The STANDARDS CORRELATION chart suggests which Arizona Science Standards you can cover using PASSPORT TO ANTARCTICA in your classroom. We hope you will discover additional standards you can use. These are the ones our Instructional Materials Development team felt most directly related to the activities contained in PASSPORT TO ANTARCTICA.
For additional Arizona Science Standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
Kindergarten, Grades 1-3, Grade 4-8, Grades 9-12, Honors
1SC-R1. Identify and use safe procedures
in all science activities
PO 1. Demonstrate safe procedures (e.g.,
use and care of simple technology, materials and organisms) and behavior in all science inquiry
video 1SC-R2. Ask questions about the natural
world (e.g., How do trees grow? Why is the sky blue? Where does rain
come from?)
PO 1. Formulate questions about objects,
organisms, events and relationships in the natural world
video 1SC-R3. Categorize objects, organisms
and events in different ways
PO 1. Organize (e.g., sort, classify,
sequence) objects, organisms and events by different characteristics
video 1SC-R4. State simple hypotheses about
cause-and-effect relationships in the environment
PO 1. Formulate a question that relates
to the environment
video PO 2. Predict the results of an observable cause-and-effect relationship
video 1SC-R5. Perform simple measurements and
comparisons
PO 1. Perform simple measurements using
appropriate devices
video PO 2. Compare objects according to their measurements
video 1SC-R6. Communicate observations and
comparisons through various means such as pictographs, pictures,
models and words
PO 1. Describe observations with
pictographs, pictures, models and words
video PO 2. Describe similarities and differences of observations video 1SC-R7. Observe and describe changes in
a simple system (e.g., a plant terrarium)
PO 1. Describe changes observed in a
simple system (e.g., ant farm, plant terrarium, aquarium)
video 2SC-R1. Understand that all people can and
do participate in science
PO 1. Give examples of how diverse people
(e.g. children, weathermen, cooks, healthcare workers, gardeners) participate in science video 3SC-R2. Use simple technology (e.g.,
scales, balances, magnifiers, computers)
PO 1. Demonstrate the proper use of
simple technology video 4SC-R1. Distinguish living from non-living
things
PO 1. Identify living things video PO 2. Identify non-living things video PO 3. Describe differences between living and non-living things video 4SC-R2. Describe the basic needs of living
organisms
PO 1. Describe the basic needs of living
organisms for survival video 4SC-R3. Recognize and distinguish
similarities and differences in diverse species
PO 1. Identify observable similarities
among diverse species (e.g., number of legs, body coverings, size) video PO 2. Identify observable differences among diverse species video PO 3. Compare the observable similarities and differences among diverse
species video 5SC-R1. Compare objects in terms of
common physical properties
PO 1. Identify physical properties of
objects (e.g., shape, texture, size, color) video PO 2. Compare objects in terms of physical properties video 6SC-R3. Identify how the weather affects
daily activities
PO 1. Identify basic weather phenomena
(e.g., temperature, wind, precipitation) video PO 2. Explain how weather affects daily activities video 1SC-F1. Plan, design, conduct and report
on the conclusions of basic experiments
With appropriate guidance:
PO 1. Plan an experiment
video PO 2. Design an experiment
video PO 3. Predict the results of an experiment
video PO 4. Conduct an experiment and record data
video PO 5. Report, through various means, the conclusions of an experiment
video 1SC-F2. Construct models (e.g., a
volcano, a paper airplane, a solar system) that illustrate simple
concepts and compare those models to what they represent
With appropriate guidance:
PO 1. Construct physical models (e.g., a
volcano, a paper airplane, a solar system) illustrating simple concepts
video PO 2. Compare a physical model to what it represents
video 1SC-F3. Identify and record changes and
patterns of changes in a familiar system
PO 1. Describe changes and patterns of
changes in a familiar system
video PO 2. Record changes and patterns of changes in a familiar system
video 1SC-F4. Describe relationships among
