Science as Inquiry:

�   Abilities necessary to do scientific inquiry.

�   Understanding about scientific inquiry.
 

Physical Science:

Grades 5-8

�   Properties and changes of properties in matter

�   Motions and forces

�   Transfer of energy

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Grades 9-12

�   Structure of atoms

�   Structure and properties of matter

�   Chemical reactions

�   Motions and forces

�   Conservation of energy and increase in disorder

�   Interactions of energy and matter

Life Science Standards

Life Science Standards

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Grades 5-8

�   Structure and function in living systems

�   Reproduction and heredity

�   Regulation and behavior

�   Populations and ecosystems

�   Diversity and adaptations of organisms

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Grades 9-12

�   The cell

�   Molecular basis of heredity

�   Biological evolution

�   Interdependence of organisms

�   Matter, energy, and organization in living systems

�   Behavior of organisms
 

Earth and Space Science Standards

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Grades 5-8

�   Structure of the earth system

�   Earth’s history

�   Earth in the solar system

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Grades 9-12

�   Energy in the earth system

�   Geochemical cycles

�   Origin and evolution of the earth system

�   Origin and evolution of the universe

Science and Technology Standards

Science and Technology Standards

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Grades 5-8

�   Abilities of technological design

�   Understanding about science and technology

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Grades 9-12

�   Abilities of technological design

�   Understanding about science and technology

Science in Personal and Social Perspectives

Science in Personal and Social Perspectives

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Grades 5-8

�   Personal health

�   Populations, resources, and environments

�   Natural hazards

�   Risks and benefits

�   Science and technology in society

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Grades 9-12

�   Personal and community health

�   Population growth

�   Natural resources

�   Environmental quality

�   Natural and human-induced hazards

�   Science and technology in local, national, and global challenges

History and Nature of Science Standards

History and Nature of Science Standards

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Grades 5-8

�   Science as a human endeavor

�   Nature of science

�   History of science

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Grades 9-12

�   Science as a human endeavor

�   Nature of scientific knowledge

�   Historical perspectives

 
 
 
 
Performance Indicators: Description of the levels of student achievement pertaining to standard.
�   Use and understand scientific terminology and vocabulary
�   Use appropriate mathematical formulas and equations to pose and answer scientific questions.
�   Recognize mathematical relationships when presented in a graphic model.
�   Understand the concept of density as a ratio of mass to volume as well as how that ratio is related to observations of floating and sinking.
�   Understand and be able to show evidence for the size and shape of planet Earth.
�   Be able explain how to determine one’s location on planet Earth using the coordinate system of latitude and longitude.
�   Be able to read a contour map and determine various features on said map.
�   Be able to identify various minerals using common tests such as streak, hardness, cleavage and luster.
�   Be able to identify igneous, metamorphic and sedimentary rock by the physical features of each.
�   Explain how different rock types were formed and a probable environment of formation for each.
�   Be able to explain and use in a practical manor the rock cycle as printed in the Earth Science Reference tables provided by New York State.
�   Understand and explain the theories of “plate tectonics” and “continental drift” as they relate to geographic features visible at the surface of the Earth. (ie. mountains, fault lines volcanoes etc…)
�   Be able to explain how a seismograph works and be able to use the information given by a seismograph to determine the distance to the earthquake, the origin time of the earthquake, and the location of the epicenter of the earthquake.
�   Understand and describe the similarities and differences of surface materials based on their porosity, permeability and capillarity.
�   Be able to describe the processes involved in the water cycle.
�   Be able to name and explain the different types of physical and chemical weathering that act on Earth materials.
�   Understand and explain how climate affects weathering and weathering rates.
�   Be able to name agents of erosion, areas where each is most prevalent, and the driving force behind them.
�   Be able to describe the forces involved in an erosional-depositional system.
�   Be able to explain the energy relationships in an erosional-depositional system.
�   Be able to identify the dominant force in an erosional-depositional system that is not in equilibrium.
�   Describe the physical appearance of a stream at various stages in its life cycle.
�   Describe the formation growth and recession of a glacier.
�   Be able to identify glacially deposited material and eroded areas.
�   Be able to explain how glaciers impacted the geographical features in and around New York State.
�   Be able to describe the forces involved in landscape development.
�   Be able to explain the effects of local bedrock on regional landscape.
�   Demonstrate an understanding of the difference between relative and absolute time.
�   Be able to interpret a geological sequence of event given a diagram, photo, or other visual evidence.
�   Be able to state theories relevant to determining a geologic sequence of events and be able to explain said theories.
�   Be able to explain and use techniques for the correlation of rock strata at various locations given a diagram, photo, or other visual media.
�   Be aware of information related to the geologic history of Earth as presented in the New York State Earth Science Reference tables.
�   Understand the concept of evolution and the evidence supporter’s use in support of the theory.
�   Understand the concept of radioactive decay (radioactivity).
�   Recognize that the electromagnetic spectrum consists of several types of energies each with its own wavelength and frequency.
�   Understand the relationship between the frequency and wavelength of the energies that make up the electromagnetic spectrum.
�   Understand and be able to define the three types of energy transfer.
�   Be able to write and understand the theory of conservation of energy, the theory of conservation of mass and the differences and relationships between kinetic and potential energy.
�   Grasp the concept of energy transformation and the reradiation of energy by the Earth.
�   Be able to convert temperatures between the three common temperature scales using the reference tables.
�   Be able to determine energy gained or lost, with the aide of the reference tables, as a result of heating, cooling, or the change of phase of several known Earth materials.
�   Understand and be able to describe all energy relationships that exist in the atmosphere.
�   Understand and be able to describe the relationships between several of the atmospheric variables.
�   Be able to describe the processes by which clouds are formed.
�   Be able to take information from and apply information to a station model and or a full weather map.
�   Be able to explain the difference between a hurricane and a tornado.
�   Be able to explain how adiabatic temperature changes occur and why.
�   Show on a world map source regions for air masses that effect our area.
�   Be able to describe a mid-latitude cyclone in terms of temperature, pressure, precipitation, dew point and various other weather variables at given points around the Low.
�   Explain weather conditions associated with the four basic types of fronts.
�   Be able to list the different factors that affect insolation.
�   Be able to describe the affect each factor has on insolation.
�   Describe the affects insolation has on climate.
�   Using the reference tables be, able to describe certain characteristics of the atmosphere.
�   Explain in detail what the Greenhouse effect is and what causes it.
�   Define radiative balance and graph it over time.
�   Be able to connect a water budget with a climate ratio and a given climate.
�   Compare a water budget with stream discharge information.
�   Explain how various geographic features affect climate.
�   Explain what a sunspot is.
�   Explain the difference between Jovian and terrestrial planets.
�   List and describe various celestial bodies in our solar system.
�   Explain and give examples of the Doppler effect.
�   Understand the significance of the celestial sphere, star paths and other celestial observations.
�   Explain the difference and similarities between the geo-centric and helio-centric models of the solar system.
�   Explain orbital geometry and gravitation.
�   List evidences of the Earth’s elliptical orbit and rotation on its axis.
�   Describe the difference between apparent solar day and mean solar day.
�   Describe the relationships between the Sun, Earth and Moon as it relates to Tides, phases and eclipses.
�   Compare types of pollution as well as sources of pollution and the affects of pollution.
�   Explain possible solutions to pollution problems as well as why those solutions may or may not work.
 
 
 
 

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