Dublin City Schools Science Graded Course of Study Environmental Science

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1 Environmental Science I. Content Standard: Earth and Space Sciences Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the Universe, the Solar System and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth s systems, processes that shape Earth and Earth s history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the Solar System, and the Universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences. Benchmark Benchmark A Grade Level Band Explain how technology can be used to gather evidence and increase our understanding of the universe. Benchmark B Grade Level Band Describe how Earth is made up of a series of interconnected systems and how a change in one system affects other systems Environmental Science Indicator(s) Benchmark A Indicator(s) Describe how the early Earth was different from the planet we live on today, and explain the formation of the Sun, Earth and the rest of the Solar System from a nebular cloud of dust and gas approximately 4.5 billion years ago. (Ohio Indicator 1, Grade 11) Benchmark B Indicator(s) Analyze how the regular and predictable motions of Earth, Sun and Moon explain phenomena on Earth (e.g., seasons, tides). (Ohio Indicator 2, Grade 11) Explain heat and energy transfers in and out of the atmosphere and its involvement in weather and climate (radiation, conduction, convection and advection; hurricanes, thunderstorms, oceanic and atmospheric currents). (Ohio Indicator 3, Grade 11) Explain the impact of oceanic and atmospheric currents on weather and climate. (Ohio Indicator 4, Grade 11) Use appropriate data to analyze and predict upcoming trends in global weather patterns (e.g., el Niño and la Niña, melting glaciers and icecaps, changes in ocean surface temperatures). (Ohio Indicator 5, Grade 11) Dublin City Schools 3/31/09 1

2 Environmental Science Benchmark Continued Benchmark B Continued Environmental Science Indicator(s) Explain how interactions among Earth s lithosphere, hydrosphere, atmosphere and biosphere have resulted in the ongoing changes of Earth s system (Ohio Indicator 6, Grade 11) Describe the effects of particulates and gases in the atmosphere including those originating from volcanic activity. (Ohio Indicator 7, Grade 11) Describe the normal adjustments of Earth, which may be hazardous for humans. Recognize that humans live at the interface between the atmosphere driven by solar energy and the upper mantle where convection creates changes in Earth's solid crust. Realize that as societies have grown, become stable and come to value aspects of the environment, vulnerability to natural processes of change has increased. (Ohio Indicator 8, Grade 11) Describe how scientists estimate how much of a given resource is available on Earth (Ohio Indicator 6, Grade 12) Dublin City Schools 3/31/09 2

3 Environmental Science Benchmark Continued Benchmark C Grade Level Band Explain that humans are an integral part of Earth s system and the choices humans make today impact natural systems in the future. Environmental Science Indicator(s) Benchmark C Indicator(s) Explain the effects of biomass and human activity on climate (e.g. climate change and global warming) (Ohio Indicator 9, Grade 11) Analyze how materials from human societies (e.g. radioactive waste and air pollution) affect both physical and chemical cycles of Earth. (Ohio Indicator 11, Grade 11) Explain ways in which humans have had a major effect on other species (e.g., the influence of humans on other organisms occurs through land use, which decreases space available to other species and pollution, which changes the chemical composition of air, soil and water). (Ohio Indicator 12, Grade 11) Explain how human behavior affects the basic processes of natural ecosystems and the quality of the atmosphere, hydrosphere and lithosphere. (Ohio Indicator 13, Grade 11) Conclude that Earth has finite resources and explain that humans deplete some resources faster than they can be renewed. (Ohio Indicator 14, Grade 11) Dublin City Schools 3/31/09 3

4 Environmental Science Benchmark Continued Benchmark D Grade Level Band Summarize the historical development of scientific theories and ideas and describe emerging issues in the study of Earth and space sciences. Environmental Science Indicator(s) Benchmark D Indicator(s) Use historical examples to show how new ideas are limited by the context in which they are conceived; are often rejected by the social establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., global warming, Theory of Continental Drift). (Ohio Indicator 15, Grade 11) Describe advances in Earth science that have important long-lasting effects on science and society (e.g., global warming, plate tectonics theory). (Ohio Indicator 16, Grade 11) Dublin City Schools 3/31/09 4

5 Environmental Science II. Content Standard: Life Science Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences. Benchmark Benchmark B Grade Level Band Explain how humans are connected to and impact natural systems. Environmental Science Indicator(s) Benchmark B Indicator(s) Relate how birth rates, fertility rates and death rates are affected by various environmental factors. (Ohio Indicator 3, Grade 11) Examine the contributing factors of human population growth that impact natural systems such as levels of education, children in the labor force, education and employment of women, infant mortality rates, costs of raising children, birth control methods, and cultural norms. (Ohio Indicator 4, Grade 11) Benchmark D Grade Level Band Relate how biotic and abiotic global changes have occurred in the past and will continue to do so in the future. Investigate the impact on the structure and stability of ecosystems due to changes in their biotic and abiotic components as a result of human activity. (Ohio Indicator 5, Grade 11) Benchmark D Indicator(s) Recognize that ecosystems change when significant climate changes occur or when one or more new species appear as a result of immigration or speciation. (Ohio Indicator 12, Grade 11) Describe how the process of evolution has changed the physical world over geologic time. (Ohio Indicator 13, Grade 11) Explain additional components of the evolution theory, including genetic drift, immigration, emigration and mutation. (Ohio Indicator 10, Grade 12) Dublin City Schools 3/31/09 5

