Minnesota Science Curriculum Standards

The STANDARDS CORRELATION chart suggests which Minnesota Science Curriculum 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 Minnesota Science Curriculum Standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:

PASSPORT TO ANTARCTICA

PASSPORT TO THE SOLAR SYSTEM

PASSPORT TO WEATHER AND CLIMATE

LIVE FROM MARS 2001/2002

PASSPORT TO THE UNIVERSE

Ages 5-9,   Ages 9-14,   Ages 14-18

Ages 5-9

1. Scientific Inquiry:

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

 

1.1 Students apply inquiry by demonstrating descriptive patterns of thinking, planning, and conducting simple investigations and constructing and communicating a reasonable explanation.

 

1.1a Apply inquiry by demonstrating descriptive patterns of thinking.

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1.1b Ask questions about objects, organisms, and events in the environment.

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1.1c Plan and conduct a simple investigation.

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1.1d Employ simple equipment and tools to gather data and extend senses.

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1.1e Use data to construct a reasonable explanation.

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1.1f Communicate investigations and explanations.

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

 

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

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

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

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

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

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3. Life Science:

Students know, understand, and use fundamental science concepts, principles, theories, and models that describe the processes of life and how living things interact with their environment.

 

3.1 Students describe characteristic structures and functions of organisms in terms of direct and indirect observations.

 

3.1a Determine and communicate the basic needs that plants and animals must have to sustain life.

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3.1b Compare and/or contrast similarities and differences of one or more attributes of animal and plant life.

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3.1c Describe and predict the effect environmental factors have on organisms.

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3.2 Students will use a classification system to compare and contrast differences in life cycles of living things.

 

3.2a Investigate and communicate the models of life cycles of plants and animals.

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3.3 Students deduce relationships between an organism's structures and behaviors and the biotic and abiotic environment of the organism's habitat.

 

3.3a Diagram a food web/chain in a given environment and describe the relationship.

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3.3b Describe the interrelationship between organisms in an environment that is supported by observations.

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3.3c Describe positive and negative effects of humans on the environment.

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5. Science and Technology:

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

 

5.1 Students categorize objects as either natural or made by humans.

 

5.1a Identify criteria that can be used to categorize objects as natural or manufactured.

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5.2 Students demonstrate technological design processes using simple problems.

 

5.2a Identify a simple problem.

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5.2b Propose a solution.

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5.2c Implement proposed solutions.

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5.2d Evaluate a product or design.

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5.2e Communicate a problem/design/solution.

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5.3 Students compare and contrast the roles of scientists and engineers.

 

5.3a Create a graphic organizer that shares how scientists and engineers work together and compliment each other.

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5.3b Provide examples of women and men of all ages, cultures, and ethnic groups who engage in a variety of scientific and technology works.

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5.3c Collect data on the variety of ways "scientific tools" are used in different technology applications.

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6. History and Nature of Science:

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

 

6.1 Students understand science as a human endeavor.

 

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

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6.1b Identify how science and technology have been practiced over time.

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6.1c Recognize that many women and men choose science as a career.

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6.1d Survey the requirements necessary for entry into various science related careers.

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7. Science in Personal and Social Perspectives:

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

 

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

 

7.1a Investigate and explain the impact of increasing and decreasing sizes of populations.

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7.1b Compare and contrast the impact of scientific and technological advances on different groups of people.

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

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7.2a Use science methods to decide if a particular choice is safe or unsafe.

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7.2b Make predictions about future events based on past experiences.

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8. Unifying Concepts:

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

 

8.1 Order and Organization

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8.2 Evidence, Models, and Explanation

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8.3 Constancy, Change, and Measurement

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8.4 Evolution and Equilibrium

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8.5 Form and Function

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Ages 9-14

1. Scientific Inquiry:

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

 

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

 

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

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1.1b Design and conduct a scientific investigation.

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

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

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

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1.1f Recognize and analyze alternative explanations and predictions.

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1.1g Communicate scientific procedures and explanations.

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

 

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

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

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

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

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

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3. Life Science:

Students know, understand, and use fundamental science concepts, principles, theories, and models that describe the processes of life and how living things interact with their environment.

 

3.3 Students will document how an organism is able to obtain and use resources, grow, reproduce, and maintain a stable internal environment while living in a constantly changing external environment.

