Nebraska Science Standards
The STANDARDS CORRELATION chart
suggests which Nebraska Science Standards you can cover using PASSPORT TO THE RAINFOREST
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 THE RAINFOREST.
For additional Nebraska Science Standards you can cover see the STANDARDS CORRELATION chart
for the following PASSPORT TO KNOWLEDGE projects:
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
Grades K-1, Grades 2-4, Grades 5-8,
Grades 9-12
Science requires the use of mathematics in the collection and treatment of data and in the reasoning used to develop concepts, laws, and theories. The mathematics that students should understand and use in the study of science are listed below.
Measure, collect, and organize data
video Recognize and describe patterns
video Develop skills of estimation and judgment
video In the primary grades, students should learn science at their developmental level. Young children develop concepts, vocabulary, and inquiry skills by observing common materials and organisms. When engaged in science inquiry, they develop the ability to ask questions, investigate the world around them, and use their observations to create reasonable explanations for their questions.
video Unifying concepts and processes help students think about and integrate a range of basic ideas which builds an understanding of the natural world.
1.1.1 By the end of first grade, students will develop an understanding of systems, order, and organization.
Student demonstrations:
Use one or more of the five senses to observe objects within the student's environment.
video Use observations to sort objects by their characteristics.
video 1.1.2 By the end of first grade, students will develop an understanding of evidence, models, and explanation.
Student demonstration:
Describe and record how a model, such as photos, maps, globes, illustrations, stuffed animals, toys, and building blocks can represent an object, living thing, or an event.
video 1.1.3 By the end of first grade, students will develop an understanding of change, constancy, and measurement.
Student demonstrations:
Recognize that change can be noted and measured.
video Recognize that things change in some ways and stay the same in others.
video Compare two or more objects using direct comparisons of measurement, such as shorter, longer, taller, heavier, and lighter.
video Use both standard units of measurement, such as inches and centimeters, and nonstandard units of measurement, such as string and paper clips.
video Use appropriate measurement systems for different purposes.
video 1.1.4 By the end of first grade, students will develop an understanding of form and function.
Student demonstrations:
Demonstrate how the shape of a tool is related to its use.
video Explain how living things interact with their environment because of specific characteristics, such as how the long neck of the giraffe helps it to reach its food.
video Science as inquiry requires students to combine processes and scientific knowledge with scientific reasoning and critical thinking to develop their understanding of science.
1.2.1 By the end of first grade, students will develop the abilities needed to do scientific inquiry.
Student demonstrations:
Ask questions about their surroundings.
video Plan and conduct a simple investigation.
video Collect scientific information from careful observation.
video Use simple equipment and tools, such as magnifying glasses, thermometers, and balance scales, to extend the senses.
video Share findings with classmates, families, and community members.
video video Observe that materials can exist as a solid, liquid, or gas.
video Life science focuses on science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.
1.4.1 By the end of first grade, students will develop an understanding of the characteristics of living things.
Differentiate between living and nonliving things.
video Investigate how living things need food, water, and air to survive.
video Describe how roots, stems, and leaves serve different functions for plants.
video Compare and contrast animals by specific characteristics, such as body covering, diet, and habitat.
video Observe and recognize that organisms live and survive in distinct habitats.
video 1.4.2 By the end of first grade, students will develop an understanding of the life cycles of organisms.
Student demonstrations:
Describe how living things change as they grow.
video An understanding of science and technology establishes connections between the natural and designed world, linking science and technology.
1.6.1 By the end of first grade, students will develop an understanding of technological design.
Student demonstration:
Explain how the use of common household tools is determined by their design.
video 1.6.2 By the end of first grade, students will develop an understanding of science and technology.
Student demonstrations:
Use various tools, such as a magnifying glass, thermometer, or measuring tape, to improve observations and measurements.
video Identify, investigate, and solve a problem in the home or school.
video Identify the technology used in different occupations.
video A personal and social perspective of science helps a student to understand and act on personal and social issues. This perspective builds a foundation for future decision making.
