South Carolina Curriculum Standards

The STANDARDS CORRELATION chart suggests which South Carolina Curriculum Standards you can cover using PASSPORT TO WEATHER AND CLIMATE 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 WEATHER AND CLIMATE.

For additional South Carolina Curriculum Standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:

PASSPORT TO ANTARCTICA

PASSPORT TO THE RAINFOREST

PASSPORT TO THE SOLAR SYSTEM

LIVE FROM MARS 2001/2002

PASSPORT TO THE UNIVERSE

Elementary Standards: Kindergarten,   First Grade,   Second Grade,   Third Grade,   Fourth Grade,   Fifth Grade
Middle School Standards: Sixth Grade,   Seventh Grade,   Eighth Grade
High SchoolGrades 9-12

Kindergarten

I. Inquiry

Process skills and inquiries are not an isolated unit of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.

 

A. Process Skills

 

1. Observe

 

a. Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position, change, and use(qualitative observations).

video
hands-on
online

2. Classify

 

a. Compare, sort and group concrete objects according to observable properties.

video
hands-on
online

b. Arrange objects in sequential order.

video
hands-on
online

3. Measure

 

a. Use standard (U.S. Customary and Metric) and nonstandard whole units to estimate and measure mass, length, volume, and temperature (quantitative observations).

video
hands-on
online

4. Communicate

 

a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.

video
hands-on
online

B. Inquiry

 

1. Plan and conduct a simple investigation.

 

a. Ask a question about objects, organisms, and events in the environment that could start an investigation.

video
hands-on
online

b. Use simple equipment and to gather data and extend the senses.

video
hands-on
online


III. Earth Science
Units of Study:
Rocks, Sand, Soil and Water
Seasonal Changes

B. Changes in Earth and Sky

 

1. Weather changes from day to day and over the seasons.

 

a. Record weather observations pictorially.

video
hands-on
online

b. Name and describe the seasons.

video
hands-on
online

c. Describe how seasonal changes may affect plants and animals.

video
hands-on
online


First Grade:

I. Inquiry

Process skills and inquiries are not an isolated unit of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.

 

A. Process Skills

 

1. Observe

 

a. Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position, change, and use (qualitative observations).

video
hands-on
online

2. Classify

 

a. Compare, sort and group concrete objects according to observable properties.

video
hands-on
online

b. Arrange objects in sequential order.

video
hands-on
online

3. Measure

 

a. Use standard (U.S. Customary and Metric) and nonstandard whole units to estimate and measure mass, length, volume, and temperature (quantitative observations).

video
hands-on
online

4. Communicate

 

a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.

video
hands-on
online

B. Inquiry

 

1. Plan and conduct a simple investigation.

 

a. Ask a question about objects, organisms, and events in the environment.

video
hands-on
online

b. Employ simple equipment, such as hand lenses, thermometers, balances, etc., to gather data and extend the senses.

video
hands-on
online


Second Grade:

I. Inquiry

Process skills and inquiries are not an isolated unit of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.

 

A. Process Skills

 

1. Observe

 

a. Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position, change, and use (qualitative observations).

video
hands-on
online

2. Classify

 

a. Compare, sort and group concrete objects according to observable properties.

video
hands-on
online

b. Arrange objects in sequential order.

video
hands-on
online

3. Measure

 

a. Use standard (U.S. Customary and Metric) and nonstandard whole units to estimate and measure mass, length, volume, and temperature (quantitative observations).

video
hands-on
online

4. Communicate

 

a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.

video
hands-on
online

B. Inquiry

 

1. Plan and conduct a simple investigation.

 

a. Ask a question about objects, organisms, and events in the environment.

video
hands-on
online

b. Plan and conduct a simple investigation.

video
hands-on
online

c. Use simple equipment, such as hand lenses, thermometers, balances, rulers, etc., to gather data and extend the senses.

video
hands-on
online

d. Communicate investigations and explanations.

video
hands-on
online


III. Earth Science
Unit of Study:
Weather

A. Changes in the Earth and Sky

 

1. Weather changes from day to day and over the seasons.

 

a. Define components of weather, including temperature, wind, and precipitation (rain, sleet, snow, and hail).

video
hands-on
online

b. Observe and identify weather conditions and patterns.

video
hands-on
online

c. Create and use symbols to represent weather conditions.

video
hands-on
online

d. Describe and sequence the seasons.

