(DRAFT I)
NOTE: The samples associated with the content standards are meant to illustrate meaning and to represent possible areas of applications. They are not intended to be an exhaustive list, but are samples of applications that would demonstrate learning.
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Standard - The student will: |
Content Knowledge and Skills: |
Samples of Applications: |
| 01. Understand systems, order, and organization. | a. Know that a system is an organized group of related objects that form a whole. Define and order small portions of this whole for the purpose of investigation. | i. Illustrate how different organisms interact
with one another to create an ecosystem.
ii. Illustrate the makeup and interactions of the solar system using models. iii. Illustrate how compound machines are composed of many simple machines. |
| b. Know that there is order and predictability in the universe. | i. Predict animal behaviors.
ii. Predict weather patterns. iii. Predict how Newton's Laws affect an object in space. |
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| c. Know that patterns and similarities allow us to organize information about our universe. | i. Use taxonomic key
to classify organisms.
ii. Identify the major groupings of elements on the periodic table. iii. Classify minerals by chemical composition. |
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| 02. Understand concepts and processes of evidence, models, and explanation. | a. Know that observations and data are evidence on which to base scientific explanations. | i. Create a data table or graph
showing the diversity of plants in a given area.
ii. Create a comparison graph showing the average temperature of two regions. iii. Create a graph showing how the temperature of ice changes when adding salt. |
| b. Think critically to discern differences between observations and inferences. | i. Use discrepant
events to make observations and inferences to explain them.
ii. Do "mystery box" activity (making observations and inferences). |
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| c. Use models to explain or demonstrate a concept. | i. Create a three-dimensional
model of a DNA strand.
ii. Build a model of the water cycle. iii. Build a model of an atom. |
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| d. Develop scientific explanations based on scientific knowledge, logic, and analysis. | i. Hypothesize why a plant bends toward the light.
ii. Hypothesize why tides occur, why winds occur. iii. Hypothesize why raisins in a glass of pop rise and fall. |
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| 03. Understand constancy, change, and measurement. | a. Identify constancy in some concepts in science that do not change with time such as the speed of light. | i. Demonstrate the
law of conservation of mass and energy. (Apply to energy pyramid.)
ii. Demonstrate radioactive decay using marble activity. |
| b. Recognize that change occurs in and among systems and change can be measured. | i. Measure the growth of a plant over time.
ii. Compare the elevation of Mt. Borah before and after the 1983 earthquake. iii. Using model cars, compare the speed at different points along a ramp. |
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| c. Measure in metric units using appropriate tools. | i. Measure length, volume, mass and temperature. | |
| 04. Understand the theory that evolution is a process that relates to the gradual changes in the universe and of equilibrium as a physical state. | a. Know that the present is related to the past. | i. Compare fossils to living organisms.
ii. Create a model of the rock cycle. iii. Use rocks of today to document past changes in the earth. |
| b. Understand evolution refers to the biological, geological or astronomical change over time. | i. Explain the changes that occurred in the peppered moth.
ii. Explain how a black hole develops. (Use stars in the night sky to show how stars change with time.) iii. Explain how land in the Pacific Northwest has changed over time. |
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| c. Know that equilibrium is a physical state of balance in which changes and forces occur in opposite and offsetting directions. | i. Give an example of homeostasis.
ii. Do an experiment demonstrating diffusion or osmosis. iii. Demonstrate how balanced forces affect motion or the size of a star. |
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| 05. Understand concepts of form and function. | a. Understand that the form or shape of an object or system is frequently related to its use or function. | i. Explain how mammal bones differ
from bird bones in form and function. (In plants: conifer versus deciduous trees.)
ii. Demonstrate building structure in relation to wind, earthquakes, etc. iii. Demonstrate how simple machines are designed for different functions. |
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Standard - The student will: |
Content Knowledge and Skills: |
Samples of Applications: |
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| 01. Understand scientific inquiry and develop critical thinking skills. | a. Identify and create questions that can be answered through conducting scientific investigations. | i. Generate a question
about a local water issue.
