response (SR) type. The following key can be used to interpret how the program works for the following citation: IALS 75 Q1-2; AQ4 ET; IB E-2, 3, 5, 6-8

IALS 75 Q1-2, AQ4 ET; IB E-2, 3, 5, 6-8

For more information, consult the Teacher’s Guides

IB = Test item bank questions, this citation means questions 2, 3, 5, and 6-8 from IALS item bank E measure student performance

UC, AD, ET, etc. represent SEPUP Assessment Variab le s (UC = Understanding concepts; AD = analyzing data; ET = Using evidence and tradeoffs; DI = Designing and conducting investigations; GI = Group interactions; CM = Communication scientific information). The above citation means that Analysis Question 4 of the activity can be used to measure student performance on the ET variable, and Assessment Item Bank E, questions 2, 3, 5, 6-8 can also be used for this purpose.

Q1-2 = Student Book questions 1-2

5

GRADE 6

6 SCIENCE STANDARDS

SEPUP LAB-AIDS KITS LOCATION ASSESSMENT

Intended Learning Outcome: 1. Use Science Process and Thinking Skills

a. Observe simple objects, patterns, and events, and report their observations.

IAES 1, 40 IALS 5, 21 IAPS 15, 40

1 [IB] A1, A10 5 [IB] A11-14 15 AQ5 UC [IB] B7-11

b. Sort and sequence data according to criteria given.

IAES 39, 79 IALS 15, 99 IAPS 13, 75

39 [IB] D5, D13 15 AQ3 UC, [IB] B2, B5, B25-28 13 Proc RE, GI; [IB] B2-3

c. Given the appropriate instrument, measure length, temperature, volume, and mass in metric units as specified.

IAES 1, 55 IALS 17, 54 IAPS 8, 18

1 [IB] A1, A10 17 [IB] B1, B8, B21 8 AQ6 UC; [IB] A9

d. Compare things, processes, and events. IAES 23, 35 IALS 10, 67 IAPS 11, 28

23 AQ3 ET 10 Act UC, AQ 3 ET, [IB] A18-20 11 AQ1 ET, [IB] A17

e. Use classification systems. IAES 6, 16 IALS 45, 76 IAPS 6, 18,

6 AQ3 AD, [IB] A8-9 45 AQ5 UC, [IB] C2, C4, C29 6 AQ1 AD [IB] A3, A4

f. Plan and conduct simple experiments. IAES 16, 55 IALS 8, 14 IAPS 38, 54

16 AQ3 RE; [IB] B7-10 8 [IB] A11-16 38 AQ 1-3 AD [IB] C2

g. Formulate simple research questions. IAES 5, 16, IALS 8, 73 IAPS 10, 51

5 AQ5 UC; [IB] A3-4 8 [IB] A11-16 10 AQ1 AD, Proc DI; [IB] A10-12

h. Predict results of investigations based on prior data.

IAES 32, 72 IALS 21, 64

32 Proc GI; [IB] C11, C12 21 [IB] B19

i. Use data to construct a reasonable conclusion.

IAES 56, 82 IALS 39, 91 IAPS 6, 67

56 Proc GI 39 AQ2 DCI, [IB] C6 6 AQ1 AD [IB] A3, A4

Intended Learning Outcome: 4. Communicate Effectively Using Science Language and Reasoning

a. Record data accurately when given the appropriate form (e.g., table, graph, chart).

IAES 6, 27 IALS 4, 19 IAPS 22, 46

6 AQ3 AD, [IB] A8-9 4 AQ 5 UC, [IB] A17 22 Proc OD

b. Describe or explain observations carefully and report with pictures, sentences, and models.

IAES 3, 81 IALS 12, 38 IAPS 31, 75

3 [IB] A2 12 [IB] B12, B15 31 Q3-4

c. Use scientific language in oral and written communication.

IAES 34, 97 IALS 10, 67 IAPS 11, 33

34 AQ1 RE 10 Act UC, AQ 3 ET, [IB] A18-20 11 AQ1 ET, [IB] A17

d. Use reference sources to obtain information and cite the source.

IAES 5, 51 IALS 86, 108

5 AQ5 UC; [IB] A3-4 86 AQ1 CM

6

6 SCIENCE STANDARDS


IAPS 13, 72 13 Proc RE, GI; [IB] B2-3 e. Use mathematical reasoning to communicate information.

IAES 27, 64 IALS 3, 30 IAPS 12, 75

27 Proc OD; [IB] C8 3 AQ1 ET, AQ4 UC, [IB] A3, A7, A17 12 AQ5 ET; [IB] B1

Intended Learning Outcome: 5. Demonstrate Awareness of Social and Historical Aspects of Science

a. Cite examples of how science affects life.

IAES 11, 35 IALS 53, 56 IAPS 22, 88

11 AQ2 RE, ET; [IB] A11-14 53 AQ2-3 ET 22 Proc OD

b. Understand the cumulative nature of science knowledge.

IAES 35, 49 IALS 29, 70 IAPS 52, 72

35 AQ1 ET; [IB] C13 29 AQ 2 ET 52 AQ1 ET

Intended Learning Outcome: 6. Understand the Nature of Science

a. Science is a way of knowing that is used by many people not just scientists.

IAES 28, 71 IALS 12, 67 IAPS 1, 29

28 Proc GI; [IB] C2, C7 12 [IB] B12, B15 1 Q3-4

b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one "scientific method."

IAES 34, 70 IALS 1, 50 IAPS 16, 52

c. Science findings are based upon evidence.

IAES 14, 89 IALS 2, 34 IAPS 33, 82

14 AQ5 RE 2 AQ2b ET, AQ4 UC, AQ5 ET 33 AQ3 RE & SI

Content Standard 1 Students will understand that the appearance of the moon changes in a predictable cycle as it orbits Earth and as Earth rotates on its axis.

Objective 1 Explain patterns of changes in the appearance of the moon as it orbits Earth.

a. Describe changes in the appearance of the moon during a month.

IAES 79, 80, 81 79 [IB] F10-12, F14-16 80 [IB] F4-9 81 AQ5 UC; [IB] F5, F8

b. Identify the pattern of change in the moon’s appearance.

IAES 79, 80, 81 79 [IB] F10-12, F14-16 80 [IB] F4-9 81 AQ5 UC; [IB] F5, F8

c. Use observable evidence to explain the movement of the moon around Earth in relationship to Earth turning on its axis and the position of the moon changing in the sky.

IAES 80, 81 80 [IB] F4-9 81 AQ5 UC; [IB] F5, F8

d. Design an investigation, construct a chart, and collect data depicting the phases of the moon.

IAES 79, 81 79 [IB] F10-12, F14-16 81 AQ5 UC; [IB] F5, F8

Objective 2 Demonstrate how the relative positions of Earth, the moon, and the sun create the appearance of the moon’s phases.