video
hands-on
online

e. Identify safety precautions to use during severe weather conditions. (P)

video
hands-on
online

2. Weather can be described by measurable quantities, such as temperature, wind direction, and precipitation.

 

a. Measure and record temperature in both degrees Fahrenheit and Celsius.

video
hands-on
online

b. Measure and record precipitation.

video
hands-on
online

c. Investigate and describe that wind changes direction and moves things.

video
hands-on
online

d. Make simple charts and graphs of observed weather data.

video
hands-on
online

e. Identify and importance of measuring and recording weather data. (T)

video
hands-on
online

f. Compare drought and flood conditions.

video
hands-on
online

g. Investigate and describe how weather affects water supply and water conservation. (P)

video
hands-on
online


Third Grade:

I. Inquiry

Process skills and inquiries are not an isolated unit of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.

 

A. Process Skills

 

1. Observe

 

a. Use the senses to gather information about objects or events such as size, shape, color, texture, sound, position, change, and use (qualitative observations).

video
hands-on
online

2. Classify

 

a. Compare, sort and group concrete objects according to two attributes.

video
hands-on
online

b. Arrange objects in sequential order.

video
hands-on
online

3. Measure

 

a. Use standard (U.S. Customary and Metric) to estimate and measure mass, length, area, perimeter, volume, and temperature to the nearest whole unit (quantitative observations).

video
hands-on
online

4. Communicate

 

a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.

video
hands-on
online

5. Infer

 

a. Explain or interpret an observation based on data and prior knowledge.

video
hands-on
online

6. Predict

 

a. Use prior knowledge and observations to identify and explain in advance what will happen.

video
hands-on
online

B. Inquiry

 

1. Plan and conduct a simple investigation

 

a. Ask a question about objects, organisms, and events in the environment.

video
hands-on
online

b. Plan and conduct a simple investigation - a fair test.

video
hands-on
online

c. Use simple equipment and tools to gather data and extend the senses.

video
hands-on
online

d. Use data to construct a reasonable explanation.

video
hands-on
online

e. Communicate investigations and explanations.

video
hands-on
online


IV. Physical Science
Units of Study:
Matter, Machines, and Motion
Heat

Fourth Grade:

I. Inquiry

2. Heat can be produced in many ways, such as burning and rubbing or mixing one substance with another. Heat can move from one object to another

 

a. Explore and identify things that give off heat, such as lights, appliances, running motors, polishing or sawing, sun, and animals.

video
hands-on
online

b. Explore and describe how heat spreads from one object to another.

video
hands-on
online

c. Give an example of how a warmer object can warm a cooler object by contact (conduction) or at a distance, such as heat of stove to pan, and heat of sun to Earth, etc.

video
hands-on
online

d. Investigate and describe what materials can be used to hold heat or shield things from it, such as insulators.

video
hands-on
online

Process skills and inquiries are not an isolated unit of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.

 

A. Process Skills

 

1. Observe

 

a. Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position, change, and use (qualitative observations).

video
hands-on
online

2. Classify

 

a. Compare, sort and group concrete objects according to two attributes.

video
hands-on
online

b. Arrange objects in sequential order.

video
hands-on
online

3. Measure

 

a. Use standard (U.S. Customary and Metric) to estimate and measure mass, length, area, perimeter, volume, and temperature to the nearest whole unit (quantitative observations).

video
hands-on
online

4. Communicate

 

a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.

video
hands-on
online

5. Infer

 

a. Explain or interpret an observation based on data and prior knowledge.

video
hands-on
online

b. Discriminate between observations and inferences.

video
hands-on
online

6. Predict

 

a. Use prior knowledge and observations to identify and explain in advance what will happen.

video
hands-on
online

b. Discriminate between inferences and predictions.

video
hands-on
online

B. Inquiry

 

1. Plan and conduct a simple investigation.

 

a. Ask a question about objects, organisms, and events in the environment.

video
hands-on
online

b. Plan and conduct a simple investigation-a fair test.

video
hands-on
online

c. Use simple equipment and tools to gather data and extend the senses.

video
hands-on
online

d. Use data to construct a reasonable explanation.

video
hands-on
online

e. Communicate investigations and explanations.

video
hands-on
online


III. Earth Science
Units of Study:
Sky Patterns
Weather and Climate

B. Changes in the Earth and Sky

 