6 Environmental Science Benchmark Continued Benchmark E Grade Level Band Explain the interconnectedness of the components of a natural system. Environmental Science Indicator(s) Benchmark E Indicators Predict some possible impacts on an ecosystem with the introduction of a non-native species. (Ohio Indicator 6, Grade 11) Show how populations can increase through linear or exponential growth with corresponding effects on resource use and environmental pollution. (Ohio Indicator 7, Grade 11) Recognize that populations can reach or temporarily exceed the carrying capacity of a given environment. Show that the limitation is not just the availability of space but the number of organisms in relation to resources and the capacity of earth systems to support life. (Ohio Indicator 8, Grade 11) Explain how environmental factors can influence heredity or development of organisms. (Ohio Indicator 10, Grade 11) Relate diversity and adaptation to structures and functions of living organisms at various levels of organization. (Ohio Indicator 7, Grade 12) Based on the structure and stability of ecosystems and their nonliving components, predict the biotic and abiotic changes in such systems when disturbed (e.g. introduction of non-native species, climatic change, etc.). (Ohio Indicator 8, Grade 12) Explain why and how living systems require a continuous input of energy to maintain their chemical and physical organization. Explain that with death and the cessation of energy input, living systems rapidly disintegrate toward more disorganized states. (Ohio Indicator 9, Grade 12) Dublin City Schools 3/31/09 6

7 Environmental Science Benchmark Continued Benchmark G Grade Level Band Summarize the historical development of scientific theories and ideas within the study of life sciences. Environmental Science Indicator(s) Benchmark G Indicators Trace the historical development of a biological theory or idea (e.g., genetics, cytology and germ theory). (Ohio Indicator 11, Grade 12) Describe advances in life sciences that have important, long-lasting effects on science and society (e.g., biotechnology). (Ohio Indicator 12, Grade 12) Dublin City Schools 3/31/09 7

8 Environmental Science III. Standard: Science and Technology Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks, and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and to understand that problems may be solved in several ways. Benchmark Benchmark A Grade Level Band Predict how human choices today will determine the quality and quantity of life on Earth. Environmental Science Indicator(s) Benchmark A Indicator(s) Identify that science and technology are essential social enterprises but alone they can only indicate what can happen, not what should happen. Realize the latter involves human decisions about the use of knowledge. (Ohio Indicator 1, Grade 11) Predict how decisions regarding the implementation of technologies involve the weighing of trade-offs between predicted positive and negative effects on the environment and/or humans. (Ohio Indicator 2, Grade 11) Explore and explain any given technology that may have a different value for different groups of people and at different points in time (e.g., new varieties of farm plants and animals have been engineered by manipulating their genetic instructions to reproduce new characteristics). (Ohio Indicator 3, Grade 11) Explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics and ethics of various science-related and technology-related challenges. (Ohio Indicator 4, Grade 11) Dublin City Schools 3/31/09 8

9 Environmental Science Benchmark Continued Environmental Science Indicator(s) Benchmark A Continued Investigate that all fuels (e.g., fossil, solar, nuclear) have advantages and disadvantages; therefore society must consider the trade-offs among them (e.g., economic costs and environmental impact). (Ohio Indicator 5, Grade 11) Research sources of energy beyond traditional fuels and the advantages, disadvantages and trade-offs society must consider when using alternative sources (e.g., biomass, solar, hybrid engines, wind, fuel cells). (Ohio Indicator 6, Grade 11) Explain how science often advances with the introduction of new technologies and how solving technological problems often results in new scientific knowledge. (Ohio Indicator 1, Grade 12) Describe how new technologies often extend the current levels of scientific understanding and introduce new areas of research. (Ohio Indicator 2, Grade 12) Research how scientific inquiry is driven by the desire to understand the natural world and how technological design is driven by the need to meet human needs and solve human problems. (Ohio Indicator 3, Grade 12) Explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics and ethics of various science-related and technology-related challenges. (Ohio Indicator 4, Grade 12) Dublin City Schools 3/31/09 9

10 Environmental Science IV. Standard: Scientific Inquiry Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others. Benchmark Benchmark A Grade Level Band Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data. Environmental Science Indicator(s) Benchmark A Indicator(s) Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation. (Ohio Indicator 1, Grade 11) Evaluate assumptions that have been used in reaching scientific conclusions. (Ohio Indicator 2, Grade 11) Design and carry out scientific inquiry (investigation), communicate and critique results through peer review. (Ohio Indicator 3, Grade 11) Explain why the methods of an investigation are based on the questions being asked. (Ohio Indicator 4, Grade 11) Summarize data and construct a reasonable argument based on those data and other known information. (Ohio Indicator 5, Grade 11) Derive simple mathematical relationships that have predictive power from experimental data (e.g., derive an equation from a graph and vice versa, determine whether a linear or exponential relationship exists among the data in a table). (Ohio Indicator 2, Grade 12) Dublin City Schools 3/31/09 10