1.7.1 By the end of first grade, students will develop an understanding of personal health.
Student demonstrations:
Follow safety rules for home and school.
video Engage in personal care that will maintain and improve health.
video Describe a healthy diet.
video Explain that substances can benefit or damage the way the body functions.
video 1.7.2 By the end of first grade, students will develop an understanding of resources.
Student demonstration:
Observe and describe how reducing, reusing, and recycling help our environment.
video The history and nature of science illustrates different aspects of scientific inquiry, the human aspects of science, and the role that science has played in the development of various cultures.
1.8.1 By the end of first grade, students will develop an understanding of science as a human endeavor.
Student demonstrations:
Recognize the contributions to science made by men and women from many countries.
video Conduct an investigation as an individual.
video Conduct an investigation as part of a team.
video Science requires the use of mathematics in the collection and treatment of data and in the reasoning used to develop concepts, laws, and theories. The mathematics that students should understand and use in the study of science are listed below.
Measure, collect, and organize data
video Recognize and describe patterns
video Develop skills of estimation and judgment
video Explore chance
video Use variables to express relationships
video In the intermediate grades, students learn science concepts, vocabulary, and inquiry skills at their developmental level. Students should develop knowledge and process skills while engaged in science inquiry. They should ask simple questions, design and conduct investigations (in the form of a "fair" test), and present their results to others.
Unifying concepts and processes help students think about and integrate a range of basic ideas which builds an understanding of the natural world.
4.1.1 By the end of fourth grade, students will develop an understanding of systems, order, and organization.
Student demonstrations:
Describe the parts that make up a system.
video Relate how the parts of a system affect the whole system.
video 4.1.2 By the end of fourth grade, students will develop an understanding of evidence, models, and explanation.
Student demonstrations:
Use evidence gathered from an investigation to develop a scientific explanation.
video Create a model, graph, or illustration that represents an object, living thing, or an event in the student's environment.
video Explain and answer questions about the model created and how it represents a part of their environment.
video Use a variety of ways, such as sketches, charts, and graphs, to explain procedures or ideas.
video 4.1.3 By the end of fourth grade, students will develop an understanding of change, constancy, and measurement.
Student demonstrations:
Describe observable changes, such as speed, pattern, shape, position, and size.
video Measure a change using appropriate tools and units of measurement.
video 4.1.4 By the end of fourth grade, students will develop an understanding of form and function.
Student demonstration:
Construct a device to perform a simple task and explain how it works.
video Science as inquiry requires students to combine processes and scientific knowledge with scientific reasoning and critical thinking to develop their understanding of science.
4.2.1 By the end of fourth grade, students will develop the abilities needed to do scientific inquiry.
Student demonstrations:
Ask a question about objects, organisms, and events in their surroundings.
video Plan and conduct a simple investigation.
video Employ simple equipment and tools to gather data and extend the senses.
video Use data to support explanations.
video Communicate procedures, results, and explanations of an investigation.
video Life science focuses on the science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.
4.4.1 By the end of fourth grade, students will develop an understanding of the characteristics of living things.
Student demonstrations:
Describe the differences between plants and animals.
video Describe internal causes of behavior, such as hunger, and external causes of behavior, such as change in the environment, in living things.
video 4.4.2 By the end of fourth grade, students will develop an understanding of the life cycles of living things.
Student demonstrations:
Describe the life cycle of an organism.
video Recognize learned characteristics of living things, such as language or hunting for food.
video 4.4.3 By the end of fourth grade, students will develop an understanding of living things and environments.
Student demonstrations:
Diagram a food chain.
video Explain how environmental changes affect behavior and survival of living things.
video Describe how humans and other living things cause positive and negative changes in their environment.
video An understanding of science and technology establishes connections between the natural and designed world, by linking science with technology.
4.6.1 By the end of fourth grade, students will develop an understanding of technological design.
Student demonstrations:
Identify a simple problem.
video Propose a solution to a simple problem.
video Implement the proposed solution.
video Evaluate the implementation.
video Communicate the problem, design, and solution.
video 4.6.2 By the end of fourth grade, students will develop an understanding of science and technology.