 

3.3a Describe mechanisms used by organisms to sense changes in the environment.

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3.3b Formulate and test hypotheses regarding the relationship between environmental stimuli and behavioral responses in organisms.

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3.3c Describe how behavior can be deduced from structures, artifacts, and fossil evidence.

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3.3d Demonstrate how change in the environment has produced change in a group of organisms.

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3.4 Students categorize the components of an ecosystem on the basis of the energy relationships that exist between the various populations of organisms.

 

3.4a Illustrate populations living together and document the physical factors with which they interact in an ecosystem.

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3.4b Categorize populations of organisms by the functions they serve in an ecosystem.

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3.4c Describe examples of food chains and food webs and energy relationships.

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3.4d Conduct experiments on the factors that affect the growth of populations.

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3.5 Students demonstrate, by example, that organisms have adapted to live in a specific and fairly uniform environment.

 

3.5a Describe major structural characteristics that are used to classify living organisms.

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3.5b Hypothesize the effect of environmental changes on a trait.

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3.5c Present a case study of the extinction of an organism.

 


5. Science and Technology:

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

 

5.1 Students demonstrate technological design processes.

 

5.1a Identify appropriate problems for technological design.

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5.1b Design a solution or product.

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5.1c Implement a proposed design.

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5.1d Evaluate technological designs and products.

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5.1e Communicate the process of technological design.

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

 

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

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

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6. History and Nature of Science:

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

 

6.1 Students understand science as a human endeavor.

 

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

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

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

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

 

6.2a Analyze conclusions based on experimental design.

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6.2b Develop a checklist to evaluate peer experiments.

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

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

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6.3 Students understand the historical perspective of science.

 

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

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

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

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7. Science in Personal and Social Perspectives:

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

 

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

 

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

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

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

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

 

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

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

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8. Unifying Concepts:

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

 

8.1 Order and Organization

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8.2 Evidence, Models, and Explanation

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8.3 Constancy, Change, and Measurement

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8.4 Evolution and Equilibrium

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8.5 Form and Function

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Ages 14-18

1. Scientific Inquiry:

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

 

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

 

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

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1.1b Design and conduct scientific investigations.

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1.1c Use technology to improve investigations and communications.

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

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1.1e Recognize and analyze alternative explanations and models.

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1.1f Communicate and defend a scientific argument.

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

 

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

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

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

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

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

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3. Life Science:

Students know, understand, and use fundamental science concepts, principles, theories, and models that describe the processes of life and how living things interact with their environment.

 

3.2 Students will investigate the types of relationships that exist in the interdependence of organisms.

 

3.2b Operationally define the term ecosystem and provide varied examples of ecosystems and use existing data to describe dominate characteristics.

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3.2c Explain how energy flows through familiar ecosystems.

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3.2d Discuss operationally overpopulation and the effects of such a situation.

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3.2e Summarize research findings and state alternate hypotheses regarding the impact.

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3.4 Students demonstrate an understanding of biological evolution.

 

3.4b Explain how a new species or variety may originate through the evolutionary processes of natural selection.

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3.5 Students document the principle that all matter tends toward more disorganized states.

 

3.5b Experimentally define a limiting factor present in an ecosystem.

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3.5c Compare and contrast accommodations of organisms for obtaining, transforming, releasing, and eliminating matter and energy.

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5. Science and Technology:

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

 

5.1 Students demonstrate technological design processes using complex problems.

 

5.1a Identify a problem for technology design.

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5.1b Implement a proposed design.

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5.1c Design a solution or product.

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5.1d Evaluate results and consequences.

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5.1e Communicate and interpret problems and processes.

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

 

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

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

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6. History and Nature of Science:

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

 

6.1 Students understand science as a human endeavor.

 

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

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

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

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

 

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

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

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

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

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

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6.3 Students understand the historical perspective of science.

 

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

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

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

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7. Science in Personal and Social Perspectives:

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

 

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

 

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

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

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

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

 

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

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

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8. Unifying Concepts:

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

 

8.1 Order and Organization

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8.2 Evidence, Models, and Explanation

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8.3 Constancy, Change, and Measurement

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8.4 Evolution and Equilibrium

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8.5 Form and Function

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