The STANDARDS CORRELATION chart suggests which Oregon 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 Oregon Standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
Grade Three, Grade Five, Grade Eight, Grade Ten, PASS
Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
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Apply explanatory concepts of model, system, theory, probability, and replication.
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Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
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Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
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Students will: |
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Identify examples of change.
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Arrange parts of a cycle.
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Students will: |
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Recognize and diagram the parts of a system.
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Students will: |
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Compare objects, drawings, and constructions to the real things they represent.
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Students will: |
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Identify examples of change over time.
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Describe how some things change and some things remain the same.
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Students will: |
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Identify structures that serve different functions.
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Students will: |
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Identify common types and uses of energy.
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Students will: |
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Classify organisms based on a variety of characteristics.
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Students will: |
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Describe how related plants and animals have similar characteristics.
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Students will: |
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Describe a habitat and the organisms that live there.
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Students will: |
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Identify how some animals gather and store food, defend themselves, and find shelter.
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Students will: |
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Ask questions about objects, organisms, and events that are based on observations and can be explored through simple investigations.
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Students will: |
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Plan a simple investigation.
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Students will: |
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Collect data from an investigation.
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Students will: |
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Use the data collected from an investigation to explain the results.
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Students will: |
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Understand the relationship that exists between science and technology.
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Understand the process of technological design to solve problems and meet needs.
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Students will: |
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Describe the role of science and technology in local, national, and global issues.
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Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies.
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Explain risks and benefits in personal and community health from a science perspective.
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Describe and explain different rates of change. |
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Students will: |
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identify and describe examples of rapid change and changes that happen at a slower pace.*
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identify and describe the changes people make in their environment.
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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment. Diagram and explain a cycle.
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Students will: |
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recognize and describe cycles in natural and man-made systems.*
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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.
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Identify interactions among parts of a system. |
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Students will: |
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describe the relationships among organisms in food chains and simple food webs.
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Use models to explain how objects, events, and/or processes work in the real world. |
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Students will: |
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use pictorial models to explain relationships within systems such as food chains, food webs, chains of events, and their community.
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understand that geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world, but such representations cannot usually be exact in detail.
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Organize evidence of a change over time. |
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Students will: |
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observe and record change in phenomena for a period of time.
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sort data and display in a logical sequence.*
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Describe actions that can cause or prevent changes.
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Students will: |
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explain results of classroom experiments in terms of cause and effect.
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describe the relationship between factors of weather and the resulting change to the Earth’s surface.*
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Content Standard
Use concepts and processes of: Structure and function.
Describe physical and biological examples of how structure relates to function. |
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Students will: |
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identify particular structures in animals with the function they serve. For example, webbed feet perform the function of paddling through the water.
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relate structures in plants to their functions. For example, tree trunks are solid and strong, and this enables them to provide support for the tree.
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describe how the design of technological devices is related to the function of those devices. For example, cars are shaped aerodynamically so they will move easily through the air.
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identify characteristics of natural structures which lend themselves to human use. For example, wide, deep, slowmoving rivers are ideal for ship traffic.
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Students will: |
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Identify forms and behaviors of various types of energy.
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Students will: |
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differentiate among the various forms of energy: heat, light, sound, and electricity.
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understand and use common terms such as friction and conduction in relation to forms of energy.
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identify the effects that various forms of energy have on matter, such as producing light, motion, sound, warmth, and change of state.
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recognize the factors affecting the behavior of electricity and its path of flow through a circuit.
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indicate that the path of light is always in a straight line, but can be reflected, refracted, or absorbed.
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Describe examples of energy transfer.
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Students will: |
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predict which way heat will transfer (flow) when presented with a diagram of objects at different temperatures.
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predict which materials will conduct heat more efficiently and which materials can be used to prevent heat loss or heat gain.
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understand that heat is produced in many ways, such as from light, burning, electricity, friction, and as a by-product of mechanical and electrical machines.
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identify examples of energy transfer in students’ own lives and environment.
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trace the energy derived from fossil fuels back to the light and heat energy from the sun.
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Students will: |
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Describe basic plant and animal structures and their functions.
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Students will: |
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associate specific structures with their functions in the survival of the organism. For example, the colorful petals of a flower serve to attract insects, which aid in the reproduction of the plant.
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correlate specific basic sensory needs with their associated structures. For example, animals may sense danger through their eyes, ears, or nose.
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draw comparisons between structures that are functionally equivalent in plants and animals. For example, the root system in plants and the circulatory system in animals both serve the function of transporting nutrients to the organism.
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Describe the basic needs of living things.
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Students will: |
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distinguish between basic and nonessential needs of an organism.
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describe how a plant or animal grows when its needs are met.
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Students will: |
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Describe the relationship between characteristics of specific habitats and the organisms that live there.
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Students will: |
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draw a series of food chains for specific habitats.
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identify the producers, consumers, and decomposers and predator-prey relationships in a given habitat.