parts of a familiar system (e.g., a bicycle, a park, a clock)
PO 1. Identify parts of a familiar system video PO 2. Explain the relationships among parts of a system
video 2SC-F1. Recognize that scientific
contributions have been made by all kinds of people everywhere in the world
PO 1. Describe how people and cultures,
past and present, have made important contributions to scientific knowledge video 2SC-F2. Understand that scientific inquiry
has produced much knowledge about the world, that much is still unknown,
and that some things will always be unknown
PO 1. Describe the results of scientific
inquiry in the world (e.g., a timeline of inventions, progression from simple to mechanized tools,
understanding weather patterns) video PO 2. Explain how inquiry develops into further exploration of the unknown video 2SC-F3. Understand that science involves
asking and answering questions and comparing the results to what is already known
PO 1. Explain how asking and answering
questions are part of the process of a scientific investigation video PO 2. Compare prior knowledge to the results of a scientific investigation video 3SC-F1. Identify occupations that
require the application of science and technology
PO 1. Describe occupations that require
the application of science and technology video 3SC-F2. Use scientific findings to
propose and evaluate solutions to problems (e.g., water pollution,
malnutrition, fire hazards)
PO 1. Identify a problem video PO 2. Use scientific findings to develop solutions video PO 3. Evaluate proposed solutions to the problem video PO 4. Modify solutions to the problem, if necessary video 3SC-F3. Describe and explain the
interrelationship of populations, resources and environments
PO 1. Describe populations, resources and
environments (e.g., habitat, ecosystem, food
chain) video PO 2. Explain interactions and interdependence among specific
populations, resources and environments video 3SC-F4. Identify and describe how
technology contributes to solving problems
PO 1. Identify various technologies
(e.g., zipper, paper clips, computers) video PO 2. Describe how various technologies contribute to solving problems video 4SC-F1. Describe and explain
cause-and-effect relationships in living systems
PO 1. Identify cause-and-effect
relationships in living systems video PO 2. Explain cause-and-effect relationships in living systems video 4SC-F3. Identify the basic structures and
functions of plants and animals
PO 1. Identify basic animal structures video PO 2. Describe the functions of basic animal structures video PO 3. Identify basic plant structures video PO 4. Describe the functions of basic plant structures video 4SC-F4. Identify characteristics of plants
and animals (including extinct organisms) that allow them to live in
specific environments
PO 1. Identify adaptations of plants that
allow them to live in specific environments video PO 2. Identify adaptations of animals that allow them to live in specific
environments video 4SC-F7. Explain the interaction of living
and non-living components within ecosystems
PO 1. Identify living components within
ecosystems video PO 2. Identify non-living components within ecosystems video PO 3. Describe the interaction among living and non-living components in
an ecosystem video 6SC-F5. Identify major features of
natural processes and forces that shape the earth’s surface, including weathering and volcanic activity
PO 1. Identify natural forces (e.g.,
water, ice, wind) that shape the earth’s surface video PO 2. Identify natural processes (e.g., weathering, erosion, global
warming) that gradually shape the earth’s surface video PO 3. Identify natural processes (e.g., earthquake, floods, volcanic
eruptions) that rapidly shape the earth’s surface video 6SC-F6. Describe natural events and how
humans are affected by them
PO 1. Identify natural events that affect
humans video PO 2. Explain how natural events impact human life video 6SC-F7. Measure and record changes in
weather conditions
PO 1. Measure weather conditions (e.g.,
temperature, wind speed, rainfall) video PO 2. Record weather conditions video PO 3. Interpret changes in weather conditions video 6SC-F8. Describe how fossils provide
evidence about the plants and animals that lived long ago and the nature of the environment at the time.
