THE STATE EDUCATION DEPARTMENT

THE UNIVERSITY OF THE STATE OF NEW YORK

http://www.nysed.gov

Core Curriculum

Grades 58

Intermediate

Level Science

THE

UNIVERSITY

THE

STATE

NEW

YORK

Regents of The University

CARL

. HA

YDEN,

Chancellor,

A.B., J.D. ......................................................................Elmira

IANE O’NEILL MCGIVERN,

Vice Chancellor,

B.S.N., M.A., Ph.D.

............................Bayside

J. E

DWARD MEYER, B.A., LL.B. ....................................................................................Chappaqua

R. C

ARLOS CARBALLADA,

Chancellor Emeritus,

B.S.....................................................Rochester

DELAIDE L. SANFORD, B.A., M.A., P.D. ......................................................................Hollis

AUL B. COHEN, B.A., M.A., Ph.D. ...............................................................................New Rochelle

AMES C. DAWSON, A.A., B.A., M.S., Ph.D. ..................................................................Peru

OBERT M. BENNETT, B.A., M.S. ..................................................................................Tonawanda

OBERT M. JOHNSON, B.S., J.D. ...................................................................................Lloyd Harbor

ETER M. PRYOR, B.A., LL.B., J.D., LL.D. ..................................................................Albany

NTHONY S. BOTTAR, B.A., J.D. ...................................................................................Syracuse

ERRYL H. TISCH, B.A., M.A. ......................................................................................New York

AROLD O. LEVY, B.S., M.A. (Oxon.), J.D. ..................................................................New York

NA L. FARLEY, B.A., M.A., Ph.D. ................................................................................Brockport

ERALDINE D. CHAPEY, B.A., M.A., Ed.D. ...................................................................Belle Harbor

ICARDO E. OQUENDO, B.A., J.D. .................................................................................Bronx

President of The University and Commissioner of Education

ICHARD P. MILLS

Chief Operating Officer

RICHARD H. CATE

Deputy Commissioner for Elementary, Middle, Secondary, and Continuing

Education

AMES A. KADAMUS

Coordinator of Curriculum and Instruction

OSEANNE DEFABIO

The State Education Department does not discriminate on the basis of age, color, religion, creed, dis

ability, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier sta

tus, or sexual orientation in its educational programs, services, and activities. Portions of this publica

tion can be made available in a variety of formats, including braille, large print or audio tape, upon

request. Inquiries concerning this policy of nondiscrimination should be directed to the Department’s

Office for Diversity, Ethics, and Access, Room 152, Education Building, Albany, NY 12234.

Intermediate Science

iii

CONTENTS

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv

Core Curriculum

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Standards 1, 2, 6, and 7: Expanded Process Skills . .4

Process Skills Based on Standard 4

. . . . . . . . . . . .10

Standard 4: The Living Environment

. . . . . . . . . . . .12

Standard 4: The Physical Setting . . . . . . . . . . . . . . .21

Appendix A:

Intermediate Level Science Examination

Description

. . . . . . . . . . . . . . . . . . . . . . . . . . .29

Appendix B:

Examples of Activities to Build Skills to Support

Standards 1 and 4 . . . . . . . . . . . . . . . . . . . . . .30

Intermediate Science

ACKNOWLEDGMENTS

The State Education Department acknowledges the assistance of teachers and school administrators from across

New Y

ork State. In particular

, the State Education Department would like to thank:

Gioia B. Aldrich

Syosset Central School District, Syosset

John Bartsch

Amsterdam High School, Amsterdam

Bonnie Bourdage

Johanna Perrin Middle School, Fairport

Karen Brownell

Wilbur H. Lynch Middle School, Amsterdam

JohnMichael Caldaro

Shenendehowa Junior High Schools, Clifton Park

Patrick Chierichella

Seneca Junior High School, Sachem

Edward Denecke

Multidisciplinary Resources Center

, NYC

Stacy Douglas

Community School District 6, NYC

Clifford Fee

Multidisciplinary Resources Center

, NYC

Raune Anne Hamilton

AuSable V

alley Central School, AuSable V

alley

Molly Heatherington

Ross Middle School, Henrietta

Nicholas J. Hejaily

Williamsville Central Schools, Williamsville

Wilford Hemans

Middle School 143, Bronx

Elaine Jetty

RavenaCoeymansSelkirk Central School District

Michelle Kopp

an Antwerp Middle School, Niskayuna

alentina Krauss

an Antwerp Middle School, Niskayuna

Sandra Latourelle

SUNY

Plattsburgh and Clinton Community College

Mary Marcinkowski

Niagara Falls Central School District, Niagara Fall

Lynn Ocorr

Canandaigua Academy

, Canandaigua

James Overhiser

Groton Central School, Groton

Odille Santiago

Community School District 6, NYC

Arnold Serotsky

GreeceAthena Middle School, Rochester

Ida Swenson

East Middle School, Binghamton

Ann T

ebbutt

Sagamore Junior High School, Sachem

Joan W

agner

Burnt HillsBallston Lake Central School, Burnt Hills

Additionally

, thanks to our Intermediate level editors:

Dennis DeSain (retired)

verill Park High School, A

verill Park

John Kuzma

Sand Creek Middle School, South Colonie

Michael Mosall

Greenville Jr/Sr High School, Greenville

Fran Pilato

Rensselaer Jr/Sr High School, Rensselaer

The project manager for the development of the

Intermediate Level Science Core Curriculum

was Diana K. Harding,

Associate in Science Education, with content and assessment support provided by Judy Pinsonnault, Associate in

Educational Testing; Elise Russo, Associate in Science Education; and the Intermediate Science Assessment Liasons

and their project managers Rod Doran and Doug Reynolds. Special thanks go to Jan Christman for technical exper

tise.

Core Curriculum

Grades 58

Intermediate

Level Science

Intermediate Sciencee

Intermediate Science

This

Intermediate Level Science Core Curriculum

has been

written to assist teachers and supervisors as they pre

pare curriculum, instruction, and assessment for the

intermediate level (grades 5, 6, 7, and 8) content of

Standards 1, 2, 4, 6, and 7 of the New York State

Learning Standards for Mathematics, Science, and

Technology

. The

Learning Standards for Mathematics,

Science, and Technology

identify Key Ideas and

Performance Indicators. Key Ideas are broad, unifying,

general statements of what students need to know. The

Performance Indicators for each Key Idea are state

ments of what students should be able to do to provide

evidence that they understand the Key Idea. As part of

this continuum, this Core Curriculum guide presents

Major Understandings that give more specific detail to

the concepts underlying each Performance Indicator.

This Core Curriculum is

not

a syllabus. It addresses

only the content and skills to be tested by the

Intermediate Level Science Assessment. The Core

Curriculum has been prepared with the assumption

that the content and skills as outlined in the

Learning

Standards for Mathematics, Science, and Technology

at the

elementary level have been taught previously. This is a

guide for the preparation of intermediate level curricu

lum, instruction, and assessment, the middle stage in a

K12 continuum of science education. The lack of detail

in the document should not be seen as a shortcoming.

Rather, the focus on conceptual understanding in the

guide is consistent with the approaches recommended

in the

National Science Education Standards

and

Benchmarks of Science Literacy: Project 2061.

It is essential that instruction focus on understanding

important relationships, processes, mechanisms, and

applications of concepts. Less important is the memo

rization of specialized terminology and technical

details. Future assessments will test students’ ability to

explain, analyze, and interpret scientific processes and

phenomena more than their ability to recall specific

facts. It is hoped that the general nature of these state

ments will encourage the teaching of science for under

standing, instead of for memorization. The question

has been asked for each Key Idea: What do students

need to know to have science literacy within that broad

theme? The general nature of the Major Understand

ings in this guide will also permit teachers more flexi

bility in instruction and greater variation in assessment

than would a more explicit syllabus.

The order of presentation and numbering of all state

ments in this guide are not meant to indicate any rec

ommended sequence of instruction. For example, in the

Living Environment section, teachers may decide to

deal with the concepts in Key Idea 4 before Key Ideas 2

and 3. Major Understandings have not been prioritized,

nor have they been organized in any manner to indi

cate time allotments. Teachers are encouraged to find

and elaborate for students the conceptual crosslink

ages that interconnect many of the Key Ideas to each

other and to other mathematics, science, and technol

ogy learning standards.