1. Weather changes from day to day and over the seasons.

 

a. Observe daily and seasonal weather patterns.

video
hands-on
online

b. Describe how clouds form.

video
hands-on
online

c. Record and identify various cloud formations (cirrus, stratus, and cumulus).

video
hands-on
online

d. Predict weather based on observations.

video
hands-on
online

e. Research and describe severe weather phenomena, technological advances and related safety concerns.

video
hands-on
online

2. Weather can be described by measurable quantities, such as temperature, wind direction, speed, and precipitation.

 

a. Measure and collect daily weather data using meteorological tools (Fahrenheit/Celsius thermometer, weather vane, anemometer, and rain gauge).

video
hands-on
online

b. Interpret weather data from a variety of sources.

video
hands-on
online

3. The sun provides the heat necessary to maintain the temperature of the Earth.

 

a. Compare the effects of heat from the sun on various earth materials (rocks, solids, and water).

video
hands-on
online


Fifth Grade:

I. Inquiry

Process skills and inquiries are not an isolated unit of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.

 

A. Process Skills

 

1. Observe

 

a. Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position, change, and use (qualitative observations).

video
hands-on
online

2. Classify

 

a. Compare, sort and group concrete objects according to two attributes.

video
hands-on
online

b. Arrange objects in sequential order.

video
hands-on
online

3. Measure

 

a. Use standard (U.S. Customary and Metric) to estimate and measure mass, length, area, perimeter, volume, and temperature to the nearest whole unit (quantitative observations).

video
hands-on
online

4. Communicate

 

a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.

video
hands-on
online

5. Infer

 

a. Explain or interpret an observation based on data and prior knowledge.

video
hands-on
online

b. Discriminate between observations and inferences.

video
hands-on
online

6. Predict

 

a. Use prior knowledge and observations to identify and explain in advance what will happen.

video
hands-on
online

b. Discriminate between inferences and predictions.

video
hands-on
online

7. Hypothesize

 

a. Devise a statement of assumption, based on observations, experiences, and research, that can be supported or refuted through experimentation.

video
hands-on
online

8. Define variables

 

a. Identify independent (manipulated), dependent (responding), and controlled variables in an experiment.

video
hands-on
online

B. Inquiry

 

1. Plan and conduct a simple investigation.

 

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

video
hands-on
online

b. Design and conduct a scientific investigation.

video
hands-on
online

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

video
hands-on
online

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

video
hands-on
online

e. Use mathematical thinking in all aspects of scientific inquiry.

video
hands-on
online

f. Communicate outcomes and explanations.

video
hands-on
online

C. Abilities of Technological Design

 

1. Identify appropriate problems for technological design.

 

a. Identify a specific need for a product.

video
hands-on
online

b. Determine whether the product will meet the needs and be used.

video
hands-on
online

2. Design a solution or product.

 

a. Compare and contrast different proposals using selected criteria (e.g., cost, time, trade-off, and materials needed.

video
hands-on
online

b. Communicate ideas with drawings and simple models.

video
hands-on
online


Sixth Grade:

I. Inquiry

A. Abilities Necessary to do Scientific Inquiry

 

1. Identify process skills that can be used in scientific investigations.

 

a. Observe

 

1. Observe patterns of objects and events.

video
hands-on
online

2. Distinguish between qualitative and quantitative observations.

video
hands-on
online

b. Classify

 

1. Arrange data in sequential order.

video
hands-on
online

2. Use scientific (field guides, charts, periodic tables, etc.) and dichotomous keys for classification.

video
hands-on
online

c. Measure

 

1. Select and use appropriate tools (e.g. metric ruler, graduated cylinder, thermometer, balances, spring scales, and stopwatches) and units (e.g. meter, liter, Celsius, gram, Newton, and second) to measure to the unit required in a particular situation.

video
hands-on
online

2. Select and use appropriate metric prefixes to include milli-, centi-, and kilo-.

video
hands-on
online

d. Infer

 

1. Make inferences based on observations.

video
hands-on
online

e. Predict

 

1. Predict the results of actions based on patterns in data and experiences.

video
hands-on
online

2. Design and conduct a scientific investigation.

 

a. Recognize potential hazards within a scientific investigation and practice appropriate safety procedures.

video
hands-on
online

b. Pose questions and problems to be investigated.