PO 1. Identify how fossils provide
evidence about plants that lived long ago video PO 2. Identify how fossils provide evidence about animals that lived
long ago video PO 3. Explain how fossils of plants and animals provide evidence about
the nature of the environment at the time video 1SC-E1. Identify a question, formulate a
hypothesis, control and manipulate variables, devise experiments,
predict outcomes, compare and analyze results, and defend conclusions
(Grades 4-5)
PO 1. Distinguish between a question and
a hypothesis
video PO 2. Describe the functions of variables in an investigation
video PO 3. Predict an outcome based on experimental data
video PO 4. Draw a conclusion based on a set of experimental data video (Grades 6-8)
PO 1. Design an experiment using a
scientific method video PO 2. Conduct an experiment using a scientific method
video PO 3. Analyze the results of an experiment
video PO 4. Defend conclusions drawn from the analysis
video 1SC-E2. Create a model (e.g., a computer
simulation, a stream table) to predict change
(Grades 4-5)
PO 1. Design a model to illustrate a system
video (Grades 6-8)
PO 1. Construct a model that demonstrates
change within a system
video PO 2. Describe variables that cause change
video PO 3. Explain cause and effect of variables within a system
video 1SC-E3. Organize and present data
gathered from their own experiences, using appropriate mathematical
analyses and graphical representations
(Grades 4-5)
PO 1. Organize gathered data into an
appropriate format
video PO 2. Construct a representation of data
(e.g., bar graph, line graph, frequency table, Venn diagram)
video (Grades 6-8)
PO 1. Construct a representation of data
(e.g., histogram, stem-and-leaf plot, scatter plot, circle graph, flow chart)
video PO 2. Interpret patterns in collected data
video 1SC-E4. Identify and refine questions
from previous investigations
(Grades 4-5)
PO 1. Identify questions from previous
investigations
video PO 2. Refine questions from previous investigations
video (Grades 6-8)
PO 1. Analyze the results of previous
investigations
video PO 2. Refine hypotheses from a previous investigation
video 1SC-E5. Analyze the processes, parts and
subsystems of a bicycle, a clock or other mechanical or electrical
device
(Grades 4-5)
PO 1. Identify the parts of a subsystem
within a system
video PO 2. Describe the functions of the parts of a subsystem
video PO 3. State cause-and-effect relationships among components in
mechanical or electrical devices
video (Grades 6-8)
PO 1. Explain the interaction among parts
within mechanical or electrical devices
video PO 2. Analyze the processes that operate within a mechanical or
electrical device
video 1SC-E6. Analyze scientific reports from
magazines, television or other media
(Grades 4-5)
PO 1. Analyze the reliability of
scientific information from a variety of sources
video PO 2. Use evidence to support or refute a conclusion drawn from a
scientific report
video (Grades 6-8)
PO 1. Evaluate information for accuracy,
logic, bias and impact
video 2SC-E1. Identify major milestones in science
that have revolutionized the thinking of the time
(Grades 4-5)
PO 1. Describe major scientific
contributions video (Grades 6-8)
PO 1. Describe the effects of major
scientific events on society video PO 2. Describe a recent scientific event that has impacted the quality of
life video 2SC-E2. Describe how science and
technology are interrelated
(Grades 4-5)
PO 1. Describe how science has helped
technology change over time video PO 2. Describe how technology has helped science change over time video (Grades 6-8)
PO 1. Describe a technological discovery
that influences science video PO 2. Describe a scientific discovery that influences technology video PO 3. Determine scientific processes involved in a technological advancement video 2SC-E3. Provide different explanations for
a phenomenon; defend and refute the explanations
(Grades 4-5)
PO 1. Propose several possible explanations
for a scientific phenomenon video PO 2. Provide evidence to defend an explanation for a scientific phenomenon video PO 3. Provide evidence to refute an explanation for a scientific phenomenon video (Grades 6-8)
PO 1. Analyze different theories to explain a
phenomenon video PO 2. Defend or refute the explanation of a phenomenon video 2SC-E4. Identify characteristics of
scientific ways of thinking
(Grades 4-5)
PO 1. Describe a variety of ways
scientists generate ideas video (Grades 6-8)
PO 1. Describe the following scientific
processes: observing, communicating, comparing, organizing, relating, inferring and applying video 2SC-E5. Explain how scientific theory,
hypothesis generation and experimentation are interrelated
(Grades 4-5)
PO 1. Explain the role of a hypothesis
in scientific inquiry video PO 2. Explain the role of experimentation in scientific inquiry video PO 3. Describe how a scientific theory can be developed and modified video (Grades 6-8)
PO 1. Describe the relationship between
theory and hypotheses video PO 2. Describe how experimental procedures can be formulated to test a
hypothesis video PO 3. Explain how experimental results may affect a hypothesis and a theory video 2SC-E6. Demonstrate how Science is an
ongoing process of gathering and evaluating information, assessing
evidence for and against theories and hypotheses, looking for patterns,
and then devising and testing possible explanations.
