The STANDARDS CORRELATION chart suggests which Content Standards for Alaska Students you can cover using PASSPORT TO THE SOLAR SYSTEM 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 SOLAR SYSTEM.
For additional Content Standards for Alaska Students you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
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A student should understand scientific facts, concepts, principles, and theories. |
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A student who meets the content standard should: |
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4. understand observable natural events such as tides, weather, seasons, and moon phases in terms of the structure and motion of the earth (Earth); |
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5. understand the strength and effects of forces of nature, including gravity and electromagnetic radiation (Forces of Nature); |
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6. understand that forces of nature cause different types of motion and describe the relationship between these forces and motion (Motion); |
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7. understand how the earth changes because of plate tectonics, earthquakes, volcanoes, erosion and deposition, and living things (Processes that Shape the Earth); |
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8. understand the scientific principles and models that |
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9. understand the transfers and transformations of matter and energy that link living things and their physical environment, from molecules to ecosystems (Flow of Matter and Energy); |
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14. understand |
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A student should possess and understand the skills of scientific inquiry. |
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A student who meets the content standard should: |
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1.use the processes of science; these processes include observing, classifying, measuring, interpreting data, inferring, communicating, controlling variables, developing models and theories, hypothesizing, predicting, and experimenting; |
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2. design and conduct scientific investigations using appropriate instruments; |
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3. understand that scientific inquiry often involves different ways of thinking, curiosity, and the exploration of multiple paths; |
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4. understand that personal integrity, skepticism, openness to new ideas, creativity, collaborative effort, and logical reasoning are all aspects of scientific inquiry; |
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5. employ ethical standards, including unbiased data collection and factual reporting of results; and |
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6. employ strict adherence to safety procedures in conducting scientific investigations. |
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A student should understand the nature and history of science. |
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A student who meets the content standard should: |
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1. know how the words "fact," "observation," "concept," "principle," "law," and "theory" are generally used in the scientific community; |
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2. understand that scientific knowledge is validated by repeated specific experiments that conclude in similar results; |
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3. understand that society, culture, history, and environment affect the development of scientific knowledge; |
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4. understand that some personal and societal beliefs accept non- scientific methods for validating knowledge; |
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5. understand that sharing scientific discoveries is important to influencing individuals and society and in advancing scientific knowledge; |
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6. understand that scientific discovery is often a combination of an accidental happening and observation by a knowledgeable person with an open mind; |
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7. understand that major scientific breakthroughs may link large amounts of knowledge, build upon the contributions of many scientists, and cross different lines of study; and |
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8. understand that acceptance of a new idea depends upon sup- porting evidence and that new ideas that conflict with beliefs or common sense are often resisted. |
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A student should be able to apply scientific knowledge and skills to make reasoned decisions about the use of science and scientific innovations. |
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A student who meets the content standard should: |
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1. apply scientific knowledge and skills to understand issues and everyday events; |
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2. understand that scientific innovations may affect our economy, safety, environment, health, and society and that these effects may be long or short term, positive or negative, and expected or unexpected; |
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3. recommend solutions to everyday problems by applying scientific knowledge and skills; |
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4. evaluate the scientific and social merits of solutions to everyday problems; |
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5. participate in reasoned discussions of public policy related to scientific innovations and proposed technological solutions to problems; and |
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6. act upon reasoned decisions and evaluate the effectiveness of the action. |
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Updated January 2001