Science - Middle School
11. Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems.
Student Language: I can use the scientific processes and can design, build and test for scientific purposes.
11 A. Know and apply the concepts, principles and processes of scientific inquiry
Student Language: I can make a prediction, conduct an experiment, interpret and report results.
11.A.3a Formulate hypotheses that can be tested by collecting data.
The students will be able to demonstrate a basic understanding to the scientific method and be able to use the scientific method to solve problems.
11.A.3b Conduct scientific experiments that control all but one variable.
The students will be able to explain how and when a control is used in an experiment.
11.A.3c Collect and record data accurately using consistent measuring and recording techniques and media.
The students will be able to gather research information, observe, name, count, measure, collect, list, record data, deep notes, use a balance and scale to measure and weigh objects, and draw conclusions.
11.A.3d Explain the existence of unexpected results in a data set.
The students will be able to test ideas to find out whether they are true or not instead of jumping to conclusions and believing in superstitions.
11.A.3e Use data manipulation tools and quantitative (e.g., mean, mode, simple equations) and representational methods (e.g., simulations, image processing) to analyze measurements.
The students will be able to calculate using simple equations to manipulate data taken from experiments.
11.A.3f Interpret and represent results of analysis to produce findings.
The students will be able to explain conclusions from the data collected in a laboratory setting.
11.A.3g Report and display the process and results of a scientific investigation.
The students will be able to create a lab report following steps associated with the scientific method.
11 B. Know and apply the concepts, principles and processes of technological design.
Student Language: I can design, build, and test something to solve a problem.
11.B.3a Identify an actual design problem and establish criteria for determining the success of a solution.
Working in small cooperative groups, given specified materials, students will identify a design problem and establish criteria for determining the success of a solution.
11.B.3b Sketch, propose and compare design solutions to the problem considering available materials, tools, cost effectiveness and safety.
Students will propose possible design solutions and determine, build, and test the most appropriate prototype.
11.B.3c Select the most appropriate design and build a prototype or simulation.
11.B.3d Test the prototype using available materials, instruments and technology and record the data.
11.B.3e Evaluate the test results based on established criteria, note sources of error and recommend improvements.
Students will test, evaluate, and modify the design and report the results.
11.B.3f Using available technology, report the relative success of the design based on the test results and criteria.
12. Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
Student Language: I can explain concepts of life, physical and earth/space science and their interconnections.
12 A. Know and apply concepts that explain how living things function, adapt and change.
Student Language: I can explain how to apply the concepts of how plants and animals live, change and adapt to their environments.
12.A.3a Explain how cells function as "building blocks" of organisms and describe the requirements for cells to live.
The students will be able to explain what cell division is. The students will be able to know the difference between plant cells and animal cells. The students will be able to identify and know the life functions of the parts of typical plant and animal cells.
12.A.3b Compare characteristics of organisms produced from a single parent with those of organisms produced by two parents.
The students will be able to explain the differences and characteristics between asexual offsprings and sexual offsprings.
12.A.3c Compare and contrast how different forms and structures reflect different functions (e.g., similarities and differences among animals that fly, walk or swim; structures of plant cells and animal cells).
The students will be able to learn the characteristics of different kinds of plants and how they are classified. The students will be able to learn the basic structure and function of the major groups of invertebrate and vertebrate animals.
12 B. Know and apply concepts that describe how living things interact with each other and with their environment.
Student Language: I can explain how to apply the concepts of how plants and animals depend on each other and the environment.
12.B.3a Identify and classify biotic and abiotic factors in an environment that affect population density, habitat and placement of organisms in an energy pyramid.
The students will be able to develop and categorize the biotic and abiotic factors in an environment that affect population, where they live and where they are found in an energy pyramid.
12.B.3b Compare and assess features of organisms for their adaptive, competitive and survival potential (e.g., appendages, reproductive rates, camouflage, defensive structures).
The students will be able to compare and contrast the different defense mechanisms used by a variety of animals.
12 C. Know and apply concepts that describe properties of matter and energy and the interactions between them.
Student Language: I can explain how to apply the concepts of how matter and energy interact with each other.
12.C.3a Explain interactions of energy with matter including changes of state and conservation of mass and energy.
The students will be able to explain why energy is called the ability to do work. The students will learn about the structure of matter, and an understanding of the physical and chemical properties of matter. The students will list the three (3) phases of matter and give examples of each, i.e., gases, liquids and solids.
12.C.3b Model and describe the chemical and physical characteristics of matter (e.g., atoms, molecules, elements, compounds, mixtures).