The courses designed using this Core Curriculum will

hopefully prepare our students to explain, both accu

rately and with appropriate depth, the most important

ideas about our physical setting and our living environ

ment. Students, in attaining science literacy, ought to be

able to give these explanations, in their own words, by

the time they graduate and long after they have com

pleted their high school education. The science educa

tors throughout New York State who collaborated on

the writing of this guide fervently hope that this goal is

realized in the years ahead.

Laboratory Recommendations:

Critical to understand

ing science concepts is the use of scientific inquiry to

develop explanations of natural phenomena. Therefore,

it is recommended that students have the opportunity

to develop their skills of analysis, inquiry, and design

through active laboratory work on a regular basis in

grades 5, 6, 7, and 8.

Prior to the written portion of the Intermediate Level

Science Assessment, students will be required to com

plete a laboratory performance test during which con

cepts and skills from Standards 1, 2, 4, 6, and 7 will be

assessed.

PREFACE

Intermediate Science

STANDARDS 1, 2, 6, AND 7:

EXPANDED PROCESS SKILLS

Science process skills should be based on a series of discoveries. Students learn most effectively when they have a central role

in the discovery process. To that end, Standards 1, 2, 6, and 7 incorporate in the

Intermediate Core Curriculum

a student

centered, problemsolving approach to intermediate science. The following is an expanded version of the skills found in

Standards 1, 2, 6, and 7 of the

Learning Standards for Mathematics, Science, and Technology.

This list is not intended

to be an allinclusive list of the content or skills that teachers are expected to incorporate into their curriculum. It should be a

goal of the instructor to encourage science process skills that will provide students with background and curiosity sufficient

to prompt investigation of important issues in the world around them.

STANDARD 1—Analysis, Inquiry , and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose

questions, seek answers, and develop solutions.

Key Idea 1:

Abstraction and symbolic representation are used to communicate mathematically.

M1.1 Extend mathematical notation and symbolism to include variables and algebraic

expressions in order to describe and compare quantities and express mathematical

relationships.

M1.1a

identify independent and dependent variables

M1.1b

identify relationships among variables including: direct, indirect, cyclic,

constant; identify nonrelated material

M1.1c

apply mathematical equations to describe relationships among variables in

the natural world

Key Idea 2:

Deductive and inductive reasoning are used to reach mathematical conclusions.

M2.1 Use inductive reasoning to construct, evaluate, and validate conjectures and

arguments, recognizing that patterns and relationships can assist in explaining and

extending mathematical phenomena.

M2.1a

interpolate and extrapolate from data

M2.1b

quantify patterns and trends

Key Idea 3:

Critical thinking skills are used in the solution of mathematical problems.

M3.1 Apply mathematical knowledge to solve realworld problems and problems that

arise from the investigation of mathematical ideas, using representations such as

pictures, charts, and tables.

M3.1a

use appropriate scientific tools to solve problems about the natural world

Key Idea 1:

The central purpose of scientific inquiry is to develop explanations of natural phenomena

in a continuing, creative process.

S1.1

Formulate questions independently with the aid of references appropriate for

guiding the search for explanations of everyday observations.

S1.1a

formulate questions about natural phenomena

S1.1b

identify appropriate references to investigate a question

S1.1c

refine and clarify questions so that they are subject to scientific investigation

S1.2

Construct explanations independently for natural phenomena, especially by

proposing preliminary visual models of phenomena.

STANDARD 1

Analysis, Inquiry,

and Design

MATHEMATICAL

ANALYSIS:

STANDARD 1

Analysis, Inquiry,

and Design

SCIENTIFIC INQUIRY:

Intermediate Science

S1.2a

independently formulate a hypothesis

S1.2b

propose a model of a natural phenomenon

S1.2c

differentiate among observations, inferences, predictions, and explanations

S1.3

Represent, present, and defend their proposed explanations of everyday observa

tions so that they can be understood and assessed by others.

S1.4

Seek to clarify, to assess critically, and to reconcile with their own thinking the

ideas presented by others, including peers, teachers, authors, and scientists.

Key Idea 2:

Beyond the use of reasoning and consensus, scientific inquiry involves the testing of pro

posed explanations involving the use of conventional techniques and procedures and usu

ally requiring considerable ingenuity.

S2.1

Use conventional techniques and those of their own design to make further obser

vations and refine their explanations, guided by a need for more information.

S2.1a

demonstrate appropriate safety techniques

S2.1b

conduct an experiment designed by others

S2.1c

design and conduct an experiment to test a hypothesis

S2.1d

use appropriate tools and conventional techniques to solve problems

about the natural world, including:

•

measuring

•

observing

•

describing

•

classifying

•

sequencing

S2.2

Develop, present, and defend formal research proposals for testing their own

explanations of common phenomena, including ways of obtaining needed observa

tions and ways of conducting simple controlled experiments.

S2.2a

include appropriate safety procedures

S2.2b

design scientific investigations (e.g., observing, describing, and compar

ing; collecting samples; seeking more information, conducting a controlled

experiment; discovering new objects or phenomena; making models)

S2.2c

design a simple controlled experiment

S2.2d

identify independent variables (manipulated), dependent variables

(responding), and constants in a simple controlled experiment

S2.2e

choose appropriate sample size and number of trials

S2.3

Carry out their research proposals, recording observations and measurements

(e.g., lab notes, audiotape, computer disk, videotape) to help assess the explanation.

S2.3a

use appropriate safety procedures

S2.3b

conduct a scientific investigation

S2.3c

collect quantitative and qualitative data

Key Idea 3:

The observations made while testing proposed explanations, when analyzed using conven

tional and invented methods, provide new insights into phenomena.

S3.1

Design charts, tables, graphs, and other representations of observations in conven

tional and creative ways to help them address their research question or hypothesis.

S3.1a

organize results, using appropriate graphs, diagrams, data tables, and

other models to show relationships

S3.1b

generate and use scales, create legends, and appropriately label axes

S3.2

Interpret the organized data to answer the research question or hypothesis and to

gain insight into the problem.

S3.2a

accurately describe the procedures used and the data gathered

S3.2b

identify sources of error and the limitations of data collected

S3.2c

evaluate the original hypothesis in light of the data

STANDARD 1

Analysis, Inquiry,

and Design

SCIENTIFIC INQUIRY:

continued

Intermediate Science

S3.2d

formulate and defend explanations and conclusions as they relate to

scientific phenomena

S3.2e

form and defend a logical argument about causeandeffect relationships

in an investigation

S3.2f

make predictions based on experimental data

S3.2g

suggest improvements and recommendations for further studying

S3.2h

use and interpret graphs and data tables

S3.3

Modify their personal understanding of phenomena based on evaluation of their

hypothesis.

Key Idea 1:

Engineering design is an iterative process involving modeling and optimization (finding

the best solution within given constraints); this process is used to develop technological

solutions to problems within given constraints.

T1.1

Identify needs and opportunities for technical solutions from an investigation of

situations of general or social interest.

T1.1a

identify a scientific or human need that is subject to a technological solu

tion which applies scientific principles

T1.2

Locate and utilize a range of printed, electronic, and human information resources

to obtain ideas.

T1.2a

use all available information systems for a preliminary search that

addresses the need

T1.3

Consider constraints and generate several ideas for alternative solutions, using

group and individual ideation techniques (group discussion, brainstorming, forced

connections, role play); defer judgment until a number of ideas have been generated;

evaluate (critique) ideas; and explain why the chosen solution is optimal.

T1.3a

generate ideas for alternative solutions

T1.3b

evaluate alternatives based on the constraints of design

T1.4

Develop plans, including drawings with measurements and details of construc

tion, and construct a model of the solution, exhibiting a degree of craftsmanship.

T1.4a

design and construct a model of the product or process

T1.4b

construct a model of the product or process

T1.5

In a group setting, test their solution against design specifications, present and

evaluate results, describe how the solution might have been modified for different or

better results, and discuss tradeoffs that might have to be made.

T1.5a

test a design

T1.5b

evaluate a design

STANDARD 2—Information Systems

Students will access, generate, process, and transfer information, using appropriate technologies.

