LIVE FROM MARS - Minnesota Science Curriculum Standards

Minnesota Science Curriculum Standards

The STANDARDS CORRELATION chart suggests which Minnesota Science Curriculum Standards you can cover using LIVE FROM MARS 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 LIVE FROM MARS.

For additional Minnesota Science Curriculum Standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:

PASSPORT TO ANTARCTICA

PASSPORT TO THE RAINFOREST

PASSPORT TO THE SOLAR SYSTEM

PASSPORT TO WEATHER AND CLIMATE

LIVE FROM THE SUN/LIVE FROM THE AURORA

LIVE FROM A BLACK HOLE/LIVE FROM THE EDGE OF SPACE AND TIME

Ages 5-9, Ages 9-14, Ages 14-18

Ages 5-9

1. Scientific Inquiry:

Students at all grade levels and in every domain of science will have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with the processes of inquiry.
1.1 Students apply inquiry by demonstrating descriptive patterns of thinking, planning, and conducting simple investigations and constructing and communicating a reasonable explanation.
1.1a Apply inquiry by demonstrating descriptive patterns of thinking.	video hands-on online
1.1b Ask questions about objects, organisms, and events in the environment.	video hands-on online
1.1c Plan and conduct a simple investigation.	video hands-on online
1.1d Employ simple equipment and tools to gather data and extend senses.	video hands-on online
1.1e Use data to construct a reasonable explanation.	video hands-on online
1.1f Communicate investigations and explanations.	video hands-on online
1.2 Students demonstrate an understanding of scientific inquiry by questioning, investigating, gathering evidence, comparing results to others, and continuing to question.
1.2a Compare scientific processes (e.g., questions, investigations, and explanations) to what scientists already know about the world.	video hands-on online
1.2b Use a variety of investigations (e.g., describing, classifying, and experimenting).	video hands-on online
1.2c Develop explanations using observations and what one already knows about the world (e.g., scientific knowledge).	video hands-on online
1.2d Communicate the results of investigations in a variety of ways so that others can repeat experiments (e.g., written, verbal, visual).	video hands-on online
1.2e Ask questions and critique the results of other student's work.	video hands-on online

2. Earth Science:

Students will know, understand and use fundamental science concepts, principles, theories, and models that describe the processes that shape the Earth and explain the interactions of the Earth in space.
2.2 Students describe and compare common observations and movements of objects in the day and night sky.
2.2a Collect real data that shows locations and movements of objects in the sky.	video hands-on online
2.2b Design a system to keep track of the positions of major objects in the sky.	video hands-on online

4. Physical Science:

4. Students know, understand, and use fundamental science concepts, principles, theories, and models that describe the nature of matter, energy, forces, and motion.
4.1 Students measure and describe physical properties of objects and materials.
4.1a Use tools to identify similarities and differences in objects, events, and relationships (e.g., rulers, balances, and thermometers).	video hands-on online
4.2 Students describe how things around us move and explain what causes movement.
4.2a Label the position of an object relative to another object or the background.	video hands-on online
4.2b Describe the motion of an object by recording its change in position over a specific period of time.	video hands-on online
4.2c Demonstrate that the degree of the change in the position of the object is related to the strength of the force and motion.	video hands-on online
4.2d Construct a sound-producing instrument that changes the pitch of the sound by varying the rate of vibration.	video hands-on online
4.3 Students operationally define light, heat, electricity, and magnetism.
4.3a Demonstrate that light can be reflected, refracted, or absorbed by an object.	video hands-on online
4.3b Construct a procedure to retard the flow of heat energy from one object to another.	video hands-on online
4.3c Construct a complete electrical circuit demonstrating light, heat, or sound.	video hands-on online
4.3d Classify metals based on magnetism.	video hands-on online

5. Science and Technology:

Students know and use design processes and will acquire fundamental understandings about the enterprise of science and its various linkages with technology.
5.1 Students categorize objects as either natural or made by humans.
5.1a Identify criteria that can be used to categorize objects as natural or manufactured.	video hands-on online
5.2 Students demonstrate technological design processes using simple problems.
5.2a Identify a simple problem.	video hands-on online
5.2b Propose a solution.	video hands-on online
5.2c Implement proposed solutions.	video hands-on online
5.2d Evaluate a product or design.	video hands-on online
5.2e Communicate a problem/design/solution.	video hands-on online
5.3 Students compare and contrast the roles of scientists and engineers.
5.3a Create a graphic organizer that shares how scientists and engineers work together and compliment each other.	video hands-on online
5.3b Provide examples of women and men of all ages, cultures, and ethnic groups who engage in a variety of scientific and technology works.	video hands-on online
5.3c Collect data on the variety of ways "scientific tools" are used in different technology applications.	video hands-on online