Student demonstrations:
Recognize science as one way of answering questions and explaining the natural world.
video Recognize that technology, such as tools and techniques, uses scientific knowledge to solve problems.
video 4.6.3 By the end of fourth grade, students will develop an understanding of the abilities to distinguish between natural objects and objects made by humans.
Student demonstration:
Classify an object as either natural or manufactured.
video A personal and social perspective of science helps a student understand and act on personal and social issues. This perspective builds a foundation for future decision making.
4.7.1 By the end of fourth grade, students will develop an understanding of personal health.
Student demonstrations:
Explain how the body uses food and how various foods contribute to health.
video Describe how different substances, such as tobacco, alcohol, and drugs, can damage the body and alter how it functions.
video 4.7.2 By the end of fourth grade, students will develop an understanding of the types of resources.
Student demonstrations:
List examples of resources which are basic materials, such as air, water, and soil.
video List examples of resources produced from basic materials, such as food, fuel, and building materials.
video List examples of resources which are intangible materials, such as beauty, security, and quiet places.
video Research and report on the supply of various resources.
video 4.7.3 By the end of fourth grade, students will develop an understanding of environmental changes.
Student demonstration:
Distinguish between natural environmental changes and human influenced environmental changes.
video 4.7.4 By the end of fourth grade, students will develop an understanding of how science and technology helps communities resolve problems.
Student demonstration:
Research and explain how science and technology affect the quality of life.
video The history and nature of science illustrates different aspects of scientific inquiry, the human aspects of science, and the role of science in the development of various cultures.
4.8.1 By the end of fourth grade, students will develop an understanding of science as a human endeavor.
Student demonstrations:
Research and report on the contributions to science and technology throughout history by men and women scientists of diverse cultures.
video Research and report on how science is used in different careers.
video Research and report on how current scientific discoveries illustrate that science is never finished.
video Science requires the use of mathematics in the collection and treatment of data and in the reasoning used to develop concepts, laws, and theories. The mathematics that students should understand and use in the study of science are listed below.
Represent situations verbally, numerically, graphically, geometrically, or symbolically
video Use estimations
video Identify and use functional relationships
video Develop and use tables, graphs, and rules to describe situations
video Use statistical methods to describe, analyze, evaluate, and make decisions
video Use geometry in solving problems
video Create experimental and theoretical models of situations involving probabilities
video At the middle school level, students expand their scientific inquiry skills through knowledge, observations, ideas, and questions. Middle school students will begin to recognize the relationships between explanation and evidence. They understand that background knowledge and theories guide the design of investigations, the types of observations made, and the interpretation of data. Student investigations will shape and modify students' background knowledge.
Unifying concepts and processes help students think about and integrate a range of basic ideas which builds an understanding of the natural world.
8.1.1 By the end of eighth grade, students will develop an understanding of systems, order, and organization.
Student demonstrations:
Recognize and describe integral parts and functions of any system.
video Analyze and predict the interactions within a system and between systems.
video Create and use classification schemes.
video Interpret cause and effect relationships within and between systems.
video 8.1.2 By the end of eighth grade, students will develop an understanding of evidence, models, and explanation.
Student demonstrations:
Collect, manipulate, and analyze data from an experiment.
video Observe and develop models, such as physical, mathematical, mental, and computer simulations.
video Interpret and explain products of experimentation.
video Review investigative procedures and conclusions for reasonableness.
video 8.1.3 By the end of eighth grade, students will develop an understanding of change, constancy, and measurement.
Student demonstrations:
Select and use appropriate measurement units.
video Quantify changes in systems.
video Use English and metric systems of measurements.
video Investigate and describe changes in terms of scale, rate, and pattern.
video 8.1.4 By the end of eighth grade, students will develop an understanding of form and function.
