Key to Core Science Programs:

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1 SEPUP CORRELATIONS TO THE 2006 MASSACHUSETTS LEARNING STANDARDS FOR SCIENCE GRADES 6-8 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 and LAB-AIDS programs that support the state standards for science. It is not an exhaustive list; other locations may exist that are not listed here. This document was prepared by Mark Koker, Ph D, Director of Curriculum and Training at LAB-AIDS, and by Din Seaver, Director of Product Development. For more information about this correlation or for questions about review copies, presentations, or any matters related to sales or service, please contact Ruth Ann McDougall, LAB-AIDS Regional Manager at , or , ext. 137 (message only), or at You may also visit us on the web at Key to 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 IAES = Issues and Earth Science Studying Soil Scientifically, 1-11 Rocks and Minerals, Erosion and Deposition, Plate Tectonics, Weather and Atmosphere, The Earth in Space, Exploring the Solar System, IALS = Issues and Life Science Experimental Design: 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, 53-72

2 Force and Motion, (as a separate unit, E1-16) Supplementary Product Offerings The following LAB-AIDS kits and modules address one or more of your state science standards. This listing is primarily for customers not using core SEPUP programs, as most standards are addressed using the core SEPUP programs; however, in a few cases, SEPUP customers may wish to supplement their core programs with one or more of the following products from the LAB-AIDS catalog. Key to Supplementary Products LAB-AIDS Applied Science Concept Kits 22 OSMOSIS AND DIFFUSION KIT 35 DECOMPOSITION KIT 37 BASIC OWL PELLET STUDY KIT 37-A ADVANCED OWL PELLET STUDY KIT 61 PLANT CELL STUDY KIT 62 THE STUDY OF THE STRUCTURE & FUNCTION OF MITOCHONDRIA 63 DIFFERENTIATION OF CELLS EXPERIMENT KIT 64 SIMPLE STAIN KIT FOR PLANT TISSUE 91 NATURAL SELECTION EXPERIMENT 92 IMMUNOLOGY AND EVOLUTION EXPERIMENT KIT 93 ORGANIC EVOLUTION THEORY KIT 110R FAMILIES OF ELEMENTS EXPERIMENT KIT 111 FLAME TESTS AND EMISSION SPECTROSCOPY KIT 129 FIRST INTRODUCTION TO MOLECULAR MODELS 130 MOLECULAR MODEL KIT 430 ROCK CYCLE: AN INTERACTIVE EXPLORATION THROUGH GEOLOGIC TIME 437 MODELING AND INVESTIGATING WATERSHEDS 442 MODELING STREAM EROSION AND DEPOSITION SEPUP Applied Science Concept Kits 206S MEASURING ENERGY EFFICIENCY 351S EXPLORING NEWTON S FIRST LAW: INERTIA 352S CLASSIFYING OBJECTS IN THE SOLAR SYSTEM 404S THE ROCK CYCLE ACTVITY 406S EXAMINING FOSSILS 436S MODELING CONVECTION CURRENTS 438S PLATE TECTONICS: PLATE BOUNDARY COMPUTER SIMULATION 439S MAKING AND INTERPRETING TOPOGRAPHIC MAPS 443S CORRELATING SEDIMENTARY STRATA 444S USING REMOTE SENSING TO DETERMINE TOPOGRAPHY 445S PLATE TECTONICS: EXAMINING EVIDENCE FOR CONTINENTAL DRIFT 550S CLASSIFYING ANIMALS LAB-AIDS Modules P210 FORCE AND MOTION P610 DENSITY: UNDERSTANDING THROUGH EXPERIMENTAL DESIGN SEPUP Modules HM-2 HAZARDOUS MATERIALS INVESTIGATION: THE BARREL MYSTERY 31 PHOTOSYNTHESIS, PLANTS, AND FOOD 109S ELEMENTS AND THE PERIODIC TABLE 220S INVESTIGATING PHOTOVOLTAIC CELLS NEW Applied Science Content kits in progress [114] DENSITY: LAYERS OF LIQUIDS 2

