LAB-AIDS CORRELATIONS FOR IOWA CORE CURRICULUM SCIENCE GRADES 6-8. With Assessment Guidelines information

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1 LAB-AIDS CORRELATIONS FOR IOWA CORE CURRICULUM SCIENCE GRADES 6-8 With Assessment Guidelines information Materials from the Science Education for Public Understanding Program (SEPUP) are developed at the Lawrence Hall of Science, at the University of California, Berkeley, and distributed nationally by LAB-AIDS, Inc. SEPUP materials are supported by grants from the National Science Foundation. All other materials developed by LAB-AIDS. This correlation is intended to show selected locations in SEPUP 2 nd Edition programs that support Iowa Core Curriculum. It is not an exhaustive list; other locations may exist that are not listed here. This document was prepared by Oralia Gil, Curriculum Specialist at LAB-AIDS. For more information about this correlation or for questions about review copies, presentations, or any matters related to sales or service, please contact Darin Christianson, LAB-AIDS Area Manager at , or by at darin@lab-aids.com, or visit us on the web at

2 Key to SEPUP Core Science Programs: SEPUP programs are available as full year courses, or separately, as units, each taking 3-9 weeks to complete, as listed below. MIDDLE SCHOOL Issues and Earth Science, Second Edition (IAES) Unit Title Number Studying Soil Scientifically 1-11 Rocks and Minerals Erosion and Deposition Plate Tectonics Weather and Atmosphere The Earth in Space Exploring Space Issues and Life Science, Second Edition (IALS) Unit Title Number Experimental Design: Studying People Scientifically 1-10 Body Works Cell Biology and Disease Genetics Ecology Evolution Bioengineering Issues and Physical Science, Second Edition (IAPS) Unit Title Number Studying Materials Scientifically 1-11 The Chemistry of Materials Water Energy Force and Motion Waves Each of the full year programs begins with a starter unit sequence on the scientific method in the context of each particular discipline. For example, the Issues and Life Science (IALS) course contains a ten- activity unit called Experimental Design: Studying People Scientifically, which uses the science behind clinical trials on human subjects, to frame the study of the life sciences. These are listed first in each course. 2

3 SEPUP Course/ Numbers IAES Issues and Earth Science Studying Soils Scientifically, 1-11 Rocks and Minerals, Erosion and Deposition, Plate Tectonics, Weather and Atmosphere, The Earth in Space, Earth and the Solar System, IALS Issues and Life Science Studying People Scientifically, 1-10 Body Works, Cell Biology and Disease, Genetics, Ecology, Evolution, Bioengineering, IAPS Issues and Physical Science Studying Materials Scientifically, 1-11 The Chemistry of Materials, Water, Energy, Force and Motion, Waves, Main Unit Issue Why don t plants grow in the school garden? How do diamonds made in a lab compare to diamonds mined from the earth? Where should Boomtown construct the new buildings? Which site would you recommend for storing nuclear waste? Is the growth of Sunbeam City affecting its weather, atmosphere, and water availability? Why are there many different calendars? What kinds of future space missions should we conduct? Which proposals have an experimental design worth funding? How can you convince people to make choices that reduce their level of heart disease risk? How is an emerging disease spread? What can you do to stop it? What are the ethical issues involved in using genetic information? What are the trade-offs of introducing a species into a new environment? What are the trade-offs in deciding whether to save an endangered species or to re-create an extinct one? How are new solutions to problems in life science developed? How should unidentified materials be handled? When you buy a new product, do you think about what materials it is made of? What will happen to it when you no longer have a use for it? What does your community do to make its water safe to drink? Whose responsibility is it? Can you help a family decide what energy improvements they should invest in? Should noncommercial vehicles be more alike? Are there situations in which some waves are harmful to your health? 3

4 Key to SEPUP Assessment System: SEPUP materials include research-based assessment system developed by SEPUP and the Berkeley Evaluation and Assessment Research Group (BEAR) in the University of California Graduate School of Education. Forming the core of the SEPUP Assessment System are the assessment variables (content and process skills to be assessed), assessment questions or tasks used to gather evidence and scoring guides for interpreting students responses (correspond to assessment variables). The seven assessment variables are: Designing Investigations (DI) Organizing Data (OD) Analyzing Data (AD) Understanding Concepts (UC) Evidence and Trade-offs (ET) Communication Skills (CS) Group Interaction (GI) Types of assessment: Quick Checks ( ) present opportunities for informal formative assessment and may be used prior to instruction to find out what students know or think. They may also be used to help teachers track students knowledge of key information or progress in understanding a concept. Some embedded questions and tasks and all item bank questions are all suitable for summative assessment. Analysis questions are included at the end of each activity. Citations included in the correlation document are as follows: Plate Tectonics 40, 41, AQ1, 3, 4 Plate Tectonics 40, 41, Q1, 3, 4 means that the standard or benchmark may be assessed using Issues and Earth Science 40 Analysis Question 1, 3 and 4. For more information on program assessment and using SEPUP rubrics, consult the Teacher s Guide, TR part III Assessment section. 4

