Maryland Learning Outcomes

The STANDARDS CORRELATION chart suggests which Maryland Learning Outcomes 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 Maryland Learning Outcomes you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:

PASSPORT TO THE RAINFOREST

PASSPORT TO THE SOLAR SYSTEM

PASSPORT TO WEATHER AND CLIMATE

LIVE FROM MARS 2001/2002

PASSPORT TO THE UNIVERSE

Grade K-3,   Grade 4-5,   Grade 6-8,   High School

Grade K-3

Concepts of Science

Students will demonstrate their acquisition and integration of major concepts and unifying themes from the life, physical, and Earth/space sciences.

 

The Life Science Program (K-3) includes an emphasis on observation and exploration of characteristics of living things and their environments.

 

(1) Things can be classified as living, once living, or non-living.

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(2) All living things can be classified based on similarities and differences.

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(3) Living things are able to do certain things.

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(4) Living things have special body parts that allow them to do certain things.

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(5) Living things have basic needs.

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Nature of Science

Students will demonstrate the ability to interpret and explain information generated by their exploration of scientific phenomena.

 

Nature of Science: Science presumes that through observing, thinking, experimenting, and validating, things and events in our universe are comprehensible. Even though accepted explanations may change as new observations are made, science strives for increasingly precise accounts of how we know and why we believe. Science is a process that produces knowledge and must be taught as such.

 

(1) Recognize that scientific ideas must be based on personal evidence.

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(2) Recognize that science describes, explains, and predicts.

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(3) Recognize patterns in data.

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(4) Use physical models to explain physical phenomena.

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Habits of Mind

Students will demonstrate ways of thinking and acting inherent in the practice of science.

 

Habits of Mind: In many respects, science is the systematic application of some highly regarded human values: integrity, diligence, fairness, and imagination (AAAS, 1989). Science thrives on curiosity and openness to new ideas balanced by skepticism that demands convincing evidence.

 

(1) Ask questions.

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(2) Recognize a fair test in a scientific investigation.

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(3) Relate evidence to an idea.

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(4) Respect creative thinking in others.

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(5) Demonstrate accurate representation of findings in explaining ideas and in recording and reporting data.

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(6) Use thinking and acting inherent in the practice of science to demonstrate comparing.

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(7) Use thinking and acting inherent in the practice of science to demonstrate classifying.

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Attitudes

Students will demonstrate positive attitudes toward science and its relevance to the individual.

 

Attitudes: Science is a human endeavor that is accessible to all. A positive attitude toward one's ability to develop ideas, to think critically and to use the tools of science is prerequisite to accepting the relevance of science to the individual, society, and the environment.

 

1. Acknowledge that everyone can understand and do science. Be enthusiastic in using science to explore and understand the world.

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2. Show interest in science outside of the classroom.

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3. Believe that science is useful in understanding the world.

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4. Persist in a task even when answers and solutions are not immediately apparent (DOL, EM, 236).

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5. Recognize that many occupations are part of the scientific enterprise.

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6. Acknowledge that important contributions made to the advancement of science have been and will be made by different kinds of people, in different cultures, at different times (AAAS, 1993, 17).

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7. Show special care and respect when using organisms for observations and research.

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Processes of Science

Students will demonstrate the ability to employ the language, instruments, methods, and materials of science for collecting, organizing, interpreting, and communicating information.

 

Processes of Science: In the process of coming to understand something substantive about the world, it is necessary to learn and apply a range of skills (computational, manipulative, communication, critical, and creative). These skills are more likely to be learned if they are used repeatedly and encountered in a number of different contexts.

 

(1) Use developmentally appropriate instruments and materials to demonstrate observing.

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(2) Use developmentally appropriate instruments and materials to demonstrate using numbers.

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(3) Using developmentally appropriate instruments and materials to demonstrate measuring with non-standard units.

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(4) Using developmentally appropriate materials and instruments to demonstrate sequencing.