3 [212] ENERGY TRANSFER: MOTION OF A PENDULUM [214] SIMPLE MACHINES [215] ELECTRICAL CONDUCTIVITY AND CIRCUITRY [207S] CONVERTING GRAVITATIONAL POTENTIAL ENERGY TO KINETIC ENERGY RECOMMENDED SCOPE AND SEQUENCE FOR THE MIDDLE GRADES We recommend the following integrated sequence, consisting of units and modules, for the middle grades: Grade 6 Issues and Earth Science Grade 7 Issues and Life Science Grade 8 Issues and Physical Science 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. Key to assessment terms The SEPUP assessment system uses analysis questions (AQ) in the student book activities, short answer or brief constructed response (BCR) to prompts in the student book activities, and item bank test questions in the Teacher s Guide (TG), most of which are selected-response (SR) type. The following key can be used to interpret how the program works for the following citation: IALS 75 Q4 ET; IB E-2, 3, 5, 6-8. For more information, consult the Teacher s Guides. IALS 75 Q4 ET; IB E-2, 3, 5, 6-8 IB = Test item bank questions, this citation means questions 2, 3, 5, and 6-8 from SALI item bank E measure student performance UC, AD, ET, etc. represent SEPUP assessment variables (UC = Understanding concepts; AD = analyzing data; ET = Evidence and tradeoffs; DI = Designing and conducting investigations; GI = Group interaction; CS = Communication scientific information). The citation means that analysis question 4 of the activity can be used to measure student performance on the ET variable For more information, consult the SEPUP Teacher s Guides. 3

4 INQUIRY AND THE MASSACHUSETTS LEARNING STANDARDS FOR SCIENCE Although the 2006 Framework does not have Learning Standards for inquiry skills, the role of inquiry is an important one. Engaging students in inquiry-based instruction is one way of developing conceptual understanding, content knowledge, and scientific skills. Scientific inquiry as a means to understand the natural and human-made worlds requires the application of content knowledge through the use of scientific skills. Students should have curricular opportunities to learn about and understand science and technology/engineering through participatory activities, particularly laboratory, fieldwork, and design challenges. Inquiry, experimentation, and design should not be taught or tested as separate, stand-alone skills. Rather, opportunities for inquiry, experimentation, and design should arise within a well-planned curriculum. Instruction and assessment should include examples drawn from life science, physical science, earth and space science, and technology/engineering standards. Doing so will make clear to students that what is known does not stand separate from how it is known. --- Massachusetts Science and Technology/Engineering Curriculum Framework, 2006, p. 9 The skills for grades 6-8 listed in the following table are unchanged from those presented in the 2001 Framework. They reflect essential elements of scientific practice and should be integrated into curriculum along with content standards. All SEPUP program materials support these inquiry skills, as exemplary programs whose development was supported by multiple grants from the National Science Foundation. In particular, teachers should examine the opening units for all three middle grade programs, which explore how science is conducted within the major science disciplines of the earth, life, and physical sciences. For more information, consult the Teacher s Guides for each program. 6-8 INQUIRY SCIENCE STANDARD Formulate a testable hypothesis. Design and conduct an experiment specifying variables to be changed, controlled, and measured. IAPS 2, 8, 25 2 AQ2 UC IAES 2, 6, 13, 8 AQ6 UC; [IB] A AQ3 RE IALS 5, 8, 14, 6 AQ3 AD, [IB] A AQ3 RE; [IB] B [IB] A [IB] A [IB] B16 IAPS 3, 10, 18 IAES 16, 20, 32 IALS 5, 8, [IB] B1, B8, B21 3 Proc DI; [IB] A16 10 AQ1 AD, Proc DI; [IB] A AQ3 AD, [IB] B AQ3 RE; [IB] B Proc GI; [IB] B6 32 Proc GI; [IB] C11, C12 5 [IB] A [IB] A [IB] B16 LAB-AIDS KITS P610, 351S [114, 207S] P610, 220S, [212, 207S] Select appropriate tools and technology (e.g., calculators, computers, thermometers, meter sticks, balances, graduated cylinders, and microscopes), and make IAPS 6-11 IAES 3, 4, 6 IALS 14, 16, 17 6 AQ1 AD [IB] A3, A4 7 AQ 1 AD, AQ1 UC, [IB] A5, A7, A8 8 AQ6 UC; [IB] A9 9 AQ3 UC, [IB] A AQ1 AD, Proc DI; [IB] A AQ1 ET, [IB] A17 P610, 220S, [212, 207S] 4