video
hands-on
online

c. Obtain scientific information from a variety of sources (such as Internet, electronic encyclopedias, journals, community resources, etc.).

video
hands-on
online

d. Distinguish and operationally define independent (manipulated) and dependent (responding) variables.

video
hands-on
online

e. Manipulate one variable over time with repeated trials.

video
hands-on
online

f. Collect and record data using appropriate metric measurements.

video
hands-on
online

g. Organize data in tables and graphs.

video
hands-on
online

h. Analyze data to construct explanations and draw conclusions.

video
hands-on
online

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

 

a. Select and use appropriate tools and technology (such as calculators, computers, probes, thermometers, balances, spring scales, microscopes, binoculars, and hand lenses) to perform tests, collect data, and display data.

video
hands-on
online

b. Analyze and interpret data using computer hardware and software designed for these purposes.

video
hands-on
online

4. Develop descriptions, explanations, predictions, and models using evidence.

 

a. Discriminate among observations, inferences, and predictions.

video
hands-on
online

b. Construct and/or use models to carry out/support scientific investigations.

video
hands-on
online

5. Think critically and logically to make relationships between evidence and explanations.

 

a. Review and summarize data to show cause-effect relationships in experiments.

video
hands-on
online

b. State explanations in terms of independent (manipulated) and dependent (responding) variables.

video
hands-on
online

c. State hypotheses in ways that include the independent (manipulated) and dependent (responding) variables.

video
hands-on
online

6. Recognize and analyze alternative explanations and predictions.

 

a. Analyce different ideas and explanations to consider alternative ideas.

video
hands-on
online

b. Accept the skepticism of others as part of the scientific process. (N)

video
hands-on
online

7. Communicate scientific procedures and explanations.

 

a. Use drawings, written and oral expression to communicate information.

video
hands-on
online

b. Create drawings, diagrams, charts, tables and graphs to communicate data.

video
hands-on
online

c. Interpret and describe patterns of data on drawings, diagrams, charts, tables, graphs, and maps.

video
hands-on
online

d. Create and/or use scientific models to communicate information.

video
hands-on
online

8. Use mathematics in all aspects of scientific inquiry.

 

a. Use mathematics to gather, organize and present data.

video
hands-on
online

b. Use mathematics to structure convincing explanations.

video
hands-on
online

B. Abilities of Technological Design

 

1. Identify appropriate problems for technological design.

 

a. Identify a specific need for a product.

video
hands-on
online

b. Determine whether the product will meet the needs and be used.

video
hands-on
online

2. Design a solution or product.

 

a. Compare and contrast different proposals using selected criteria (e.g., cost, time, trade-off, and materials needed).

video
hands-on
online

b. Communicate ideas with drawings and simple models.

video
hands-on
online

3. Implement a proposed design.

 

a. Select suitable tools and techniques to ensure adequate accuracy.

video
hands-on
online

b. Organize materials, devise a plan and work collaboratively where appropriate.

video
hands-on
online

4. Evaluate completed technological designs or products.

 

a. Measure the quality of the product based on the original purpose or need and the degree to which it meets the needs of the users.

video
hands-on
online

b. Suggest improvements and try proposed modifications to the design.

video
hands-on
online

5. Communicate the process of technological design.

 

a. Identify the stages of problem design: (1) problem identification, (2) solution design, (3) implementation, and (4) evaluation.

video
hands-on
online

C. Understandings about Science and Technology

 

1. Scientific inquiry and technological design have similarities and differences.

 

a. Compare and contrast scientific inquiry and technological design.

video
hands-on
online

2. Many different people in different cultures have made and continue to make contributions to science and technology.

 

a. Describe examples of contributions people have made to science and technology. (H, N

video
hands-on
online

3. Science and technology are reciprocal.

 

a. Explain how science and technology are essential to each other. (T)

video
hands-on
online

4. Perfectly designed solutions do not exist.

 

a. Discuss factors that affect product design and alter the original design. (T)

video
hands-on
online

b. Discuss risk versus benefit factors in product design. (P)

video
hands-on
online

5. Technological designs have constraints.

 

a. Describe examples of constraints on technological designs. (T)

video
hands-on
online

b. Explain why constraints on technological design are unavoidable. (T, N)

video
hands-on
online

6. Technological solutions have intended benefits and unintended consequences.

video
hands-on
online


III. Earth
Unit of Study:
Energy Transfer in the Atmosphere

A. Structure of the Earth System

 

1. Water, which covers the majority of the Earthís surface, circulates through the crust, oceans, and atmosphere in what is known as the "water cycle."