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(5) Use developmentally appropriate instruments and materials to demonstrate controlling test conditions.

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(6) Use developmentally appropriate instruments and materials to demonstrate collecting evidence.

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(7) Use developmentally appropriate materials and instruments to demonstrate communicating findings in several forms: describing, telling, drawing pictures.

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Applications of Science

Students will demonstrate the ability to apply science in solving problems and making personal decisions about issues affecting the individual, society, and the environment.

 

Application: Being able to use scientific knowledge and ways of thinking to solve problems and make decisions is a vital facet of scientific literacy. Our future well being depends on our understanding of the workings of technology and the social, cultural, economic, and ecological systems in which we live (AAAS, 1989).

 

(1) Employ knowledge of science and available technology to solve a practical problem, devise a plan to solve the problem, and describe to others how scientific information was used in the solution

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(2) Use what you have learned in science to make sense of something new.

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(3) Use the science facts to make a decision about a science-related issue that affects you as an individual. Describe to others how you reached your decision.

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Grades 4-5

Concepts of Science

Students will demonstrate their acquisition and integration of major concepts and unifying themes from the life, physical, and Earth/space sciences.

 

The Life Science Program (4-5) includes an emphasis on collection of evidence to explain observations of the interaction and interdependence of living things.

 

(1) The sun is the primary source of energy for life on Earth.

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(2) Individuals and groups of organisms interact with each other and the environment.

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(3) The organisms and groups of organisms that are best suited to an environment survive and reproduce.

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Nature of Science

Students will demonstrate the ability to interpret and explain information generated by their exploration of scientific phenomena.

 

Nature of Science: Science presumes that through observing, thinking, experimenting, and validating, things and events in our universe are comprehensible. Even though accepted explanations may change as new observations are made, science strives for increasingly precise accounts of how we know and why we believe. Science is a process that produces knowledge and must be taught as such.

 

(1) Recognize that scientific knowledge develops over time.

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(2) Demonstrate that scientific knowledge allows us to make predictions.

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(3) Demonstrate creativity in developing physical models.

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(4) Recognize the importance of comparing data collected by different groups, in different places and at different times.

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Habits of Mind

Students will demonstrate ways of thinking and acting inherent in the practice of science.

 

Habits of Mind: In many respects, science is the systematic application of some highly regarded human values: integrity, diligence, fairness, and imagination (AAAS, 1989). Science thrives on curiosity and openness to new ideas balanced by skepticism that demands convincing evidence.

 

(1) Generate "What if..." questions.

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(2) Develop tests to find answers to questions.

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(3) Give evidence to support answers.

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(4) Consider ideas proposed by others.*

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Attitudes

Students will demonstrate positive attitudes toward science and its relevance to the individual.

 

Attitudes: Science is a human endeavor that is accessible to all. A positive attitude toward one's ability to develop ideas, to think critically and to use the tools of science is prerequisite to accepting the relevance of science to the individual, society, and the environment.

 

1. Acknowledge that everyone can understand and do science. Be enthusiastic in using science to explore and understand the world.

video
hands-on
online

2. Show interest in science outside of the classroom.

video
hands-on
online

3. Believe that science is useful in understanding the world.

video
hands-on
online

4. Persist in a task even when answers and solutions are not immediately apparent (DOL, EM, 236).

video
hands-on
online

5. Recognize that many occupations are part of the scientific enterprise.

video
hands-on
online

6. Acknowledge that important contributions made to the advancement of science have been and will be made by different kinds of people, in different cultures, at different times (AAAS, 1993, 17).

video
hands-on
online

7. Show special care and respect when using organisms for observations and research.

video
hands-on
online


Processes of Science

Students will demonstrate the ability to employ the language, instruments, methods, and materials of science for collecting, organizing, interpreting, and communicating information.

 

Processes of Science: In the process of coming to understand something substantive about the world, it is necessary to learn and apply a range of skills (computational, manipulative, communication, critical, and creative). These skills are more likely to be learned if they are used repeatedly and encountered in a number of different contexts.