(Grades 4-5)
PO 1. Explain how a scientific theory has
changed over time video PO 2. Explain how a hypothesis has changed over time video (Grades 6-8)
PO 1. Compare and contrast the evidence of
a hypothesis video PO 2. Compare and contrast the evidence of a theory video PO 3. Analyze a hypothesis video PO 4. Analyze a theory video 3SC-E1. Recognize how scientific
knowledge, thinking processes and skills are used in a great variety
of careers
(Grades 4-5)
PO 1. Explain how scientific knowledge
and skills are integral to a variety of careers video (Grades 6-8)
PO 1. Explain how scientific knowledge,
thinking processes and skills are used to solve problems in a variety of careers video 3SC-E3. Identify a specific need and
propose a solution or product that addresses this need, taking into
consideration various factors
(Grades 4-5)
PO 1. Identify a human or environmental
need video PO 2. Describe the various factors affecting the need video PO 3. Propose a solution or product that addresses the need video (Grades 6-8)
PO 1. Design a solution or product that
addresses a need and considers the factors of an environmental or human problem video 3SC-E4. Implement a proposed solution
or design and evaluate its merit
(Grades 4-5)
PO 1. Evaluate the possible strengths and
weaknesses of a given solution to a problem video (Grades 6-8)
PO 1. Apply a proposed solution to a
problem video PO 2. Evaluate the merit of a proposed solution video 4SC-E1. Construct classification systems
based on the structure of organisms
(Grades 4-5)
PO 1. Construct a simple classification
system based on physical characteristics video PO 2. Arrange several organisms into a classification system video (Grades 6-8)
PO 1. Describe how organisms are
classified video PO 2. Construct classification systems for grouping organisms video PO 3. Identify organisms based on existing classification systems video 4SC-E5. Describe changes or constancy in
groups of organisms over geologic time
(Grades 4-5)
PO 1. Describe how organisms have
changed over time video PO 2. Cite examples of organisms which have remained relatively constant video (Grades 6-8)
PO 1. Describe organism adaptations or
constancy over geologic time video PO 2. Identify environmental factors that may determine adaptations or
constancy of an organism over geologic time video 4SC-E7. Explain and model the interaction
and interdependence of living and non-living components within ecosystems, including the adaptation
of plants and animals to their environment
(Grades 4-5)
PO 1. Describe the components of an
ecosystem video PO 2. Describe how living and non-living components interact within an
ecosystem video PO 3. Describe how living and non-living components are interdependent
within an ecosystem video PO 4. Explain how plant species adapt to their environment video (Grades 6-8)
PO 1. Explain the role of living/non-living
components in an ecosystem video PO 2. Create a model of the interaction of living/non-living
components within an ecosystem video 5SC-E3. Show that energy exists in
many forms and can be transferred in many ways
(Grades 4-5)
PO 1. Identify various types of energy
sources video PO 2. Describe how energy is transferred video (Grades 6-8)
PO 1. Define the law of conservation of
energy video PO 2. Describe how energy is a property of a substance video PO 3. Explain ways in which energy is transferred video 6SC-E4. Provide evidence of how life and
environmental conditions have changed
(Grades 4-5)
PO 1. Describe how life has changed
over time (geologic and recent) video PO 2. Describe how environmental conditions have changed over time
(geologic and recent) video (Grades 6-8)
PO 1. Compare and contrast the life and
environmental conditions within geological time periods video 6SC-E5. Explain how earth processes seen
today, including erosion, movement of lithospheric plates, and changes
in atmospheric composition, are similar to those that occurred in the
past
(Grades 4-5)
PO 1. Identify earth processes video PO 2. Compare the processes which affect the earth today with those that
occurred in the past video (Grades 6-8)
PO 1. Interpret evidence that erosion,
