The STANDARDS CORRELATION chart suggests which Delaware Science Language Arts Curriculum Framework 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 Delaware Science Language Arts Curriculum Framework standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Science as Inquiry
By the end of the third grade students should know that:
1. Scientists’ curiosity about the natural world leads them to ask questions about
how things work. In order to answer these questions, scientists observe and explore things
carefully. Develop a list of questions raised by the class about nature and the
immediate surroundings. In a discussion, determine which questions the class has the
capability of answering. The development of the answers involves observation and
measurement, collection and sorting of samples, and taking things apart and putting them
back together. video 2. Scientists sometimes observe the same object or event and describe it differently.
It is important for scientists to describe things as accurately as possible in order to
compare their observations .
Work in small teams to develop answers to the questions posed by the class about the
natural world. Compare similarities and differences in each team’s observations,
descriptions, measurements, and methods of classification. When large differences exist in
the results, repeat the procedures to settle the differences, and speculate on the reasons
for the differences. video 3. Scientists use a variety of instruments, some of them quite simple, in order to
obtain additional information for answering questions about the natural world.
Use appropriate instruments such as thermometers, balances, watches, and magnifiers to
observe, measure, and gather additional information to answer the questions raised. video 4. Graphs and charts are used to better visualize the results of observation and
measurement, and are an important part of describing what counts as suitable evidence in
answering questions.
Construct simple graphs or charts which display some of the information collected in
the process of answering questions. Compare each team’s displays and determine which
charts and graphs provide reasonable evidence. video Science, Technology, and Society
1. People have always invented new ways to solve problems and get work done. These new
inventions affect all aspects of life.
(See learning opportunities for technology and application strand for Content Standards
2-8). video History and Context of Science
1. People from all parts of the world have practiced science and have made many
important scientific contributions.
Read several short stories or articles about the lives and works of
famous scientists. Write paragraphs describing some of the contributions these scientists
have made in understanding the world around us. video 2. Many men and women have chosen science as a career and a life-time activity because
of their intense interest in better understanding nature and the great joy this pursuit
brings them.
Invite scientists from the community to discuss why they decided to
become a scientist, what their day is like, and what they most enjoy about their work.
Record the scientists responses to questions, and distribute this information to the
students who are unable to participate in the discussion. video Heredity and Reproduction
By the end of the third grade students should know that:
1. The offspring of plants and animals resemble their parents in many ways
although they are not exactly like their parents or each other.
Observe parents and offspring from a variety of species such as dogs, cats,
rabbits, and bean plants. Identify characteristics that the offspring have in
common with their parents and characteristics which are different from their
parents.
video 2. The offspring of some plants and animals look very different from their
parents when they are first born. Similarities between parents and their
offspring become more apparent as the offspring develops.
Observe and compare similarities and differences in characteristics of a
wide range of mature and immature organisms such as tadpoles/frogs,
caterpillars/butterflies, and seedlings/mature plants. Keep a journal
describing the changes that occur in the appearance of the plants and animals
as they develop. video 3. The phases in the life cycle of plants and animals (i.e., birth, growth,
reproduction, and death) are predictable and describable but differ from species
to species.
Discuss the human life cycle and generate some reasonable questions about
differences in development during the various stages - newborn, child,
adolescent, adult, elder. video Diversity
1. Many different kinds of plants and animals live throughout the world and
can be classified or sorted into groups based upon appearance and behavior.
Construct classification systems that allow the sorting of plants and
animals into groups based on external features or patterns of behavior (e.g.,
animals that burrow/animals that build nests, plants that have broad
leaves/plants with needle-like leaves). video Evolution
1. Plants and animals have features that help them survive and reproduce in
different places.
Investigate and describe specific features of plants and animals that help
them survive in different places (e.g., fish gills for breathing in water,
feathers for flying and warmth, protective coloration for hiding). video Biotechnology and Its Application
1. Humans have always applied their knowledge of the varied characteristics
of plants and animals to satisfy their needs for food, shelter, and clothing.