 

(1) Use developmentally appropriate instruments and materials to demonstrate defining variables operationally.

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(2) Use developmentally appropriate instruments and materials to demonstrate conducting a well designed investigation.

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(3) Use developmentally appropriate instruments and instruments to demonstrate measuring with metric units.

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(4) Use developmentally appropriate instruments and materials to demonstrate organizing and presenting data.

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(5) Use developmentally appropriate instruments and materials to demonstrate inferring and interpreting evidence.

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(6) Explain findings orally and in writing.

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Applications of Science

Students will demonstrate the ability to apply science in solving problems and making personal decisions about issues affecting the individual, society, and the environment.

 

Application: Being able to use scientific knowledge and ways of thinking to solve problems and make decisions is a vital facet of scientific literacy. Our future well being depends on our understanding of the workings of technology and the social, cultural, economic, and ecological systems in which we live (AAAS, 1989).

 

(1) Employ knowledge of science and available technology to solve a practical problem, devise a plan to solve the problem, and describe to others how scientific information was used in the solution. This may be a local or global problem.

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(2) Apply what is known about a science concept to a new situation to understand it.

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(3) Describe a science-related issue that is relevant to you and, using scientific knowledge, make a decision regarding the issue. Describe to others how your knowledge of science helped you reach your decision.

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Grade 6-8

Concepts of Science

Students will demonstrate their acquisition and integration of major concepts and unifying themes from the life, physical, and Earth/space sciences.

 

The Life Science Program (6-8) includes an emphasis on investigation of the structure and function of the human body and the impact of human behavior on other living organisms and the environment.

 

(1)Humans have a major impact on the living and non-living environment.

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(2) Humans are like other living organisms in many ways.

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(5) Species of organisms change over time.

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The Earth/Space Science Program (6-8) includes an emphasis on collection and interpretation of evidence that leads to an understanding of the processes of change in the Earth and in space over time.

 

(1) Earth is changed over time by different natural and human forces.

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(2) Changes in Earth's physical environment over time have influenced changes in life forms.

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Nature of Science

Students will demonstrate the ability to interpret and explain information generated by their exploration of scientific phenomena.

 

Nature of Science: Science presumes that through observing, thinking, experimenting, and validating, things and events in our universe are comprehensible. Even though accepted explanations may change as new observations are made, science strives for increasingly precise accounts of how we know and why we believe. Science is a process that produces knowledge and must be taught as such.

 

(1) Demonstrate the ability to detect bias in a scientific argument.

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(2) Demonstrate the advantages of peer review of previous work.

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(3) Generate a consensus based on data.

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(4) Demonstrate that predictions are based on patterns in data.

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(5) Describe advantages and limitations of a physical model.

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Habits of Mind

Students will demonstrate ways of thinking and acting inherent in the practice of science.

 

Habits of Mind: In many respects, science is the systematic application of some highly regarded human values: integrity, diligence, fairness, and imagination (AAAS, 1989). Science thrives on curiosity and openness to new ideas balanced by skepticism that demands convincing evidence.

 

( 1) Demonstrate a willingness to ask questions in order to clarify understanding.

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(2) Design a scientifically valid experiment to address a question or problem.

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(3) Analyze scientific findings or claims evaluating the adequacy of the supporting evidence.

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(4) Demonstrate a willingness to modify one's ideas based on additional evidence and/or the ideas of others.

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Attitudes

Students will demonstrate positive attitudes toward science and its relevance to the individual.

 

Attitudes: Science is a human endeavor that is accessible to all. A positive attitude toward one's ability to develop ideas, to think critically and to use the tools of science is prerequisite to accepting the relevance of science to the individual, society, and the environment.