Key Idea 1:

Information technology is used to retrieve, process, and communicate information as a

tool to enhance learning.

1.1

Use a range of equipment and software to integrate several forms of information in

order to create goodquality audio, video, graphic, and textbased presentations.

STANDARD 1

Analysis, Inquiry,

and Design

SCIENTIFIC INQUIRY:

continued

STANDARD 1

Analysis, Inquiry,

and Design:

ENGINEERING

DESIGN:

STANDARD 2

INFORMATION

SYSTEMS:

Intermediate Science

1.2

Use spreadsheets and database software to collect, process, display, and analyze

information. Students access needed information from electronic databases and

online telecommunication services.

1.3

Systematically obtain accurate and relevant information pertaining to a particular

topic from a range of sources, including local and national media, libraries, muse

ums, governmental agencies, industries, and individuals.

1.4

Collect data from probes to measure events and phenomena.

1.4a

collect the data, using the appropriate, available tool

1.4b

organize the data

1.4c

use the collected data to communicate a scientific concept

1.5

Use simple modeling programs to make predictions.

Key Idea 2:

Knowledge of the impacts and limitations of information systems is essential to its effec

tiveness and ethical use.

2.1

Understand the need to question the accuracy of information displayed on a com

puter because the results produced by a computer may be affected by incorrect

data entry.

2.1a

critically analyze data to exclude erroneous information

2.1b

identify and explain sources of error in a data collection

2.2

Identify advantages and limitations of datahandling programs and graphics pro

grams.

2.3

Understand why electronically stored personal information has greater potential

for misuse than records kept in conventional form.

Key Idea 3:

Information technology can have positive and negative impacts on society, depending

upon how it is used.

3.1

Use graphical, statistical, and presentation software to present projects to fellow

classmates.

3.2

Describe applications of information technology in mathematics, science, and

other technologies that address needs and solve problems in the community.

3.3

Explain the impact of the use and abuse of electronically generated information on

individuals and families.

STANDARD 6—

Interconnectedness: Common Themes

Students will understand the relationships and common themes that connect mathematics, science, and technology

and apply the themes to these and other areas of learning.

Key Idea 1:

Through systems thinking, people can recognize the commonalities that exist among all

systems and how parts of a system interrelate and combine to perform specific

functions.

1.1

Describe the differences between dynamic systems and organizational systems.

1.2

Describe the differences and similarities among engineering systems, natural sys

tems, and social systems.

1.3

Describe the differences between open and closedloop systems.

1.4

Describe how the output from one part of a system (which can include material,

energy, or information) can become the input to other parts.

STANDARD 2

INFORMATION

SYSTEMS:

continued

STANDARD 6

Interconnectedness:

Common Themes

SYSTEMS

THINKING:

Intermediate Science

Key Idea 2:

Models are simplified representations of objects, structures, or systems used in analysis,

explanation, interpretation, or design.

2.1

Select an appropriate model to begin the search for answers or solutions to a ques

tion or problem.

2.2

Use models to study processes that cannot be studied directly (e.g., when the real

process is too slow, too fast, or too dangerous for direct observation).

2.3

Demonstrate the effectiveness of different models to represent the same thing and

the same model to represent different things.

Key Idea 3:

The grouping of magnitudes of size, time, frequency, and pressures or other units of

measurement into a series of relative order provides a useful way to deal with the

immense range and the changes in scale that affect the behavior and design of systems.

3.1

Cite examples of how different aspects of natural and designed systems change at

different rates with changes in scale.

3.2

Use powers of ten notation to represent very small and very large numbers.

Key Idea 4:

Equilibrium is a state of stability due either to a lack of change (static equilibrium) or a

balance between opposing forces (dynamic equilibrium).

4.1

Describe how feedback mechanisms are used in both designed and natural sys

tems to keep changes within desired limits.

4.2

Describe changes within equilibrium cycles in terms of frequency or cycle length

and determine the highest and lowest values and when they occur.

Key Idea 5:

Identifying patterns of change is necessary for making predictions about future

behavior and conditions.

5.1

Use simple linear equations to represent how a parameter changes with time.

5.2

Observe patterns of change in trends or cycles and make predictions on what

might happen in the future.

Key Idea 6:

In order to arrive at the best solution that meets criteria within constraints, it is often neces

sary to make tradeoffs.

6.1

Determine the criteria and constraints and make tradeoffs to determine the best

decision.

6.2

Use graphs of information for a decisionmaking problem to determine the opti

mum solution.

STANDARD 6

Interconnectedness:

Common Themes

MODELS:

STANDARD 6

Interconnectedness:

Common Themes

MAGNITUDE AND

SCALE:

STANDARD 6

Interconnectedness:

Common Themes

EQUILIBRIUM AND

STABILITY:

STANDARD 6

Interconnectedness:

Common Themes

OPTIMIZATION:

STANDARD 6

Interconnectedness:

Common Themes

PATTERNS OF

CHANGE:

Intermediate Science

STANDARD 7—

Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address reallife

problems and make informed decisions.

Key Idea 1:

The knowledge and skills of mathematics, science, and technology are used together to

make informed decisions and solve problems, especially those relating to issues of sci

ence/technology/society

, consumer decision making, design, and inquiry into

phenomena.

1.1

Analyze science/technology/society problems and issues at the local level and

plan and carry out a remedial course of action.

1.2

Make informed consumer decisions by seeking answers to appropriate questions

about products, services, and systems; determining the cost/benefit and risk/ben

efit tradeoffs; and applying this knowledge to a potential purchase.

1.3

Design solutions to realworld problems of general social interest related to home,

school, or community using scientific experimentation to inform the solution and

applying mathematical concepts and reasoning to assist in developing a solution.

1.4

Describe and explain phenomena by designing and conducting investigations

involving systematic observations, accurate measurements, and the identification

and control of variables; by inquiring into relevant mathematical ideas; and by using

mathematical and technological tools and procedures to assist in the investigation.

Key Idea 2:

Solving interdisciplinary problems involves a variety of skills and strategies, including

effective work habits; gathering and processing information; generating and analyzing

ideas; realizing ideas; making connections among the common themes of mathematics,

science, and technology; and presenting results.

2.1

Students participate in an extended, culminating mathematics, science, and tech

nology project. The project would require students to:

•

Working Effectively:

Contributing to the work of a brainstorming group, labo

ratory partnership, cooperative learning group, or project team; planning proce

dures; identify and managing responsibilities of team members; and staying on

task, whether working alone or as part of a group.

•

Gathering and Processing Information:

Accessing information from printed

media, electronic data bases, and community resources and using the information

to develop a definition of the problem and to research possible solutions.

•

Generating and Analyzing Ideas:

Developing ideas for proposed solutions,

investigating ideas, collecting data, and showing relationships and patterns in

the data.

•

Common Themes:

Observing examples of common unifying themes, applying

them to the problem, and using them to better understand the dimensions of the

problem.

•

Realizing Ideas:

Constructing components or models, arriving at a solution,

and evaluating the result.

•

Presenting Results:

Using a variety of media to present the solution and to

communicate the results.

STANDARD 7

Interdisciplinary

Problem Solving

CONNECTIONS:

STANDARD 7

Interdisciplinary

Problem Solving

STRATEGIES:

Intermediate Science

General Skills

follow safety procedures in the classroom and laboratory

safely and accurately use the following measurement tools:

•

metric ruler

•

balance

•

stopwatch

•

graduated cylinder

•

thermometer

•

spring scale

•

voltmeter

use appropriate units for measured or calculated values

recognize and analyze patterns and trends

classify objects according to an established scheme and a studentgenerated scheme

develop and use a dichotomous key

sequence events

identify causeandeffect relationships

use indicators and interpret results

Living Environment Skills

manipulate a compound microscope to view microscopic objects

determine the size of a microscopic object, using a compound microscope

prepare a wet mount slide

use appropriate staining techniques

design and use a Punnett square or a pedigree chart to predict the probability of certain traits

classify living things according to a studentgenerated scheme and an established scheme

interpret and/or illustrate the energy flow in a food chain, energy pyramid, or food web

identify pulse points and pulse rates

identify structure and function relationships in organisms

PROCESS SKILLS

BASED ON STANDARD 4

Intermediate Science

Physical Setting Skills

given the latitude and longitude of a location, indicate its position on a map and determine the latitude and

longitude of a given location on a map

using identification tests and a flow chart, identify mineral samples

use a diagram of the rock cycle to determine geological processes that led to the formation of a specific rock

type

plot the location of recent earthquake and volcanic activity on a map and identify patterns of distribution

use a magnetic compass to find cardinal directions

measure the angular elevation of an object, using appropriate instruments

generate and interpret field maps including topographic and weather maps

predict the characteristics of an air mass based on the origin of the air mass

measure weather variables such as wind speed and direction, relative humidity, barometric pressure, etc.