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explain if and why each of the living and nonliving elements present within a closed environment (such as an aquarium) is needed. For example, rocks are needed for shelter and plants provide oxygen for fish.
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recognize how all animals depend upon plants whether or not they eat the plants directly.
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identify the living and nonliving resources unique to a specific habitat and the adaptations of organisms to that habitat. For example, the desert habitat has sun and dry sandy soil (nonliving resources) that the cactus has adapted to by developing thick skin and shallow roots to gather and conserve water.
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describe how animal behavior can improve the chance of survival. Examples might include mutually beneficial relationships such as ramoras cleaning the parasites from fish gills; communi- cation such as scent to mark territory or warning calls by birds; social behaviors in insects, birds, and mammals.
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Students will: |
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Describe how adaptations help an organism survive in its environment.
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Students will: |
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identify how an organism’s fur, color, shape, size, etc, adapt to its specific environment.
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identify how and why unique animal and plant structures and behaviors are adaptive. Examples might include a plant developing thorns for protection from birds and larger herbivores; an octopus copying the color and texture of its surroundings for camouflage; vultures spreading their wings toward the sun to kill bacteria acquired when feeding on carrion.
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describe changes to the environment that have caused some species to become endangered.
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History and Nature of Science
Common Curriculum Goals
Understand that science is a human endeavor practiced by individuals from many different cultures.
Content Standard
Describe science as a human endeavor.
Students will: |
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Identify different ways and places in which scientists work.
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Students will: |
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Identify examples of how scientific knowledge changes over time.
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Students will: |
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Ask questions about objects, organisms, and events that are based on observations and can be explored through simple investigations.
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Students will: |
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Ask questions and make predictions that are based on observations and can be explored through simple investigations.
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Students will: |
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ask questions about objects, organisms, and events in the world.
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identify questions that can be explored through a scientific investigation.
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Students will: |
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Design an investigation to answer questions or check predictions.
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Students will: |
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identify which tools to use for the investigation.
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use appropriate units of measure for the investigation.
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recognize reasons for controlling variables.
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Students will: |
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Collect, organize, and summarize data from investigations.
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Students will: |
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select and use an appropriate organization for data summary.*
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select and use familiar tools, such as magnifiers, thermometers, and rulers, to gather data.
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recognize how to measure and record simple properties such as temperature, time, distance, volume, and mass.
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Common Curriculum Goals
Analyze scientific information to develop and present conclusions.
Content Standard
Analyze scientific information to develop and present conclusions.
Students will: |
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Analyze, interpret, and summarize data from investigations.
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Students will: |
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analyze and interpret data related to the question or hypothesis.
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explain why the data from one person’s investigation might differ from the data of others performing the same investigation.
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analyze data to determine possible questions for further investigation.
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Students will: |
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Understand the relationship that exists between science and technology.
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Students will: |
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Describe the role of science and technology in local, national, and global issues.
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Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies.
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Explain risks and benefits in personal and community health from a science perspective.
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Identify and explain patterns of change as cycles and trends. |
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Students will: |
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Identify and explain patterns of change as cycles and trends.
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Students will: |
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understand that there are many kinds of cycles operating on time scales from less than a billionth of a second, e.g., wave period of X-rays, to millions of years, e.g., sun orbiting the center of the Milky Way.
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explain common cycles in Earth systems such as tides, movements of celestial objects, predator-prey populations, life cycles, the water cycle, the rock cycle, etc.
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understand that cycles can be described in terms of cycle length or frequency, what the highest and lowest values are, and when they occur.
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recognize cyclic patterns in data and distinguish them from patterns showing trends.
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Students will: |
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Identify a system’s inputs and outputs. Explain the effects of changing a system’s components.
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Students will: |
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apply the concept that system means a set of parts that function together as a whole.
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understand that any system is usually connected to other systems, thus becoming a subset of a larger system. A change in one system may cause a change in other systems.
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analyze a variety of systems in terms of inputs and outputs.
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analyze the effect on a variety of different systems if one of the system’s components is changed.
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recognize that energy is often an input or an output in a system, and analyze the effect on the system of changing the amount of energy coming in or going out.
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predict the effect of changing a component of a simple system such as a food web.
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recognize that in complex systems, it is often impossible to predict the effect of changing one component of the system.
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Students will: |
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Use a model to make predictions about familiar and unfamiliar phenomena in the natural world.
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Students will: |
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recognize that many of the concepts they study in science are portrayed in the form of models.
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analyze models to make predictions about future events in the natural world.
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Students will: |
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Identify and describe the relationship between structure and function at various levels of organization in life, physical, or Earth/space science.
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Students will: |
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identify and describe differences among structures in organisms that arise from special adaptations. For example, the bones of birds are hollow, thus making flight possible.
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identify and describe the structures in machines designed for different functions. For example, trail bike tires are wide and have a deep tread while racing bike tires are narrow with a shallow tread.