 

a. Explain the phases of water cycle using a model or diagram.

video
hands-on
online

b. Relate the occurrence of water in the Earthís crust, oceans, and atmosphere to the water cycle processes.

video
hands-on
online

2. Water evaporates from the Earthís surface, rises and cools as it moves to higher elevations, condenses as rain or snow and falls to the surface where it collects in lakes, oceans, soil, and rocks underground.

 

a. Identify and investigate processes of condensation, evaporation, and run off on a diagram.

video
hands-on
online

b. Explain why precipitation is sometimes rain, sleet, hail, or snow.

video
hands-on
online

4. The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor.

 

a. Operationally define humidity and relative humidity.

video
hands-on
online

b. Relate humidity to weather conditions.

video
hands-on
online

c. Identify the composition of the atmosphere.

video
hands-on
online

5. The atmosphere has different properties at different elevations.

 

a. Describe the physical characteristics of the different layers of the atmosphere (e.g., troposphere, stratosphere, mesosphere, thermosphere, and exosphere).

video
hands-on
online

b. Relate the characteristics of the layers of the atmosphere (e.g., temperature, pressure, and composition of gases) to different altitudes.

video
hands-on
online

c. Explain the effect of air pressure at different elevations (e.g., cooking and ears popping).

video
hands-on
online

6. Clouds, formed by the condensation of water vapor, affect weather and climate.

 

a. Demonstrate and explain the formation of clouds.

video
hands-on
online

b. Classify shapes and types of clouds according to elevations.

video
hands-on
online

c. Relate cloud types to weather events and patterns.

video
hands-on
online

d. Use weather maps, Internet sites with satellite images, and other weather data to identify and predict weather conditions.

video
hands-on
online

7. Global patterns of atmospheric movement influence local weather.

 

a. Relate heat transfer to the movement of air masses (highs and lows) in the atmosphere.

video
hands-on
online

b. Describe characteristics and locations of global wind patterns (e.g., trade winds and the jet stream), and give examples of how these global patterns can affect local weather.

video
hands-on
online

c. Describe the factors that contribute to the formation of global wind patterns.

video
hands-on
online

d. Describe how satellites and computers provide information on local and worldwide weather patterns. (T)

video
hands-on
online

8. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat.

 

a. Relate heat transfer to ocean current circulation.

video
hands-on
online

b. Describe the characteristics of the Gulf Stream and other large ocean currents and their effects on climate in eastern North America and Western Europe.

video
hands-on
online

c. Explain why the air temperatures are more moderate in areas near large bodies of water.

video
hands-on
online

e. Describe what happens when hurricanes move over land.

video
hands-on
online


Seventh Grade:

I. Inquiry

A. Abilities Necessary to do Scientific Inquiry

 

1. Identify process skills that can be used in scientific investigations.

 

a. Observe

 

1. Observe patterns of objects and events.

video
hands-on
online

2. Distinguish between qualitative and quantitative observations.

video
hands-on
online

b. Classify

 

1. Arrange data in sequential order.

video
hands-on
online

2. Use scientific (e.g., field guides, charts, periodic tables, etc.) and dichotomous keys for classification.

video
hands-on
online

c. Measure

 

1. Select and use appropriate tools (e.g., metric ruler, graduated cylinder, thermometer, balances, spring scales, and stopwatches) and units (e.g., meter, liter, Celsius, gram, Newton, and second) to measure to the unit required in a particular situation.

video
hands-on
online

2. Select and use appropriate metric prefixes to include milli-, centi-, and kilo-.

video
hands-on
online

d. Infer

 

1. Make inferences based on observations.

video
hands-on
online

e. Predict

 

1. Predict the results of actions based on patterns in data and experiences.

video
hands-on
online

2. Design and conduct a scientific investigation.

 

a. Recognize potential hazards within a scientific investigation and practice appropriate safety procedures.

video
hands-on
online

b. Pose questions and problems to be investigated.

video
hands-on
online

c. Obtain scientific information from a variety of sources (such as Internet, electronic encyclopedias, journals, community resources, etc.).

video
hands-on
online

d. Distinguish and operationally define independent (manipulated) and dependent (responding) variables.