plate movement and changes in atmospheric composition as seen today also occurred in the past video 6SC-E10. Explain how technology has
impacted both earth and space science
(Grades 4-5)
PO 1. Explain the impact of technology on
earth science video PO 2. Explain the impact of technology on space science video (Grades 6-8)
PO 1. Describe some technological advances
that have impacted both earth and space science video 1SC-P1. Propose solutions to practical
and theoretical problems by synthesizing and evaluating information
gained from scientific investigations
PO 1. Evaluate scientific information for
relevance to a given problem
video PO 2. Propose solutions to a problem, based on information gained from
scientific investigations
video 1SC-P2. Compare observations of the
real world to observations of a constructed model (e.g., an
aquarium, a terrarium, a volcano)
PO 1. Assess the capability of a model to
represent a "real world" scenario
video 1SC-P3. Analyze and evaluate reports
of scientific studies
PO 1. Analyze reports of scientific
studies for elements of experimental design
video PO 2. Compare conclusions to original hypotheses
video PO 3. Evaluate validity of conclusions
video 1SC-P4. Create and defend a written plan
of action for a scientific investigation
PO 1. Design an appropriate protocol
(written plan of action) for the investigation of a scientific problem
video PO 2. Justify the protocol in terms of the elements of experimental
design
video 1SC-P5. Apply the concepts of
equilibrium, form and function to a variety of phenomena
PO 1. Predict the effects of various
factors on the equilibrium of a system
video PO 2. Explain how the relationships between form and function are
evident in natural and designed systems
video PO 3. Describe how present form and function of an object, organism or
system could have evolved from prior form and function
video 1SC-P6. Identify and refine a
researchable question, conduct the experiment, collect and analyze
data, share and discuss findings
PO 1. Construct a researchable question
video PO 2. Employ a research design that incorporates a scientific method to
carry out an experiment
video PO 3. Analyze experimental data
video PO 4. Communicate experimental findings to others
video 2SC-P1. Identify and describe key factors
(e.g., technology, competitiveness, world events, personalities, societal
views) that affect the development and acceptance of scientific thought
PO 1. Define key factors that affect the
development of scientific thought video PO 2. Describe how different key factors affect the development and
acceptance of scientific thought video 2SC-P2. Explain how scientific innovations
can challenge accepted ideas
PO 1. Describe how an accepted idea could
be challenged by scientific innovation video 2SC-P3. Explain the impact on society of
major scientific developments (e.g., germ theory, molecular biology,
relativity)
PO 1. Describe the benefits, limitations,
and consequences of major scientific developments
in pure and applied science video PO 2. Explain how major scientific developments in pure and applied
science have affected, or could affect, society video 2SC-P4. Trace the development and
consequences of an invention, theory or discovery to demonstrate the
dynamic nature of science
PO 1. Trace the development of a selected
invention, theory or discovery from its inception
to modern day video PO 2. Explain the progression of changes in the invention, theory or
discovery video PO 3. Describe the impact of the invention, theory or discovery on further
scientific thought video 2SC-P5. Explain how theory, law and fact
are developed in science to answer a specific question
PO 1. Define theory, law and fact video PO 2. Describe the relationships among theories, laws and facts video PO 3. Explain how theories, laws and facts are used to answer specific
questions video 2SC-P6. Analyze evidence that supports
past and current scientific theories about a specific topic
PO 1. Distinguish between evidence which
supports a given scientific theory (e.g., model of the
atom, plate tectonics, natural selection) and evidence which does not
support the theory video 3SC-P1. Apply scientific thought