 

1. Acknowledge that everyone can understand and do science. Be enthusiastic in using science to explore and understand the world.

video
hands-on
online

2. Show interest in science outside of the classroom.

video
hands-on
online

3. Believe that science is useful in understanding the world.

video
hands-on
online

4. Persist in a task even when answers and solutions are not immediately apparent (DOL, EM, 236).

video
hands-on
online

5. Recognize that many occupations are part of the scientific enterprise.

video
hands-on
online

6. Acknowledge that important contributions made to the advancement of science have been and will be made by different kinds of people, in different cultures, at different times (AAAS, 1993, 17).

video
hands-on
online

7. Show special care and respect when using organisms for observations and research.

video
hands-on
online


Processes of Science

Students will demonstrate the ability to employ the language, instruments, methods, and materials of science for collecting, organizing, interpreting, and communicating information.

 

Processes of Science: In the process of coming to understand something substantive about the world, it is necessary to learn and apply a range of skills (computational, manipulative, communication, critical, and creative). These skills are more likely to be learned if they are used repeatedly and encountered in a number of different contexts.

 

(1) Use developmentally appropriate instruments and materials to demonstrate controlling variables.

video
hands-on
online

(2) Use developmentally appropriate instruments and materials to demonstrate conducting the experiment.

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hands-on
online

(3) Use developmentally appropriate materials and instruments to demonstrate using statistical methods to analyze and display data.

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(4) Use developmentally appropriate instruments and materials to demonstrate drawing valid conclusions.

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(5) Use developmentally appropriate materials and instruments to demonstrate communicating experimental procedures and findings orally and in writing.

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Applications of Science

Students will demonstrate the ability to apply science in solving problems and making personal decisions about issues affecting the individual, society, and the environment.

 

Application: Being able to use scientific knowledge and ways of thinking to solve problems and make decisions is a vital facet of scientific literacy. Our future well being depends on our understanding of the workings of technology and the social, cultural, economic, and ecological systems in which we live (AAAS, 1989).

 

(1) Employ knowledge of science and available technology to solve a practical problem, devise a plan to solve the problem, and describe to others how scientific information was used in the solution

video
hands-on
online

(2) Apply a scientific principle or concept in a meaningful way to a new situation.

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(3) Take a position relative to an issue that affects society and use your knowledge of science to defend that position.

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(4) Relate personal actions you can take to address an issue and demonstrate support for your position.

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(5) Identify and evaluate risks and benefits associated with advances in science and technology both in the present and in the past.*

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High School

Concepts of Science

Goal 1 Skills And Processes

 

The student will demonstrate ways of thinking and acting inherent in the practice of science. The student will use the language and instruments of science to collect, organize, interpret, calculate, and communicate information.

 

Expectation 1.1

 

The student will explain why curiosity, honesty, openness, and skepticism are highly regarded in science.

 

The student will recognize that real problems have more than one solution and decisions to accept one solution over another are made on the basis of many issues.

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The student will modify or affirm scientific ideas according to accumulated evidence.

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The student will critique arguments that are based on faulty, misleading data or on the incomplete use of numbers.

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The student will recognize data that are biased.

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The student will explain factors that produce biased data.

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Expectation 1.2

 

The student will pose scientific questions and suggest experimental approaches to provide answers to questions.

 

The student will identify meaningful, answerable scientific questions.

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The student will pose meaningful, answerable scientific questions.(NT)

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The student will formulate a working hypothesis.

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The student will test a working hypothesis.

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The student will select appropriate instruments and materials to conduct an investigation.

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The student will identify appropriate methods for conducting an investigation and affirm the need for proper controls in an experiment.

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The student will use relationships discovered in the lab to explain phenomena observed outside the laboratory.

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The student will defend the need for verifiable data.

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Expectation 1.3

 

The student will carry out scientific investigations effectively and employ the instruments, systems of measurement, and materials of science appropriately.

 

The student will develop and demonstrate skills in using lab and field equipment to perform investigative techniques.

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The student will recognize safe laboratory procedures.

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The student will demonstrate safe handling of the chemicals and materials of science.