Identify the plants or animals associated with particular items of food,
shelter, or clothing and discuss how similar plants or animals can be used in
different ways (e.g., cattle for meat, milk, leather; trees for fruit and
wood; dogs for hunting, protection, and transportation). video Interactions Within the World Around Us
By the end of the third grade students should know that:
1. The Earth consists of living and non-living things. All living things
interact with each other and the non-living parts of their surroundings - air,
water, soil, and sun.
Conduct investigations (short-term and long-term) on selected outdoor
plots. Identify the living and non-living components of the plots, compare the
number of different kinds of living things in each plot as well as their
similarities and differences. Cite specific examples of how the physical
conditions of the plot affect individual living things and how living things
likewise affect the physical conditions of an area. video Science as Inquiry
By the end of the fifth grade students should know that:
1. Curiosity about nature and the world around us leads scientists to ask questions in
a way that requires scientific investigation in order to develop an explanation. The
breadth and style of this investigation depend on the questions asked.
Ask reasonable scientific questions about a topic of interest and decide
what information is needed to answer these questions. For example, how does the amount of
sunlight a plant receives affect its growth? What can the class do to reduce cafeteria
waste? Do some substances dissolve in water faster than others? Is there always a full
moon on the same day of each month? video 2. In science, answering certain questions requires observation and simple testing to
generate additional information and enable a more complete investigation.
Plan and conduct a simple investigation to answer testable questions.
Choose or develop techniques for obtaining data that can be used to answer the questions.
Ask additional questions based on this investigation. video 3. The ability to observe and gather data is enhanced by using a variety of
instruments.
Demonstrate increasing sophistication in the use of instruments to make measurements
and to obtain more complete detail. video 4. Collaboration, communication, and comparison are important parts of science. Graphs,
charts, maps, equations, and oral and written reports can be used to share the results of
a scientific investigation and facilitate discussion about it.
Compare the results of individual or group investigations. Critique the
investigative strategies and results and discuss the observations, measurements, methods,
selection of materials, and differences that exist in these. video Science, Technology, and Society
1. Science consists of many disciplines such as chemistry, biology, geology, and
physics, and in the broadest sense, can be viewed as the collective efforts by people in
these disciplines to organize, describe, and understand the natural world.
video 2. Technology applies knowledge to solve problems and to change the world to suit us
better. Technological innovation plays an important role in improving the quality of life.
Such innovation involves scientific disciplines as well as other disciplines such as
engineering, mathematics, medicine, and economics in order to create practical, cost
effective solutions to problems and opportunities.
Compare present day technologies (methods and equipment to perform a
specific function) to those of the past such as washing machine/washing board,
refrigerator/ice box, automobile/horse-drawn carriage, and television/radio or compare
technologies used in this country to those used in other parts of the world (e.g., heavy
equipment/elephants, electric stove/cooking over a fire). Discuss the impact these
technological differences have had on the quality of life. video 3. Technological development improves the quality of our life immensely and continues
to do so in many areas such as medicine, communications, transportation, and agriculture.
However, not all development is perfect, uniformly beneficial, or equally available to
everyone.
Examine a variety of old technological devices (e.g., wooden potato
masher, apple peeler, washing board) and speculate for what the object was used, how it
helped people, and what problems it caused. video History and Context of Science
1. Men and women of all ages and from diverse cultures are involved in a multitude of
scientific endeavors in the search to better understand nature. These people practice
science in many ways and at various depths and levels of complexity. This search continues
to add new knowledge to society’s understanding of the world.
Read a variety of short stories that present science as a human endeavor
in which men and women from different cultures have participated. Use a variety of resources (e.g., books, films, guest scientists, field trips) to
describe the many different kinds of science-based occupations and the diversity of
individuals involved. video Structure/Function Relationship
By the end of the fifth grade students should know that:
1. Living things have structures that function to help them reproduce, grow, and
survive in different kinds of places.