video
hands-on
online

e. Manipulate one variable over time with repeated trials.

video
hands-on
online

f. Collect and record data using appropriate metric measurements.

video
hands-on
online

g. Organize data in tables and graphs. h. Analyze data to construct explanations and draw conclusions.

video
hands-on
online

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

 

a. Select and use appropriate tools and technology (such as calculators, computers, probes, thermometers, balances, spring scales, microscopes, binoculars, and hand lenses) to perform tests, collect data, and display data.

video
hands-on
online

b. Analyze and interpret data using computer hardware and software designed for these purposes.

video
hands-on
online

4. Develop descriptions, explanations, predictions, and models using evidence.

 

a. Discriminate among observations, inferences, and predictions.

video
hands-on
online

b. Construct and/or use models to carry out/support scientific investigations.

video
hands-on
online

5. Think critically and logically to make relationships between evidence and explanations.

 

a. Review and summarize data to show cause-effect relationships in experiments.

video
hands-on
online

b. State explanations in terms of independent (manipulated) and dependent (responding) variables.

video
hands-on
online

c. State hypotheses in ways that include the independent (manipulated) and dependent (responding) variables.

video
hands-on
online

6. Recognize and analyze alternative explanations and predictions.

 

a. Analyze different ideas and explanations to consider alternative ideas.

video
hands-on
online

b. Accept the skepticism of others as part of the scientific process.

video
hands-on
online

7. Communicate scientific procedures and explanations.

 

a. Use drawings, written and oral expression to communicate information.

video
hands-on
online

b. Create drawings, diagrams, charts, tables, and graphs to communicate data.

video
hands-on
online

c. Interpret and describe patterns of data on drawings, diagrams, charts, tables, graphs, and maps.

video
hands-on
online

d. Create and/or use scientific models to communicate information.

video
hands-on
online

8 Use mathematics in all aspects of scientific inquiry.

 

a. Use mathematics to gather, organize, and present data.

video
hands-on
online

B. Abilities of Technological Design

 

1. Identify appropriate problems for technological design.

 

a. Identify a specific need for a product.

video
hands-on
online

b. Determine whether the product will meet the needs and be used.

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2. Design a solution or product.

 

a. Compare and contrast different proposals using selected criteria (e.g., cost, time, trade-off, and materials needed).

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b. Communicate ideas with drawings and simple models.

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3. Implement a proposed design.

 

a. Select suitable tools and techniques to ensure adequate accuracy.

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hands-on
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b. Organize materials, devise a plan, and work collaboratively where appropriate.

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hands-on
online

4. Evaluate completed technological designs or products.

 

a. Measure the quality of the product based on the original purpose or need and the degree to which it meets the needs of the users.

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hands-on
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b. Suggest improvements and try proposed modifications to the design.

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5. Communicate the process of technological design.

 

a. Identify the stages of problem design: (1) problem identification, (2) solution design, (3) implementation, and (4) evaluation.

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C. Understandings about Science and Technology

 

1. Scientific inquiry and technological design have similarities and differences.

 

a. Compare and contrast scientific inquiry and technological design.

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2. Many different people in different cultures have made and continue to make contributions to science and technology.

 

a. Describe examples of contributions people have made to science and technology.

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3. Science and technology are reciprocal.

 

a. Explain how science and technology are essential to each other.

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4. Perfectly designed solutions do not exist.

 

a. Discuss factors that affect product design and alter the original design.

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b. Discuss risk versus benefit factors in product design.

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online

5. Technological designs have constraints.

 

a. Describe examples of constraints on technological designs.

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b. Explain why constraints on technological design are unavoidable.

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6. Technological solutions have intended benefits and unintended consequences.

 


Eighth Grade:

I. Inquiry

A. Abilities Necessary to do Scientific Inquiry

 

1. Identify process skills that can be used in scientific investigations.

 

a. Observe

 

1. Observe patterns of objects and events.

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b. Classify

 

1. Arrange data in sequential order.

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2. Use scientific (field guides, charts, periodic tables, etc.) and dichotomous keys for classification.

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c. Measure

 

1. Select and use appropriate tools (e.g. metric ruler, graduated cylinder, thermometer, balances, spring scales, and stopwatches) and units (e.g. meter, liter, Celsius, gram, Newton, and second) to measure to the unit required in a particular situation.

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2. Select and use appropriate metric prefixes to include milli-, centi-, and kilo-.