5 6-8 INQUIRY SCIENCE STANDARD quantitative observations. 3 [IB] A2 6 AQ3 AD, [IB] A8-9 LAB-AIDS KITS Present and explain data and findings using multiple representations, including tables, graphs, mathematical and physical models, and demonstrations. IAPS 6-10 IAES 2, 6, 7, 10 IALS 3, 4, 5, 8 14 [IB] B16 16 AQ4 UC, [IB] B6 17 [IB] B1, B8, B21 6 AQ1 AD [IB] A3, A4 7 AQ 1 AD, AQ1 UC, [IB] A5, A7, A8 8 AQ6 UC; [IB] A9 9 AQ3 UC, [IB] A AQ1 AD, Proc DI; [IB] A AQ3 RE 6 AQ3 AD, [IB] A8-9 7 [IB] A9 10 Proc GI THROUGHOUT Draw conclusions based on data or evidence presented in tables or graphs, and make inferences based on patterns or trends in the data. IAPS 6, 7, 9-11 IAES 6, 9, 11 IALS 2, 3, 4, 9 3 AQ1 ET, AQ4 UC, [IB] A3, A7, A17 4 AQ 5 UC, [IB] A17 5 [IB] A [IB] A AQ1 AD [IB] A3, A4 7 AQ 1 AD, AQ1 UC, [IB] A5, A7, A8 9 AQ3 UC, [IB] A AQ1 AD, Proc DI; [IB] A AQ1 ET, [IB] A17 6 AQ3 AD, [IB] A8-9 9 [IB] A6 11 AQ2 RE, ET; [IB] A11-14 THROUGHOUT 2 AQ2b ET, AQ4 UC, AQ5 ET 3 AQ1 ET, AQ4 UC, [IB] A3, A7, A17 4 AQ 5 UC, [IB] A17 9 Act DCI & GI, [IB] A4-6, A8-10, A15-16 Communicate procedures and results using appropriate science and technology terminology. IAPS 8-11 IAES 2, 5-7, 9 IALS AQ6 UC; [IB] A9 9 AQ3 UC, [IB] A AQ1 AD, Proc DI; [IB] A AQ1 ET, [IB] A17 THROUGHOUT 2 AQ3 RE 5 AQ5 UC; [IB] A3-4 6 AQ3 AD, [IB] A8-9 7 [IB] A9 9 [IB] A6 5

6 6-8 INQUIRY SCIENCE STANDARD Offer explanations of procedures, and critique and revise them. 1 [IB] A1-2 2 AQ2b ET, AQ4 UC, AQ5 ET 3 AQ1 ET, AQ4 UC, [IB] A3, A7, A17 4 AQ 5 UC, [IB] A17 5 [IB] A AQ5 DCI & CM, [IB] A4-6 8 [IB] A Act DCI & GI, [IB] A4-6, A8-10, A15-16 IAPS 20, 36, AQ8 UC IAES 21, 31, AQ7 SI; [IB] C3-4 IALS 12, 14, [IB] C12 38 AQ5 UC; [IB] D1, D15 12 [IB] B12, B15 14 [IB] B16 18 [IB] B9, B17-18, B29 LAB-AIDS KITS 6