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The student will learn the use of new instruments and equipment by following instructions in a manual or from oral direction.

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Expectation 1.4

 

The student will demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication.

 

The student will organize data appropriately using techniques such as tables, graphs, and webs (for graphs: axes labeled with appropriate quantities, appropriate units on axes, axes labeled with appropriate intervals, independent and dependent variables on correct axes, appropriate title).

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The student will analyze data to make predictions, decisions, or draw conclusions.

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The student will use experimental data from various investigators to validate results.

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The student will determine the relationships between quantities and develop the mathematical model that describes these relationships.

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The student will check graphs to determine that they do not misrepresent results.

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The student will describe trends revealed by data.

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The student will determine the sources of error that limits the accuracy or precision of experimental results.

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The student will use models and computer simulations to extend his/her understanding of scientific concepts.

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The student will use analyzed data to confirm, modify, or reject an hypothesis.

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Expectation 1.5

 

The student will use appropriate methods for communicating in writing and orally the processes and results of scientific investigation.

 

The student will demonstrate the ability to summarize data (measurements/observations).

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The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.

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The student will use computers and/or graphing calculators to produce the visual materials (tables, graphs, and spreadsheets) that will be used for communicating results.

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The student will create and/or interpret graphics (scale drawings, photographs, digital images, etc.).

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The student will use computers and/or graphing calculators to produce tables, graphs, and spreadsheet calculations.

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The student will read a technical selection and interpret it appropriately.

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The student will use, explain, and/or construct various classification systems.

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The student will describe similarities and differences when explaining concepts and/or principles.

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The student will communicate conclusions derived through a synthesis of ideas.

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Expectation 1.6

 

The student will use mathematical processes.

 

The student will use ratio and proportion in appropriate situations to solve problems.

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The student will use computers and/or graphing calculators to perform calculations for tables, graphs, or spreadsheets.

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The student will express and/or compare small and large quantities using scientific notation and relative order of magnitude.

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The student will manipulate quantities and/or numerical values in algebraic equations.

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The student will judge the reasonableness of an answer.

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Expectation 1.7

 

The student will show that connections exist both within the various fields of science and among science and other disciplines including mathematics, social studies, language arts, fine arts, and technology.

 

The student will apply the skills, processes, and concepts of biology, chemistry, physics, and earth science to societal issues.

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The student will identify and evaluate the impact of scientific ideas and/or advancements in technology on society.

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The student will describe the role of science in the development of literature, art, and music.

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The student will recognize mathematics as an integral part of the scientific process.

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The student will investigate career possibilities in the various areas of science.

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The student will explain how development of scientific knowledge leads to the creation of new technology and how technological advances allow for additional scientific accomplishments.

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Goal 3 Concepts Of Biology

 

The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) and major biological concepts to explain the uniqueness and interdependence of living organisms, their interactions with the environment, and the continuation of life on earth.

 

Expectation 3.4

 

The student will explain the mechanism of evolutionary change.

 

The student will estimate degrees of kinship among organisms or species.

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Expectation 3.5

 

The student will investigate the interdependence of diverse living organisms and their interactions with the components of the biosphere.

 

The student will analyze the relationships among organisms and between organisms and abiotic factors.

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The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stabilty of the ecosystem.

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The student will investigate how natural and man-made changes in environmental conditions will affect individual organisms and the dynamics of populations.

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The student will illustrate how all organisms are part of and depend on two major global food webs.

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Expectation 3.6

 

The student will investigate a biological issue and develop an action plan.

 

The student will analyze the consequences and/or trade-offs between technological changes and their effect on the individual society and the environment. They may select topics such as bioethics, genetic engineering, endangered species, food supply.

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The student will investigate a biological issue and be able to defend their position on topics such as animal rights, drug and alcohol abuse, viral diseases (e.g., AIDS), genetic engineering, bioethics, biodiversity, population growth, global sustainability, or origin of life.

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