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describe different kinds of functions necessary for organisms that are adapted to a particular type of ecological niche. For example, predators of many kinds rely on swift movements and highly developed sensory systems.
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identify and describe the relationship between soil type and the vegetation it will support.*
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Physical Science
Common Curriculum Goals
Energy
Understand the interactions of energy and matter.
Content Standard
Explain the interaction of energy and matter.
Students will: |
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Compare and contrast forms and behaviors of various types of energy.
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Students will: |
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distinguish among chemical, heat, light, electrical, sound, and mechanical energy.
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associate unique properties with each of the various types of energy.
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predict which way heat energy will flow in a system.
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use diagrams to make predictions about the flow of electricity in a circuit.
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explain the relationship between various types of energy with their ability to transfer through different types of substances.*
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Describe and explain a variety of energy transfers and transformations.
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Students will: |
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recognize the difference between chemical and mechanical energy.
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recognize that heat energy is almost always a by-product of energy transformations.
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analyze the flow of energy in a system from one point to another, and from one form to another.
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apply the principle that energy is conserved, neither created nor destroyed.
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Life Science
Common Curriculum Goals
Diversity/Interdependence
Understand the relationships among living things and between living things and their environments.
Content Standard
Explain the interdependence of organisms in their natural environment.
Students will: |
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Identify and describe the factors that influence or change the balance of populations in their environment.
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Students will: |
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identify energy sources within a food web and determine how energy is passed through the ecosystem. For example, producers transfer sunlight into chemical energy through photosynthesis.
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identify and describe how the balance of biotic and abiotic resources will change with the introduction of a new element within an ecosystem. For example, factors such as increased number of predators and climate changes can limit the growth of certain species within the ecosystem.
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identify populations of organisms within an ecosystem by the function that they serve, i.e., producer, consumer, or decomposer, and how they interact.
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understand and differentiate between relationships among organisms including predator-prey, parasitism, mutualism, and communalism.
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relate the importance of niche to an organism’s ability to avoid direct competition for resources. Examples might include that butterflies have a longer proboscis than bees so they can feed on nectar from the same flowers as bees without directly competing with them; different grassland animals come to the plains at different times of the year to eat grasses of a preferred length.
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Students will: |
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Describe and explain the theory of natural selection as a mechanism for change over time.
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Students will: |
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cite which variations within a population would be naturally selected for a specific environment and why.
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explain how random variations in species can be preserved through natural selection. Examples include camouflage, long necks on giraffes.*
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describe conditions that might cause a species to become endangered or extinct.
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differentiate between adaptive or non-adaptive variations within a species with respect to the environment.*
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History and Nature of Science
Common Curriculum Goals
Understand that science is a human endeavor practiced by individuals from many different cultures.
Content Standard
Describe science as a human endeavor.
Students will: |
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Describe how scientists study different fields and use different techniques for investigations.
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Students will: |
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Describe and explain how scientific knowledge and processes have changed over time.
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Students will: |
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Identify in scientific investigations examples of the use of logic, respect for rules of evidence, openness to criticism, and public reporting of methods and procedures.
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Students will: |
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Ask questions and form hypotheses that are based on observations and scientific concepts and that can be explored through scientific investigations.
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Students will: |
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ask focused questions about objects, organisms, and events that can be answered through investigation.*
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identify variables that influence a situation and can be controlled.
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Common Curriculum Goals
Design scientific investigations to address and explain questions and hypotheses.
Content Standard
Design scientific investigations to address and explain questions and hypotheses.
Students will: |
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Design a scientific investigation to answer questions or test hypotheses.
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Students will: |
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describe a controlled experiment.*
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recognize a set of procedures which will provide data to address the question or hypothesis.
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identify and use the basics of experimenting such as controlling variables, quantifying results, and observing objectively.*
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identify the type of investigation appropriate to answer the hypothesis or question.*
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Common Curriculum Goals
Conduct procedures to collect, organize, and display scientific data.
Content Standard
Conduct procedures to collect, organize, and display scientific data.
Students will: |
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Collect sufficient data to investigate a question, clarify information, and support an analysis.
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Students will: |
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gather and record data generated through observation and/or experimentation.*
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organize data to produce the clearest report or strongest evidence.
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represent data in multiple ways using the best format for the question or hypothesis.
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Common Curriculum Goals
Analyze scientific information to develop and present conclusions.
Content Standard
Analyze scientific information to develop and present conclusions.
Students will: |
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Analyze and summarize data including possible sources of error. Explain results and offer reasonable and accurate interpretations and implications.
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Students will: |
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identify sources of error in the data and the impact on the results.*
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use evidence, including data presented and prior scientific knowledge, to support interpretations and implications.*
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recognize design problems in an investigation and the effect those problems have on the appropriateness of and confidence in the investigation’s conclusions.
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Science and Technology
Common Curriculum Goals