Observe organisms such as plants, crickets, pill bugs, snails, fish, hamsters, or
caddisflies. Describe how they take in substances, grow, reproduce, and respond to
stimuli. Explain how different structures perform specific functions in order for the
organism to meet its need for survival. video Flow of Matter and Energy
1. All living organisms interact with the living and non-living parts of their
surroundings to meet their needs for survival. These interactions lead to a constant
exchange of matter and energy. Plants derive energy from the sun for growth and survival.
Animals eat plants or other animals that have also eaten plants to satisfy energy needs.
When plants and animals die, they are eaten by decomposers.
Develop a list of food items offered for lunch by the school cafeteria. Work in groups
to construct a food chain that traces the source of each food item from plant origin to
the product eaten. video Regulation and Behavior
1. Living organisms are composed of parts that work together to ensure the survival of
the whole organism. The behavior of an organism is influenced by internal clues such as
hunger and external clues such as air temperature.
Use human models to locate internal organs. Describe the effect one organ can have on
another organ and how each organ contributes to the well being of a person. Describe how
organs detect changes in the environment and how they cause a person to respond. video Heredity and Reproduction
By the end of the fifth grade students should know that:
1. Physical characteristics are passed on from parent to offspring. Organisms
with two parents inherit characteristics of both.
Observe parents and offspring from a variety of species (e.g., hamsters,
mice, fish) and draw reasonable conclusions about the inheritance of traits
such as body shape, coloration, and behavior. video Diversity
1. Organisms have many distinct and unique features which they use for
survival. Specialized features include those for finding food, building
shelters, evading predators, and reproducing. Scientists use similarities and
differences in these features to classify and group organisms.
Examine a variety of common plants and animals for similarities and
differences in features such as animal tracks, beak shape, leaf structure. Use
the similarities and differences of the features to develop appropriate
classifications that sort and group these organisms. For example, birds can be
categorized according to the shape of their beaks and the type of food they
eat (e.g., berry eaters, seed eaters, meat eaters). video Evolution
1. Organisms of the same species have variations which may provide an
advantage in reproduction and survival.
Observe and describe variations in a species (e.g., length of bean seeds,
height in radishes, leg length in grasshoppers). Predict how these variations
may affect the ability of the organism to survive. video Interactions Within the Environment
By the end of the fifth grade students should know that:
1. All living organisms interact with the living and non-living parts of
their surroundings to meet their needs for survival. These interactions lead to
a constant exchange of matter and energy. Plants derive energy from the sun for
growth and survival. Animals eat plants or other animals that have also eaten
plants to satisfy energy needs. Dead plants and animals are eaten by
decomposers.
Illustrate a food chain or a web of food chains by sequentially ordering
pictures or samples of a variety of living things (e.g., fungi, insects,
plants, animals). National Geography Standards 1994, Physical Systems p. 120. video Changes in Environment
1. Organisms adapt in order to live and reproduce in certain environments.
Those organisms that are best suited for a particular environment have
adaptations that allow them to compete for available resources and cope with the
physical conditions of their immediate surroundings.
Observe a variety of local plants and animals in several different
habitats. Identify structures, features, and behaviors of the organisms that
make them suitable for survival in these habitats. video 2. Changes in an organism’s environment can either be beneficial or
harmful. Organisms may be affected by other organisms, by various physical
factors (e.g., rainfall, temperature), by physical forces (e.g., storms,
earthquakes), and by daily, seasonal, and annual cycles.