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6 SCIENCE STANDARDS


a. Identify the difference between the motion of an object rotating on its axis and an object revolving in orbit.

IARS 74, 76, 78 74 [IB] F1-2 76 AQ4 AD 78 AQ2 UC

b. Compare how objects in the sky (the moon, planets, stars) change in relative position over the course of the day or night.

IAES 73, 74, 86

73 AQ1 UC 74 [IB] F1-2 86 Q3

c. Model the movement and relative positions of Earth, the moon, and the sun.

IAES 73, 76 73 AQ1 UC 76 AQ4 AD

Content Standard 2 Students will understand how Earth’s tilt on its axis changes the length of daylight and creates the seasons.

Objective 1 Describe the relationship between the tilt of Earth's axis and its yearly orbit around the sun.

a. Describe the yearly revolution (orbit) of Earth around the sun.

IAES 76, 78 76 AQ4 AD 78 AQ2 UC

b. Explain that Earth's axis is tilted relative to its yearly orbit around the sun.

IAES 76, 77, 78 76 AQ4 AD 77 [IB] F10-12 78 AQ2 UC

c. Investigate the relationship between the amount of heat absorbed and the angle to the light source.

IAES 77 77 [IB] F10-12

Objective 2 Explain how the relationship between the tilt of Earth's axis and its yearly orbit around the sun produces the seasons.

a. Compare Earth’s position in relationship to the sun during each season.

IAES 75, 76, 78 75 AQ1-5 76 AQ4 AD 78 AQ2 UC

b. Compare the hours of daylight and illustrate the angle that the sun's rays strikes the surface of Earth during summer, fall, winter, and spring in the Northern Hemisphere.

IAES 75, 76, 77 75 AQ1-5 76 AQ4 AD 77 [IB] F10-12

c. Use collected data to compare patterns relating to seasonal daylight changes.

IAES 75, 76 75 AQ1-5 76 AQ4 AD

d. Use a drawing and/or model to explain that changes in the angle at which light from the sun strikes Earth, and the length of daylight, determine seasonal differences in the amount of energy received.

IAES 76, 77 76 AQ4 AD 77 [IB] F10-12

e. Use a model to explain why the seasons are reversed in the Northern and Southern Hemispheres.

IAES 76, 77 76 AQ4 AD 77 [IB] F10-12

Content Standard 3

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6 SCIENCE STANDARDS


Students will understand the relationship and attributes of objects in the solar system. Objective 1 Describe and compare the components of the solar system.

a. Identify the planets in the solar system by name and relative location from the sun.

IAES 90 90 [IB] G9, 16, 18

b. Using references, compare the physical properties of the planets (e.g., size, solid or gaseous).

IAES 88, 89, 91 88 AQ2 UC, [IB] G3, G13, G17 89 Proc RE; [IB] G6, G14 91 AQ4 UC

c. Use models and graphs that accurately depict scale to compare the size and distance between objects in the solar system.

IAES 90 90 [IB] G9, 16, 18

d. Describe the characteristics of comets, asteroids, and meteors.

IAES 88 88 AQ2 UC, [IB] G3, G13, G17

e. Research and report on the use of manmade satellites orbiting Earth and various planets.

IAES 98 (Extension)

98 AQ2 ET, CS; [IB] G16, G20

Objective 2 Describe the use of technology to observe objects in the solar system and relate this to science’s understanding of the solar system.

a. Describe the use of instruments to observe and explore the moon and planets.

IAES 87, 93 87 [IB] G8, G15 93 [IB] G5

b. Describe the role of computers in understanding the solar system (e.g., collecting and interpreting data from observations, predicting motion of objects, operating space probes).

N/C

c. Relate science’s understanding of the solar system to the technology used to investigate it.

IAES 87, 93, 94 87 [IB] G8, G15 93 [IB] G5 94 Q2

d. Find and report on ways technology has been and is being used to investigate the solar system.

IAES 87 (Extension)

87 [IB] G8, G15

Objective 3 Describe the forces that keep objects in orbit in the solar system.

a. Describe the forces holding Earth in orbit around the sun, and the moon in orbit around Earth.

IAES 95, 96 95 AQ4 AD; [IB] G10, 12 96 [IB] G 4, 7, 19

b. Relate a celestial object’s mass to its gravitational force on other objects.

IAES 95, 96 95 AQ4 AD; [IB] G10, 12 96 [IB] G 4, 7, 19

c. Identify the role gravity plays in the structure of the solar system.

IAES 95 95 AQ4 AD; [IB] G10, 12

Content Standard 4 Students will understand the scale of size, distance between objects, movement, and apparent motion (due to Earth’s rotation) of objects in the

9

6 SCIENCE STANDARDS


universe and how cultures have understood, related to and used these objects in the night sky. Objective 1 Compare the size and distance of objects within systems in the universe.

a. Use the speed of light as a measuring standard to describe the relative distances to objects in the universe (e.g., 4.4 light years to star Alpha Centauri; 0.00002 light years to the sun).

N/C

b. Compare distances between objects in the solar system.

IAES 90 90 [IB] G9, 16, 18

c. Compare the size of the Solar System to the size of the Milky Way galaxy.

N/C

d. Compare the size of the Milky Way galaxy to the size of the known universe.

N/C

Objective 2 Describe the appearance and apparent motion of groups of stars in the night sky relative to Earth and how various cultures have understood and used them.

a. Locate and identify stars that are grouped in patterns in the night sky.

86 86 Q3

b. Identify ways people have historically grouped stars in the night sky.

86 86 Q3

c. Recognize that stars in a constellation are not all the same distance from Earth.

N/C

d. Relate the seasonal change in the appearance of the night sky to Earth’s position.

N/C

e. Describe ways that familiar groups of stars may be used for navigation and calendars.

N/C

Content Standard 5 Students will understand that microorganisms range from simple to complex, are found almost everywhere, and are both helpful and harmful.

Objective 1 Observe and summarize information about microorganisms.

a. Examine and illustrate size, shape, and structure of organisms found in an environment such as pond water.

IALS 36 36 AQ3 CM, [IB] C24

b. Compare characteristics common in observed organisms (e.g., color, movement, appendages, shape) and infer their function (e.g., green color found in organisms that are producers, appendages help movement).

IALS 43, 44 43 AQ2 CM, AQ5 UC, [IB] C 12, C21-22 44 Act GI, [IB] C2, C35

c. Research and report on a microorganism’s requirements (i.e., food, water, air, waste disposal, temperature of environment, reproduction).

IALS 39 39 AQ2 DCI, [IB] C6

Objective 2 Demonstrate the skills needed to

10

6 SCIENCE STANDARDS


plan and conduct an experiment to determine a microorganism’s requirements in a specific environment. a. Formulate a question about microorganisms that can be answered with a student experiment.