11 Environmental Science Benchmark Continued Benchmark A Continued Environmental Science Indicator(s) Research and apply appropriate safety precautions when designing and/or conducting scientific investigations (e.g., OSHA, MSDS, eyewash, goggles, ventilation). (Ohio Indicator 3, Grade 12) Create and clarify the method, procedures, controls and variables in complex scientific investigations. (Ohio Indicator 4, Grade 12) Use appropriate summary statistics to analyze and describe data. (Ohio Indicator 5, Grade 12) Dublin City Schools 3/31/09 11

12 Environmental Science V. Standard: Scientific Ways of Knowing Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification, and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world. Benchmark Benchmark A Grade Level Band Explain how scientific evidence is used to develop and revise scientific predictions, ideas, or theories. Environmental Science Indicator(s) Benchmark A Indicator(s) Analyze a set of data to derive a hypothesis and apply that hypothesis to a similar phenomenon (e.g., biome data). (Ohio Indicator 1, Grade 11) Apply scientific inquiry to evaluate results of scientific investigations, observations, theoretical models and the explanations proposed by other scientists. (Ohio Indicator 2, Grade 11) Demonstrate that scientific explanations adhere to established criteria, for example a proposed explanation must be logically consistent, it must abide by the rules of evidence and it must be open to questions and modifications. (Ohio Indicator 3, Grade 11) Explain why scientists can assume that the universe is a vast single system in which the basic rules are the same everywhere. (Ohio Indicator 4, Grade 11) Explain how theories are judged by how well they fit with other theories, the range of included observations, how well they explain observations and how effective they are in predicting new findings. (Ohio Indicator 7, Grade 11) Give examples that show how science is a social endeavor in which scientists share their knowledge with the expectation that it will be challenged continuously by the scientific community and others. (Ohio Indicator 1, Grade 12) Dublin City Schools 3/31/09 12

13 Environmental Science Benchmark Continued Benchmark A Continued Environmental Science Indicator(s) Evaluate scientific investigations by reviewing current scientific knowledge and the experimental procedures used, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence and suggesting alternative explanations for the same observations. (Ohio Indicator 2, Grade 12) Select a scientific model, concept or theory and explain how it has been revised over time based on new knowledge, perceptions or technology. (Ohio Indicator 3, Grade 12) Analyze a set of data to derive a principle and then apply that principle to a similar phenomenon (e.g., predator-prey relationship, properties of semiconductors). (Ohio Indicator 4, Grade 12) Describe how individuals and teams contribute to science and engineering at different levels of complexity (e.g., an individual may conduct basic field studies, hundreds of people may work together on major scientific questions or technological problem). (Ohio Indicator 5, Grade 12) Dublin City Schools 3/31/09 13

14 Environmental Science Benchmark Continued Benchmark B Grade Level Band Explain how ethical considerations shape scientific endeavors Benchmark C Grade Level Band Explain how societal issues and considerations affect the progress of science and technology. Indicator(s) Benchmark B Indicators Recognize that bias affect outcomes. People tend to ignore evidence that challenges their beliefs but accept evidence that supports their beliefs. Scientific attempt to avoid bias in their work. (Ohio Indicator 5, Grade 11) Describe the strongly help tradition of science that serve to keep scientists within the bounds of ethical professional behavior. (Ohio Indicator 6, Grade 11) Benchmark C Indicator(s) Explain that the decision to develop a new technology is influenced by societal opinions and demands and by cost benefit considerations. (Ohio Indicator 8, Grade 11) Explain how natural and human-induced hazards present the need or humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society as well as cause risks. (Ohio Indicator 9, Grade 11) Describe costs and trade-offs of various hazards ranging from those with minor risk to a few people, to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientist and engineers can (and cannot) predict events are important considerations. (Ohio Indicator 10, Grade 11) Research the role of science and technology in careers that students plan to pursue. (Ohio Indicator 11, Grade 11) Explain that scientist may develop and apply ethical tests to evaluate the consequences of their research when appropriate. (Ohio Indicator 6, Grade 12) Dublin City Schools 3/31/09 14

15 Environmental Science Benchmark Continued Benchmark C Continued Environmental Science Indicator(s) Describe the current and historical contributions of diverse peoples and cultures to science and technology and the scarcity and inaccessibility or information on some of thee contributions. (Ohio Indicator 7, Grade 12) Recognize that individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs, and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them. (Ohio Indicator 8, Grade 12) Recognize the appropriateness and value of basic questions What can happen/ What are the odds/ and How do scientist and engineers know what will happen? (Ohio Indicator 9, Grade 12) Recognize that social issues and challenges can affect progress in science and technology (e.g., Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology.) (Ohio Indicator 10, Grade 12) Research how advances in scientific knowledge have impacted society on a local, national or global level. (Ohio Indicator 11, Grade 12) Dublin City Schools 3/31/09 15