5 SEPUP Support for Engineering Design The Next Generation Science Frameworks (NGSF) notes that science and engineering are somewhat parallel practices and have many similar elements. Scientists ask questions, make observations, and collect and analyze data, in an attempt to make sense of the natural world. Similarly, engineers create, test, and redesign as they respond with solutions to human needs. And just as we use scaffolds in teaching of scientific inquiry to improve student learning and practice, so do we use scaffolds in teaching about engineering for our students. The NGSF emphasizes three major phases of the engineering design process. DESIGN: Creates design, prototype or plan, noting constraints of proposed use TEST: Tests design, prototype or plan, collecting qualitative or quantitative data REDESIGN: Evaluates prototype, design or plan, suggests further changes as needed In addition, the NGSF emphasizes the role of design in solving human problems, and of designers in developing criteria for solutions, evaluating solutions, and determining the tradeoffs involved in a design or solution. The table below shows SEPUP activities that support major elements of engineering design. Some support the initial stages of design, criteria development, and evaluation that precede the full design cycle by suggesting or evaluating scientific or technological solutions to real-world problems. Others involve students in one or all steps of the design cycle as they build, test, and/or redesign prototypes. Engineering and Design Practices in SEPUP Course activity with description Students suggest or evaluate a solution Students engage in the engineering process Design Test Re-design Studying Soils 11: Recommend a soil improvement plan Erosion & Deposition 32: Design a coastal breakwater Erosion & Deposition 35: Recommend a site plan for housing development Plate Tectonics 49: Evaluate sites for nuclear waste disposal Atmosphere 67: Design/build wind vane/ anemometer Exploring Space 98: Recommend a 5

6 space mission Cell Biology & Disease 48: Design an improved hand-washing procedure Ecology 88: Suggest a plan for preventing zebra mussel spread Bioengineering 104: Design artificial heart valve Bioengineering 105: Design an artificial bone Bioengineering 107: Design an energy bar Bioengineering 108: Design a prosthetic limb Studying Materials 12: Recommend a material for a drink container Studying Materials 13: Construct a product life cycle for a drink container Chemistry of Materials 29: Evaluate options to recommend a green computer Energy 60: Design an ice preservation chamber Energy 63: Improve a calorimeter design Energy 69: Design a better solar collector Energy 70: Design a warm & cool home Energy 72: Recommend an energyimprovement plan for a home Force & Motion 73: Evaluate vehicle safety features Force & Motion 85: Design a crash test dummy 6

7 Middle School (6-8) Essential Concept and/or Skill Science as Inquiry Identify and generate questions that can be answered through scientific investigations. Inquiry is embedded throughout the units. Identified activities are intended as representative samples. Rocks & Minerals 17 Plate Tectonics AQ AQ1 Design and conduct different kinds of scientific investigations. Studying Materials 1 22 Water 30 Waves 89, 91 Cell Biology & Disease 39 Genetics 56, 69 Ecology 74 Studying Soil 10 Rocks & Minerals 16 Atmosphere Water 38 Energy Force & Motion 85 1 AQ AQ2 30 AQ4 91 AQ4 39 AQ2 56 AQ5 74 AQ4 10 AQ2 16 AQ3 67 AQ AQ1 38 Procedure Part A-B 70 AQ2 85 AQ1 7

8 Essential Concept and/or Skill Understand that different kinds of questions suggest different kinds of scientific investigations. Select and use appropriate tools and techniques to gather, analyze and interpret data. Incorporate mathematics in scientific inquiry. Studying People 1, 5 Body Works 14 Cell Biology & Disease 40 Ecology 81 Erosion & Deposition Water 40 Energy Genetics 55 Atmosphere 55 Exploring Space 93 Studying Materials 5 14 Energy 65, 67 Waves 95 Genetics 64 Ecology 81 Erosion & Deposition 27 Atmosphere AQ1; 5 AQ7 14 AQ1 40 AQ3 81 Proc Part B 24 AQ3 29 AQ 1, 3 40 AQ6; Extension 1 69 AQ2 55 AQ AQ AQ1-3 5 AQ1 14 AQ4 67 AQ1 95 AQ2 64 Proc Part A 81 AQ AQ Extension; 54 AQ1 8