Investigate how a particular environment (e.g., field, playground) changes
over time. Classify the changes as either resulting from physical forces or
from the action of living organisms, and determine whether the changes are
beneficial or harmful to the organisms. Plan and conduct simple investigations to explore how modifications in the
physical condition of a plant’s environment (e.g., moisture, temperature,
soil, air) affect its growth and survival. Explain how the results of the
investigation apply to other organisms. video Science as Inquiry
By the end of the eighth grade students should know that:
1. The design of an investigation, in many cases, is determined by the type of
questions asked. Therefore, the thoughtful and informed structuring of such questions is
an important part of scientific inquiry. For example, a question such as, “What are
the similarities and differences among the plants that grow in this region?” requires
a taxonomic investigation in which plants are collected, identified, and classified. On
the other hand, answering – “What was the reaction of Marie Curie’s
contemporaries to her work and accomplishments?” – may involve consulting,
reviewing, and discussing both contemporary and historical publications as part of an
investigative design. However, an experimental investigation in which systematic
observations are made and where data are used and analyzed to construct an explanation
could result from a question such as, “How do the physical properties of local soil
samples lead to differences in drainage or percolation?”
Expand the learning event highlighted in A-1 grades 4-5. Ask reasonable,
relevant, and testable scientific questions about topics of interest and determine the
type and complexity of the investigation required to answer them. video 2. The ultimate goal of any scientific investigation is to obtain evidence precise and
thorough enough to answer a question. Various experimental designs and strategies can be
developed to answer the same question. The comprehensiveness and sophistication of the
investigation depend on the tools and technologies used.
Conduct a series of investigations with sufficient complexity to require
the use of various experimental techniques and strategies; the separation and control of
variables; the consolidation, organization and display of data; the development of
conclusions; and the posing of additional questions. Develop oral and written
presentations of the investigation to allow peer review of the results. Develop the competence to use a variety of tools and techniques in order to solve a
wide range of practical problems. Examples follow: video 3. Explanations in science result from careful and logical analysis of evidence gained
from an investigation. Explanations relate causes to effects and develop relationships
based on the evidence. Critical analysis of data is necessary to judge the quality and
validity of the proposed explanation. Critical analysis skills learned in the classroom
can be applied to judge the validity of claims made in everyday life.
As part of an investigation, use a variety of strategies to construct
and develop logical explanations including: Review and critically analyze claims made in popular magazines such as PEOPLE, TIME,
DISCOVER, and in newspapers, television news programs or specials, to determine the
validity of the claims and conclusions. video Science, Technology and Society
1. Social, cultural, environmental, scientific and technological strengths, and
economic factors influence which scientific and technological areas are pursued and
invested in. At the same time, the scientific discoveries made and technologies developed
directly influence society and its habits, organization, and cultural values. Investigate the relationship of factors such as resource availability and cultural
tradition on the kinds of science and technologies pursued. Examples could include: video 2. The issues surrounding science, technology, and society are complex and involve many
risk/benefit considerations. Even though new technology may provide a solution to an
important problem, its impact on human health, the environment, and social dynamics needs
to be analyzed.
Explore and discuss various problems which have faced society and the
technologies developed to deal with such problems. Identify the products and processes
developed to solve these problems and consider the benefits delivered and the risks
created by these new technologies. Such areas could include the management and control of
sewage, the preservation of food, the fighting of tooth decay, the development of various
modes of transportation, and the heating or lighting of homes. video History and Context of Science
1. Over the course of human history, science has been practiced by different people in
different cultures. Unfortunately, women and minorities have often been discouraged or
denied the opportunity of participating in science because of education and employment
prejudices or restrictions.
Research the life, work, and contributions of a contemporary or historical scientist.
Compare the background, human qualities, and factors that influenced the work of the
scientist as part of a discussion of contemporary and historical variations of people who
practice science. Explore the historical under representation of women and minorities in many fields of
science and engineering, and the strategies that education, business, and government in
Delaware are employing to increase their representation in the scientific work force of
the future. video 2. People engaged in doing science are found in many occupations and institutions such
as hospitals, universities, classrooms, industry, and farms. The nature of scientific
investigation often requires that teams of individuals with different abilities work
together to solve a problem or to understand the natural world.