12 D. Know and apply concepts that describe force and motion and the principles that explain them.
Student Language: I can explain how to apply the concepts of force and motion.
12.D.3a Explain and demonstrate how forces affect motion (e.g., action/reaction, equilibrium conditions, free-falling objects).
The students will be able to describe how forces are related to motion and work. The students will be able to state the three (3) laws of motion.
12.D.3b Explain the factors that affect the gravitational forces on objects (e.g., changes in mass, distance).
The students will be able to state what is meant by the term "motion". The students will be able to state how speed, distance and time are related to one another.
12 E. Know and apply concepts that describe the features and processes of the Earth and its resources.
Student Language: I can explain how to apply the concepts of Earth's systems and resources.
12.E.3a Analyze and explain large-scale dynamic forces, events and processes that affect the Earth’s land, water and atmospheric systems (e.g., jetstream, hurricanes, plate tectonics).
The students will analyze and explain large-scale dynamic forces, events, and processes that affect the Earth’s land, water, and atmospheric systems (e.g. jet stream, hurricanes, plate tectonics) as they relate to current events, geography, and social studies.
12.E.3b Describe interactions between solid earth, oceans, atmosphere and organisms that have resulted in ongoing changes of Earth (e.g., erosion, El Nino).
The students will describe interactions between solid earth, atmosphere, and organisms that have resulted in ongoing changes of Earth as they relate to current events, geography, and social studies.
12.E.3c Evaluate the biodegradability of renewable and nonrenewable natural resources.
The students will evaluate the biodegradability of renewable and nonrenewable natural resources as they relate to current events, geography, and social studies.
12 F. Know and apply concepts that explain the composition and structure of the universe and Earth's place in it.
Student Language: I can explain how to apply the concepts of how objects in the universe, including Earth, act as a system.
12.F.3a Simulate, analyze and explain the effects of gravitational force in the solar system (e.g., orbital shape and speed, tides, spherical shape of the planets and moons).
The student will simulate, analyze, and explain the effects of gravitational force in the solar system (e.g. orbital shape and speed, tides, spherical shape of planets and moons.)
12.F.3b Describe the organization and physical characteristics of the solar system (e.g., sun, planets, satellites, asteroids, comets).
The students will describe the organization and physical characteristics of the solar system (e.g. sun, planets, satellites, asteroids, comets)
12.F.3c Compare and contrast the sun as a star with other objects in the Milky Way Galaxy (e.g., nebulae, dust clouds, stars, black holes).
The students will compare and contrast the sun as a star with other objects in the Milky Way Galaxy (e.g. nubulae, dust coulds, stars, black holes).
13. Understand the relationships among science, technology and society in historical and contemporary contexts.
Student Language: I can explain the accepted practices of science, such as comparing and recording data accurately, and know how science, technology and society are connected.
13 A. Know and apply the accepted practices of science.
Student Language: I can explain how to apply methods for collecting data properly.
13.A.3a Identify and reduce potential hazards in science activities (e.g., ventilation, handling chemicals).
The students will be able to understand the importance of lab safety, including how to use chemicals safely.
13.A.3b Analyze historical and contemporary cases in which the work of science has been affected by both valid and biased scientific practices.
Given a list of proven and disproven scientific theories, students will differentiate valid and biased scientific practices.
13.A.3c Explain what is similar and different about observational and experimental investigations.
Students will explain what is similar and different about observational and experimental investigations.
13 B. Know and apply concepts that describe the interactions between science, technology and society.
Student Language: I can explain how to apply concepts of how science, technology and society interact with each other.
13.B.3a Identify and explain ways that scientific knowledge and economics drive technological development.
Given the rapid advances in science and technology, students will identify and explain a technological advancement, its origin and its impact on the world community.
13.B.3b Identify important contributions to science and technology that have been made by individuals and groups from various cultures.
13.B.3c Describe how occupations use scientific and technological knowledge and skills.
13.B.3d Analyze the interaction of resource acquisition, technological development and ecosystem impact (e.g., diamond, coal or gold mining; deforestation).
13.B.3e Identify advantages and disadvantages of natural resource conservation and management programs.
The students will be able to define "resources", reusable and non-reusable or renewable and non-renewable. The students will be able to describe briefly the natural cycles that water and air become reusable resources. The students will be able to define the term natural resources and list the advantages and disadvantages of natural resource conservation. The students will be able to list reasons why wildlife should be preserved.
13.B.3f Apply classroom-developed criteria to determine the effects of policies on local science and technology issues (e.g., energy consumption, landfills, water quality).
The students will be able to identify a problem in nature and how policies should be applied to correct or stop the issue.