Student demonstration:
Demonstrate how the design of an object makes it possible for that object to perform a specialized task, such as a bicycle or airplane.
video Science as inquiry requires students to combine processes and scientific knowledge with scientific reasoning and critical thinking to develop their understanding of science.
8.2.1 By the end of eighth grade, students will develop the abilities needed to do scientific inquiry.
Student demonstrations:
Identify questions and form hypotheses that can be examined through scientific investigations.
video Design and conduct a scientific investigation.
video Use appropriate tools and techniques to gather, analyze, and interpret data.
video Develop descriptions, explanations, predictions, and models using evidence.
video Think critically and logically to make the relationship between evidence and explanations.
video Recognize and analyze alternative explanations and predictions.
video Communicate scientific procedures and explanations.
video Use mathematics in all aspects of scientific inquiry.
video Life science focuses on the science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.
8.4.3 By the end of eighth grade, students will develop an understanding of regulation and behavior.
Student demonstrations:
Investigate and explain how all organisms obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment.
video Investigate and relate how an organism senses change in its internal or external environment and attempts to respond to keep conditions within a required range.
video Investigate and explain how behavior is a response to internal and external stimuli.
video Investigate and explain how an organism's behavior evolves through environmental adaptation.
video 8.4.4 By the end of eighth grade, students will develop an understanding of populations and ecosystems.
Student demonstrations:
Investigate and describe that a population consists of all individuals of a species at a given place and time.
video Investigate and describe the living and nonliving factors, such as air, water, and light that determine the number of organisms an ecosystem can support.
video Describe an organism by the function it serves in an ecosystem, such as producer, consumer, and decomposer.
video Investigate and explain how energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis, and that energy then passes from organism to organism in food webs.
video 8.4.5 By the end of eighth grade, students will develop an understanding of diversity and adaptations of organisms.
Student demonstrations:
Analyze internal structures, similarity of chemical processes, and evidence of common ancestry to explain the unity among organisms.
video Investigate and explain how organisms adapt to living and nonliving factors in a biome.
video Investigate and explain how environmental changes created by nature and by humans may cause species extinction.
video An understanding of science and technology establishes connections between the natural and designed world, linking science and technology.
8.6.1 By the end of eighth grade, students will develop an understanding of technological design.
Student demonstrations:
Identify appropriate problems for technological design.
video Design a solution or product.
video Implement a proposed design.
video Evaluate completed technological designs or products.
video Communicate the process of technological design.
video 8.6.2 By the end of eighth grade, students will develop an understanding of science and technology.
Student demonstrations:
Distinguish between scientific inquiry (asking questions about the natural world) and technological design (using science to solve practical problems).
video Describe how science and technology are reciprocal.
video List the avoidable and unavoidable limits of a technological design.
video Recognize that solutions have intended and unintended consequences.
video A personal and social perspective of science helps a student understand and act on personal and social issues. This perspective builds a foundation for future decision making.
8.7.1 By the end of eighth grade, students will develop an understanding of personal health.
Student demonstrations:
Research and identify substances harmful to human beings in the natural environment, such as radon, lead, and nitrates.
video Investigate and explain how personal choices can directly affect a person's health, such as exercise, nutrition, and use of drugs.
video 8.7.2 By the end of eighth grade, students will develop an understanding of populations, resources, and environments.
Student demonstrations:
Investigate and describe how population levels affect resources and the environment.
video Investigate and understand that the causes of environmental degradation and resource depletion vary locally and globally.
video 8.7.3 By the end of eighth grade, students will develop an understanding of natural hazards.
Student demonstrations:
Investigate and describe the effect of natural hazards on the environment, such as earthquakes, landslides, wildfires, floods, and storms.
video Investigate and describe human activities, such as urban growth, land use, and waste disposal, which can accelerate many natural changes.
video 8.7.4 By the end of eighth grade, students will develop an understanding of risks and benefits.