16 Characteristics of Grade 8 Children The characteristics listed below are general. With each child there is a variance in intellectual, social, emotional, and physical activity. Intellectual become more analytical. can deal with abstract. are able to see dimensions of problems. can conceptualize other s thoughts. are able to apply logic to verbal and hypothetical problems. are sensitive to their place in time. are concerned with end product. Emotional are preoccupied with self. begin to have models other than parents. become more self-conscious. search for self definition through friendship. establish values. wish to no longer be viewed as children. change moods unpredictably. 8 Physical develop at a rate which varies from peers. grow rapidly preceding the onset of puberty (girls about two years ahead of boys). have rapid muscular growth. are awkward and restless because of uneven growth of different body parts. Social are sensitive to attitudes of peers with an emphasis on peer group and a sense of belonging. need to be noticed. show increased interest in opposite sex. deliberately exclude others. select leaders who are often precocious intellectually and physically and are popular with the opposite sex. begin to challlenge parental and school authority. develop a sense of opposite sex identity. participate in family activities. develop a sense of justice and concern for others. want to develop independence. *adapted from the Dublin City Schools Early Childhood Manual (1993).

17 Characteristics of Grade 7 Children The characteristics listed below are general. With each child there is a variance in intellectual, social, emotional, and physical activity. Intellectual become more analytical. can deal with abstract. are able to see dimensions of problems. can conceptualize other s thoughts. are able to apply logic to verbal and hypothetical problems. are sensitive to their place in time. are concerned with end product. Emotional are preoccupied with self. begin to have models other than parents. become more self-conscious. search for self definition through friendship. establish values. wish to no longer be viewed as children. change moods unpredictably. 7 Physical develop at a rate which varies from peers. grow rapidly preceding the onset of puberty (girls about two years ahead of boys). have rapid muscular growth. are awkward and restless because of uneven growth of different body parts. Social are sensitive to attitudes of peers with an emphasis on peer group and a sense of belonging. need to be noticed. show increased interest in opposite sex. deliberately exclude others. select leaders who are often precocious intellectually and physically and are popular with the opposite sex. begin to challlenge parental and school authority. develop a sense of opposite sex identity. participate in family activities. develop a sense of justice and concern for others. want to develop independence. *adapted from the Dublin City Schools Early Childhood Manual (1993).

18 Characteristics of Grade 6 Children The characteristics listed below are general. With each child there is a variance in intellectual, social, emotional, and physical activity. Intellectual become more analytical. can deal with abstract. are able to see dimensions of problems. can conceptualize other s thoughts. are able to apply logic to verbal and hypothetical problems. are sensitive to their place in time. are concerned with end product. Emotional are preoccupied with self. begin to have models other than parents. become more self-conscious. search for self definition through friendship. establish values. wish to no longer be viewed as a child. change moods unpredictably. 6 Physical develop at a rate which varies from peers. grow rapidly preceding the onset of puberty (girls about two years ahead of boys). have rapid muscular growth. are awkward and restless because of uneven growth of different body parts. Social are sensitive to attitudes of peers with an emphasis on peer group and a sense of belonging. need to be noticed. show increased interest in opposite sex. deliberately exclude others. select leaders who are often precocious intellectually and physically and are popular with the opposite sex. begin to challenge parental and school authority. participate in family activities. develop a sense of justice and concern for others. want to develop independence. *adapted from the Dublin City Schools Early Childhood Manual (1993).

19 Secondary Science Graded Course of Study

20 Science Targets Biology Big Idea: Living systems function and interact with the physical environment. Essential Learning: The structure and function of cells define living things. Target 1 Cells which are the basic units of structure and function demonstrate the characteristics necessary for life. I can describe the cell theory. (LA10 1) summarize the historical discoveries that led to the cell theory. (L J 10 26) describe the processes that cells use to reproduce and maintain homeostasis. (L B 10 3) (LB 10 4) Target 2 Cells exhibit a variety of differences and similarities. I can explain the differences and similarities in different types of cells. (L A 10 1) (L A 10 2) (L B 10 4) list the organelles and explain their functions. (L A 10 2) Dublin City Schools 08/01/09

21 Science Targets Biology Big Idea: Living systems function and interact with the physical environment. Essential Learning: Evolution is the basis for biodiversity. Target 1 The theory of evolution is based on scientific evidence. I can summarize the historical developments that led to the theory of natural selection. (L E 10 13) (L H 10 22) (L J 10 26) (E S C 10 4) list and explain the body of scientific evidence that supports evolution. (L C 10 7) ( L E 10 14) (L I 10 24) (L I 10 25) ( L H 10 23) Target 2 Evolution operates through natural selection and other mechanisms to drive biodiversity. I can explain the relationship between natural selection and evolution. (L H 10 21) (L I 10 24) (L E 10 12) explain how environmental conditions influence the process of evolution. (L C 10 7) (L E 10 13) (L E 10 14) (L H 10 20) ( L H 10 21) ( L I 10 24) use evolution to explain extinction and speciation. (L C 10 7) (L E 10 13) (L E 10 14) (L I 10 24) use evolutionary relationships to classify organisms. (L E 10 12) Dublin City Schools 08/01/09