IALS 39, 47, 48 39 AQ2 DCI, [IB] C6 47 AQ1 DCI 48 AQ 3 UC, [IB] C25

b. Develop a hypothesis for a question about microorganisms based on observations and prior knowledge.

IALS 39, 47, 48 39 AQ2 DCI, [IB] C6 47 AQ1 DCI 48 AQ 3 UC, [IB] C25

c. Plan and carry out an investigation on microorganisms. {Note: Teacher must examine plans and procedures to assure the safety of students; for additional information, you may wish to read microbe safety information on Utah Science Home Page.}

IALS 39, 47, 48 TR II: Science Skills Sheet 5

39 AQ2 DCI, [IB] C6 47 AQ1 DCI 48 AQ 3 UC, [IB] C25

d. Display results in an appropriate format (e.g., graphs, tables, diagrams).

IALS 39, 47, 48 TR II: SCIENCE SKILLS SHEETS 3, 4


e. Prepare a written summary or conclusion to describe the results in terms of the hypothesis for the investigation on microorganisms.

IALS 39, 47, 48 TR II: LITERACY STUDENT SHEET 1C


Objective 3 Identify positive and negative effects of microorganisms and how science has developed positive uses for some microorganisms and overcome the negative effects of others.

a. Describe in writing how microorganisms serve as decomposers in the environment.

IALS 80 80 [IB] E2-3, E7-10, E15, E16, E25

b. Identify how microorganisms are used as food or in the production of food (e.g., yeast helps bread rise, fungi flavor cheese, algae are used in ice cream, bacteria are used to make cheese and yogurt).

IALS 39, 42 (Extension), 45 (Extension)

39 AQ2 DCI, [IB] C6 42 [IB] D3, D7, D16-10, C23 45 AQ5 UC, [IB] C2, C4, C29

c. Identify helpful uses of microorganisms (e.g., clean up oil spills, purify water, digest food in digestive tract, antibiotics) and the role of science in the development of understanding that led to positive uses (i.e., Pasteur established the existence, growth, and control of bacteria; Fleming isolated and developed penicillin).

IALS 15, 37, 50

15 AQ3 UC, [IB] B2, B5, B25-28 37 Act UC, [IB] C14 50 Q1-3

d. Relate several diseases caused by microorganisms to the organism causing the disease (e.g., athlete’s foot -fungi, streptococcus throat -bacteria, giardia -protozoa).

IALS 44, 45 44 Act GI, [IB] C2, C35 45 AQ5 UC, [IB] C2, C4, C29

e. Observe and report on microorganisms’ harmful effects on food

N/C

11

6 SCIENCE STANDARDS


(e.g., causes fruits and vegetables to rot, destroys food bearing plants, makes milk sour). Content Standard 6 Students will understand properties and behavior of heat, light, and sound.

Objective 1 Investigate the movement of heat between objects by conduction, convection, and radiation.

a. Compare materials that conduct heat to materials that insulate the transfer of heat energy.

IAPS 59, 60, 70 59 Q3-5 60 Q3-4 70 Proc GI; [IB] D12, D-15

b. Describe the movement of heat from warmer objects to cooler objects by conduction and convection.

IAPS 62 IAES 46

62 [IB] D6, D19, D20 46 [IB] D16

c. Describe the movement of heat across space from the sun to Earth by radiation.

IAPS 68, 69, 70 68 PROC DI, [IB] D18 69 [IB] D11, D15, D18 70 Proc GI; [IB] D12, D-15

d. Observe and describe, with the use of models, heat energy being transferred through a fluid medium (liquid and/or gas) by convection currents.

IAES 46 46 [IB] D16

e. Design and conduct an investigation on the movement of heat energy.

IAPS 61 (Extension)

61 [IB] D10

Objective 2 Describe how light can be produced, reflected, refracted, and separated into visible light of various colors.

a. Compare light from various sources (e.g., intensity, direction, color).

N/C P110, P120, P130

b. Compare the reflection of light from various surfaces (e.g., loss of light, angle of reflection, reflected color).

N/C P110, P120, P130

c. Investigate and describe the refraction of light passing through various materials (e.g., prisms, water).

N/C P110, P120, P130

d. Predict and test the behavior of light interacting with various fluids (e.g., light transmission through fluids, refraction of light).

N/C P110, P120, P130

e. Predict and test the appearance of various materials when light of different colors is shone on the material.

N/C P110, P120, P130

Objective 3 Describe the production of sound in terms of vibration of objects that create vibrations in other materials. Describe how sound is made from vibration and moves in all directions from the source in waves.

a. Explain the relationship of the size and shape of a vibrating object to the pitch of the sound produced.

N/C

b. Relate the volume of a sound to the N/C

12

6 SCIENCE STANDARDS


amount of energy used to create the vibration of the object producing the sound. c. Make a musical instrument and report on how it produces sound.

N/C

13

GRADE 7

7 SCIENCE STANDARDS


Intended Learning Outcomes 1. Use Science Process and Thinking Skills

a. Observe objects and events for patterns and record both qualitative and quantitative information.

IAES 12, 70 IALS 7, 22 IAPS 12, 73

12 Q3-4 7 AQ5 DCI & CM, [IB] A4-6 12 AQ5 ET; [IB] B1

b. Sort and sequence data according to a given criterion.

IAES 39, 79 IALS 15, 99 IAPS 13, 75

39 [IB] D5, D13 44 Act GI, [IB] C2, C35 13 Proc RE, GI; [IB] B2-3

c. Develop and use categories to classify subjects studied.

IAES 31, 65 IALS 44, 76 IAPS 2, 14

31 [IB] C12 44 Act GI, [IB] C2, C35 2 AQ2 UC

d. Select the appropriate instrument; measure, calculate, and record in metric units, length, volume, temperature and mass, to the accuracy of instruments used.

IAES 10, 46 IALS 22, 54 IAPS 9, 25 TR II: Science Skills Sheet 1, 2

10 Proc GI 22 Act GI, [IB] B4, B10-11, B20 9 AQ3 UC, [IB] A10-12

e. When given a problem, plan and conduct experiments in which they:

• Form research questions. • Discuss possible outcomes of

investigations. • Identify variables. • Plan procedures to control

independent variable(s). • Collect data on the dependent

variable(s). • Select appropriate format (e.g.,

graph, chart, diagram) to summarize data obtained.

• Analyze data and construct reasonable conclusions.

• Prepare written and oral reports of their investigation.

IAES 10, 16 IALS 8, 39 IAPS 3, 51 TR II: Science Skills Sheet 5, Literacy Student Sheet 1a, 1b, 1c

10 Proc GI 8 [IB] A11-16 3 Proc DI; [IB] A16

f. Distinguish between factual statements and inferences.