9 Essential Concept and/or Skill Use evidence to develop descriptions, explanations, predictions, and models. Think critically and logically to make the relationships between evidence and explanations. Earth in Space 75 Exploring Space Studying Materials Water 40 Energy 62-63, Force & Motion Body Works 20 Genetics 59 Ecology 77 Erosion & Deposition 28,31-32 Plate Tectonics 37 Earth in Space 77, Water Force & Motion 82 Body Works 12, 21, 22 Genetics 58, 62 Studying Soil 2 75 AQ AQ1 9 AQ3 24 AQ4 40 AQ AQ4; 63 AQ1; 69 AQ1 75 AQ4-5; 77 AQ4 20 AQ1, 6 59 AQ1 77 AQ AQ AQ4 77 AQ6 17 AQ7 35 AQ5; 36 AQ9 82 AQ1, 3 12 AQ4; 22 AQ1 58 AQ3; 62 AQ3 2 AQ1, 3 13 AQ4; 18 AQ1-4; 20 9

10 Essential Concept and/or Skill Recognize and analyze alternative explanations and predictions. Communicate and defend procedures and explanations. 13, 18, 20 Water 38 Force & Motion 74 Studying People 3, 4, 9 Body Works 16 Ecology 81 Studying Soil 4 Atmosphere 61 Water 35 Energy 61 Body Works 19 Cell Biology & Disease 39 Genetics 55 Ecology 77 Erosion & Deposition 32 Atmosphere 63 Studying Materials 3 27, 28 Water 38, 41 AQ1-2, 5 38 AQ AQ4 3 AQ1, 4; 4 AQ1, 8; 9 AQ3 16 AQ2 81 AQ1-2 4 AQ3 61 AQ AQ5 61 AQ1 19 AQ6 39 AQ1 55 AQ AQ1 32 AQ AQ1-4 3 AQ2, 4 27 AQ2; 28 AQ Procedure Part A-B; 41 AQ2 10

11 Essential Concept and/or Skill Use appropriate safety procedures when conducting investigations. Earth and Space structure and processes of the earth system and the processes that change the earth and its surface. water cycle, including consideration of events that impact groundwater quality. Understand and apply knowledge of earth history based on physical evidence. Energy 65 Studying People 7, 8 Cell Biology & Disease 39 Genetics 64 Ecology 81, 83 Rocks & Minerals 13 Plate Tectonics 37 Atmosphere 59, 63 Studying Materials 2-3, 6-7 (throughout) Water (throughout) Body Works 16 Studying Soil 1 10 Rocks & Minerals Erosion & Deposition Plate Tectonics 37 38, Atmosphere Water 30-34; Rocks & Minerals Erosion & Deposition 24 27; AQ2, 4 7 AQ5; 8 AQ AQ2 64 Proc Part B 81 Proc Part B; 83 AQ3 2 AQ2; 3 AQ3; 7 AQ5 21 AQ2, 3, 5; 22 AQ AQ3-5; 29 AQ4-5; 32 AQ5; 33 AQ4 37 AQ2-3; 42 AQ2; 45 AQ4; 48 AQ4 59 AQ2, 4; 60 AQ2; 61 AQ3; 62 AQ1, 4 34 AQ1; 37 AQ2; 38 AQ7; 39 AQ AQ5; 21 AQ2, 3, 5 26 AQ2-3; 27 AQ3 11