10.

determine the density of liquids, and regular and irregularshaped solids

11.

determine the volume of a regular and an irregularshaped solid, using water displacement

12.

using the periodic table, identify an element as a metal, nonmetal, or noble gas

13.

determine the identity of an unknown element, using physical and chemical properties

14.

using appropriate resources, separate the parts of a mixture

15.

determine the electrical conductivity of a material, using a simple circuit

16.

determine the speed and acceleration of a moving object

The Living Environment

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical

setting and living environment and recognize the historical development of ideas in science.

Key Idea 1:

Living things are both similar to and different from each other and from nonliving things.

Introduction: Living things are similar to each other yet different from nonliving things. The cell is a basic unit of

structure and function of living things (cell theory). For all living things, life activities are accomplished at the cellu

lar level. Human beings are an interactive organization of cells, tissues, organs, and systems. Viruses lack cellular

organization.

Compare and contrast the parts of plants, animals, and onecelled organisms.

Major Understandings:

1.1a

Living things are composed of cells. Cells provide structure and carry on major

functions to sustain life. Cells are usually microscopic in size.

1.1b

The way in which cells function is similar in all living things. Cells grow and

divide, producing more cells. Cells take in nutrients, which they use to provide energy

for the work that cells do and to make the materials that a cell or an organism needs.

1.1c

Most cells have cell membranes, genetic material, and cytoplasm. Some cells have

a cell wall and/or chloroplasts. Many cells have a nucleus.

1.1d

Some organisms are single cells; others, including humans, are multicellular.

1.1e

Cells are organized for more effective functioning in multicellular organisms.

Levels of organization for structure and function of a multicellular organism include

cells, tissues, organs, and organ systems.

1.1f

Many plants have roots, stems, leaves, and reproductive structures. These orga

nized groups of tissues are responsible for a plant’s life activities.

1.1g

Multicellular animals often have similar organs and specialized systems for carry

ing out major life activities.

1.1h

Living things are classified by shared characteristics on the cellular and organism

level. In classifying organisms, biologists consider details of internal and external struc

tures. Biological classification systems are arranged from general (kingdom) to specific

(species).

PERFORMANCE

INDICATOR 1.1

STANDARD 4: The Living Environment

The Living Environment

Explain the functioning of the major human organ systems and their interactions.

Major Understandings:

1.2a

Each system is composed of organs and tissues which perform specific functions

and interact with each other, e.g., digestion, gas exchange, excretion, circulation, loco

motion, control, coordination, reproduction, and protection from disease.

1.2b

Tissues, organs, and organ systems help to provide all cells with nutrients, oxygen,

and waste removal.

1.2c

The digestive system consists of organs that are responsible for the mechanical and

chemical breakdown of food. The breakdown process results in molecules that can be

absorbed and transported to cells.

1.2d

During respiration, cells use oxygen to release the energy stored in food. The respi

ratory system supplies oxygen and removes carbon dioxide (gas exchange).

1.2e

The excretory system functions in the disposal of dissolved waste molecules, the

elimination of liquid and gaseous wastes, and the removal of excess heat energy.

1.2f

The circulatory system moves substances to and from cells, where they are needed

or produced, responding to changing demands.

1.2g

Locomotion, necessary to escape danger, obtain food and shelter, and reproduce, is

accomplished by the interaction of the skeletal and muscular systems, and coordinated

by the nervous system.

1.2h

The nervous and endocrine systems interact to control and coordinate the body’s

responses to changes in the environment, and to regulate growth, development, and

reproduction. Hormones are chemicals produced by the endocrine system; hormones

regulate many body functions.

1.2i

The male and female reproductive systems are responsible for producing sex cells

necessary for the production of offspring.

1.2j

Disease breaks down the structures or functions of an organism. Some diseases are

the result of failures of the system. Other diseases are the result of damage by infection

from other organisms (germ theory). Specialized cells protect the body from infectious

disease. The chemicals they produce identify and destroy microbes that enter the body.

PERFORMANCE

INDICATOR 1.2

The Living Environment

Key Idea 2:

Organisms inherit genetic information in a variety of ways that result in continuity of structure and function

between parents and offspring.

Introduction: Every organism requires a set of instructions for specifying its traits. This information is found in the

genes of cells. As organisms reproduce, these instructions are passed from one generation to the next.

Describe sexual and asexual mechanisms for passing genetic materials from generation to

generation.

Major Understandings:

2.1a

Hereditary information is contained in genes. Genes are composed of DNA that

makes up the chromosomes of cells.

2.1b

Each gene carries a single unit of information. A single inherited trait of an individ

ual can be determined by one pair or by many pairs of genes. A human cell contains

thousands of different genes.

2.1c

Each human cell contains a copy of all the genes needed to produce a human being.

2.1d

In asexual reproduction, all the genes come from a single parent. Asexually pro

duced offspring are genetically identical to the parent.

2.1e

In sexual reproduction typically half of the genes come from each parent. Sexually

produced offspring are not identical to either parent.

Describe simple mechanisms related to the inheritance of some physical traits in offspring.

Major Understandings:

2.2a

In all organisms, genetic traits are passed on from generation to generation.

2.2b

Some genes are dominant and some are recessive. Some traits are inherited by

mechanisms other than dominance and recessiveness.

2.2c

The probability of traits being expressed can be determined using models of

genetic inheritance. Some models of prediction are pedigree charts and Punnett squares.

PERFORMANCE

INDICATOR 2.1

PERFORMANCE

INDICATOR 2.2

The Living Environment

Key Idea 3:

Individual organisms and species change over time.

Introduction: Evolution is the change in a species over time. Millions of diverse species are alive today. Generally

this diversity of species developed through gradual processes of change occurring over many generations. Species

acquire many of their unique characteristics through biological adaptation, which involves the selection of natu

rally occurring variations in populations (natural selection). Biological adaptations are differences in structures,

behaviors, or physiology that enhance survival and reproductive success in a particular environment.

Describe sources of variation in organisms and their structures and relate the variations to

survival.

Major Understandings:

3.1a

The processes of sexual reproduction and mutation have given rise to a variety of

traits within a species.

3.1b

Changes in environmental conditions can affect the survival of individual organ

isms with a particular trait. Small differences between parents and offspring can accu

mulate in successive generations so that descendants are very different from their ances

tors. Individual organisms with certain traits are more likely to survive and have

offspring than individuals without those traits.

3.1c

Human activities such as selective breeding and advances in genetic engineering

may affect the variations of species.

Describe factors responsible for competition within species and the significance of that

competition.

Major Understandings:

3.2a

In all environments, organisms with similar needs may compete with one another

for resources.

3.2b

Extinction of a species occurs when the environment changes and the adaptive

characteristics of a species are insufficient to permit its survival. Extinction of species is

common. Fossils are evidence that a great variety of species existed in the past.

3.2c

Many thousands of layers of sedimentary rock provide evidence for the long his

tory of Earth and for the long history of changing lifeforms whose remains are found in

the rocks. Recently deposited rock layers are more likely to contain fossils resembling

existing species.

3.2d

Although the time needed for change in a species is usually great, some species of

insects and bacteria have undergone significant change in just a few years.

PERFORMANCE

INDICATOR 3.1

PERFORMANCE

INDICATOR 3.2

The Living Environment

Key Idea 4:

The continuity of life is sustained through reproduction and development.

Introduction: The survival of a species depends on the ability of a living organism to produce offspring. Living

things go through a life cycle involving both reproductive and developmental stages. Development follows an

orderly sequence of events.

Observe and describe the variations in reproductive patterns of organisms, including asexual

and sexual reproduction.