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d. Infer

 

1. Make inferences based on data (measurements and observations).

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e. Predict

 

1. Predict the results of actions based on patterns in data and experiences.

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2. Design and conduct a scientific investigation.

 

a. Recognize potential hazards within a scientific investigation and practice appropriate safety procedures.

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b. Pose questions and problems to be investigated.

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c. Obtain scientific information from a variety of sources (such as Internet, electronic encyclopedias, journals, community resources, etc.).

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d. Distinguish and operationally define manipulated (independent) and responding (dependent) variables.

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e. Manipulate one variable over time with repeated trials.

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f. Collect and record data using appropriate metric measurements.

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g. Organize data in graphical representations.

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

 

a. Select and use appropriate tools and technology (such as calculators, computers, balances, spring scales, microscopes, binoculars) to perform tests, collect data, and display data.

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b. Analyze and interpret data using hardware and software designed for these purposes.

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4. Develop descriptions, explanations, predictions, and models using evidence.

 

a. Discriminate among observations, inferences, and predictions.

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b. Construct and/or use models to carry out/support scientific investigations.

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5. Think critically and logically to make relationships between evidence and explanations.

 

a. Review and summarize data to form a logical argument about the cause-effect relationships in experiments.

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b. State explanations in terms of the relationship between two or more variables.

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c. State hypotheses in ways that include the manipulate (independent) and responding (dependent) variables.

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6. Recognize and analyze alternative explanations and predictions.

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7. Communicate scientific procedures and explanations.

 

a. Use drawings, written and oral expression to communicate information.

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b. Create drawings, diagrams, charts, tables and graphs to communicate data.

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c. Interpret and describe patterns of data on drawings, diagrams, charts, tables, graphs, and maps.

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d. Create and/or use scientific models to communicate information.

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8. Use mathematics in all aspects of scientific inquiry.

 

a. Use mathematics to gather, organize and present data.

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b. Use mathematics to structure convincing explanations.

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B. Understandings about Scientific Inquiry

 

1. Different kinds of questions suggest different kinds of scientific investigations.

 

a. Relate how the kind of question being asked directs the type of investigation conducted (e.g. observing and describing, collecting, experimenting, surveying, inventing, and making models).

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2. Current scientific knowledge and understanding guide scientific investigations.

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3. Mathematics is important in all aspects of scientific inquiry.

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4. Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results.

 

a. Compare and contrast the quality of data collected with and without technological devices.

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5. Scientific explanations emphasize evidence, have logically consistent arguments and use scientific principles, models and theories.

 

a. Discuss how scientific knowledge advances when new scientific explanations displace previously accepted knowledge.

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6. Science advances through legitimate skepticism.

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7. Scientific investigations sometimes result in new ideas and phenomena for study.

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C. Abilities of Technological Design

 

1. Identify appropriate problems for technological design.

 

a. Identify a specific need for a product.

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b. Determine whether the product will meet the needs and be used.

video
hands-on
online

2. Design a solution or product.

 

a. Compare and contrast different proposals using selected criteria (e.g. cost, time, trade-off, and materials needed).

video
hands-on
online

b. Communicate ideas with drawings and simple models.

video
hands-on
online

3. Implement a proposed design.

 

a. Select suitable tools and techniques to ensure adequate accuracy.

video
hands-on
online

b. Organize materials, devise a plan and work collaboratively where appropriate.

video
hands-on
online

4. Evaluate completed technological designs or products.

 

a. Measure the quality of the product based on the original purpose or need and the degree to which it meets the needs of the users.

video
hands-on
online

b. Suggest improvements and try proposed modifications to the design.

video
hands-on
online

5. Communicate the process of technological design.

 

a. Identify the stages of problem design: (1) problem identification, (2) solution design, (3) implementation, (4) evaluation.

video
hands-on
online

D. Understandings about Science and Technology

 

1. Scientific inquiry and technological design have similarities and differences.

 

a. Compare and contrast scientific inquiry and technological design.

video
hands-on
online

2. Many different people in different cultures have made and continue to make contributions to science and technology.

 

a. Describe examples of contributions people have made to science and technology.

video
hands-on
online

3. Science and technology are reciprocal.

 

a. Explain how science and technology are essential to each other.

video
hands-on
online

4. Perfectly designed solutions do not exist.

 

a. Discuss factors that affect product design and alter the original design

video
hands-on
online

b. Discuss risk versus benefit factors in product design.

video
hands-on
online

5. Technological designs have constraints.

 

a. Describe examples of constraints on technological designs

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hands-on
online

b. Explain why constraints on technological design are unavoidable

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hands-on
online

6.; Technological solutions have intended benefits and unintended consequences.