Participate in visits to local facilities where science is practiced or
participate in a class discussion with community individuals, including women and
minorities, who work in science related occupations. Report and discuss the variety of
opportunities for practicing science. Investigate research projects which have been or are presently conducted in the State
of Delaware (e.g., agriculture, material, medical, marine). Explore how individuals with
different abilities contribute to the success of these projects. video Structure/Function Relationship
By the end of the eighth grade students should know that:
Matter and Energy Transformations
1. Plants make their food by the process of photosynthesis. Using light energy, green
plants convert water and carbon dioxide into energy-rich simple sugars and oxygen. Sugar
is the source of food used by most plants, and ultimately, by all other consumers. Oxygen
produced during photosynthesis is required for the survival of most plants and animals.
Conduct simple experiments with green plants to determine the requirements and products
of photosynthesis. For example, place elodea in a clean inverted funnel and place both the
elodea and funnel in a beaker of water. Place a test tube over the spout end of the funnel
and measure oxygen bubble production as evidence of photosynthesis. Determine the amount of oxygen produced from an aquatic green plant such as elodea.
Prepare two containers with equal amounts of water and green plants. Place one container
in sunlight and the other in the dark for several hours. Test for dissolved oxygen
produced by the plant using a LaMotte or Hach D. O. Kit. video Heredity
By the end of the eighth grade students should know that:
Evolution
1. Natural selection is the process by which some individuals with certain
traits are more likely to survive and produce greater numbers of offspring than
other organisms of the same species. Conditions in the environment can affect
which individuals survive in order to reproduce and pass their traits on to
future generations. Small differences between parents and offspring accumulate
over many generations and ultimately new species may arise.
Conduct a natural selection simulation to demonstrate that a specific trait
has selective advantages for an organism. For example, study the advantages of
protective coloration of a species that is preyed upon. Scatter different
colored toothpicks in the grass, role play a predator, and quickly pick up as
many toothpicks as possible. Collect data on the remaining colors and discuss
the advantages of protective coloration in the survival of organisms. Investigate and discuss how short term physiological adaptations of an
organism (e.g., skin tanning, muscle development, formation of calluses)
differ from long term evolutionary adaptations that occur in a group of
organisms over generations. video Diversity
3. Each structure in an organism is uniquely adapted to perform a particular
function for enhancing the ability of the organism to survive. The great variety
of body forms found in different species enable organisms to survive in diverse
environments.
Examine selected internal and external structures of different plant and
animal species. Describe and compare those structures that perform a common
function, (e.g., teeth of herbivores/carnivores, leaves in deciduous
trees/conifers, breathing organs in aquatic animals/terrestrial animals) and
explain how differences in each structure enables the organism to survive in
its particular environment. video Health and Technology Applications
2. Knowledge gained from research in genetics is being applied to areas of
human health. Select one area of genetic, reproductive, or embryonic research. Explain the
human benefits as well as the economic, social, and ethical issues raised by
such research. video Structure/Function Relationship
By the end of the eighth grade students should know that:
1. An ecosystem consists of all the organisms that live together and interact
with each other and their physical environment.
Investigate and describe multiple ways that species may interact in an
ecosystem. Apply this knowledge to populations of a local habitat in order to
identify and classify the relationships observed (e.g., predator/prey,
producer/consumer, parasite/host, and mutualism). video 2. Interactions in an ecosystem result from the transfer of matter and energy
from producers to consumers and eventually to decomposers. The total amount of
matter and energy in the system remains the same even though its form and
location changes.
Construct diagrams of food chains to trace the flow of matter in a local
ecosystem and to categorize the organisms of the food chain according to the
function they serve (e.g., producer, consumer, decomposer). Use several food
chains to design a food web (food chains connected together) that would
illustrate the interrelationships among the organisms. video 3. Matter is recycled in an ecosystem, and energy which enters the system as
sunlight is either stored in the bodies of organisms, used by consumers to
support their activities, or dissipated to the environment as heat energy. Loss
of heat from an ecosystem is compensated for by continuous input of solar
energy.