22 Science Targets Biology Big Idea: Living systems function and interact with the physical environment. Essential Learning: Traits of parents are inherited by offspring through genetic processes. Target 1 Traits of parent organisms determine the traits of offspring. I can summarize the historical discoveries that led to modern understanding of the structure and function of DNA. (L J 10 26) (L J 10 27) predict an offspring s traits based on the traits of the parents. (L C 10 6) (L C 10 7) (L C 10 8) Target 2 The structure of DNA contains the blueprint for the traits of an organism. I can describe the significance of DNA structure in the production of proteins. (L C 10 5) ( L D 10 11) Target 3 Genetic variations in organisms occur naturally and through human manipulation. I can describe the natural and artificial mechanisms for genetic variation and their effects over time. (L C 10 7) (L C 10 8) ( L J 10 27) ( L J 10 28) compare and contrast the results of sexual versus asexual reproduction. ( L B 10 4) Dublin City Schools 08/01/09

23 Science Targets Biology Big Idea: Living systems function and interact with the physical environment. Essential Learning: Energy and matter impact ecosystems in a variety of ways. Target 1 Energy and matter transfer through ecosystems. Target 2 Biotic and abiotic factors shape ecosystems. I can list and describe the processes necessary to transfer energy between organisms and their environment. ( L D 10 10) (L D 10 9) (L D 10 11) list and describe the biogeochemical cycles that occur in ecosystems. ( L D 10 9 ) (L F 10 16) I can compare and contrast the abiotic and biotic factors that occur in various ecosystems. ( L F 10 15) ( L F 10 17) (ES B 10 1) ( ES B 10 2) describe the relationships that exist between organisms in an ecosystem. ( L D 10 9) ( L D 10 10) ( L F 10 15) explain the impact that limited resources have on populations. (L F 10 16) (ES F 10 7) Target 3 Human activities impact ecosystems. I can explain the effects that human activities can have on biogeochemical cycles. (L G 10 18) ( L G 10 19) (ES D 10 5) (ES D 10 6) (ES F 10 7) evaluate the impacts of sustainable and non-sustainable resource use. (ES F 10 7) Dublin City Schools 08/01/09

24 Science Targets Biology Big Idea: Scientists study the world in a variety of ways, propose explanations based on the evidence from their work, and develop processes to solve problems. Essential Learning: Scientific processes facilitate our understanding of the natural world. Target 1 Scientific ways of knowing are different from other ways of knowing. I can differentiate between science and non-science. (SK A 10 1) (SK A 10 2) (SK A 10 3) (SB B 10 1) identify and use a scientifically reliable resource. (SI A 10 4) (SK A 10 3) ( SK D 10 7) evaluate scientific practices based on ethical considerations. (SK C 10 4) (SK C 10 5) ( SK C 10 6) (SB B 10 2) Target 2 Science uses evidence and logical decision making to solve problems. Target 3 Science requires specific analytical and communication skills. I can draw conclusions based on observations and experimental results. (SI A 10 4) (SI A 10 5) design and conduct a scientifically reproducible experiment. (SI A 10 2) ( SI A 10 3) I can present scientific results in clear, scientifically appropriate language. (SI A 10 2) analyze scientific data using graphs, tables, technology, maps, and other models. (SI A 10 3) Dublin City Schools 08/01/09

25 Science Targets Chemistry Big Idea: Properties and interactions of energy and matter explain why events occur in the natural world. Essential Learning: All matter is composed of particles called atoms, which are too small to see with the eye. Target 1 Interactions of atoms and molecules determine their state and behavior. I can draw a picture representing states of matter at a molecular level. (PS A 11-1) describe the relationship between pressure, volume, and temperature of gases. (PS A 11-1) Target 2 Organic molecules are made mostly of carbon chains. I can name and draw structures of organic molecules. (P S E 11-2) explain the application of organic molecules in everyday materials and biological systems. (P S E 11-2) Big Idea: Properties and interactions of energy and matter explain why events occur in the natural world. Essential Learning: Matter can interact physically or chemically. Target 1 The physical combination of materials forms a mixture. Target 2 The chemical combination of materials form a compound. I can determine the concentration of a solution. (PS C 9-9) differentiate between types of mixtures. (PS C 9-9) (SI A 11-1,3, 5) I can compare and contrast a variety of compounds. (PS A 9-5) (PS A 12-1,2) explain how the interactions of electrons form compounds. (PS A 9-5) PS A 12-1,2) Dublin City Schools 08/01/09

