Ohio Science Learning Outcomes

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

PASSPORT TO ANTARCTICA

PASSPORT TO THE SOLAR SYSTEM

PASSPORT TO WEATHER AND CLIMATE

LIVE FROM THE SUN/LIVE FROM THE AURORA

LIVE FROM MARS 2001/2002

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

Fourth-Grade Proficiency Tests,   Sixth-Grade Proficiency Tests,   Ninth-Grade Proficiency Tests,   Twelfth-Grade Proficiency Tests,  

Fourth-Grade Proficiency Tests

1. Create and use categories to organize a set of objects, organisms or phenomena.

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2. Select instruments to make observations and/or organize observations of an event, object, or organism.

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3. Identify and/or compare the mass, dimensions, and volume of familiar objects in standard and/or nonstandard units.

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4. Use a simple key to distinguish between objects.

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5. Analyze a series of events and/or simple daily or seasonal cycles and predict the next likely occurrence in the sequence.

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6. Evaluate a simple procedure to carry out an exploration.

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7. Identify and/or discuss the selection of resources and tools used for exploring scientific phenomena.

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8. Evaluate observations and measurements made by other persons.

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9. Demonstrate an understanding of safe use of materials and/or devices in science activities.

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12. Explain and/or predict the motion of objects and/or describe the effects of some objects on other objects.

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14. Identify and/or describe the relationship between human activity and the environment.

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16. Demonstrate an understanding of the basic needs of living things.

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17. Identify ways in which organisms react to changing environments.

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18. Distinguish between living and nonliving things and provide justification for these distinctions.

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Sixth-Grade Proficiency Tests

1. Use a simple key to classify objects, organisms, and/or phenomena.

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2. Identify the potential hazards and/or precautions involved in scientific investigations.

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3. Make inferences from observations of phenomena and/or events.

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4. Identify the positive and/or negative impact of technology on human activity.

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5. Evaluate conclusions based on scientific data.

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6. Recognize the advantages and/or disadvantages to the user in the operation of simple technological devices.

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9. Provide examples of transformation and/or conservation of matter and energy in simple physical systems.

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10. Identify simple patterns in physical phenomena.

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13. Demonstrate an understanding of the cycling of resources on earth, such as carbon, nitrogen, and/or water.

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14. Trace the transmission of energy in a small, simple ecosystem and/or identify the roles of organisms in the energy movement in an ecosystem.

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15. Compare and/or contrast the diversity of ways in which living things meet their needs.

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17. Analyze the impacts of human activity on the ecosystems of the earth.

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Ninth-Grade Proficiency Tests

2. Distinguish between observation and inference given a representation of a scientific situation
Tell the difference between facts and assumptions

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3. Identify and apply science safety procedures
Identify the safety precautions needed when doing an experiment

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4. Demonstrate an understanding of the use of measuring devices and report data in appropriate units
Choose an instrument to make a certain measurement

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7. Describe interactions of matter and energy throughout the lithosphere, hydroshphere, and atmosphere
Explain materials cycles (water, carbon, nitrogen), currents, and weather on the land, in the water, and in the air

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13. Trace the flow of energy and/or interrelationships of organisms in an ecosystem
Identify the food chain in a lake

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14. Compare and contrast the characteristics of plants and animals
Tell how plants and animals are alike and different

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15. Explain biological diversity in terms of the transmission of genetic characteristics
Explain why there are different breeds of dogs or kinds of plants

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16. Describe how organisms accomplish basic life functions at various levels of organization and structures
Describe a life function like digestion complete with the appropriate anatomy

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17. Describe the ways scientific ideas have changed using historical contexts
Describe how explanations of eclipses have changed over time

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18. Compare renewable and nonrenewable resources and strategies for managing them
Compare oil and sunlight as sources of energy

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19. Describe the relationship between technology and science
How do science and inventions affect each other

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20. Describe how a given environmental change affects an ecosystem
Describe how a flood or drought affects plant and animal life

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Twelfth-grade Proficiency Tests

1. Trace energy transformations, and/or apply the principles of mass/energy conservation to physical and biological systems
Identify the changes in the forms of energy within a system

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4. Analyze the results of changing a component of simple systems
Explain and predict how a change can affect a system like a lake, a machine, or a mountain range

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5. Relate structure and function in physical and biological systems
Use the structure of wings and feathers to explain why birds can fly

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6. Predict the effect on an ecosystem due to a given or proposed environmental change
Identify how an environmental change will disrupt the balance of an ecosystem

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7. Evaluate the scientific validity of data used in persuasive communication
Evaluate the adverstising claim of a soap product

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8. Formulate an experimental design to test a given hypothesis
Design an experiment that will test an idea

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12. Demonstrate an understanding of units of measure and precision by using an appropriate measuring device for an application
Identify the appropriate instrument needed to make a given measurement

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13. Identify the safety precautions that should be taken given a Manufacturers Safety Data Sheet (MSDS) or a product label with a key
Know how to interpret safety precautions given on a MSDS or a product label

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14. Relate the effects of biotic and abiotic factors to animal life including growth, reproduction, and behavior.
Describe how living and nonliving (like fleas and floods) factors can affect animal life

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15. Demonstrate an understanding that scientific theories and methods have developed and continue to develop throgh time
Describe how light and water affect plants

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16. Relate the effect of light and other factors on various aspects of plant life and growth, including photosynthesis and respiration, germination, and tropism
Describe how light and water affect plants

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17. Relate patterns of diversity, extinction, adaptation, and speciation as a result of natural selection at the molecular and population levels
Explain why maple seeds that spin as they fall provide a survival advantage to the maple tree; Use DNA to explain how bulldogs and greyhounds are alike and different

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18. Relate biodiversity to the stability of ecosystems within biomes
Explain why a forest is more stable than a corn field when a plant disease occurs

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