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| b. Design and conduct scientific investigations using controls and variables when appropriate. | i. Hypothesize
an answer to the stated question.
ii. Design and conduct experiment to answer the question about your local water issue. |
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| c. Select and use appropriate tools and techniques to gather and display data. | i. Use data probes,
pH paper, dissolved O2 test kits, etc. to obtain information.
ii. Construct tables and graphs to display data. |
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| d. Analyze data in order to form conclusions. | i. Compare data obtained
with national water quality standards.
ii. Draw conclusions from individual or class data. |
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| e. Think critically and logically to accept or reject the hypothesis. | i. Explain why hypothesis was accepted or rejected. | ||
| f. Communicate and defend scientific procedures and explanations, recognizing alternative explanations. | i. Write a letter
to the Department of Environmental Quality explaining your results.
ii. Formulate alternative hypotheses generated from collected data. |
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| g. Know the differences among observations, hypotheses, theories, and laws. | i. Research historical
development of a law.
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Standard - The student will: |
Content Knowledge and Skills: |
Samples of Applications: |
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| 01. Understand the structure of atoms. | a. Know the charge and location of protons, neutrons, and electrons, and know that there are different energy levels. | i. Create a three-dimensional model of an atom. | |
| b. Know the basic electrical properties of matter. | i. Conduct an experiment demonstrating static electricity. | ||
| 02. Understand the structure and function of matter and molecules and their interactions. | a. Know the difference between elements, compounds, and mixtures. | i. Identify examples of elements, compounds, and mixtures. | |
| b. Demonstrate that atoms join to form molecules. | i. Create a model of water or carbon dioxide. | ||
| c. Know how solids, liquids, and gasses differ in the energy that holds the particles together. | i. Simulate a kinetic exercise with people representing particles of matter crowded together but becoming spread farther apart as they gain energy. | ||
| d. Identify physical properties and know the nature of a physical change. | i. Demonstrate a phase change of a substance, i.e., ice to water. | |
| 03. Understand chemical reactions. | a. Know that chemical reactions may release or consume energy. | i. Demonstrate a chemical reaction that uses or releases heat. |
| b. Know that substances react with each other to form new substances with different properties. | i. Mix vinegar and baking soda and identify the properties of each before and after. | |
| c. Identify chemical reactions that are occurring all around us. | i. Name various chemical reactions taking place, i.e., rust, photosynthesis, burning. | |
| 03. Understand the nature of energy. | a. Know that energy is the ability to do work. | i. Demonstrate how different forms of energy cause work to be done, i.e., sound causes rice grains to vibrate on a membrane. |
| 04. Understand concepts of motion and forces. | a. Know that gravitational force is directly related to the mass of an object. | i. Calculate body weight on each planet and compare the respective heights of jumps to a one-foot jump on earth. |
| b. Know how an object's position, direction of motion, and speed can be measured. | i. Describe and measure the distance and time a toy car travels and calculate its speed. | |
| c. Know Newton's three laws and understand the effects of gravity and friction. | i. Demonstrate the first two laws of motion
using toy cars.
ii. Demonstrate the third law of motion using a balloon. |
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| d. Understand that moving electrical charges produce magnetic forces, and moving magnets produce electrical forces. | i. Using a battery and wires, attempt to magnetize several objects. Explain your findings. | |
| 05. Understand that the total energy in the universe is constant. | a. Understand that energy can be transformed but it can neither be destroyed nor created. | i. Observe Newton's Cradle (swinging balance
balls) and explain how this shows that energy is neither created nor destroyed.
ii. Compare and contrast potential and kinetic energy, i.e., pendulum. |
| b. Understand that energy is transferred from one place to another. | i. Describe how heat moves from a warmer object to a colder one until they both reach the same temperature. |
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Standard - The student will: |
Content Knowledge and Skills: |
Samples of Applications: |
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| 01. Understand the cell is the basis of form and function for all living things and how living things carry out their life functions. | a. Know that cells contain organelles that have specific functions. | i. Create a model
of a plant or animal cell showing the specific organelles.