26 Science Targets Chemistry Big Idea: Properties and interactions of energy and matter explain why events occur in the natural world. Essential Learning: Energy produces changes in matter. Target 1 Energy and matter cannot be created or destroyed in a chemical reaction. I can analyze what factors affect the rate of a reaction. (PS A 12-2) determine the total amount of energy absorbed or released in a reaction. (PS C 12-13) write and balance a chemical equation. (PS B 9-7) determine the amounts of reactants used or products formed in chemical reaction. (PS B 9-7) convert between mass, moles, and number of particles. ( PS B 9-7) identify the different types of reactions. ( PS B 9-7) Target 2 Chemical processes can be represented with models. I can identify the shape of a molecule. (PS A 12-1) model ionic and covalent bonding. (PS A 12-1) Dublin City Schools 08/01/09

27 Science Targets Chemistry Big Idea: Properties and interactions of energy and matter explain why events occur in the natural world. Essential Learning: The periodic table shows relationships between atoms. Target 1 The periodic table is arranged in many repeating patterns. I can identify an element. (PS A 11-1) explain an element s position on the periodic table based on horizontal and/or vertical trends. (PS A 9-4) describe the position of an electron in an atom. (PS C 12-12) Target 2 Changes to an atom s nucleus release energy. I can describe the different forms of decomposition of an atom s nucleus. (PS B 12-10) determine the amount of radioactive decay of substance after a period of time. (PS B 12-11) distinguish between fission and fusion. (PS B 12-10) (PS F 9-14) Dublin City Schools 08/01/09

28 Science Targets Chemistry Big Idea: Scientists study the world in a variety of ways, propose explanations based on the evidence from their work, and develop processes to solve problems. Essential Learning: There is a set of scientific processing skills necessary to understand chemistry. Target 1 There are many different ways to identify compounds and molecules. I can name and write formulas for various compounds. (PS B 9-7) Target 2 Appropriate lab practices are essential for doing chemistry. I can design and perform a chemistry experiment in a safe manner. (SI A 11-1, 12-3) accurately make measurements and convert between units. ( SI A 12-2) apply proper lab techniques to perform experiments. (SI A 11-1, 4) Target 3 Ethics, social factors, and scientific evidence shape the development of science and technology. I can compare and contrast the impact of science and technology. (SK C 11-All Indicators) (ST A 11-5) analyze the evidence relating global climate and human activity. (SK C 12-11) (ST A 11-5,6) make scientific statements based on evidence and observations. (SK A 11-2,3) Dublin City Schools 08/01/09

29 Science Targets Physics Big Idea: Properties and interactions of energy and matter explain why events occur in the natural world. Essential Learning: The actions and interactions of objects are predictable. Target 1 All particles move in a predictable way. I can use mathematical equations to analyze motion. (SK A ) (SK 12 A 3) (SI 12 A 2) (P 9-10 E 12) construct and interpret motion graphs. (SK 12 A 3) (SI 12 A 2) (P D 5A) P D 5B) compare and contrast velocity and acceleration. (P D 5) (P D 5A) use vectors to analyze motion. (P D 5) (P D 5A) (P D 5C) collect and analyze data to predict the motion of an object. (SK A ) (SK A ) (S1 11 A 5) (SI 12 A 2) Target 2 All particles interact in a predictable way. I can apply Newton s Three Laws of Motion to explain the interactions of objects in the universe. (SK A 4) (P 9-10 E 12) (P D9) P D 9 A) explain how Kepler s Laws and the work of others contributed to Newton s Law of Universal Gravitation. (SK A 4) (SK 12 A 3) (P D 5 C) (P D 9) (P D 9 A) Target 3 Certain quantities are conserved when particles interact. I can identify situations where momentum is conserved. (SI 12 A 2) (P D 5C) identify situations where mechanical energy is conserved. (SI 12 A 2) (P 9-10 E 12) (P 9-10 E 13) (P 9-10 E 13A) P 9-10 F 15) (P 9-10 f 15 A) apply conservation of energy and momentum to the interactions and motion of objects. (SK 12 A 3) (SI 12 A 2) (P 9-10 E 13A) (P 9-10 F 15) (P 9-1- F 15A) identify the work done to transfer energy. (P 9-10 E 12) (P 9-10 E 13) Dublin City Schools 08/01/09

30 Science Targets Physics Big Idea: Properties and interactions of energy and matter explain why events occur in the natural world. Essential Learning: Electricity and magnetism explain the interactions of charged particles. Target 1 Static electricity explains the relationship between motionless charged particles. I can demonstrate that 2 types of charges exist in nature. (P D 7) evaluate the strength of an electric field that surrounds charged objects. (P D 7) determine the force on a charged object. (P D 7) Target 2 Current electricity explains how charged particles move in a circuit. I can identify the important components of an electric circuit. (P D 4 B) demonstrate the mathematical relationship between current, voltage, and resistance. (SI 12 A 2) compare and contrast series and parallel circuits. (P D 4 B) calculate the electrical energy consumed by an appliance. (P 9-10 F 15) Target 3 There is a relationship between moving charged particles and magnetic fields. I can explain how electric motors and generators work. (P D 4) demonstrate that electric charges in motion produce magnetic fields and vice versa. (P D 4A) Dublin City Schools 08/01/09