Design food webs that include humans. Discuss how matter is recycled and
energy is lost in each step of the food web and the implications of this loss
on the food supply for an increasing human population. video Change in Ecosystems
1. Changes in the physical or biological conditions of an ecosystem can alter
the diversity of species in the system. As the ecosystem changes, populations of
organisms must adapt to these changes, move to another ecosystem, or become
extinct.
Investigate local areas (disturbed and undisturbed) that are undergoing
natural cycles of succession such as abandoned gardens, uncut areas beneath
power lines, areas along ditch banks and fences, and the edge of a forest.
Predict how plant communities that grow in the area may change over time and
how their presence determine what kinds of animals may move into or out of the
area. Contact the Department of Natural Resources or a wildlife agency to acquire
information on animals or plants that have been introduced to Delaware.
Investigate issues that relate to the introduction or re-introduction of a
species into a local habitat (e.g., How and why the species was introduced
into the area? If the species was re-introduced, what previously happened to
the animals or habitat to cause their disappearance from the area? What
indicators, if any, are there that the transplant was successful?) video 2. The size of populations in an ecosystem may increase or decrease as a
result of the interrelationships among organisms, availability of resources,
natural disasters, habitat changes, and pollution.
Determine the carrying capacity of a single species in a closed system
(brine shrimp, fruit fly) by recording the changes in population size over a
period of time. Plot the data on a graph and use the results to explain how
carrying capacity affects the population growth of the system. Research and analyze data on human population changes of a specific
Delaware area or county in 10 year increments over the last 100 years. Discuss
reasons for the increase or decrease in population and how these changes have
affected the biodiversity and availability of natural resources. video Interaction of Humans Within Ecosystems
1. The extinction or introduction of species can affect the
stability of ecosystems. With careful planning, humans may be able to sustain
ecosystems for their use as well as preserve their biodiversity and natural
beauty. Participate in food web demonstrations to predict the environmental impact
of eliminating an organism from the food web. Discuss how the elimination or
introduction of a species affects the entire ecosystem. Research and discuss how human interactions have affected different plant
and animal populations in Delaware (e.g., deer, phragmities, eagle, osprey,
starling, multiflora rose), and explain how population changes have impacted
the environment. Discuss the roles and responsibilities of local, state, and federal
environmental agencies. Contact several of these agencies for information on
locally rare and endangered plant and animal species. Select a species and
gather information about its particular situation (e.g., length of time
endangered, past and present range, reasons it is endangered). Report on
Delaware efforts to improve the chances of survival for the selected species. Examine land use maps to identify and classify the uses of land (i.e.,
agricultural, residential, industrial) for a Delaware community or county.
Investigate a specific local land use (e.g., wetlands and shore development,
road construction, forestry, farming) and identify how the land use affects
both humans and other organisms. video 2. Decisions about the use of natural resources are often determined by a
society’s short-term needs for the resources with little regard for long-term
consequences. The supply of natural resources such as water and petroleum is
finite. Non-material resources (e.g., tranquillity, beautiful scenery) can not
be easily quantified but must be preserved.
Survey friends, classmates, family, and extended family to determine if
differences exist in attitudes about material and non-material resources.
Discuss variations in the responses of the people surveyed and why decisions
about the use of resources are often complicated and difficult to resolve. Investigate Delaware’s wetlands as a vital resource and link to
maintaining the water quality of the state and construct a wetlands model as
follows: Punch many small holes in the bottom of several plastic bottles and
fill half-full with different types of soil (e.g., sand, gravel, loam, humus).
Place the bottle over an aluminum tray and pour a glass of water on the soil.
Collect the drainage and pour the water sample over the soil several more
times. Repeat the procedure for the different soil samples, and observe and
discuss the changes in water appearance and odor following each treatment.
Discuss the ability of wetland soils to filter sediments and pollutants. video Science as Inquiry
By the end of the twelfth grade students should know that:
1. The identification and formulation of appropriate questions guide the design and
breadth of a scientific investigation. Based on the type of question(s) proposed,
investigations explore new phenomena, solve science and technology related problems,
compare different theories, resolve conflicts concerning societal issues, determine
reasons for discrepancies in previous experimental results, or test the practicality of a
consumer product.