7 MASS LEARNING STANDARD Mapping the earth 1. Recognize, interpret, and be able to create models of the earth s common physical features in various mapping representations, including contour maps. Earth s Structure EARTH SCIENCE IAES 7, 25, 26 7 [IB] A9 25, 26 [IB] C , 442, 438S, 439S, 444S 2. Describe the layers of the earth, including the lithosphere, the hot convecting mantle, and the dense metallic core. IAES AQ5 UC; [IB] D1, D15 430, 436S, 438S, 443S Heat Transfer in the Earth System 3. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through the earth s system. IAES [IB] D16 436S 4. Explain the relationship among the energy provided by the sun, the global patterns of atmospheric movement, and the temperature differences among water, land, and atmosphere. IAES 55, 56, 57, Proc DI 56 Proc GI 57 [IB] E10 58 [IB] E6 Earth s History 5. Describe how the movement of the earth s crustal plates causes both slow changes in the earth s surface (e.g., formation of mountains and ocean basins) and rapid ones (e.g., volcanic eruptions and earthquakes). IAES 42, 43, 44, [IB] D4, 6, 8-10, Proc GI 44 [IB] D7, D16 45 [IB] D3, D11-12, D16 438S, 445S 6. Describe and give examples of ways in which the earth s surface is built up and torn down by natural processes, including deposition of sediments, rock formation, erosion, and weathering. IAES 19, 28, 29, 30, Proc GI; [IB] C2, C7 29 AQ2 UC; [IB] C1, C3 30 [IB] C2, C10 430, 442, 404S, 438S, 445S 31 [IB] C12 7

8 MASS LEARNING STANDARD 7. Explain and give examples of how physical evidence, such as fossils and surface features of glaciation, supports theories that the earth has evolved over geologic time. IAES 39, [IB] D5, D13 406S, 438S, 443S, 445S The Earth in the Solar System 8. Recognize that gravity is a force that pulls all things on and near the earth toward the center of the earth. Gravity plays a major role in the formation of the planets, stars, and solar system and in determining their motions. IAES [IB] G 4, 7, Describe lunar and solar eclipses, the observed moon phases, and tides. Relate them to the relative positions of the earth, moon, and sun. IAES 79, 80, 81, [IB] F10-12, F [IB] F AQ5 UC; [IB] F5, F8 82 AQ5 UC, [IB] F5, F8 10. Compare and contrast properties and conditions of objects in the solar system (i.e., sun, planets, and moons) to those on Earth (i.e., gravitational force, distance from the sun, speed, movement, temperature, and atmospheric conditions). IAES 89, 90, 91, Proc RE; [IB] G6, G14 90 [IB] G9, 16, AQ4 UC 92 [IB] G2, G11 352S 11. Explain how the tilt of the earth and its revolution around the sun result in an uneven heating of the earth, which in turn causes the seasons. IAES 77, [IB] F AQ2 UC 12. Recognize that the universe contains many billions of galaxies, and that each galaxy contains many billions of stars. IAES AQ2 UC, [IB] G3, G13, G17 LIFE SCIENCE MASS LEARNING STANDARD Classification of Organisms 1. Classify organisms into the currently recognized kingdoms according to characteristics that they share. Be IALS 75, [IB] E4, E36 550S 8

9 MASS LEARNING STANDARD familiar with organisms from each kingdom. Structure and Function of Cells 2. Recognize that all organisms are composed of cells, and that many organisms are single-celled (unicellular), e.g., bacteria, yeast. In these single-celled organisms, one cell must carry out all of the basic functions of life. IALS 39, 42, AQ2 DCI, [IB] C6 42 [IB] D3, D7, D16-10, C23 43 AQ2 CM, AQ5 UC, [IB] C 12, C , 63, Compare and contrast plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, cytoplasm, chloroplasts, mitochondria, vacuoles). IALS 42, [IB] D3, D7, D16-10, C23 82 [IB] E5, E13-14, E17 22, 31, 61, 62, 63, Recognize that within cells, many of the basic functions of organisms (e.g., extracting energy from food and getting rid of waste) are carried out. The way in which cells function is similar in all living organisms. IALS 40, AQ3 DCI, [IB] C15, C18 42 [IB] D3, D7, D16-10, C23 22, 31, 61, 62, 63, 64 Systems in Living Things 5. Describe the hierarchical organization of multicellular organisms from cells to tissues to organs to systems to organisms. IALS [IB] D3, D7, D16-10, C23 6. Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. IALS 12, 13, 17, [IB] B12, B15 13 [IB] B3, B7 17 [IB] B1, B8, B21 23 AQ3 UC, [IB] B23 7. Explain the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. IALS 80, 81, [IB] E2-3, E7-10, E15, E16, E25 81 AQ5 UC, [IB] E2, 3, E5, E , 37, 37-A 82 [IB] E5, E13-14, E17 8. Explain how dead plants and animals are broken down by other living organisms and how this process contributes to the system as a whole. IALS [IB] E2-3, E7-10, E15, E16, E