31 Science Targets Physics Big Idea: Properties and interactions of energy and matter explain why events occur in the natural world. Essential Learning: Waves are a specific form of energy transfer. Target 1 All waves have common characteristics. I can identify the physical aspects of wave anatomy. (P 9-10 G 20) (P D 8) analyze the changes in wavelength and frequency that are observed in the Doppler effect. (SK 12 A 3) (P 9-10 G 19) (P D 8) relate wave characteristics to phenomena in my environment. (P 9-10 G 19) identify the components of the electromagnetic spectrum and how this radiation is emitted and absorbed by objects. (P 9-10 G 18) explain the importance of the parts of the electromagnetic spectrum to determine information about the universe. (P 9-10 G 18) explain practical applications of the electromagnetic spectrum in our every day life. (P 9-10 G 18) (P 9-10 G 19) Target 2 Waves interact in predictable ways. I can mathematically analyze wave interactions at boundaries. (SI 12 A 2) (P 9-10 G 20) compare and contrast constructive and destructive interference of waves. (P 9-10 G 20) Target 3 Light waves travel through lenses and reflect off mirrors in predictable ways. I can construct ray diagrams to describe images formed by lenses and mirrors. (P 9-10 G 20) (P 9-10 G 20A) mathematically describe images formed by mirrors and lenses. (SI 12 A 2) (P 9-10 G 20 A) Dublin City Schools 08/01/09

32 Science Targets Physics Big Idea: Scientists study the world in a variety of ways, propose explanations based on the evidence from their work, and develop processes to solve problems. Essential Learning: Scientific processes facilitate our understanding of the natural world. Target 1 Scientific ways of knowing are different from other ways of knowing. I can differentiate between science and non-science. (SK A 3) (SK 12 A) (P E 14) identify and use a scientifically reliable resource. (SK A 2) (SK 12 A 1) (SK 12 A 2) evaluate scientific practices based on ethical considerations. (SK A 3) (SK 11 C 8) (SK 12 C 7) (SK 12 C 10) ST 12 A 4) (P E 14) Target 2 Science uses evidence and logical decision making to solve problems. Target 3 Science requires specific analytical and communication skills. I can draw conclusions based on observations and experimental results. (SK A 2) (SK A 3) (SI 11 A 2) (SI 11 A 5) (P ) design and conduct a scientifically reproducible experiment. (SK A 2) (SK A 7) (SK 12 A 3) (SK 11 B 5) (SK 11 B 6) (SI 11 A 1) (SI 11 A 4) (SI 12 A 1) I can present scientific results in clear, scientifically appropriate language. (SKI A 3) SK 11 B 6) (SI A 1) (SI 11 A 3) analyze scientific data using graphs, tables, technology, maps, and other models. (SK A 1) (SK 12 A 3) (SI 12 A 5) Identify possible careers in science and technology (SK 11 C 11) (SK 12 C 11) (ST 12 A 1-4) Dublin City Schools 08/01/09

33 Science Targets Systems of the Earth Big Idea: Earth systems interact to make life on Earth possible. Essential Learning: Atmosphere: Air is a unique characteristic of Earth s atmosphere that allows the movement of matter and energy. Target 1 Scientific processes allow us to understand atmospheric patterns of Earth. Target 2 Energy conversions underlie changes in atmospheric conditions. Target 3 The atmosphere is interconnected with other systems. I can characterize the unique composition of air and the layers of the atmosphere. analyze and interpret atmospheric data to predict weather/climatic events. I can illustrate the effects of solar radiation, the tilt of the Earth, and the rotation of Earth on atmospheric patterns. apply the concepts of conduction, convection, radiation, and advection to atmospheric events. I can discuss the influence of geothermal events on the atmosphere. describe the interactions between the hydrosphere and the atmosphere. trace biogeochemical cycles through the atmosphere. correlate global atmospheric patterns to local weather conditions. explain the influence of climatic patterns on the biosphere. Target 4 Human behavior has an affect on the atmosphere. I can evaluate correlations between human influences, atmospheric and climatic changes. design a plan that addresses the impacts of humans on the atmosphere. Dublin City Schools 08/01/09

34 Science Targets Systems of the Earth Big Idea: Earth systems interact to make life on Earth possible. Essential Learning: Lithosphere: The dynamic nature of the lithospheric plates provides continual change within the earth system. Target 1 Scientific processes allow us to interpret lithospheric changes of the Earth, over time. I can analyze data from current technology to explain the past, present, and future changes of the Earth s surface. identify sources of geothermal energy. identify and describe the formation of different rock types. apply the theory of plate tectonics to explain geologic events. Target 2 The transfer of energy causes movement of earth s crust. I can trace the transfer of energy from the core to the lithosphere. correlate energy transforms to surface features of the Earth. Target 3 The lithosphere interacts with the hydrosphere, biosphere, and atmosphere. I can explain how the interactions of spheres cause natural phenomena. Target 4 The lithosphere impacts humans and the decisions they make. I can assess decisions that impact human vulnerability. Dublin City Schools 08/01/09