Formulate scientific investigations from relevant questions and issues.
Formulate questions to indicate conceptual insights and a depth of understanding around
these questions and issues. video 2. Scientific investigations in many cases follow no fixed set of steps. However, there
are certain features of a valid scientific investigation that are essential and result in
evidence that can be used to construct explanations.
Design and conduct a scientific investigation either as an individual or
group activity. The investigation should be sufficiently complex to require the use of
various experimental techniques and strategies; the separation and control of variables;
the consolidation, organization and display of data; the development of conclusions; and
the posing of additional questions. Develop oral and written presentations of the
investigation to allow peer review of the results. video 3. Tools and technologies extend human capabilities to perform investigations in more
detail and with greater accuracy and improved precision.
Expand the capacity to use a variety of tools and techniques in order to solve a wide
range of practical problems. Examples include: video 4. The close examination of evidence is necessary to construct logical scientific
explanations and present arguments which defend proposed explanations. Such critical
analyses of supporting evidence are not only important to scientific investigations but
help in judging the validity of claims made in advertisements or concluded from
investigative reports.
In an investigation, use various strategies to construct and develop
logical explanations that: Develop the practice of analyzing data, and considering claims by: video 5. Publication and presentation of scientific work with supporting evidence is part of
the critique, review, and validation process conducted by the scientific community. The
presentation of such work in accessible journals and reviews adds to the body of
scientific knowledge and serves as background for subsequent investigations in similar
areas.
Write a senior thesis based upon a long-term scientific investigation. This report
should present results and conclusions supported by an appropriate literature review.
Defend this investigation before a panel of peers, teachers, and community leaders in a
forum that allows critical analysis and debate. video Science, Technology, and Society
1. The practice of science and technology is not a linear process. In many cases, the
desire of scientists to find what is real in nature creates opportunities for technology
development. At the same time, technology provides scientists with tools and techniques
that allow expansion of their capabilities and effectiveness.
Investigate a range of modern technological products and systems from
the world. Identify those examples in which a scientific advance led to new technological
opportunities such as discovery of DNA/biotechnology; splitting of the atom/nuclear energy
and those examples in which technological advances led to scientific advances such as
electron microscope/understanding of cellular detail; modern spectroscopy/better
understanding of atomic and molecular structure. video History and Context of Science
1. Science is an international activity in which significant inventions and innovations
have come from around the world. Even though scientists live and work in different
cultures and come from different backgrounds, many of their activities are part of
international collaborative efforts, and the knowledge created is shared in order to
maximize the benefits to society.
Investigate various scientific concepts, inventions, and technological
innovations that have been developed by different world cultures such as astronomy in
Asia, or metallurgy in Africa. Discuss the influence of prevailing contemporary thought in
various arenas (politics, religion, education) on the acceptance of these concepts,
inventions, and innovations by other scientists and society. Select a contemporary or technological challenge such as HIV, cancer research, space
exploration, or ozone depletion. Explore the dimensions of the issue and the kinds of
collaborative efforts that are in place to deal with it. Recognize that competence in the
various scientific disciplines exists throughout the world and is not the province of a
single country. video 2. Science is divided into many disciplines such as astrophysics, biochemistry, and
geophysics. Each discipline is a field of endeavor in itself and requires specialized
training. Many of the tools, techniques, methods, and much of the knowledge created in one
discipline are shared across disciplines in order to maximize the impact of the work.
Investigate the development of new scientific disciplines both
historical, such as Lavoisier’s work in forming the foundation of modern chemistry,
and contemporary such as molecular biology. Discuss how the development of a new
scientific discipline influenced the work of other disciplines. Select a major scientific discovery (e.g., DNA, transistor, x-rays, antibiotics) and
discuss the influence of this discovery on the thoughts and work that followed in a
variety of scientific disciplines. video 3. Scientific theories are based on the body of knowledge that exists at any particular
time. The driving force to explain nature motivates scientists to test the validity of
these theories, and as a result, the mysteries of nature are continuously probed and
explained as new theories are created.