Major Understandings:

4.1a

Some organisms reproduce asexually. Other organisms reproduce sexually. Some

organisms can reproduce both sexually and asexually.

4.1b

There are many methods of asexual reproduction, including division of a cell into

two cells, or separation of part of an animal or plant from the parent, resulting in the

growth of another individual.

4.1c

Methods of sexual reproduction depend upon the species. All methods involve the

merging of sex cells to begin the development of a new individual. In many species,

including plants and humans, eggs and sperm are produced.

4.1d

Fertilization and/or development in organisms may be internal or external.

Explain the role of sperm and egg cells in sexual reproduction.

Major Understandings:

4.2a

The male sex cell is the sperm. The female sex cell is the egg. The fertilization of an

egg by a sperm results in a fertilized egg.

4.2b

In sexual reproduction, sperm and egg each carry onehalf of the genetic informa

tion for the new individual. Therefore, the fertilized egg contains genetic information

from each parent.

Observe and describe developmental patterns in selected plants and animals (e.g., insects, frogs,

humans, seedbearing plants).

Major Understandings:

4.3a

Multicellular organisms exhibit complex changes in development, which begin

after fertilization. The fertilized egg undergoes numerous cellular divisions that will

result in a multicellular organism, with each cell having identical genetic information.

4.3b

In humans, the fertilized egg grows into tissue which develops into organs and

organ systems before birth.

4.3c

Various body structures and functions change as an organism goes through its life

cycle.

PERFORMANCE

INDICATOR 4.1

PERFORMANCE

INDICATOR 4.2

PERFORMANCE

INDICATOR 4.3

The Living Environment

4.3d

Patterns of development vary among animals. In some species the young resemble

the adult, while in others they do not. Some insects and amphibians undergo metamor

phosis as they mature.

4.3e

Patterns of development vary among plants. In seedbearing plants, seeds contain

stored food for early development. Their later development into adulthood is character

ized by varying patterns of growth from species to species.

4.3f

As an individual organism ages, various body structures and functions change.

Observe and describe cell division at the microscopic level and its macroscopic effects.

Major Understandings:

4.4a

In multicellular organisms, cell division is responsible for growth, maintenance,

and repair. In some onecelled organisms, cell division is a method of asexual

reproduction.

4.4b

In one type of cell division, chromosomes are duplicated and then separated into

two identical and complete sets to be passed to each of the two resulting cells. In this

type of cell division, the hereditary information is identical in all the cells that result.

4.4c

Another type of cell division accounts for the production of egg and sperm cells in

sexually reproducing organisms. The eggs and sperm resulting from this type of cell

division contain onehalf of the hereditary information.

4.4d

Cancers are a result of abnormal cell division.

Key Idea 5:

Organisms maintain a dynamic equilibrium that sustains life.

Introduction: All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal

conditions while living in a constantly changing external environment. Organisms respond to internal or

environmental stimuli.

Compare the way a variety of living specimens carry out basic life functions and maintain

dynamic equilibrium.

Major Understandings:

5.1a

Animals and plants have a great variety of body plans and internal structures that

contribute to their ability to maintain a balanced condition.

5.1b

An organism’s overall body plan and its environment determine the way that the

organism carries out the life processes.

PERFORMANCE

INDICATOR 4.3

continued

PERFORMANCE

INDICATOR 4.4

PERFORMANCE

INDICATOR 5.1

The Living Environment

5.1c

All organisms require energy to survive. The amount of energy needed and the

method for obtaining this energy vary among cells. Some cells use oxygen to release the

energy stored in food.

5.1d

The methods for obtaining nutrients vary among organisms. Producers, such as

green plants, use light energy to make their food. Consumers, such as animals, take in

energyrich foods.

5.1e

Herbivores obtain energy from plants. Carnivores obtain energy from animals.

Omnivores obtain energy from both plants and animals. Decomposers, such as bacteria

and fungi, obtain energy by consuming wastes and/or dead organisms.

5.1f

Regulation of an organism’s internal environment involves sensing the internal

environment and changing physiological activities to keep conditions within the range

required for survival. Regulation includes a variety of nervous and hormonal feedback

systems.

5.1g

The survival of an organism depends on its ability to sense and respond to its

external environment.

Describe the importance of major nutrients, vitamins, and minerals in maintaining health and

promoting growth, and explain the need for a constant input of energy for living organisms.

Major Understandings:

5.2a

Food provides molecules that serve as fuel and building material for all organisms.

All living things, including plants, must release energy from their food, using it to carry

on their life processes.

5.2b

Foods contain a variety of substances, which include carbohydrates, fats, vitamins,

proteins, minerals, and water. Each substance is vital to the survival of the organism.

5.2c

Metabolism is the sum of all chemical reactions in an organism. Metabolism can be

influenced by hormones, exercise, diet, and aging.

5.2d

Energy in foods is measured in Calories. The total caloric value of each type of

food varies. The number of Calories a person requires varies from person to person.

5.2e

In order to maintain a balanced state, all organisms have a minimum daily intake

of each type of nutrient based on species, size, age, sex, activity, etc. An imbalance in any

of the nutrients might result in weight gain, weight loss, or a diseased state.

5.2f

Contraction of infectious disease, and personal behaviors such as use of toxic sub

stances and some dietary habits, may interfere with one’s dynamic equilibrium. During

pregnancy these conditions may also affect the development of the child. Some effects of

these conditions are immediate; others may not appear for many years.

PERFORMANCE

INDICATOR 5.1

continued

PERFORMANCE

INDICATOR 5.2

The Living Environment

Key Idea 6:

Plants and animals depend on each other and their physical environment.

Introduction: An environmentally aware citizen should have an understanding of the natural world. All organisms

interact with one another and are dependent upon their physical environment. Energy and matter flow from one

organism to another. Matter is recycled in ecosystems. Energy enters ecosystems as sunlight, and is eventually lost

from the community to the environment, mostly as heat.

Describe the flow of energy and matter through food chains and food webs.

Major Understandings:

6.1a

Energy flows through ecosystems in one direction, usually from the Sun, through

producers to consumers and then to decomposers. This process may be visualized with

food chains or energy pyramids.

6.1b

Food webs identify feeding relationships among producers, consumers, and

decomposers in an ecosystem.

6.1c

Matter is transferred from one organism to another and between organisms and

their physical environment. Water, nitrogen, carbon dioxide, and oxygen are examples

of substances cycled between the living and nonliving environment.

Provide evidence that green plants make food and explain the significance of this process to

other organisms.

Major Understandings:

6.2a

Photosynthesis is carried on by green plants and other organisms containing

chlorophyll. In this process, the Sun’s energy is converted into and stored as chemical

energy in the form of a sugar. The quantity of sugar molecules increases in green plants

during photosynthesis in the presence of sunlight.

6.2b

The major source of atmospheric oxygen is photosynthesis. Carbon dioxide is

removed from the atmosphere and oxygen is released during photosynthesis.

6.2c

Green plants are the producers of food which is used directly or indirectly by

consumers.

PERFORMANCE

INDICATOR 6.1

PERFORMANCE

INDICATOR 6.2

The Living Environment

Key Idea 7:

Human decisions and activities have had a profound impact on the physical and living environment.

Introduction: The number of organisms an ecosystem can support depends on the resources available and physical

factors: quantity of light, air, and water; range of temperatures; soil composition. To ensure the survival of our

planet, people have a responsibility to consider the impact of their actions on the environment.

Describe how living things, including humans, depend upon the living and nonliving environ

ment for their survival.

Major Understandings:

7.1a

A population consists of all individuals of a species that are found together at a

given place and time. Populations living in one place form a community. The commu

nity and the physical factors with which it interacts compose an ecosystem.

7.1b

Given adequate resources and no disease or predators, populations (including

humans) increase. Lack of resources, habitat destruction, and other factors such as pre

dation and climate limit the growth of certain populations in the ecosystem.

7.1c

In all environments, organisms interact with one another in many ways.

Relationships among organisms may be competitive, harmful, or beneficial. Some

species have adapted to be dependent upon each other with the result that neither could

survive without the other.

7.1d

Some microorganisms are essential to the survival of other living things.

7.1e

The environment may contain dangerous levels of substances (pollutants) that are

harmful to organisms. Therefore, the good health of environments and individuals

requires the monitoring of soil, air, and water, and taking steps to keep them safe.