6. History and Nature of Science:

Students use history to clarify different aspects of science and the role science has played in the development of various cultures.
6.1 Students understand science as a human endeavor.
6.1a Understand contributions that men and women from various cultures have made throughout the history of science and why science is not finished.	video hands-on online
6.1b Identify how science and technology have been practiced over time.	video hands-on online
6.1c Recognize that many women and men choose science as a career.	video hands-on online
6.1d Survey the requirements necessary for entry into various science related careers.	video hands-on online

7. Science in Personal and Social Perspectives:

Students develop and use decision making skills that will allow them to understand and act on personal and social issues.
7.1 Students identify issues of where science can provide information that will aid in the decision-making in their lives.
7.1a Investigate and explain the impact of increasing and decreasing sizes of populations.	video hands-on online
7.1b Compare and contrast the impact of scientific and technological advances on different groups of people.	video hands-on online
7.2 Students explore ways to make decisions regarding different life issues.	video hands-on online
7.2a Use science methods to decide if a particular choice is safe or unsafe.	video hands-on online
7.2b Make predictions about future events based on past experiences.	video hands-on online

8. Unifying Concepts:

Students understand and use the following conceptual and procedural schemes that unify the science disciplines and help them understand the natural world.

8.1 Order and Organization

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8.2 Evidence, Models, and Explanation

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8.3 Constancy, Change, and Measurement

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8.4 Evolution and Equilibrium

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8.5 Form and Function

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Ages 9-14
1. Scientific Inquiry:

Students at all grade levels and in every domain of science will have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with the processes of inquiry.

1.1 Students apply inquiry by demonstrating descriptive, critical, logical and complex patterns of thinking in designing and conducting a scientific investigation.

1.1a Identify questions that can be answered through scientific investigations.

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1.1b Design and conduct a scientific investigation.

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1.1c Use appropriate tools and techniques to gather, analyze, and interpret data.

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1.1d Develop descriptions, explanations, predictions, and models using evidence.

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1.1e Form a logical argument about the cause-effect relationships.

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1.1f Recognize and analyze alternative explanations and predictions.

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1.1g Communicate scientific procedures and explanations.

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1.2 Students demonstrate an understanding of scientific inquiry by questioning, investigating, gathering evidence, comparing results to others, and continuing to question.

1.2a Compare scientific processes (e.g., questions, investigations, and explanations) to what scientists already know about the world.

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hands-on
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1.2b Use a variety of investigations (e.g., describing, classifying, and experimenting).

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1.2c Develop explanations using observations and what they already know about the world (e.g., scientific knowledge).

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hands-on
online

1.2d Communicate the results of their investigations in a variety of ways so that others can repeat their experiments (e.g., written, verbal, visual).

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1.2e Ask questions and critique the results of other student's work.

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2. Earth Science:

Students will know, understand and use fundamental science concepts, principles, theories, and models that describe the processes that shape the Earth and explain the interactions of the Earth in space.

2.1 Students investigate, explain, and demonstrate knowledge of the structure of the Earth system.

2.1a Describe how scientists gain knowledge regarding the structure of the Earth.

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2.1b Collect, organize data, and draw inferences on earthquake and volcanic activity.

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2.3 Students compare and contrast the Earth and sun to other planets and solar systems.

2.3a Evaluate the characteristics that allow for life on Earth.

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2.3b Explain the relationship between planetary motions of rotation and revolution to the changes of day/night, seasons, and phases of the moon.

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2.3c Determine the force of gravity and assess the difference between weight and mass.

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2.3d Investigate the role of the sun's energy in the processes of evaporation, condensation, conduction, convection, and radiation.

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4. Physical Science:

Students know, understand, and use fundamental science concepts, principles, theories, and models that describe the nature of matter, energy, forces, and motion.

4.2 Students demonstrate and explain how we control the motions of objects.

4.2a Measure and design graphically represented motion.

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4.2b Predict and qualitatively describe the resultant motion of an object after one or two forces have been applied.

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4.3 Students predict and describe types of energy interactions and their results.

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4.3a Construct a method to quantify the energy transformation (e.g., heat, light, chemical, mechanical).

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4.3b Use instrument data and summarize the major types of electromagnetic spectral radiation of the sun and the potential effects on the Earth.