IAES 26, 69 IALS 83, 91 IAPS 3, 67

26 [IB] C4-6 83 AQ3 DCI 3 Proc DI; [IB] A16

g. Use field guides or other keys to assist in the identification of subjects studied.

IAES 6, 20 IALS 44, 78 IAPS 2, 16

6 AQ3 AD, [IB] A8-9 20 Proc GI; [IB] B6 44 Act GI, [IB] C2, C35 16 [IB] B7-11

Intended Learning Outcomes 4. Communicate Effectively Using Science Language and Reasoning

a. Provide relevant data to support their inferences and conclusions.

IAES 11, 14 IALS 53, 99 IAPS 18, 44

11 AQ2 RE, ET; [IB] A11-14 53 AQ2-3 ET 18 AQ3 AD, [IB] B19-21

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7 SCIENCE STANDARDS


b. Use precise scientific language in oral and written communication.

IAES 34, 97 IALS 10, 67 IAPS 11, 33


c. Use correct English in oral and written reports.

IAES 34, 84 IALS 20, 88 IAPS 13, 85 TR III: Scoring Guide: Communication Skills (CS)

34 AQ1 RE 20 Q2-5 13 Proc RE, GI; [IB] B2-3

d. Use reference sources to obtain information and cite the sources.

IAES 5, 51 IALS 86, 108 IAPS 13, 72

5 AQ5 UC; [IB] A3-4 86 AQ1 CM 13 Proc RE, GI; [IB] B2-3

e. Use mathematical reasoning to communicate information.

IAES 27, 64 IALS 3, 30 IAPS 12, 75


f. Construct models to describe concepts and principles.

IAES 21, 31 IALS 18, 51 IAPS 17, 39

21 Q3, 5 18 [IB] B9, B17-18, B29 17 AQ6 UC

Intended Learning Outcomes 5. Demonstrate Awareness of Social and Historical Aspects of Science


IAES 11, 35 IALS 53, 56 IAPS 22, 88


b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.

IAES 23, 93 IALS 37, 108 IAPS 18, 85

23 AQ3 ET 37 Act UC, [IB] C14 18 AQ3 AD, [IB] B19-21

c. Understand the cumulative nature of the development of science knowledge.

IAES 35, 49 IALS 29, 70 IAPS 52, 72


d. Recognize contributions to science knowledge that have been made by both men and women.

IAES 85, 97 IALS 37,108 IAPS 16, 55

85 [IB] G1 37 Act UC, [IB] C14 16 [IB] B7-11

Intended Learning Outcomes 6. Demonstrate Understanding of the Nature of Science

a. Science is a way of knowing that is used by many people, not just scientists.

IAES 28, 71 IALS 12, 67 IAPS 1, 29



IAES 34, 70 IALS 1, 50 IAPS 16, 52

34 AQ1 RE 1 [IB] A1-2 16 [IB] B7-11

15

7 SCIENCE STANDARDS



IAES 14, 89 IALS 2, 34 IAPS 33, 82


d. Understand that science conclusions are tentative and therefore never final. Understandings based upon these conclusions are subject to revision in light of new evidence

IAES 35, 88 IALS 87, 91 IAPS 16,44

35 AQ1 ET; [IB] C13 87 AQ1 ET 16 [IB] B7-11

e. Understand that scientific conclusions are based on the assumption that natural laws operate today as they did in the past and that they will continue to do so in the future.

IAES 22, 47 IALS 51, 97 IAPS 16, 52

22 AQ7 UC; [IB] B4-6, B11 51 AQ4 UC, [IB] C28 16 [IB] B7-11

f. Understand that various disciplines of science are interrelated and share common rules of evidence to explain phenomena in the natural world.

IAES 30, 70 IALS 21, 95 IAPS 33, 63

30 [IB] C2, C10 21 [IB] B19 33 AQ3 RE & SI

Content Standard 1 Students will understand the structure of matter.

Objective 1 Describe the structure of matter in terms of atoms and molecules.

a. Recognize that atoms are too small to see.

IAPS 16, 36, 50 16 [IB] B7-11 36 AQ8 UC 50 AQ5 UC, [IB] C23

b. Relate atoms to molecules (e.g., atoms combine to make molecules).

IAPS 17, 36, 50 17 AQ6 UC 36 AQ8 UC 50 AQ5 UC, [IB] C23

c. Diagram the arrangement of particles in the physical states of matter (i.e., solid, liquid, gas).

IAPS 35 35 AQ1 AD

d. Describe the limitations of using models to represent atoms (e.g., distance between particles in atoms cannot be represented to scale in models, the motion of electrons cannot be described in most models).

IAPS 17, 36 17 AQ6 UC 36 AQ8 UC

e. Investigate and report how our knowledge of the structure of matter has been developed over time.

IAPS 15, 16 15 AQ5 UC [IB] B7-11 16 [IB] B7-11

Objective 2 Accurately measure the characteristics of matter in different states.

a. Use appropriate instruments to determine mass and volume of solids and liquids and record data.

IAPS 8, 9, 10 8 AQ6 UC; [IB] A9 9 AQ3 UC, [IB] A10-12 10 AQ1 AD, Proc DI; [IB] A10-12

b. Use observations to predict the relative density of various solids and liquids.

IAPS 3, 5, 18 3 Proc DI; [IB] A16 5 Proc GI

16

7 SCIENCE STANDARDS


18 AQ3 AD, [IB] B19-21 c. Calculate the density of various solids and liquids.

IAPS 9, 10 9 AQ3 UC, [IB] A10-12 10 AQ1 AD, Proc DI; [IB] A10-12

d. Describe the relationship between mass and volume as it relates to density.

IAPS 9, 10 9 AQ3 UC, [IB] A10-12 10 AQ1 AD, Proc DI; [IB] A10-12

e. Design a procedure to measure mass and volume of gases.

N/C

Objective 3 Investigate the motion of particles. a. Identify evidence that particles are in constant motion.

N/C

b. Compare the motion of particles at various temperatures by measuring changes in the volume of gases, liquids, or solids.

N/C

c. Design and conduct an experiment investigating the diffusion of particles.

N/C

d. Formulate and test a hypothesis on the relationship between temperature and motion.

IAPS 56

e. Describe the impact of expansion and contraction of solid materials on the design of buildings, highways, and other structures.

N/C

Content Standard 2 Students will understand the relationship between properties of matter and Earth’s structure.

Objective 1 Examine the effects of density and particle size on the behavior of materials in mixtures.

a. Compare the density of various objects to the density of known earth materials.

N/C

b. Calculate the density of earth materials (e.g., rocks, water, air).

N/C

c. Observe and describe the sorting of earth materials in a mixture based on density and particle size (e.g., sorting grains of sand of the same size with different densities, sort materials of different particle size with equal densities).

N/C

d. Relate the sorting of materials that can be observed in streambeds, road cuts, or beaches to the density and particle size of those materials.