Describe the effects of environmental changes on humans and other populations.

Major Understandings:

7.2a

In ecosystems, balance is the result of interactions between community members

and their environment.

7.2b

The environment may be altered through the activities of organisms. Alterations

are sometimes abrupt. Some species may replace others over time, resulting in long

term gradual changes (ecological succession).

7.2c

Overpopulation by any species impacts the environment due to the increased use

of resources. Human activities can bring about environmental degradation through

resource acquisition, urban growth, landuse decisions, waste disposal, etc.

7.2d

Since the Industrial Revolution, human activities have resulted in major pollution

of air, water, and soil. Pollution has cumulative ecological effects such as acid rain,

global warming, or ozone depletion. The survival of living things on our planet depends

on the conservation and protection of Earth’s resources.

PERFORMANCE

INDICATOR 7.1

PERFORMANCE

INDICATOR 7.2

The Physical Setting

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical

setting and living environment and recognize the historical development of ideas in science.

Key Idea 1:

The Earth and celestial phenomena can be described by principles of relative motion and perspective.

The universe is comprised of a wide array of objects, a few of which can be seen by the unaided eye. Others can

only be observed with scientific instruments. These celestial objects, distinct from Earth, are in motion relative to

Earth and each other. Measurements of these motions vary with the perspective of the observer. Cyclical changes

on Earth are caused by interactions among objects in the universe.

Explain daily, monthly, and seasonal changes on Earth.

Major Understandings:

1.1a

Earth’s Sun is an averagesized star. The Sun is more than a million times greater

in volume than Earth.

1.1b

Other stars are like the Sun but are so far away that they look like points of light.

Distances between stars are vast compared to distances within our solar system.

1.1c

The Sun and the planets that revolve around it are the major bodies in the solar sys

tem. Other members include comets, moons, and asteroids. Earth’s orbit is nearly circular.

1.1d

Gravity is the force that keeps planets in orbit around the Sun and the Moon in

orbit around the Earth.

1.1e

Most objects in the solar system have a regular and predictable motion. These

motions explain such phenomena as a day

, a year, phases of the Moon, eclipses, tides,

meteor showers, and comets.

1.1f

The latitude/longitude coordinate system and our system of time are based on

celestial observations.

1.1g Moons are seen by reflected light. Our Moon orbits Earth, while Earth orbits the

Sun. The Moon’s phases as observed from Earth are the result of seeing different por

tions of the lighted area of the Moon’s surface. The phases repeat in a cyclic pattern in

about one month.

1.1h The apparent motions of the Sun, Moon, planets, and stars across the sky can be

explained by Earth’s rotation and revolution. Earth’s rotation causes the length of one

day to be approximately 24 hours. This rotation also causes the Sun and Moon to appear

to rise along the eastern horizon and to set along the western horizon. Earth’s revolution

around the Sun defines the length of the year as 365 1/4 days.

1.1i

The tilt of Earth’s axis of rotation and the revolution of Earth around the Sun cause

seasons on Earth. The length of daylight varies depending on latitude and season.

1.1j

The shape of Earth, the other planets, and stars is nearly spherical.

STANDARD 4: The Physical Setting

PERFORMANCE

INDICATOR 1.1

The Physical Setting

Key Idea 2:

Many of the phenomena that we observe on Earth involve interactions among components of air, water, and

land.

Students should develop an understanding of Earth as a set of closely coupled systems. The concept of systems

provides a framework in which students can investigate three major interacting components: lithosphere, hydro

sphere, and atmosphere. Processes act within and among the three components on a wide range of time scales to

bring about continuous change in Earth’s crust, oceans, and atmosphere.

Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve,

and change.

Major Understandings:

2.1a

Nearly all the atmosphere is confined to a thin shell surrounding Earth. The atmos

phere is a mixture of gases, including nitrogen and oxygen with small amounts of water

vapor, carbon dioxide, and other trace gases. The atmosphere is stratified into layers,

each having distinct properties. Nearly all weather occurs in the lowest layer of the

atmosphere.

2.1b

As altitude increases, air pressure decreases.

2.1c

The rock at Earth’s surface forms a nearly continuous shell around Earth called the

lithosphere.

2.1d

The majority of the lithosphere is covered by a relatively thin layer of water called

the hydrosphere.

2.1e

Rocks are composed of minerals. Only a few rockforming minerals make up most

of the rocks of Earth. Minerals are identified on the basis of physical properties such as

streak, hardness, and reaction to acid.

2.1f

Fossils are usually found in sedimentary rocks. Fossils can be used to study past

climates and environments.

2.1g

The dynamic processes that wear away Earth’s surface include weathering and

erosion.

2.1h

The process of weathering breaks down rocks to form sediment. Soil consists of

sediment, organic material, water, and air.

2.1i

Erosion is the transport of sediment. Gravity is the driving force behind erosion.

Gravity can act directly or through agents such as moving water, wind, and glaciers.

2.1j

Water circulates through the atmosphere, lithosphere, and hydrosphere in what is

known as the water cycle.

PERFORMANCE

INDICATOR 2.1

The Physical Setting

Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.

Major Understandings:

2.2a

The interior of Earth is hot. Heat flow and movement of material within Earth

cause sections of Earth’s crust to move. This may result in earthquakes, volcanic

eruption, and the creation of mountains and ocean basins.

2.2b

Analysis of earthquake wave data (vibrational disturbances) leads to the conclu

sion that there are layers within Earth. These layers—the crust, mantle, outer core, and

inner core—have distinct properties.

2.2c

Folded, tilted, faulted, and displaced rock layers suggest past crustal movement.

2.2d

Continents fitting together like puzzle parts and fossil correlations provided initial

evidence that continents were once together.

2.2e

The Theory of Plate Tectonics explains how the “solid” lithosphere consists of a

series of plates that “float” on the partially molten section of the mantle. Convection

cells within the mantle may be the driving force for the movement of the plates.

2.2f

Plates may collide, move apart, or slide past one another. Most volcanic activity

and mountain building occur at the boundaries of these plates, often resulting in earth

quakes.

2.2g

Rocks are classified according to their method of formation. The three classes of

rocks are sedimentary, metamorphic, and igneous. Most rocks show characteristics that

give clues to their formation conditions.

2.2h

The rock cycle model shows how types of rock or rock material may be trans

formed from one type of rock to another.

2.2i

Weather describes the conditions of the atmosphere at a given location for a short

period of time.

2.2j

Climate is the characteristic weather that prevails from season to season and year

to year.

2.2k

The uneven heating of Earth’s surface is the cause of weather.

2.2l

Air masses form when air remains nearly stationary over a large section of Earth’s

surface and takes on the conditions of temperature and humidity from that location.

Weather conditions at a location are determined primarily by temperature, humidity,

and pressure of air masses over that location.

2.2m Most local weather condition changes are caused by movement of air masses.

2.2n

The movement of air masses is determined by prevailing winds and upper air currents.

2.2o

Fronts are boundaries between air masses. Precipitation is likely to occur at these

boundaries.

2.2p

Highpressure systems generally bring fair weather. Lowpressure systems usually

bring cloudy

, unstable conditions. The general movement of highs and lows is from

west to east across the United States.

PERFORMANCE

INDICATOR 2.2

The Physical Setting

2.2q

Hazardous weather conditions include thunderstorms, tornadoes, hurricanes, ice

storms, and blizzards. Humans can prepare for and respond to these conditions if given

sufficient warning.

2.2r

Substances enter the atmosphere naturally and from human activity. Some of these

substances include dust from volcanic eruptions and greenhouse gases such as carbon

dioxide, methane, and water vapor. These substances can affect weather, climate, and

living things.

Key Idea 3:

Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

Objects in the universe are composed of matter. Matter is anything that takes up space and has mass. Matter is classi

fied as a substance or a mixture of substances. Knowledge of the structure of matter is essential to students’ under

standing of the living and physical environments. Matter is composed of elements which are made of small particles

called atoms. All living and nonliving material is composed of these elements or combinations of these elements.

Observe and describe properties of materials, such as density

, conductivity, and solubility.

Major Understandings:

3.1a

Substances have characteristic properties. Some of these properties include color,

odor, phase at room temperature, density, solubility, heat and electrical conductivity,

hardness, and boiling and freezing points.