ii. Explain the function of each organelle. |
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| b. Know that most cell functions involve chemical reactions. | i. Diagram cell respiration. | ||
| c. Know that DNA directs the cell's activities. | i. Compare the function of DNA to the CEO of a large business. | ||
| d. Know a single cell can differentiate to form the many specialized cells, tissues and organs. | i. Compare the functions and structure of different types of body cells. | ||
| 02. Understand the form and function of DNA. | a. Know that DNA contained in genes located in the chromosomes of each cell carries the instructions that determine the characteristics of an organism. | i. Create a 3-D model that demonstrates the difference in the DNA pairing of individuals. | |
| b. Know that genetic information is replicated and passed on to new cells. | i. Use models to demonstrate mitosis and meiosis. | ||
| c. Know that transmission of chromosomal information to offspring occurs through asexual or sexual reproduction. | i. Diagram how plants can reproduce sexually and asexually. | ||
| d. Know that changes in DNA (mutations) occur. Some of these changes make no difference to the organism whereas others can change cells and organisms. Only mutations in gametes can create the variation that changes an organism's offspring. | i. Watch and discuss the video "The Intricate Cell" by the American Cancer Society. | ||
| e. Know that the impact of newly developed DNA technology demonstrates DNA's major role in all aspects of life. | i. Research the role
of DNA in forensic science.
ii. Do DNA fingerprinting. |
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Standard - The student will: |
Content Knowledge and Skills: |
Samples of Applications: |
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| 01. Understand the theory of biological evolution. | a. Know that species change over time when random variations in individuals enhance their survival and reproductive success in a particular environment. | i. Do a simulation
of the English Peppered moth activity.
ii. Compare beaks of birds of finches of the Galapagos Islands. |
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| b. Know that species may become extinct when the environment changes and their adaptive characteristics are insufficient to allow their survival. | i. Research the extinction
of a species.
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| c. Know that biological classifications are based on similarities, which reflect their evolutionary relationships. | i. Classify
an organism using a dichotomous key.
ii. Compare two closely related species, e.g., coyote and wolf. |
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| 02. Understand the interdependence of organisms. | a. Know that atoms and molecules cycle among the living and nonliving components of the biosphere. | i. Diagram
photosynthesis and respiration (oxygen cycle).
ii. Diagram the carbon cycle and nitrogen cycle. |
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| b. Be able to trace energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores to carnivores and decomposers. | i. Explain a food chain or the food pyramid, showing what happens to energy that came originally from the sun. | ||
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Standard - The student will: |
Content Knowledge and Skills: |
Samples of Applications: |
| 01. Understand the relationship between matter, energy, and organization to trace matter as it cycles and energy as it flows through living systems and between living systems and the environment. | a. Know that living systems require
energy from food to survive.
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i. Diagram the word formulas for
photosynthesis and respiration.
ii. Illustrate that the products of photosynthesis are used in respiration (cycle). iii. Describe how energy from the sun is transferred and transformed as it flows through an ecosystem. |
| b. Know that the distribution and abundance of organisms and populations in ecosystems are limited by the availability of matter and energy. | i. Complete and discuss the Project Wild "How Many Bears are in the Forest?" | |
| 02. Understand the individual behavior of organisms and their interactions in populations and communities as influenced by physiological and environmental factors. | a. Know that organisms have behavioral responses to internal and external stimuli. | i. Conduct an experiment with an earthworm and light, or with planaria food response. |
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Standard - The student will: |
Content Knowledge and Skills: |
Samples of Applications: |
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| 01. Understand scientific theories of origin and subsequent changes in the universe and earth systems. | a. Know that there are interactions between the solid earth, oceans, atmosphere, and organisms, which result in a change of the earth's system. Some activities are observable (earthquakes and volcanic eruptions) but many take place over hundreds of millions of years. | i. Explain the formation
of the Hawaiian Islands.