12 Essential Concept and/or Skill earth s atmospheric properties and how they influence weather and climate. components of our solar system. Physical Science Understand and apply knowledge of elements, compounds, mixtures, and solutions based on the nature of their physical and chemical properties. Understand and apply knowledge of physical and chemical changes and their relationship to the conservation of matter and energy. Understand and apply knowledge of forms of energy and energy transfer. Plate Tectonics 36, 39 41, 49 Evolution Atmosphere Earth in Space Exploring Space Studying Materials Water 35-38; 41-42; Water 35-38; 41-42, Energy Waves AQ3, 5; 40 AQ4; 41 AQ3 90 AQ3; 92 AQ3; 93 AQ4 53 AQ4; 55 AQ3; 57 AQ3; 58 AQ2-4; 64 AQ1-4; 65 AQ1-3; 66 AQ1-3; 69 AQ AQ1-5; 74 AQ1-3; 75 AQ5; 76 AQ7; 80 AQ4 86 AQ1-3; 88 AQ1-3; 92 AQ1-5; 95 AQ2-4; 96 AQ1-3; 98 AQ2 3 AQ1, 5; 5 AQ3; 6 AQ1-2; 7 AQ1-4; 9 AQ1, 3; 10 AQ AQ2-3; 15 AQ1-3; 16 AQ AQ2; 36 AQ3-5; 37 AQ3; 42 AQ2-4; 46 AQ4 15 AQ4; 16 AQ3-4; 19 AQ2-3; 20 AQ2; 25 AQ1-3; 26 AQ1-2; 27 AQ3; 28 AQ AQ6-8; 45 AQ2-3, 5; 48 AQ3; 50 AQ AQ 1-5; 55 AQ1-4; 56 AQ3-4; 56A AQ1; 57 AQ1; 58 AQ2; 59 AQ2-4; 61 AQ2-6; 65 AQ3, 5; 66 AQ2; 67 AQ3; 70 AQ AQ1; 91 AQ2; 93 12

13 Essential Concept and/or Skill Understand and apply knowledge of motions and forces. Life Science basic components and functions of cells, tissues, organs, and organ systems. Force & Motion Body Works AQ3-4; 94 AQ4; 95 AQ1-3; 96 AQ3-5; 97 AQ AQ1-3; 75 AQ1-5; 77 AQ2; 78 AQ1; 79 AQ3; 80 AQ2, 4; 81 AQ1-5; 84 AQ1; 86 AQ5 12 AQ5-6; 13 AQ1; 15 AQ1-2; 16 AQ2, 4, 6, 7; 17 AQ6; 18 AQ4; 23 AQ3-5 Understand and apply knowledge of how different organisms pass on traits (heredity). complementary nature of structure and function and the commonalities among organisms. Cell Biology & Disease AQ1, 3, 5, 6; 40 AQ2; 41 AQ5; 42 AQ4; 44 AQ3; 46 AQ3 Genetics AQ2-3; 58 AQ2; 59 AQ6-7; 60 AQ1-5; 61 AQ1-4; 62 AQ4; 63 AQ1; 64 AQ2; 65 AQ4-8; 66 AQ3-4; 67 AQ2 Body Works AQ5-6; 13 AQ1; 15 AQ1-2; 16 AQ2, 4, 6, 7; 17 AQ6; 18 AQ4; 23 AQ3-5 Cell Biology & Disease AQ1; 43 AQ1-3; 45 AQ7 Genetics AQ1 Understand and apply knowledge of interdependency of organisms, changes in environmental conditions, and survival of individuals and species. Ecology 75-76, AQ4; 76 AQ1-2; 82 AQ1-2 Ecology AQ4-5; 74 AQ2; 77 AQ7; 78 AQ3; 79 AQ4; 80 AQ4; 81 AQ6; 82 AQ6; 83 AQ5, 7; 84 AQ1-6; 85 AQ1 13

14 Essential Concept and/or Skill cycling of matter and energy in ecosystems. Understand and demonstrate knowledge of the social and personal implications of environmental issues. functions and interconnections of the major human body systems including the breakdown in structure or function that disease causes. Evolution AQ1; 94 AQ3; 95 AQ2-3; 96 AQ2; 97 AQ2; 99 AQ1; 100 AQ2 Ecology 73, AQ2, 4; 79 AQ3; 80 AQ1-4; 81 AQ3-6, 82 Ecology 72, 73, 79, 83, Studying People 5-6 Body Works 11, 13, 17, AQ4 72 AQ6; 73 Proc; 79 AQ5; 83 AQ6; 85 AQ4; 87 AQ1; 88 AQ1-3 5 AQ2; 6 AQ4 11 AQ1-2; 13 AQ2-3; 17 AQ8; 25 AQ5; 26 AQ1, 4; 27 AQ1-3; 28 AQ1-2; 29 AQ1-2 Cell Biology & Disease 30-37, AQ1-6; 31 AQ1-5; 32 AQ1-7; 33 AQ1-5; 34 AQ1-5; 37AQ1-2; 44 AQ1; 45 AQ3; 46 AQ5; 47 AQ4; 48 AQ4, 7; 49 AQ1-7; 50 AQ3; 51 AQ1-8; 52 AQ1-6; 53 AQ1-3 14