Trace the evolution and progression of a theory surrounding an important
area of scientific development such as structure of the atom, origin and evolution of the
universe, or formation of Earth’s geological features. Discuss the important features
of the most recent theory developed in this area and explain why it displaced the earlier
ones. Review selected scientific articles from popular magazines and newspapers such as New
York Times, Science Times over an extended period of time. Identify a scientific
theory that is currently being modified or debated based upon new data gathered by the
scientific community. Discuss the interplay that exists between theory and the new
information. videoGrades K-3
Standard One
Nature and Application of Science and Technology
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Standard Seven
Diversity and Continuity of Living Things
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Standard Eight
Ecology
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Grades 4-5
Standard One
Nature and Application of Science and Technology
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Standard Six
Life Processes
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Standard Seven
Diversity and Continuity of Living Things
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Standard Eight
Ecology
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Grades 6-8
Standard One
Nature and Application of Science and Technology
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- Use calculators to compare amounts proportionally (e.g., proportion of fat, protein,
carbohydrates in foods).
- Use computers to store and retrieve information in topical, alphabetical, numerical,
and key word files and to create and manipulate individual files.
- Read analog and digital meters in instruments used to make direct measurements of
length, volume, weight, elapsed time, and temperature and choose appropriate units for
reporting magnitudes.
- Use cameras and tape recorders for capturing information.
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- Deciding what evidence from an investigation is useful.
- Organizing and summarizing information and data in tables and graphs in order to
identify relationships.
- Incorporating pie charts, bar and line graphs, two way data tables, diagrams, and
symbols into written and oral presentations.
- Forming a logical argument about the cause and effect relationships in an
investigation.
- Retrieving pertinent information from reference books, newspapers, magazines, compact
discs, and computer data bases.
- Constructing models in order to visualize and explain the relationship among various
elements of a product, process, or system.
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- An analysis of transportation methods and expertise around the world. The emphasis on
mass transportation in Europe and Japan vs. the super highway system in the U.S. The
emergence of Great Britain as a sea power.
- The emergence of the United States as a world power in the polymer industry.
- The global war on cancer and other serious diseases.
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Standard Six
Life Processes
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Standard Seven
Diversity and Continuity of Living Things
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Standard Eight
Ecology
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Grades 9-12
Standard One
Nature and Application of Science and Technology
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- Following instructions in manuals or taking instructions from an experienced person
to learn the proper use of new instruments.
- Using computers to produce tables and graphs and to make spread sheet calculations.
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- Decide what evidence from an investigation is useful.
- Use tables, charts, and graphs when making arguments and claims in oral and written
presentations.
- Make and interpret scale drawings.
- Form logical arguments about cause and effect relationships in an investigation.
- Choose appropriate summary statistics to describe group differences, and indicate the
spread of the data, as well as the data’s central tendency.
- Participate in group discussions on scientific topics by restating or summarizing
accurately what others have said, asking for clarification or elaboration, and expressing
alternate positions.
- Retrieve pertinent information from reference books, newspapers, magazines, compact
discs, and computer data bases.
- Construct models in order to visualize the relationship of various elements of a
product, process, or system.
- Noticing and criticizing arguments based on the faulty, incomplete, or misleading use
of numbers, such as in instances when (1) average results are reported, but not the amount
of variation around the average, (2) a percentage or fraction is given, but not the total
sample size (as in “9 out of 10 dentists recommend...”), (3) absolute
proportional quantities are mixed (as in “3,400 more robberies in our city last year,
whereas other cities had an increase of less than 1%), or (4) results are reported with
overstated precision (as in representing 13 out of 19 students as 68.42%).
- Checking graphs to see that they do not misrepresent results by using inappropriate
scales or by failing to specify the axes clearly. (Benchmark for Science Literacy,
Project 2061)
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