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| b. Know methods used to estimate geologic time (e.g., observing rock sequences and using fossils to correlate the sequences at various locations). | i. Create a sedimentary fossil record using layers of Jello. | ||
| c. Understand the motions that explain such occurrences as the day, the seasons, the year, phases of the moon, eclipses, and tides. | i. Create a model showing the earth, sun, and moon relationships. | ||
| d. Know that the development of life caused dramatic changes in the composition of the earth's atmosphere. | i. Describe how the
earth's atmosphere would be different if life had never developed.
ii. Describe how the balance of gases in our atmosphere is maintained by living things. |
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| e. Know that the universe is constantly expanding. | i. Explain the Doppler Shift. | ||
| f. Know that stars and galaxies have a life cycle. | i. Explain the evolution of a star. | ||
| 02. Understand geochemical cycles and energy in the earth system. | a. Know that earth systems have internal and external sources of energy. | i. Explain geothermal
energy.
ii. Explain why the poles are colder than the equator. |
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| b. Know that the earth's internal heat causes the plates of the earth's surface to move. | i. Explain the formation of the Hawaiian Islands. | ||
| c. Know that the heating of the earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents affecting global climate. | i. Describe how solar
heating of the earth drives the water cycle.
ii. Describe why the ocean along the Pacific and Atlantic coasts are such different temperatures. |
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Standard – The student will: |
Content Knowledge and Skills: |
Samples of Applications: |
| 01. Understand the relationship between science and technology and develop the abilities of technological design and application. | a. Know that science and technology are interrelated. | i. Explain how science has aided in the development of a technological device and how that device has aided in the advancement of science, i.e., electron microscope, computers. |
| b. Know that critical thinking, creativity, imagination, a good knowledge base, and available technology are all required in the work of science. | i. Design and carry out a scientific experiment using some
form of technology.
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c. Know the elements
of technological design, which include the following:
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i. Construct a device
or product that will improve some aspect of human life or solve a problem,
i.e., better mousetrap, faster toy car, stronger tool.
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Standard - The student will: |
Content Knowledge and Skills: |
Samples of Applications: |
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| 01. Understand common environmental quality issues, both natural and human induced. | a. Identify issues including but
not limited to
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i. Compile a case
study of a local environmental issue and describe its impact on Idaho's
economy.
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| 02. Understand the cause and effects of population change. | a. Understand the impact of technological development and the growth of human population on the living and nonliving environment. | i. Take a field trip
to the local sewage treatment center or water treatment plant.
ii. Clean up the schoolyard, park or waterway. |
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| 03. Understand the importance of natural resources and the need to manage and conserve them. | a. Understand the differences between renewable and nonrenewable resources. | i. Collect trash and
divide into renewable and nonrenewable resources.
ii. Visit a managed forest or mine. |
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| b. Understand the conservation of natural resources. | i. Participate in a recycling project or activities of a conservation group. | ||
| c. Understand the role and effect of management of natural resources. | i. Discuss the use of fire in a forest management program. | ||
| 04. Understand different uses of technology in science and how they affect our standard of living. | a. Know that there are predictable and unpredictable consequences of technology. | i. Identify examples
of technologies used in scientific fields such as but not limited to the
following:
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Standard - The student will: |
Content Knowledge and Skills: |
Samples of Applications: |
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| 01. Understand the significance of major scientific milestones. | a. Understand the major contributions of various scientists and researchers. | i. Choose a scientist from a topic studied this year and explain how their contribution was significant to society. | |
| b. Understand the impact of historical scientific events. | i. Create a timeline showing scientific events. | ||
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Standard - The student will: |
Content Knowledge and Skills: |
Samples of Applications: |
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| 01. Understand that interpersonal relationships are important in scientific endeavors. | a. Know the importance of working on teams to solve problems. | i. Conduct an experiment or activity
while working in a team.
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| 02. Understand technical communication. | a. Read, understand, and follow technical instructions. | i. Build a model using the technical
instructions.
ii. Follow lab procedure directions. |
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| b. Write and articulate technical information. | i. Write instructions for a lab procedure to be followed by another student. | ||