processes and procedures to personal and social issues
PO 1. Apply scientific thought processes
of skepticism, empiricism, objectivity and logic to seek a solution to personal
and social issues video PO 2. Apply a scientific method to the solution of personal and social
issues video 3SC-P2. Propose and test, using computer
software or common materials, a solution to an existing problem; or
design a product to meet a need, using a model or simulation
PO 1. Describe a problem or need video PO 2. Propose a solution to the problem or design a product to meet the
need video PO 3. Design a method of testing the solution or design a model or
simulation to test the product video PO 4. Carry out the test of the solution or product video PO 5. Evaluate the test results video 3SC-P3. Compare and contrast the goals
of science and technology
PO 1. Define the goals of science
and the goals of technology video PO 2. Compare the goals of science and the goals of technology video PO 3. Describe the impact of technology on the life, physical, earth and space sciences video 3SC-P4. Identify and describe the
basic processes of the natural ecosystems and how these processes
affect, and are affected by, humans
PO 1. Describe the basic processes of the
natural ecosystems (e.g., water cycle, nutrient cycles) video PO 2. Explain how these processes affect, and are affected by, humans video 3SC-P5. Describe and explain factors
that affect population size and growth (e.g., birth and death rates,
quality of environment, disease, education)
PO 1. Describe biotic and abiotic factors
that affect populations video PO 2. Predict the effect of a change in a specific factor on a
population video 4SC-P1. Use and construct a variety of
classification systems, including evolutionary relationships.
PO 1. Employ classification systems to
identify organisms video PO 2. Create classification systems to identify organisms video PO 3. Use a biological classification scheme to infer and discuss
the degree of divergence of various species from prior organisms video 4SC-P3. Describe the basic cellular processes of
photosynthesis, respiration, protein synthesis and cell division
PO 1. Differentiate between the processes
of photosynthesis and respiration in terms of energy flow, reactants and products video 4SC-P4. Describe and explain the cycling
of matter and the flow of energy through the ecosystem’s living and
non-living components
PO 1. Explain the relationships
among abiotic and biotic components of an ecosystem in terms of energy
flow and the cycling of matter video 4SC-P6. Describe and explain how the
environment can affect the number of species and the diversity of
species in an environment
PO 1. Explain how the adaptations of various
species are related to their success in an ecosystem video PO 2. Explain why genetic variation within a population can impact the
success of a species subjected to new environmental conditions video PO 3. Predict how a change in an environmental factor can affect the video PO 4. Predict how a change in an environmental factor can affect the biodiversity
in an ecosystem video 4SC-P7. Describe the role of the systems
(e.g., nervous, digestive, respiratory) that regulate the behaviors of multi-celled organisms
PO 1. Describe the physiological
relationship of the systems and their function in homeostasis video PO 2. Describe an organism’s behavioral responses to internal and external stimuli video PO 3. Compare the selective advantage of several behavioral responses video 4SC-P8. Explain how evolution provides a
scientific explanation for the fossil record of ancient life forms, as
well as for the striking molecular similarities observed among the
diverse species of living organisms.
PO 1. Using fossil records, trace the
changes in number and type of organisms over time video PO 2. Compare the fossil record of one ancient organism to the modern form of that organism (e.g. ammonite to
nautilus, eohippus to horse) identifying molecular and/or structural
similarities video 4SC-P9. Use scientific evidence to
demonstrate that descent from common ancestors produced today’s
diversity of organisms over more than 3.5 billion years of evolution.