Student demonstrations:
Analyze a type of hazard, such as natural, chemical, or biological, estimating the number of people that might be exposed and the number likely to suffer consequences.
video Describe how perceptions of risks and benefits influence personal and social decisions, such as seat belt usage and waste disposal procedures.
video 8.7.5 By the end of eighth grade, students will develop an understanding of science and technology in society.
Student demonstrations:
Understand the effect of science on society is neither entirely beneficial nor entirely detrimental.
video Understand that societal challenges often inspire questions for scientific research, but that science cannot answer all questions and technology cannot solve all human problems or meet all human needs.
video State an example of when societal priorities influenced research priorities.
video Practice the ethical codes followed by scientists, such as informing research subjects about risks and benefits, humane treatment of animals, and truth in reporting.
video An understanding of the history and nature of science illustrates different aspects of scientific inquiry, the human aspects of science, and the role of science in the development of various cultures.
8.8.1 By the end of eighth grade, students will develop an understanding of science as a human endeavor.
Student demonstrations:
Investigate and understand that women and men of various social and ethnic backgrounds, working alone or in teams, engage in the activities of science, engineering, and related fields.
video Investigate and understand that scientists have different abilities, basic human qualities, and scientific habits of mind.
video 8.8.2 By the end of eighth grade, students will develop an understanding of the nature of science.
Student demonstrations:
Formulate and test a hypothesis using observations, experiments, and theoretical and mathematical models.
video Use questioning, response to criticism, and open communication when defending a conclusion.
video Evaluate the results of scientific investigations, experiments, observations, theoretical models, and the explanations proposed by other scientists.
video Distinguish between scientific fact and scientific theory.
video 8.8.3 By the end of eighth grade, students will develop an understanding of the history of science.
Student demonstration:
Research and report on the difficulties experienced by a scientific innovator who had to overcome flawed, commonly held beliefs of his/her time to reach conclusions that we now take for granted.
video Science requires the use of mathematics in the collection and treatment of data and in the reasoning used to develop concepts, laws, and theories. The mathematics that students should understand and use in the study of science are listed below.
Develop ability to use realistic applications and modeling in trigonometry
video Understand connections within a problem situation, its model as a function in symbolic form, and the graph of that function
video Use functions that are constructed as models of real-world problems
video Know how to use statistics and probability
video Senior high students should be able to understand scientific inquiry at increasingly higher levels of sophistication. Questions and issues relevant to students should form the basis of investigations. An adequate knowledge base and an understanding of the concepts that guide inquiry are needed to assure success. Students should learn how to analyze evidence and evaluate their own explanations and those of scientists.
Unifying concepts and processes help students think about and integrate a range of basic ideas which builds an understanding of the natural world.
12.1.1 By the end of twelfth grade, students will develop an understanding of systems, order, and organization.
Student demonstrations:
Predict and evaluate how change within a system affects that system.
video Use system analysis to understand how things work and to design solutions to problems.
video 12.1.2 By the end of twelfth grade, students will develop an understanding of evidence, models, and explanation.
Student demonstrations:
Create a physical, mental, or mathematical model to show how objects and processes are connected.
video Test the usefulness of a model by comparing its predictions to actual observations.
video Understand that the way data are displayed affects interpretation.
video Evaluate the reasonableness of answers to problems by reviewing the process used to find answers and checking against typical values.
video Understand that larger well-chosen population samples produce better estimates of population summary statistics.
video Use some random process to avoid sample bias.
video Understand that a believable correlation between two variables doesn't mean that either one causes the other.
video 12.1.3 By the end of twelfth grade, students will develop an understanding of change, constancy, and measurement.
Student demonstrations:
Use powers of ten to represent large numbers and to compare things that are greatly different.
video Compare data for two groups by representing averages and ranges of values.
video Understand that measurement errors may affect calculations.
video Use estimates of magnitude of error to analyze disparities between estimates and calculated answers when making measurements.
video Describe rate of change by comparing one measured quantity to another measured quantity.
video Investigate and describe how different characteristics, properties, or relationships within a system change as their dimensions increase or decrease.
video Investigate and understand that as the number of parts within a system change, the number of possible internal interactions varies with the square of the number of parts.
video 12.1.4 By the end of twelfth grade, students will develop an understanding of form and function.