35 Science Targets Systems of the Earth Big Idea: Living systems function and interact with the physical environment. Essential Learning: Biosphere: Life on Earth exists because of the interrelationships of the Earth s systems. Target 1 Scientific processes allow us to understand the interrelationships of life on Earth. I can explain the historical development and current status of biological theories. use scientific evidence to document the evolution of a species. explain the importance of biodiversity as an indicator of an ecosystem. Target 2 Biotic and abiotic factors influence the transfer of energy. Target 3 Life on Earth interacts with the hydrosphere, lithosphere, and atmosphere. I can trace the pathways of energy through an ecosystem. I can identify the factors within Earth s spheres that play a role in maintaining a sustainable community. relate climatic patterns to biome characteristics. Target 4 Ecosystems are influenced by human behavior. I can predict the effects of human activities on biological diversity. assess the impact of implementing technologies on the ecosystem. analyze factors that influence population dynamics of an ecosystem. evaluate decisions that impact the sustainability of an ecosystem. Dublin City Schools 08/01/09

36 Science Targets Systems of the Earth Big Idea: Earth systems interact to make life on Earth possible. Essential Learning: Hydrosphere: The hydrologic cycle transfers matter and energy through Earth s systems. Target 1 Scientific processes allow us to understand the flow of water through Earth s systems. I can use technological data to monitor water within Earth s systems. explain the dynamic nature of the cryosphere. Target 2 Energy conversions influence the flow of water through Earth s systems. I can describe the transfer of energy through oceans. Target 3 The hydrosphere interacts with the atmosphere, lithosphere and biosphere. I can explain the influence of the water cycle on climatic patterns. correlate the surface features of the Earth to the movement of water. illustrate the distribution of life due to water availability. Target 4 Humans influence and rely on the hydrosphere. I can evaluate the impact of humans on water reservoirs. discuss sustainability of life in relation to the hydrosphere. Dublin City Schools 08/01/09

37 Science Targets Systems of the Earth Big Idea: Earth systems interact to make life on Earth possible. Essential Learning: Beyond Earth: The interaction of matter and energy provide a model of the processes that exist beyond Earth. Target 1 Scientific processes allow us to study objects and events beyond Earth. I can describe the historical development and the current status of space science. formulate inferences using the knowledge of forces to explain phenomenon throughout the universe. categorize objects in space by their physical and chemical characteristics. Target 2 Evolution of systems in space is shaped by energy transformations. Target 3 Matter and energy interconnect the universe. Target 4 Exploration of space affects humans in a variety of ways. I can apply the principle of energy conservation to the evolution of objects in space. I can use an understanding of forces to explain the interactions of objects throughout space. I can attribute human endeavor to the exploration of space. identify examples of technological advances that are a result of space exploration. Dublin City Schools 08/01/09

38 GRADE 6 I. Content Standard: Earth and Space Science Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences. Benchmark Benchmark D Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or classified. Grade 6 Indicator(s) Benchmark D Indicator(s) Describe the rock cycle and explain that there are sedimentary, igneous and metamorphic rocks that have distinct properties (e.g., color, texture) and are formed in different ways. (Ohio Indicator 1) Explain that rocks are made of one or more minerals. (Ohio Indicator 2) Identify minerals by their characteristic properties. (Ohio Indicator 3) Dublin City Schools 3/31/09 1

39 GRADE 6 II. Content Standard: Life Science Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences. Benchmark Benchmark A Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures. Grade 6 Indicator(s) Benchmark A Indicators(s) Explain that many of the basic functions of organisms are carried out by or within cells and are similar in all organisms. (Ohio Indicator 1) Explain that multicellular organisms have a variety of specialized cells, tissues, organs and organ systems that perform specialized functions. (Ohio Indicator 2) Recognize that organisms form populations, populations form communities, and communities form an ecosystem. (Dublin Indicator) Identify how plant cells differ from animal cells (e.g., cell wall and chloroplasts) (Ohio Indicator 3) Dublin City Schools 3/31/09 2

40 GRADE 6 Benchmark Continued Benchmark B Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species. Grade 6 Indicator(s) Benchmark B Indicator(s) Recognize that an individual organism does not live forever; therefore reproduction is necessary for the continuation of every species and traits are passed on to the next generation through reproduction. (Ohio Indicator 4) Describe that in asexual reproduction all the inherited traits come from a single parent. (Ohio Indicator 5) Describe that in sexual reproduction an egg and sperm unite and some traits come from each parent, so the offspring is never identical to either of its parents. (Ohio Indicator 6) Recognize that likenesses between parents and offspring (e.g., eye color, flower color) are inherited. Other likenesses, such as table manners are learned. (Ohio Indicator 7) Dublin City Schools 3/31/09 3