3.1b

Solubility can be affected by the nature of the solute and solvent, temperature, and

pressure. The rate of solution can be affected by the size of the particles, stirring,

temperature, and the amount of solute already dissolved.

3.1c

The motion of particles helps to explain the phases (states) of matter as well as

changes from one phase to another. The phase in which matter exists depends on the

attractive forces among its particles.

3.1d

Gases have neither a determined shape nor a definite volume. Gases assume the

shape and volume of a closed container.

3.1e

A liquid has definite volume, but takes the shape of a container.

3.1f

A solid has definite shape and volume. Particles resist a change in position.

3.1g

Characteristic properties can be used to identify different materials, and separate a

mixture of substances into its components. For example, iron can be removed from a

mixture by means of a magnet. An insoluble substance can be separated from a soluble

substance by such processes as filtration, settling, and evaporation.

3.1h

Density can be described as the amount of matter that is in a given amount of

space. If two objects have equal volume, but one has more mass, the one with more

mass is denser.

3.1i

Buoyancy is determined by comparative densities.

PERFORMANCE

INDICATOR 2.2

continued

PERFORMANCE

INDICATOR 3.1

The Physical Setting

Distinguish between chemical and physical changes.

Major Understandings:

3.2a

During a physical change a substance keeps its chemical composition and proper

ties. Examples of physical changes include freezing, melting, condensation, boiling,

evaporation, tearing, and crushing.

3.2b

Mixtures are physical combinations of materials and can be separated by physical

means.

3.2c

During a chemical change, substances react in characteristic ways to form new

substances with different physical and chemical properties. Examples of chemical

changes include burning of wood, cooking of an egg, rusting of iron, and souring of

milk.

3.2d

Substances are often placed in categories if they react in similar ways. Examples

include metals, nonmetals, and noble gases.

3.2e

The Law of Conservation of Mass states that during an ordinary chemical reaction

matter cannot be created or destroyed. In chemical reactions, the total mass of the

reactants equals the total mass of the products.

Develop mental models to explain common chemical reactions and changes in states of matter.

Major Understandings:

3.3a

All matter is made up of atoms. Atoms are far too small to see with a light

microscope.

3.3b

Atoms and molecules are perpetually in motion. The greater the temperature, the

greater the motion.

3.3c

Atoms may join together in welldefined molecules or may be arranged in regular

geometric patterns.

3.3d

Interactions among atoms and/or molecules result in chemical reactions.

3.3e

The atoms of any one element are different from the atoms of other elements.

3.3f

There are more than 100 elements. Elements combine in a multitude of ways to

produce compounds that account for all living and nonliving substances. Few elements

are found in their pure form.

3.3g

The periodic table is one useful model for classifying elements. The periodic table

can be used to predict properties of elements (metals, nonmetals, noble gases).

PERFORMANCE

INDICATOR 3.2

PERFORMANCE

INDICATOR 3.3

The Physical Setting

Key Idea 4:

Energy exists in many forms, and when these forms change energy is conserved.

Introduction: An underlying principle of all energy use is the Law of Conservation of Energy. Simply stated, energy

cannot be created or destroyed.

Energy can be transformed, one form to another. These transformations produce heat energy. Heat is a calculated

value which includes the temperature of the material, the mass of the material, and the type of the material.

Temperature is a direct measurement of the average kinetic energy of the particles in a sample of material. It should

be noted that temperature is not a measurement of heat.

Describe the sources and identify the transformations of energy observed in everyday life.

Major Understandings:

4.1a

The Sun is a major source of energy for Earth. Other sources of energy include

nuclear and geothermal energy.

4.1b

Fossil fuels contain stored solar energy and are considered nonrenewable resources.

They are a major source of energy in the United States. Solar energy, wind, moving water,

and biomass are some examples of renewable energy resources.

4.1c

Most activities in everyday life involve one form of energy being transformed into

another. For example, the chemical energy in gasoline is transformed into mechanical

energy in an automobile engine. Energy, in the form of heat, is almost always one of the

products of energy transformations.

4.1d

Different forms of energy include heat, light, electrical, mechanical, sound, nuclear,

and chemical. Energy is transformed in many ways.

4.1e

Energy can be considered to be either kinetic energy, which is the energy of

motion, or potential energy, which depends on relative position.

Observe and describe heating and cooling events.

Major Understandings:

4.2a

Heat moves in predictable ways, flowing from warmer objects to cooler ones, until

both reach the same temperature.

4.2b

Heat can be transferred through matter by the collisions of atoms and/or mole

cules (conduction) or through space (radiation). In a liquid or gas, currents will facilitate

the transfer of heat (convection).

4.2c

During a phase change, heat energy is absorbed or released. Energy is absorbed

when a solid changes to a liquid and when a liquid changes to a gas. Energy is released

when a gas changes to a liquid and when a liquid changes to a solid.

4.2d

Most substances expand when heated and contract when cooled. Water is an

exception, expanding when changing to ice.

4.2e

Temperature affects the solubility of some substances in water.

PERFORMANCE

INDICATOR 4.2

PERFORMANCE

INDICATOR 4.1

The Physical Setting

Observe and describe energy changes as related to chemical reactions.

Major Understandings:

4.3a

In chemical reactions, energy is transferred into or out of a system. Light, electric

ity, or mechanical motion may be involved in such transfers in addition to heat.

Observe and describe the properties of sound, light, magnetism, and electricity.

Major Understandings:

4.4a

Different forms of electromagnetic energy have different wavelengths. Some exam

ples of electromagnetic energy are microwaves, infrared light, visible light, ultraviolet

light, Xrays, and gamma rays.

4.4b

Light passes through some materials, sometimes refracting in the process.

Materials absorb and reflect light, and may transmit light. To see an object, light from

that object, emitted by or reflected from it, must enter the eye.

4.4c

Vibrations in materials set up wavelike disturbances that spread away from the

source. Sound waves are an example. Vibrational waves move at different speeds in

different materials. Sound cannot travel in a vacuum.

4.4d

Electrical energy can be produced from a variety of energy sources and can be

transformed into almost any other form of energy.

4.4e

Electrical circuits provide a means of transferring electrical energy.

4.4f

Without touching them, material that has been electrically charged attracts

uncharged material, and may either attract or repel other charged material.

4.4g

Without direct contact, a magnet attracts certain materials and either attracts or

repels other magnets. The attractive force of a magnet is greatest at its poles.

Describe situations that support the principle of conservation of energy.

Major Understandings:

4.5a

Energy cannot be created or destroyed, but only changed from one form into

another.

4.5b

Energy can change from one form to another, although in the process some energy

is always converted to heat. Some systems transform energy with less loss of heat than

others.

PERFORMANCE

INDICATOR 4.3

PERFORMANCE

INDICATOR 4.4

PERFORMANCE

INDICATOR 4.5

The Physical Setting

Key Idea 5:

Energy and matter interact through forces that result in changes in motion.

Introduction: Examples of objects in motion can be seen all around us. These motions result from an interaction of

energy and matter. This interaction creates forces (pushes and pulls) that produce predictable patterns of change.

Common forces would include gravity, magnetism, and electricity. Friction is a force that should always be consid

ered in a discussion of motion.

When the forces acting on an object are unbalanced, changes in that object’s motion occur. The changes could

include a change in speed or a change in direction. When the forces are balanced, the motion of that object will

remain unchanged. Understanding the laws that govern motion allows us to predict these changes in motion.

Describe different patterns of motion of objects.

Major Understandings:

5.1a

The motion of an object is always judged with respect to some other object or

point. The idea of absolute motion or rest is misleading.

5.1b

The motion of an object can be described by its position, direction of motion, and speed.

5.1c

An object’s motion is the result of the combined effect of all forces acting on the

object. A moving object that is not subjected to a force will continue to move at a con

stant speed in a straight line. An object at rest will remain at rest.

5.1d

Force is directly related to an object’s mass and acceleration. The greater the force,

the greater the change in motion.

5.1e

For every action there is an equal and opposite reaction.

Observe, describe, and compare effects of forces (gravity

, electric current, and magnetism) on the

motion of objects.