Student demonstration:
Demonstrate the reciprocal aspect of form and function, explaining function by referring to form and explaining form by referring to function.
video 12.1.5 By the end of twelfth grade, students will develop an understanding of change over a period of time.
Student demonstrations:
Identify the series of changes that occur in objects, organisms, and natural and human designed systems.
video Explain equilibrium in terms of changes in opposite and off-setting directions.
video Science as inquiry requires students to combine processes and scientific knowledge with scientific reasoning and critical thinking to develop their understanding of science.
12.2.1 By the end of twelfth grade, students will develop the abilities needed to do scientific inquiry.
Student demonstrations:
Identify questions and concepts that guide scientific investigations.
video Design and conduct scientific investigations.
video Use technology and mathematics to improve investigations and communications.
video Formulate and revise scientific explanations and models using logic and evidence.
video Recognize and analyze alternative explanations and models.
video Communicate and defend a scientific argument.
video Life science focuses on the science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.
12.4.3 By the end of twelfth grade, students will develop an understanding of the theory of biological evolution.
Student demonstrations:
Understand that the concept of biological evolution is a theory which explains the consequence of the interactions 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 of life; and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring.
video Investigate and use the theory of biological evolution to explaing diversity of life.
video Investigate whether natural selection provides a scientific explanation of the fossil record and the molecular similarities among the diverse species of living organisms.
video Investigate and use biological classifications based on similarities.
video 12.4.4 By the end of twelfth grade, students will develop an understanding of the interdependence of organisms.
Student demonstrations:
Investigate and understand that atoms and molecules cycle among living and nonliving components of the biosphere.
video Investigate and describe the flow of energy through ecosystems, in one direction, from producers to herbivores to carnivores and decomposers.
video Investigate and cite examples of organisms cooperating and competing in ecosystems.
video Investigate and understand that interactions among organisms are affected by the conflict between an organism's capacity to produce infinite populations and the finite amount of resources.
video Investigate and describe how humans modify the ecosystem as a result of population growth, technology, and consumption.
video 12.4.5 By the end of twelfth grade, students will develop an understanding of matter, energy, and organization in living systems.
Student demonstrations:
Investigate and understand that living systems require a constant input of energy.
video Investigate and explain how the energy for life is derived from the sun.
video Investigate and explain how distribution and abundance of organisms in ecosystems are limited by the availability of matter and energy and the ability of the ecosystem to recycle materials.
video An understanding of science and technology establishes connections between the natural and designed world, linking science to technology.
12.6.1 By the end of twelfth grade, students will develop an understanding of technological design.
Student demonstrations:
Identify a problem.
video Propose designs and choose between alternative solutions.
video Implement a proposed solution.
video Evaluate the solution and its consequences.
video Communicate the problem, process, and solution.
video 12.6.2 By the end of twelfth grade, students will develop an understanding about science and technology.
Student demonstrations:
State an example of how science advanced with the introduction of new technology.
video Understand creativity, imagination, and a good knowledge base are all needed to advance the work of science and engineering.
video Contrast the reasons for the pursuit of science and the pursuit of technology.
video Contrast the reporting of scientific knowledge and the reporting of technical knowledge.
video A personal and social perspective of science helps a student understand and act on personal and social issues. This perspective builds a foundation for future decision making.
12.7.1 By the end of twelfth grade, students will develop an understanding of personal and community health.
Student demonstrations:
Investigate and describe the effect of nutritional balance on growth, development, and personal well-being.
video Investigate and explain how diseases are prevented, controlled, and cured.
video Investigate and explain how genetics affect a person's health.
video Investigate and analyze risk versus benefit assessments to facilitate personal and community health.
video 12.7.2 By the end of twelfth grade, students will develop an understanding of the effects of population change.
vStudent demonstrations:
Investigate and state causes of population growth or decline.
video Investigate and explain how various factors influence birth rates and death rates.
video Investigate and describe how population change impacts resource use and environments.
video 12.7.3 By the end of twelfth grade, students will develop an understanding of natural resources.