N/C

e. Design and conduct an experiment that provides data on the natural sorting of various earth materials.

N/C

17

7 SCIENCE STANDARDS


Objective 2 Analyze how density affects Earth's structure.

a. Compare the densities of Earth's atmosphere, water, crust, and interior layers.

N/C

b. Relate density to the relative positioning of Earth’s atmosphere, water, crust, and interior.

N/C

c. Model the layering of Earth's atmosphere, water, crust, and interior due to density differences.

IAES 38 38 AQ5 UC; [IB] D1, D15

d. Distinguish between models of Earth with accurate and inaccurate attributes.

N/C

Content Standard 3 Students will understand that the organs in an organism are made of cells that have structures and perform specific life functions.

Objective 1 Observe and describe cellular structures and functions.

a. Use appropriate instruments to observe, describe, and compare various types of cells (e.g., onion, diatoms).

IALS 38, 43 38 Q1-6 43 AQ2 CM, AQ5 UC, [IB] C 12, C21-22

b. Observe and distinguish the cell wall, cell membrane, nucleus, chloroplast, and cytoplasm of cells.

IALS 38, 42, 82 38 Q1-6 42 [IB] D3, D7, D16-10, C23 82 [IB] E5, E13-14, E17

c. Differentiate between plant and animal cells based on cell wall and cell membrane.

IALS 38, 82 38 Q1-6 82 [IB] E5, E13-14, E17

d. Model the cell processes of diffusion and osmosis and relate this motion to the motion of particles.

IALS 40 40 AQ3 DCI, [IB] C15, C18

e. Gather information to report on how the basic functions of organisms are carried out within cells (e.g., extract energy from food, remove waste, produce their own food).

IALS 39, 42, 82 39 AQ2 DCI, [IB] C6 42 [IB] D3, D7, D16-10, C23 82 [IB] E5, E13-14, E17

Objective 2 Identify and describe the function and interdependence of various organs and tissues.

a. Order the levels of organization from simple to complex (e.g., cell, tissue, organ, system, organism).

IALS 12, 15, 16 12 [IB] B12, B15 15 AQ3 UC, [IB] B2, B5, B25-28 16 AQ4 UC, [IB] B6

b. Match a particular structure to the appropriate level (e.g., heart to organ, cactus to organism, muscle to tissue).

IALS 12 12 [IB] B12, B15

c. Relate the structure of an organ to its component parts and the larger system of

IALS 15, 16, 25 15 AQ3 UC, [IB] B2, B5, B25-28 16 AQ4 UC, [IB] B6

18

7 SCIENCE STANDARDS


which it is a part. 25 Q1-5 d. Describe how the needs of organisms at the cellular level for food, air, and waste removal are met by tissues and organs (e.g., lungs provide oxygen to cells, kidneys remove wastes from cells).

IALS 13, 15, 18 13 [IB] B3, B7 15 AQ3 UC, [IB] B2, B5, B25-28 18 [IB] B9, B17-18, B29

Content Standard 4 Students will understand that offspring inherit traits that make them more or less suitable to survive in the environment.

Objective 1 Compare how sexual and asexual reproduction passes genetic information from parent to offspring.

a. Distinguish between inherited and acquired traits.

IALS 54, 64 54 Act DCI, [IB] D2 64 AQ 1 DCI

b. Contrast the exchange of genetic information in sexual and asexual reproduction (e.g., number of parents, variation of genetic material).

IALS 57, 65 57 Q1-2 65 AQ8 UC

c. Cite examples of organisms that reproduce sexually (e.g., rats, mosquitoes, salmon, sunflowers) and those that reproduce asexually (e.g., hydra, planaria, bacteria, fungi, cuttings from house plants).

IALS 57 57 Q1-2

d. Compare inherited structural traits of offspring and their parents.

IALS 58, 65 58 Q2 65 AQ8 UC

Objective 2 Relate the adaptability of organisms in an environment to their inherited traits and structures.

a. Predict why certain traits (e.g., structure of teeth, body structure, coloration) are more likely to offer an advantage for survival of an organism.

IALS 95, 96, 97 95 [IB] F18-21 96 AQ2 DCI 97 AQ2 CM, [IB] F15, F22-25, F27-28, F30-31

b. Cite examples of traits that provide an advantage for survival in one environment but not other environments.

IALS 95, 97 95 [IB] F18-21 97 AQ2 CM, [IB] F15, F22-25, F27-28, F30-31

c. Cite examples of changes in genetic traits due to natural and manmade influences (e.g., mimicry in insects, plant hybridization to develop a specific trait, breeding of dairy cows to produce more milk).

IALS 95, 96, 97 95 [IB] F18-21 96 AQ2 DCI 97 AQ2 CM, [IB] F15, F22-25, F27-28, F30-31

d. Relate the structure of organs to an organism’s ability to survive in a specific environment (e.g., hollow bird bones

IALS 89, 99 88 AQ3 ET, [IB] E28-32 89 AQ4 ET, [IB] F1-4, F29

19

7 SCIENCE STANDARDS


allow them to fly in air, hollow structure of hair insulates animals from hot or cold, dense root structure allows plants to grow in compact soil, fish fins aid fish in moving in water). Content Standard 5 Students will understand that structure is used to develop classification systems.

Objective 1 Classify based on observable properties.

a. Categorize nonliving objects based on external structures (e.g., hard, soft). .

N/C

b. Compare living, once living, and nonliving things.

N/C

c. Defend the importance of observation in scientific classification.

IALS 75, 76 75 [IB] E4, E36 76 AQ 1-2

d. Demonstrate that there are many ways to classify things

IALS 44, 45, 75 44 Act GI, [IB] C2, C35 45 AQ5 UC, [IB] C2, C4, C29 75 [IB] E4, E36

Objective 2 Use and develop a simple classification system.

a. Using a provided classification scheme, classify things (e.g., shells, leaves, rocks, bones, fossils, weather, clouds, stars, planets).

IALS 44, 78 44 Act GI, [IB] C2, C35 78 [IB] E7-10, E16

b. Develop a classification system based on observed structural characteristics.

IALS 44, 75 44 Act GI, [IB] C2, C35 75 [IB] E4, E36

c. Generalize rules for classification. IALS 44, 75 44 Act GI, [IB] C2, C35 75 [IB] E4, E36

d. Relate the importance of classification systems to the development of science knowledge.

IALS 45, 75 45 AQ5 UC, [IB] C2, C4, C29 75 [IB] E4, E36

e. Recognize that classification is a tool made by science to describe perceived patterns in nature.


Objective 3 Classify organisms using an orderly pattern based upon structure.

a. Identify types of organisms that are not classified as either plant or animal.