Major Understandings:

5.2a

Every object exerts gravitational force on every other object. Gravitational force

depends on how much mass the objects have and on how far apart they are. Gravity is

one of the forces acting on orbiting objects and projectiles.

5.2b

Electric currents and magnets can exert a force on each other.

5.2c

Machines transfer mechanical energy from one object to another.

5.2d

Friction is a force that opposes motion.

5.2e

A machine can be made more efficient by reducing friction. Some common ways of

reducing friction include lubricating or waxing surfaces.

5.2f

Machines can change the direction or amount of force, or the distance or speed of

force required to do work.

5.2g

Simple machines include a lever, a pulley

, a wheel and axle, and an inclined plane.

A complex machine uses a combination of interacting simple machines, e.g., a bicycle.

PERFORMANCE

INDICATOR 5.2

PERFORMANCE

INDICATOR 5.1

Intermediate Science

APPENDIX

INTERMEDIATE

SCIENCE EXAMINATION

DESCRIPTION

PURPOSE:

To assess student achievement of Standards 1, 2, 4, 6, and 7 of the

Learning Standards for Math

ematics, Science, and Technology

and, when appropriate, include aspects of the other six mathe

matics, science, and technology standards including analysis, inquiry, design, information

systems, mathematics, technology, common themes, and interdisciplinary problem solving.

FORMAT:

Questions will be content and skillsbased and may require students to graph, complete a

data table, label diagrams or photographs, interpret a reading passage, make calculations, or

write a response. As outlined in the Scientific Inquiry section of the

Learning Standards for

Mathematics, Science, and T

echnology

, students may be asked to hypothesize, interpret, analyze,

and evaluate data and apply their scientific knowledge and skills to realworld situations.

The threehour written examination will include three parts. Students should be prepared

to answer questions in selectedresponse (multiple choice) and constructedresponse for

mats. In addition, prior to the written portion, there will be a laboratory performance test

that will assess students’ skills.

The specifics are as follows:

PART A

Contentbased, multiple choice questions assessing the student’s ability to apply

, analyze,

synthesize, and evaluate core material primarily from Standard 4.

(approximately 25 35% of exam)

PART B

Content and skillsbased questions, multiple choice and/or short constructedresponse

items assessing the student’s ability to apply

, analyze, synthesize, and evaluate material

primarily from Standard 4 (content) and Standard 1 (inquiry).

(approximately 25 35% of exam)

PART C

Content and its application will be assessed with extended constructedresponse items.

Material from Standards 1, 4, 6, and 7 (problem solving) primarily will be assessed by

requiring students to apply their knowledge of science concepts and skills to address real

world situations.

Realworld situations (approximately three to five) may be taken from newspaper or maga

zine articles, scientific journals, or current events, for example. Students will be asked to

apply scientific concepts, formulate hypotheses, make predictions, or use other scientific

inquiry techniques in their responses to the questions posed.

Scoring rubrics will be used to assess responses.

(approximately 20 25% of exam)

PART D

Laboratory performance test (prior to written examination)

Handson laboratory tasks linked to content and skills in Standards 1, 2, 4, 6, and 7.

(comprising 15% of exam)

Intermediate Science

APPENDIX

EXAMPLES OF ACTIVITIES TO BUILD SKILLS TO SUPPORT

STANDARDS 1 AND 4

Standard 1: Scientific Inquiry

Key Idea 1:

The central purpose of scientific inquiry is to develop explanations of natural phenomena in a con

tinuing, creative process.

•

After being shown the disparity between the amount of solid waste that is recycled and the amount that could

be recycled, students working in small groups are asked to explain why this disparity exists. They develop a

set of possible explanations and select one for intensive study. After their explanation is critiqued by other

groups, it is refined and submitted for assessment. The explanation is rated on clarity, plausibility, and appro

priateness for intensive study using research methods.

Key Idea 2:

Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed

explanations involving the use of conventional techniques and procedures and usually requiring considerable

ingenuity.

•

Students develop a research plan for studying the accuracy of their explanation of the disparity between the

amount of solid waste that is recycled and the amount that could be recycled. After their tentative plan is cri

tiqued, they refine it and submit it for assessment.The research proposal is rated on clarity, feasibility, and

soundness as a method of studying the explanation’s accuracy. They carry out the plan, with teachersug

gested modifications. This work is rated by the teacher while it is in progress.

Key Idea 3:

The observations made while testing proposed explanations, when analyzed using conventional and

invented methods, provide new insights into phenomena.

•

Students carry out their plan, making appropriate observations and measurements. They analyze the data,

reach conclusions regarding their explanation of the disparity between the amount of solid waste that is recy

cled and the amount that could be recycled, and prepare a tentative report which is critiqued by other groups,

refined, and submitted for assessment. The report is rated on clarity, quality of presentation of data and analy

ses, and soundness of conclusions.

Standard 4: Science—Living Environment

Key Idea 1:

Living things are both similar to and different from each other and from nonliving things.

•

Students conduct a survey of the school grounds and develop appropriate classification keys to group plants

and animals by shared characteristics.

•

Students use springtype clothespins to investigate muscle fatigue or rulers to determine the effect of amount

of sleep on handeye coordination.

Key Idea 2:

Organisms inherit genetic information in a variety of ways that result in continuity of structure and

function between parents and offspring.

•

Students contrast dominance and blending as models for explaining inheritance of traits.

•

Students trace patterns of inheritance for selected human traits.

Key Idea 3:

Individual organisms and species change over time.

•

Students conduct a longterm investigation of plant or animal communities.

•

Students investigate the acquired effects of industrialization on tree trunk color and those effects on different

insect species.

Key Idea 4:

The continuity of life is sustained through reproduction and development.

•

Students apply a model of the genetic code as an analogue for the role of the genetic code in human

populations.

Intermediate Science

Key Idea 5:

Organisms maintain a dynamic equilibrium that sustains life.

•

Students record and compare the behaviors of animals in their natural habitats and relate how these behaviors

are important to the animals.

•

Students design and conduct a survey of personal nutrition and exercise habits, and analyze and critique the

results of that survey.

Key Idea 6:

Plants and animals depend on each other and their physical environment.

•

Students construct a food web for a community of organisms and explore how elimination of a particular part

of a chain affects the rest of the chain and web.

Key Idea 7:

Human decisions and activities have had a profound impact on the physical and living environment.

•

Students conduct an extended investigation of a local environment affected by human actions (e.g., a pond,

stream, forest, empty lot).

Standard 4: Science—Physical Setting

Key Idea 1:

The Earth and celestial phenomena can be described by principles of relative motion and

perspective.

•

Students create models, drawings, or demonstrations describing the arrangement, interaction, and movement

of the Earth, Moon, and Sun.

•

Students plan and conduct an investigation of the night sky to describe the arrangement, interaction, and

movement of celestial bodies.

Key Idea 2:

Many of the phenomena that we observe on Earth involve interactions among components of air,

water, and land.

•

Students add heat to and subtract heat from water and graph the temperature changes, including the result

ing phase changes.

•

Students make a record of reported earthquakes and volcanoes and interpret the patterns formed worldwide.

Key Idea 3:

Matter is made up of particles whose properties determine the observable characteristics of matter

and its reactivity.

•

Students test and compare the properties (hardness, shape, color, etc.) of an array of materials.

•

Students observe an ice cube as it begins to melt and construct an explanation for what happens, including

sketches and written descriptions of their ideas.

•

Students observe and measure characteristic properties, such as boiling and melting points, solubility, and

simple chemical changes of pure substances, and use those properties to distinguish and separate one sub

stance from another.

Key Idea 4:

Energy exists in many forms, and when these forms change energy is conserved.

•

Students design and construct devices to transform/transfer energy.

•

Students conduct supervised explorations of chemical reactions for selected household products (not includ

ing ammonia and bleach products), such as hot and cold packs used to treat sports injuries.

•

Students build an electromagnet and investigate the effects of using different types of core materials, varying

thicknesses of wire, and different circuit types.

Key Idea 5:

Energy and matter interact through forces that result in changes in motion.

•

Students investigate physics in everyday life, such as at an amusement park or playground.

•

Students use simple machines made of pulleys and levers to lift objects and describe how each machine trans

forms the force applied to it.

•

Students build “Rube Goldberg” type devices and describe the energy transformations evident in them.

Intermediate Science