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5. Science and Technology:

Students know and use design processes and will acquire fundamental understandings about the enterprise of science and its various linkages with technology.

5.1 Students demonstrate technological design processes.

5.1a Identify appropriate problems for technological design.

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5.1b Design a solution or product.

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5.1c Implement a proposed design.

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5.1d Evaluate technological designs and products.

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5.1e Communicate the process of technological design.

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5.2 Students explain similarities and differences between scientific inquiry and technological design.

5.2a Compare and contrast between scientific inquiry and technological design.

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5.2b Conduct a case study of a technological application in one's community identifying both intended benefits and unintended consequences.

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6. History and Nature of Science:

Students use history to clarify different aspects of science and the role science has played in the development of various cultures.

6.1 Students understand science as a human endeavor.

6.1a Understand contributions that men and women from various cultures have made throughout the history of science and why science is not finished.

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6.1b Recognize and explain the personal and cognitive characteristics of successful scientists.

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6.1c Establish and ethical code that scientists or engineers should follow and determine status of acceptance.

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6.2 Students understand the nature of scientific knowledge and demonstrate how skepticism, questioning, and open communication is essential to progress in science.

6.2a Analyze conclusions based on experimental design.

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6.2b Develop a checklist to evaluate peer experiments.

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6.2c Question claims based on unsubstantiated scientific statements (e.g., doctors say, celebrities say).

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6.2d Demonstrate and explain where different scientific explanations are given for the same evidence.

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6.3 Students understand the historical perspective of science.

6.3a Trace the history of a piece of science knowledge and its influences on society.

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6.3b Describe the science and/or technology contributions of many different people, in different cultures at different times in history.

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6.3b Identify the difficulties that previous scientific innovators had in breaking through the preconceptions of their time to reach present day science conclusions.

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7. Science in Personal and Social Perspectives:

Students develop and use decision making skills that will allow them to understand and act on personal and social issues.

7.1 Students identify issues where science can provide information that will aid in decision-making in their lives.

7.1a Investigate and demonstrate how natural, human, and environmental changes impact space, conditions, and factors that affect an individual and population.

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7.1b Investigate case studies of environmental degradation and resource depletion with the intent of determining causal factors.

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7.1c Identify the risks and benefits associated with natural, chemical, biological, social, and personal hazards.

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7.2 Students explore ways to make decisions regarding different life issues.

7.2a Demonstrate a variety of decision-making strategies and justify the appropriateness of a strategy to a situation.

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7.2b Develop a method of assessing risks and benefits associated with natural, chemical, biological, social, and personal hazards.

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8. Unifying Concepts:

Students understand and use the following conceptual and procedural schemes that unify the science disciplines and help them understand the natural world.

8.1 Order and Organization

video
hands-on
online

8.2 Evidence, Models, and Explanation

video
hands-on
online

8.3 Constancy, Change, and Measurement

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hands-on
online

8.4 Evolution and Equilibrium

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hands-on
online

8.5 Form and Function

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Ages 14-18
1. Scientific Inquiry:

Students at all grade levels and in every domain of science will have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with the processes of inquiry.

1.1 Students apply inquiry by demonstrating use of complex reasoning patterns including analyzing the belief systems that guide inquiry, identifying and clarifying the questions, methods and analysis strategies, and publicly presenting results.

1.1a Identify questions, beliefs, and concepts that guide scientific investigations.

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1.1b Design and conduct scientific investigations.

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1.1c Use technology to improve investigations and communications.

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1.1d Formulate and revise scientific explanations and models using logic and evidence.

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1.1e Recognize and analyze alternative explanations and models.

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1.1f Communicate and defend a scientific argument.

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1.2 Students demonstrate an understanding of scientific inquiry by questioning, investigating, gathering evidence, comparing results to others, and continuing to question.

1.2a Compare scientific processes (e.g., questions, investigations, and explanations) to what scientists already know about the world.

video
hands-on
online

1.2b Use different kinds of investigations (e.g., describing, classifying, and experimenting).

video
hands-on
online

1.2c Develop explanations using observations and what they already know about the world (e.g., scientific knowledge).

video
hands-on
online

1.2d Communicate the results of their investigations in a variety of ways so that others can repeat their experiments (e.g., written, verbal, visual).

video
hands-on
online

1.2e Ask questions and critique the results of other student's work.

video
hands-on
online

2. Earth Science:

Students will know, understand and use fundamental science concepts, principles, theories, and models that describe the processes that shape the Earth and explain the interactions of the Earth in space.