10 MASS LEARNING STANDARD 9. Recognize that producers (plants that contain chlorophyll) use the energy from sunlight to make sugars from carbon dioxide and water through a process called photosynthesis. This food can be used immediately, stored for later use, or used by other organisms. Changes in Ecosystems Over Time IALS AQ5 UC, [IB] E2, 3, E5, E Identify ways in which ecosystems have changed throughout geologic time in response to physical conditions, interactions among organisms, and the actions of humans. Describe how changes may be catastrophes such as volcanic eruptions or ice storms. IALS 72, 89, AQ5 UC, [IB] E2, 3, E5, E AQ4 ET, [IB] F1-4, F29 97 AQ2 CM, [IB] F15, F22-25, F27-28, F S, 445S 11. Recognize that biological evolution accounts for the diversity of species developed through gradual processes over many generations. IALS 94, 97, 99, AQ3 UC, [IB] F16, F26 97 AQ2 CM, [IB] F15, F22-25, F27-28, F , 92, 406S, 443S 99 AQ2 UC, [IB] PHYSICAL SCIENCE MASS LEARNING STANDARD Properties of matter 1. Differentiate between weight and mass, recognizing that weight is the amount of gravitational pull on an object. IAPS 9 9 AQ3 UC, [IB] A10-12 P210, [214] 2. Differentiate between volume and mass. Define density. IAPS 8, 9, 10 8 AQ6 UC; [IB] A9 9 AQ3 UC, [IB] A10-12 P610, HM-2, [114] 10 AQ1 AD, Proc DI; [IB] A Recognize that the measurement of volume and mass requires understanding of the sensitivity of measurement tools (e.g., rulers, IAPS 8, 9, 10 8 AQ6 UC; [IB] A9 9 AQ3 UC, [IB] A10-12 P610 10

11 MASS LEARNING STANDARD graduated cylinders, balances) and knowledge and appropriate use of significant digits. 4. Explain and give examples of how mass is conserved in a closed system. Elements, Compounds, and Mixtures IAPS AQ1 AD, Proc DI; [IB] A Recognize that there are more than 100 elements that combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. IAPS 15, 16, AQ5 UC [IB] B [IB] B AQ6 UC 110R, 111, 129, 130, 109S 6. Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of that compound). 7. Give basic examples of elements and compounds. IAPS [IB] B , 130, 109S IAPS [IB] B R, 111, 129, 130, 109S 8. Differentiate between mixtures and pure substances. IAPS 3, 5 3 Proc DI; [IB] A16 5 Proc GI; [IB] HM-2 9. Recognize that a substance (element or compound) has a melting point and a boiling point, both of which are independent of the amount of the sample. 10. Differentiate between physical changes and chemical changes. IAPS [IB] B4-6 IAPS [IB] B4-6 HM-2 Motion of Objects 11. Explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed. IAPS 74, Proc DI; [IB] E1-2, AQ2 UC, [IB] E2, 4-6, 7, 14 P Graph and interpret distance vs. time graphs for constant speed. IAPS AQ2 UC, [IB] E2, 4-6, 7, 14 P210 Forms of Energy 13. Differentiate between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. IAPS 54, Proc DI; [IB] D1 55 AQ1 UC [IB] D1 P210, [212, 214, 207S] 11

12 MASS LEARNING STANDARD Heat Energy 14. Recognize that heat is a form of energy and that temperature change results from adding or taking away heat from a system. IAPS AQ2 UC, [IB] D4-5, D8 206S, [215] 15. Explain the effect of heat on particle motion through a description of what happens to particles during a change in phase. IAPS 57, 59, AQ3 UC, [IB] D [IB] D9 62 [IB] D6, D19, D Give examples of how heat moves in predictable ways, moving from warmer objects to cooler ones until they reach equilibrium. IAPS 61, [IB] D10 62 [IB] D6, D19, D20 436S 12