IALS 43, 44, 45 43 AQ2 CM, AQ5 UC, [IB] C 12, C21-22 44 Act GI, [IB] C2, C35 45 AQ5 UC, [IB] C2, C4, C29

b. Arrange organisms according to kingdom (i.e., plant, animal, monera, fungi, protist).

N/C

c. Use a classification key or field guide to identify organisms.

IALS 44, 78 44 Act GI, [IB] C2, C35 78 [IB] E7-10, E16

20

7 SCIENCE STANDARDS


d. Report on changes in classification systems as a result of new information or technology.


21

GRADE 8

8 SCIENCE STANDARDS


Intended Learning Outcomes 1. Use Science Process and Thinking Skills

a. Observe objects and events for patterns and record both qualitative and quantitative information.

IAES 12, 70 IALS 7, 22 IAPS 12, 73

12 Q3-4 7 AQ5 DCI & CM, [IB] A4-6 12 AQ5 ET; [IB] B1

b. Sort and sequence data according to a given criterion.

IAES 39, 79 IALS 15, 99 IAPS 13, 75

39 [IB] D5, D13 44 Act GI, [IB] C2, C35 13 Proc RE, GI; [IB] B2-3

c. Develop and use categories to classify subjects studied.

IAES 31, 65 IALS 44, 76 IAPS 2, 14

31 [IB] C12 44 Act GI, [IB] C2, C35 2 AQ2 UC

d. Select the appropriate instrument; measure, calculate, and record in metric units, length, volume, temperature and mass, to the accuracy of instruments used.

IAES 10, 46 IALS 22, 54 IAPS 9, 25 TR II: Science Skills Sheet 1, 2

10 Proc GI 22 Act GI, [IB] B4, B10-11, B20 9 AQ3 UC, [IB] A10-12

e. When given a problem, plan and conduct experiments in which they:

• Form research questions. • Discuss possible outcomes of

investigations. • Identify variables. • Plan procedures to control

independent variable(s). • Collect data on the dependent

variable(s). • Select appropriate format (e.g.,

graph, chart, diagram) to summarize data obtained.

• Analyze data and construct reasonable conclusions.

• Prepare written and oral reports of their investigation.

IAES 10, 16 IALS 8, 39 IAPS 3, 51 TR II: Science Skills Sheet 5, Literacy Student Sheet 1a, 1b, 1c

10 Proc GI 8 [IB] A11-16 3 Proc DI; [IB] A16

f. Distinguish between factual statements and inferences.

IAES 26, 69 IALS 83, 91 IAPS 3, 67

26 [IB] C4-6 83 AQ3 DCI 3 Proc DI; [IB] A16

g. Use field guides or other keys to assist in the identification of subjects studied.

IAES 6, 20 IALS 44, 78 IAPS 2, 16

6 AQ3 AD, [IB] A8-9 20 Proc GI; [IB] B6 44 Act GI, [IB] C2, C35 16 [IB] B7-11

Intended Learning Outcomes 4. Communicate Effectively Using Science Language and Reasoning

a. Provide relevant data to support their inferences and conclusions.

IAES 11, 14 IALS 53, 99 IAPS 18, 44

11 AQ2 RE, ET; [IB] A11-14 53 AQ2-3 ET 18 AQ3 AD, [IB] B19-21

22

8 SCIENCE STANDARDS


b. Use precise scientific language in oral and written communication.

IAES 34, 97 IALS 10, 67 IAPS 11, 33


c. Use correct English in oral and written reports.

IAES 34, 84 IALS 20, 88 IAPS 13, 85 TR III: Scoring Guide: Communication Skills (CS)

34 AQ1 RE 20 Q2-5 13 Proc RE, GI; [IB] B2-3

d. Use reference sources to obtain information and cite the sources.

IAES 5, 51 IALS 86, 108 IAPS 13, 72

5 AQ5 UC; [IB] A3-4 86 AQ1 CM 13 Proc RE, GI; [IB] B2-3

e. Use mathematical reasoning to communicate information.

IAES 27, 64 IALS 3, 30 IAPS 12, 75


f. Construct models to describe concepts and principles.

IAES 21, 31 IALS 18, 51 IAPS 17, 39

21 Q3, 5 18 [IB] B9, B17-18, B29 17 AQ6 UC

Intended Learning Outcomes 5. Demonstrate Awareness of Social and Historical Aspects of Science


IAES 11, 35 IALS 53, 56 IAPS 22, 88


b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.

IAES 23, 93 IALS 37, 108 IAPS 18, 85

23 AQ3 ET 37 Act UC, [IB] C14 18 AQ3 AD, [IB] B19-21

c. Understand the cumulative nature of the development of science knowledge.

IAES 35, 49 IALS 29, 70 IAPS 52, 72


d. Recognize contributions to science knowledge that have been made by both men and women.

IAES 85, 97 IALS 37,108 IAPS 16, 55

85 [IB] G1 37 Act UC, [IB] C14 16 [IB] B7-11

Intended Learning Outcomes 6. Demonstrate Understanding of the Nature of Science

a. Science is a way of knowing that is used by many people, not just scientists.

IAES 28, 71 IALS 12, 67 IAPS 1, 29



IAES 34, 70 IALS 1, 50 IAPS 16, 52

34 AQ1 RE 1 [IB] A1-2 16 [IB] B7-11

23

8 SCIENCE STANDARDS



IAES 14, 89 IALS 2, 34 IAPS 33, 82


d. Understand that science conclusions are tentative and therefore never final. Understandings based upon these conclusions are subject to revision in light of new evidence

IAES 35, 88 IALS 87, 91 IAPS 16,44

35 AQ1 ET; [IB] C13 87 AQ1 ET 16 [IB] B7-11

e. Understand that scientific conclusions are based on the assumption that natural laws operate today as they did in the past and that they will continue to do so in the future.

IAES 22, 47 IALS 51, 97 IAPS 16, 52

22 AQ7 UC; [IB] B4-6, B11 51 AQ4 UC, [IB] C28 16 [IB] B7-11

f. Understand that various disciplines of science are interrelated and share common rules of evidence to explain phenomena in the natural world.

IAES 30, 70 IALS 21, 95 IAPS 33, 63

30 [IB] C2, C10 21 [IB] B19 33 AQ3 RE & SI

Content Standard 1 Students will understand the nature of changes in matter.

Objective 1 Describe the chemical and physical properties of various substances.

a. Differentiate between chemical and physical properties.

IAPS 14, 15, 16 14 [IB] B4-6 15 AQ5 UC [IB] B7-11 16 [IB] B7-11

b. Classify substances based on their chemical and physical properties (e.g., reacts with water, does not react with water, flammable or nonflammable, hard or soft, flexible or nonflexible, evaporates or melts at room temperature).

IAPS 6, 7, 14 6 AQ1 AD [IB] A3, A4 7 AQ 1 AD, AQ1 UC, [IB] A5, A7, A8 14 [IB] B4-6

c. Investigate and report on the chemical and physical properties of a particular substance.