Student demonstrations:
Investigate and explain how human populations use environmental resources to maintain and improve their existence.
video Investigate and understand that the earth has renewable and finite resources.
video Investigate and understand the limitations of natural systems to renew and recycle resources.
video 12.7.4 By the end of twelfth grade, students will develop an understanding of environmental quality.
Student demonstrations:
Investigate and describe how the positive and negative consequences of human intervention or nonintervention impacts the ecosystem.
video Investigate and discuss factors which may influence environmental quality. Factors to consider may include population distribution and consumption.
video 12.7.5 By the end of twelfth grade, students will develop an understanding of natural and human-induced hazards.
Student demonstrations:
Investigate and describe how human activities increase or reduce the potential for hazards.
video Investigate and distinguish between slow occurring hazards, such as coastal erosion, and rapid occurring hazards, such as tornadoes, and discuss their impact on the environment.
video Investigate and assess potential dangers and risks of a hazard.
video 12.7.6 By the end of twelfth grade, students will develop an understanding of the role of science and technology in local, national, and global challenges.
vStudent demonstrations:
Understand that knowledge of basic concepts about scientific and technological challenges should precede active debate.
video Investigate and understand that social issues and challenges may affect advancements in science and technology.
video Understand that science and technology are essential social enterprises that indicate what could happen, but not what should happen.
video The history and nature of science illustrates different aspects of scientific inquiry, the human aspects of science, and the role of science in the development of various cultures.
12.8.1 By the end of twelfth grade, students will develop an understanding of science as a human endeavor.
Student demonstrations:
Practice the ethical traditions of scientists, such as peer review, truthful reporting, and public disclosure of work.
video Examine and understand the societal, cultural, and personal beliefs that influence scientists.
video 12.8.2 By the end of twelfth grade, students will develop an understanding of the nature of scientific knowledge.
Student demonstrations:
Demonstrate the use of empirical standards, logical arguments, and skepticism in science.
video Create scientific explanations consistent with experimental and observational evidence; make accurate predictions; strive to be logical; respect the rules of evidence; accept criticism; report methods and procedures; and make knowledge public.
video Understand that all scientific knowledge is, in principle, subject to change as new evidence becomes available.
video 12.8.3 By the end of twelfth grade, students will develop an understanding of the history of science.
Student demonstrations:
Investigate and describe the contributions to scientific knowledge and technological inventions by diverse cultures.
video Research and understand that changes in scientific knowledge evolve over time and almost always build on earlier knowledge.
video Research and relate the long-lasting societal effects of science and technology advancements . Examples of such advances include: germ theory, protein synthesis, Newtonian mechanics, quantum theory, geologic time scale, and plate tectonics.
videoKindergarten - First Grade
Coordination with Mathematics
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1.1 Unifying Concepts and Processes
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1.2 Science as Inquiry
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1.4 Life Science
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1.6 Science and Technology
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1.7 Science in Personal and Social Perspectives
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1.8 History and Nature of Science
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Second - Fourth Grade
Coordination with Mathematics
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4.1 Unifying Concepts and Processes
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4.2 Science As Inquiry
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4.6 Science and Technology
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4.7 Science in Personal and Social Perspectives
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4.8 History and Nature of Science
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Fifth - Eighth Grade
Coordination with Mathematics
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8.1 Unifying Concepts and Processes
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8.2 Science as Inquiry
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8.4 Life Science
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8.6 Science and Technology
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8.7 Science in Personal and Social Perspectives
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8.8 History and Nature of Science
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Ninth - Twelfth Grade
Coordination with Mathematics
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12.1 Unifying Concepts and Processes
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12.2 Science as Inquiry
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12.4 Life Science
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12.6 Science and Technology
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12.7 Science in Personal and Social Perspectives
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12.8 History and Nature of Science
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