PO 1. Using scientific evidence, (e.g., the
fossil record, homologous structures, embryological development or
biochemical similarities) illustrate that descent from common ancestors produced
today’s diversity of organisms video 4SC-P10. Demonstrate an understanding of
the theory of evolution by natural selection as a consequence of (1)
the potential for a species to increase its numbers, (2) the genetic
variability of offspring due to mutation and recombination of genes,
(3) a finite supply of the resources required for life, and (4) the
ensuing selection by the environment of those offspring better able to
survive and leave offspring
PO 1. Identify the components of natural
selection video PO 2. Predict the success or failure of a population of organisms over time
when exposed to changing environmental factors video PO 3. Predict the success or failure of a population of organisms over time
based on the genetic variability of offspring and ability to reproduce video 5SC-P6. Describe and explain physical
interactions of matter and energy, using conceptual models (e.g.,
particle model for gaseous behavior)
PO 1. Demonstrate the use of conceptual
models in science (e.g., formulae, diagrams, graphs) video PO 2. Describe physical interactions of matter and energy (e.g.,
phasechange, gas laws, momentum conservation) video PO 3. Justify the validity of known
conceptual models applied to physical phenomena video 6SC-P3. Use the theory of plate
tectonics to explain relationships among earthquakes, volcanoes,
mid-oceanic ridges and deep sea trenches
PO 1. Describe the relationship
between the earth’s internal heat and plate tectonics video PO 2. Describe the relationships among earthquakes, volcanoes,
mid-oceanic ridges, deep sea trenches and tectonic plates video 6SC-P4. Use evidence (e.g., fossils,
rock layers, ice cores, radiometric dating) to investigate how earth
has changed or remained constant over short and long periods of time
PO 1. Provide evidence for changes in
earth’s geologic history, using data from relative age-dating techniques video PO 2. Provide evidence for changes in earth’s
geologic history, using data from absolute age-dating techniques video PO 3. Describe changes or relative constancy in earth’s geologic history, using evidence
gained through geologic dating techniques video 1SC-D3. Interview science professionals
(e.g., scientists, philosophers of science) to understand how they
view science and formally report results to peers, teachers and others
2SC-D1. Conduct a detailed case study of
the societal response to a major scientific finding or theory (e.g.,
theories of Einstein, Galileo, Copernicus)
3SC-D1. Explore the scientific and
technological aspects of contemporary problems; analyze and evaluate
proposed solutions
4SC-D2. Explain the role of exposure to
certain factors (e.g., sunlight, ozone, nitrates) that may increase
the rate of mutation, the incidence of cancer and other diseases, or
the opportunities for other adaptations
READINESS (Kindergarten)
Standard 1: Science As Inquiry
Students know and are able to do the following:
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Standard 2: History and Nature of Science
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Standard 3: Personal and Social Perspectives in Science And Technology
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Standard 4: Life Science
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Standard 5: Physical Science
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Standard 6: Earth And Space Science
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FOUNDATIONS (Grades 1-3)
Standard 1: Science As Inquiry
Students know and are able to do all of the above and the following
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Standard 2: History and Nature of Science
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Standard 3: Personal and Social Perspectives in Science And Technology
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Standard 4: Life Science
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Standard 6: Earth And Space Science
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ESSENTIALS (Grades 4-8)
Standard 1: Science As Inquiry
Students know and are able to do all of the above and the following
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Standard 2: History and Nature of Science
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Standard 3: Personal and Social Perspectives in Science And Technology
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Standard 4: Life Science
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Standard 5: Physical Science
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Standard 6: Earth And Space Science
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PROFICIENCY - (Grades 9-12)
Standard 1: Science As Inquiry
Students know and are able to do all of the above and the following
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Standard 2: History and Nature of Science
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Standard 3: Personal and Social Perspectives in Science And Technology
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Standard 4: Life Science
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number of organisms in a population
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Standard 5: Physical Science
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Standard 6: Earth And Space Science
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DISTINCTION (Honors)
Standard 1: Science As Inquiry
Students know and are able to do all of the above and the following
Standard 2: History and Nature of Science
Standard 3: Personal and Social Perspectives in Science And Technology
Standard 4: Life Science