IAPS 6, 14, 18 6 AQ1 AD [IB] A3, A4 14 [IB] B4-6 18 AQ3 AD, [IB] B19-21

Objective 2 Observe and evaluate evidence of chemical and physical change.

a. Identify observable evidence of a physical change (e.g., change in shape, size, phase).

IAPS 6, 14, 35 6 AQ1 AD [IB] A3, A4 14 [IB] B4-6 35 AQ1 AD

b. Identify observable evidence of a chemical change (e.g., color change, heat or light given off, change in odor, gas given off).

IAPS 6, 19, 25 6 AQ1 AD [IB] A3, A4 19 [IB] B12-14 25 Q2-3

c. Observe and describe chemical reactions involving atmospheric oxygen (e.g., rust, fire, respiration, photosynthesis).

IAPS 27 27 AQ2 CS, AQ3 ET

24

8 SCIENCE STANDARDS


d. Investigate the effects of chemical change on physical properties of substances (e.g., cooking a raw egg, iron rusting, polymerization of a resin).

IAPS 18, 27 18 AQ3 AD, [IB] B19-21 27 AQ2 CS, AQ3 ET

Objective 3 Investigate and measure the effects of increasing or decreasing the amount of energy in a physical or chemical change, and relate the kind of energy added to the motion of the particles.

a. Identify the kinds of energy (e.g., heat, light, sound) given off or taken in when a substance undergoes a chemical or physical change.

IAPS 25, 58 25 Q2-3 58 AQ2 UC, [IB] D4-5, D8

b. Relate the amount of energy added or taken away from a substance to the motion of molecules in the substance.

IAPS 56, 57 56 AQ3 57 AQ3 UC, [IB] D2-3

c. Measure and graph the relationship between the states of water and changes in its temperature.

N/C

d. Cite evidence showing that heat may be given off or taken in during a chemical change (e.g., striking a match, mixing vinegar and antacid, mixing ammonium chloride and water).

IAPS 57 57 AQ3 UC, [IB] D2-3

e. Plan and conduct an experiment, and report the effect of adding or removing energy on the chemical and physical changes.

IAPS 56 56 AQ3

Objective 4 Identify the observable features of chemical reactions.

a. Identify the reactants and products in a given chemical change and describe the presence of the same atoms in both the reactants and products.

IAPS 19, 25, 57 19 [IB] B12-14 25 Q2-3 57 AQ3 UC, [IB] D2-3

b. Cite examples of common significant chemical reactions (e.g., photosynthesis, respiration, combustion, rusting) in daily life.

IAPS 42, 43, 50 42 Q2-4 43 IB] C24 50 AQ5 UC, [IB] C23

c. Demonstrate that mass is conserved in a chemical reaction (e.g., mix two solutions that result in a color change or formation of a precipitate and weigh the solutions before and after mixing).

IAPS 25 25 Q2-3

d. Experiment with variables affecting the relative rates of chemical changes (e.g., heating, cooling, stirring, crushing, concentration).

IALS 14 14 [IB] B16

e. Research and report on how scientists IAPS 13, 29 13 Proc RE, GI; [IB] B2-3

25

8 SCIENCE STANDARDS


or engineers have applied principles of chemistry to an application encountered in daily life (e.g., heat-resistant plastic handles on pans, rust-resistant paints on highway bridges).

29 AQ1 ET; [IB] B22-23

Content Standard 2 Students will understand that energy from sunlight is changed to chemical energy in plants, transfers between living organisms, and that changing the environment may alter the amount of energy provided to living organisms.

Objective 1 Compare ways that plants and animals obtain and use energy.

a. Recognize the importance of photosynthesis in using light energy as part of the chemical process that builds plant materials.

IALS 79, 81, 82 79 AQ1 UC, [IB] E2-3, E7-11, E16, E35 81 AQ5 UC, [IB] E2, 3, E5, E13-14 82 [IB] E5, E13-14, E17

b. Explain how respiration in animals is a process that converts food energy into mechanical and heat energy.

IALS 17, 39 17 [IB] B1, B8, B21 39 AQ2 DCI, [IB] C6

c. Trace the path of energy from the sun to mechanical energy in an organism (e.g., sunlight - light energy to plants by photosynthesis to sugars - stored chemical energy to respiration in muscle cell - usable chemical energy to muscle contraction- mechanical energy).

IALS 16, 79, 81 16 AQ4 UC, [IB] B6 79 AQ1 UC, [IB] E2-3, E7-11, E16, E35 81 AQ5 UC, [IB] E2, 3, E5, E13-14

Objective 2 Generalize the dependent relationships between organisms.

a. Categorize the relationships between organisms (i.e., producer/consumer/decomposer, predator/prey, mutualism/parasitism) and provide examples of each.

IALS 78, 80, 83 (83 Extension)

78 [IB] E7-10, E16 80 [IB] E2-3, E7-10, E15, E16, E25 83 AQ3 DCI

b. Use models to trace the flow of energy in food chains and food webs.

IALS 78, 79, 80 78 [IB] E7-10, E16 79 AQ1 UC, [IB] E2-3, E7-11, E16, E35 80 [IB] E2-3, E7-10, E15, E16, E25

c. Formulate and test a hypothesis on the effects of air, temperature, water, or light on plants (e.g., seed germination, growth rates, seasonal adaptations).

N/C

d. Research multiple ways that different IALS 87 87 AQ1 ET

26

8 SCIENCE STANDARDS


scientists have investigated the same ecosystem. Objective 3 Analyze human influence on the capacity of an environment to sustain living things.

a. Describe specific examples of how humans have changed the capacity of an environment to support specific life forms (e.g., people create wetlands and nesting boxes that increase the number and range of wood ducks, acid rain damages amphibian eggs and reduces population of frogs, clear cutting forests affects squirrel populations, suburban sprawl reduces mule deer winter range thus decreasing numbers of deer).

N/C

b. Distinguish between inference and evidence in a newspaper or magazine article relating to the effect of humans on the environment.

N/C

c. Infer the potential effects of humans on a specific food web.

IALS 73, 79, 85 73 [IB] E1, E12, E24 79 AQ1 UC, [IB] E2-3, E7-11, E16, E35 85 AQ1 UC, [IB] E21-23

d. Evaluate and present arguments for and against allowing a specific species of plant or animal to become extinct, and relate the argument to the of flow energy in an ecosystem.

IALS 72, 77, 101 72 AQ5 UC, [IB] E2, 3, E5, E13-14 77 AQ4 DCI, AQ7 DCI

Content Standard 3 Students will understand the processes of rock and fossil formation.

Objective 1 Compare rocks and minerals and describe how they are related.

a. Recognize that most rocks are composed of minerals.