2.1 Students investigate the effects of energy interactions as they relate to the Earth.

2.1a Apply evidence to explain and illustrate how stars form and how they produce energy.

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2.1b Analyze and demonstrate the effects of technology on the Earth's surface and resources.

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2.3 Students compare and contrast various scientific theories of the formation of the universe.

2.3a Formulate a scientific model for the formation of the universe.

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2.3b Justify with scientific evidence a model presentation of a geologic time scale.

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2.3c Discuss and analyze the evidence that supports the idea that the Earth's surface has been in a state of constant change over long periods of time.

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2.3d Demonstrate and discuss technology and methods used to gain information regarding stars and star systems.

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4. Physical Science:

Students know, understand, and use fundamental science concepts, principles, theories, and models that describe the nature of matter, energy, forces, and motion.

4.4 Students collect, synthesize, and document evidence that supports the laws of thermodynamics.

4.4a Investigate and classify ways in which energy can be transferred.

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4.6 Students demonstrate by example the nature of the interactions between the different forms of energy and their effect on matter.

4.6a Compare the relationship of waves (e.g., sonic, seismic, light) to energy and effect on matter.

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4.6b Determine the characteristic flow of electrons and categorize materials based on the flow.

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5. Science and Technology:

Students know and use design processes and will acquire fundamental understandings about the enterprise of science and its various linkages with technology.

5.1 Students demonstrate technological design processes using complex problems.

5.1a Identify a problem for technology design.

video
hands-on
online

5.1b Implement a proposed design.

video
hands-on
online

5.1c Design a solution or product.

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hands-on
online

5.1d Evaluate results and consequences.

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5.1e Communicate and interpret problems and processes.

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5.2 Students understand the mutual relationships and differences of science and technology.

5.2a Summarize how scientific investigations frequently require the contributions of a variety of scientific and technological disciplines.

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5.2b Cite examples of scientific and technological advances that have challenged individuals beliefs (e.g., genetics, media, medicine).

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6. History and Nature of Science:

Students use history to clarify different aspects of science and the role science has played in the development of various cultures.

6.1 Students understand science as a human endeavor.

6.1a Understand contributions that men and women from various cultures have made throughout the history of science and why science is not finished.

video
hands-on
online

6.1b Identify examples of science problems where formulating solutions requires a team of scientists from varied fields.

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6.1c Present a current case where the ethics of the science community has been violated.

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6.2 Students understand the nature of scientific know-ledge and demonstrate the role of empirical standards, logical arguments, and skepticism.

6.2a Review and critique scientific studies, empirical standards, and logical structure.

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6.2b Illustrate and differentiate examples of core scientific ideas that are widely confirmed and unlikely to change with the ideas where evidence is complete and subject to change.

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6.2c Demonstrate through experimentation how the acquisition of new data may alter an accepted scientific model.

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6.2d Identify home technologies and the science concepts applied in the technology.

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6.2e Describe the science and/or technology contributions of many different people, in different cultures, at different times in history.

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6.3 Students understand the historical perspective of science.

6.3a Demonstrate how scientific knowledge evolves over time, building on earlier knowledge.

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6.3b Chronicle a scientific development and hypothesize how the dominant thought at that time impacted the science concept and how the concept impacted society.

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6.3c Demonstrate western and non-western cultural contributions to scientific resolution of human problems.

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7. Science in Personal and Social Perspectives:

Students develop and use decision making skills that will allow them to understand and act on personal and social issues.

7.1 Students identify issues where science can provide information that will aid in decision-making in their lives.

7.1a Compare and contrast linear and exponential population growth and its relationship to environmental resources.

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7.1b Show how changing natural systems can exceed the limits of organisms to adapt naturally or humans to adapt technologically.

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7.1c Demonstrate how science and technology relates to social issues and challenges and how social issues influence science technology.

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7.2 Students explore ways to make decisions regarding different life issues.

7.2a Demonstrate a variety of decision-making strategies and justify the appropriateness of a strategy to a situation.

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7.2b Illustrate the appropriateness and value of basic questions--"What can happen?"-- "What are the odds?"--and "How do scientists and engineers know what will happen?"

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8. Unifying Concepts:

Students understand and use the following conceptual and procedural schemes that unify the science disciplines and help them understand the natural world.

8.1 Order and Organization

video
hands-on
online

8.2 Evidence, Models, and Explanation

video
hands-on
online

8.3 Constancy, Change, and Measurement

video
hands-on
online

8.4 Evolution and Equilibrium

video
hands-on
online

8.5 Form and Function

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hands-on
online

Updated January 2001