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hands-on
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Ninth to Twelfth Grade:

I. Inquiry

Inquiry is not an isolated unit of instruction and should be embedded throughout the content areas.

 

The nature of science and technology are incorporated within this area.

 

A. Identify Questions and Concepts that Guide Scientific Investigations

 

Experimental design should demonstrate logical connections between a knowledge base and conceptual understanding.

 

1. Formulate a testable hypothesis based on literary research and previous knowledge.

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2. Identify and select experimental variables (independent and dependent) and controlled conditions.

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B. Design and Conduct Investigations

 

Prior knowledge about major concepts, laboratory apparatus, laboratory techniques and safety should be used in designing and conducting a scientific investigation.

 

1. Design a scientific investigation based on the major concepts in the area being studied.

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2. Select and use appropriate instruments to make the observations necessary for the investigation, taking into consideration the limitations of the equipment.

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3. Identify technologies that could enhance the collection of data.

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4. Select the appropriate safety equipment needed to conduct an investigation (e.g., goggles, aprons, etc.).

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5. Suggest safety precautions that need to be implemented for the handling of materials and equipment used in an investigation.

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6. Describe the proper response to emergency situations in the laboratory.

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7. Conduct the laboratory investigation with repeated trials and systematic manipulation of variables.

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8. Identify possible sources of error inherent in the experimental design.

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9. Organize and display data in useable and efficient formats, such as tables, graphs, maps, and cross sections.

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10. Draw conclusions based on qualitative and quantitative data.

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11. Discuss the impact of sources of error on the experimental results.

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12. Communicate and defend the scientific thinking that resulted in the conclusions.

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C. Use Technology and Mathematics to Improve Investigations and Communications

 

Scientific investigations can be improved through the use of technology and mathematics. While it is acknowledged that the SI system is the accepted measurement system in science, opportunities to use the English System are encouraged.

 

1. Select and use appropriate technologies (computers, calculators, CBLís) to enhance the precision and accuracy of data collection, analysis and display.

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2. Discriminate between data that may be valid or anomalous.

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3. Select and use mathematical formulas and calculations to extend the usefulness of laboratory measurements.

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4. Draw a "best fit" curve through data points.

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5. Calculate the slope of the curve and use correct units for the value of the slope for linear relationships.

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6. Calculate interpolated and predict extrapolated data points.

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7. Perform dimensional analysis calculations.

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D. Formulate and Revise Scientific Explanations and Models Using Logic and Evidence

 

Scientific explanations and models are developed and revised through discussion and debate.

 

1. Construct experimental explanations or models through discussion, debate, logic and experimental evidence.

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2. Develop explanations and models that eliminate bias and demonstrate the use of ethical principles. (P)

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3. Revise explanations or models after review.

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E. Recognize and Analyze Alternative Explanations and Models

 

Scientific criteria are used to discriminate among plausible explanations.

 

1. Compare current scientific models with experimental results.

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2. Select and defend, based on scientific criteria, the most plausible explanation or model.

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F.; Communicate and Defend a Scientific Argument

 

1. Develop a set of laboratory instructions that someone else can follow.

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2. Develop a presentation to communicate the process and conclusion of a scientific investigation.

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G. Understandings about Scientific and Technological Inquiry

 

Historical scientific knowledge, current research, technology, mathematics and logic should be the basis for conducting investigations and drawing conclusions.

 

1. Analyze how science and technology explain and predict relationships.

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a. Defend the idea that conceptual principles and knowledge guide scientific and technological inquiry.

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b. Explain how historical and current scientific knowledge influences the design, interpretation, and evaluations of investigations.

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1. Discuss the reasons scientists and engineers conduct investigations.

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2. Defend the use of technology as a method for enhancing data collection, data manipulation and advancing the fields of science and technology.

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3. Explain how mathematics is important to scientific and technological inquiry.

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4. Explain why scientific models and explanations need to be based on historical and current scientific knowledge.

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5. Understand that scientific explanations must be logical, supported by the evidence, and open to revision.

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