IAES 15, 16, 17 15 AQ3 UC, [IB] B2, B5, B25-28 16 AQ4 UC, [IB] B6 17 [IB] B1, B8, B21

b. Observe and describe the minerals found in rocks (e.g., shape, color, luster, texture, hardness).

IAES 15, 16, 17 15 AQ3 UC, [IB] B2, B5, B25-28 16 AQ4 UC, [IB] B6 17 [IB] B1, B8, B21

c. Categorize rock samples as sedimentary, metamorphic, or igneous.

IAES 19, 20, 22 19 Q1, 4, 5 20 Proc GI; [IB] B6 22 AQ7 UC; [IB] B4-6, B11

Objective 2 Describe the nature of the changes that rocks undergo over long periods of time.

a. Diagram and explain the rock cycle. IAES 22 22 AQ7 UC; [IB] B4-6, B11 b. Describe the role of energy in the IAES 22 22 AQ7 UC; [IB] B4-6, B11

27

8 SCIENCE STANDARDS


processes that change rock materials over time. c. Use a model to demonstrate how erosion changes the surface of Earth.

IAES 28, 31, 32 28 Proc GI; [IB] C2, C7 31 [IB] C12 32 Proc GI; [IB] C11, C12

d. Relate gravity to changes in Earth’s surface.

IAES 26, 28, 29 26 [IB] C4-6 28 Proc GI; [IB] C2, C7 29 AQ2 UC; [IB] C1, C3

e. Identify the role of weathering of rocks in soil formation.

IAES 27, 29 27 Proc OD; [IB] C8 29 AQ2 UC; [IB] C1, C3

f. Describe and model the processes of fossil formation.

IALS 90, 91 90 [IB] G9, 16, 18 91 AQ4 UC

Objective 3 Describe how rock and fossil evidence is used to infer Earth’s history.

a. Describe how the deposition of rock materials produces layering of sedimentary rocks over time. Identify the assumptions scientists make to determine relative ages of rock layers.

IAES 19, 21 19 Q1, 4, 5 21 Q3, 5

b. Explain why some sedimentary rock layers may not always appear with youngest rock on top and older rocks below (i.e., folding, faulting).

N/C

c. Research how fossils show evidence of the changing surface of the Earth.

IAES 40, 41, 42 40 Q1, 3, 4 41 AQ3 UC; [IB] D2 42 [IB] D4, 6, 8-10, 16

d. Propose why more recently deposited rock layers are more likely to contain fossils resembling existing species than older rock layers.

IAES 21, 39 21 Q3, 5 39 [IB] D5, D13

Objective 4 Compare rapid and gradual changes to Earth’s surface.

a. Describe how energy from the Earth's interior causes changes to Earth’s surface (i.e., earthquakes, volcanoes).

IAES 38, 42, 46 38 AQ5 UC; [IB] D1, D15 42 [IB] D4, 6, 8-10, 16 46 [IB] D16

b. Describe how earthquakes and volcanoes transfer energy from Earth's interior to the surface (e.g., seismic waves transfer mechanical energy, flowing magma transfers heat and mechanical energy).

IAES 37, 38, 43 37 Q1, 3 38 AQ5 UC; [IB] D1, D15 43 Proc GI

c. Model the process of energy buildup and release in earthquakes.

IAES 43, 47, 48 43 Proc GI 47 [IB] D16 48 AQ4 UC; [IB] D14, D16

d. Investigate and report possible reasons why the best engineering or ecological practices are not always followed in

IAES 33, 35, 49 33 Q3-4 35 AQ1 ET; [IB] C13 49 AQ2 ET

28

8 SCIENCE STANDARDS


making decisions about building roads, dams, and other structures. e. Model how small changes over time add up to major changes to Earth’s surface.

IAES 47, 48 47 [IB] D16 48 AQ4 UC; [IB] D14, D16

Content Standard 4 Students will understand the relationships among energy, force, and motion.

Objective 1 Investigate the transfer of energy through various materials. Relate the energy of a wave to wavelength.

a. Compare the transfer of energy (i.e., sound, light, earthquake waves, heat) through various mediums.

N/C P110, P120, P130

b. Describe the spread of energy away from an energy-producing source.

N/C

c. Compare the transfer of heat by conduction, convection, and radiation and provide examples of each.

IAPS 59, 69 IAES 46

59 Q3-5 69 [IB] D11, D15, D18 46 [IB] D16

d. Demonstrate how white light can be separated into the visible color spectrum.

N/C

Objective 2 Examine the force exerted on objects by gravity.

a. Distinguish between mass and weight. IAPS 9, 77 9 AQ3 UC, [IB] A10-12 77 Proc DI

b. Cite examples of how Earth’s gravitational force on an object depends upon the mass of the object.

IAES 95, 96 95 AQ4 AD; [IB] G10, 12 96 [IB] G 4, 7, 19

c. Describe how Earth’s gravitational force on an object depends upon the distance of the object from Earth.

IAES 95, 96 95 AQ4 AD; [IB] G10, 12 96 [IB] G 4, 7, 19

d. Design and build structures to support a load.

IALS 105, 109

e. Engineer (design and build) a machine that uses gravity to accomplish a task.

IALS 104

Objective 3 Investigate the application of forces that act on objects, and the resulting motion.

a. Calculate the mechanical advantage created by a lever.

N/C

b. Engineer a device that uses levers or inclined planes to create a mechanical advantage.

N/C

c. Engineer a device that uses friction to control the motion of an object.

IAPS 82 82 AQ3 RE; [IB] E3, 9, 12

d. Design and build a complex machine capable of doing a specified task.

IALS 109

29

8 SCIENCE STANDARDS


e. Investigate the principles used to engineer changes in forces and motion.

IAPS 79, 80, 81 79 [IB] E10 80 AQ2; [IB] E2, 3, 11, 20 81 [IB] E3, 13, 15

Objective 4 Analyze various forms of energy and how living organisms sense and respond to energy.

a. Analyze the cyclic nature of potential and kinetic energy (e.g., a bouncing ball, a pendulum).

IAPS 54, 55, 56 54 Proc DI; [IB] D1 55 AQ1 UC [IB] D1 56 AQ3

b. Trace the conversion of energy from one form of energy to another (e.g., light to chemical to mechanical).

IAPS 56, 58, 66 56 AQ3 58 AQ2 UC, [IB] D4-5, D8 66 Proc DI; [IB] D16

c. Cite examples of how organisms sense various types of energy.

N/C

d. Investigate and report the response of various organisms to changes in energy (e.g., plant response to light, human response to motion, sound, light, insects’ response to changes in light intensity).

IALS 5 5 [IB] A11-14

e. Investigate and describe how engineers have developed devices to help us sense various types of energy (e.g., seismographs, eyeglasses, telescopes, hearing aids).

IALS 103, 108

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