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LAB-AIDS CORRELATIONS

NORTH CAROLINA ESSENTIAL STANDARDS

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 North Carolina Essential Standards. It is not an exhaustive list; other locations may exist that are not listed here. This document was prepared by, Oralia Gil, LAB-AIDS Curriculum Specialist, and Mark Koker, Ph D, Director of Curriculum and Training 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 our regional sales manager, John Garrett by e-mail ([email protected]), by phone, 704.841.0962. You may also visit us on the web at www.lab-aids.com.

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2

North Carolina Recommended Scope and Sequence

The recommended scope and sequence for grades 6 -8 is displayed in the following tables. Additional activities and/or LAB-AIDS Applied Science Concept kits have been included along with an estimated instructional time.

6th Grade

Unit Title NC Standard Estimated Time

Studying Soils Scientifically Main Unit Issue: Why don’t plants grow in the school garden?

6E.2.3 6E.2.4

6 weeks

Plate Tectonics Main Unit Issue: Which site would you recommend for storing nuclear waste?

6.E.2.1 6.E.2.2

6 weeks

Earth in Space Main Unit Issue: Why are there many different calendars?

6.E.1.1 6 weeks

Exploring Space Main Unit Issue: What kinds of future space missions should we conduct?

6.E.1.2 6.E.1.3

6 weeks

Waves Main Unit Issue: Are there situations in which some waves are harmful to your health?

6.P.1.1 6.P.1.2 6.P.1.3 6.P.3.2

4 weeks

Studying Materials Scientifically Main Unit Issue: How should unidentified materials be handled?

6.P.2.1 5 weeks

7th Grade


Body Works Main Unit Issue: How can you convince people to make choices that reduce their level of heart disease risk?

7.L.1.1 7.L.1.2 7.L.1.3 7.L.1.4

6 weeks

Cell Biology and Disease Main Unit Issue: How is an emerging disease spread?

7.L.1.1 7.L.1.2

9 weeks

3


What can you do to stop it?

Genetics Main Unit Issue: What are the ethical issues involved in using genetic information?

7.L.2.1 7.L.2.2 7.L.2.3

7 weeks

Energy Main Unit Issue: Can you help a family decide what energy improvements they should invest in?

7.P.2.1 7.P.2.2 7.P.2.3 7.P.2.4

5 weeks

Force and Motion Main Unit Issue: Should noncommercial vehicles be more alike?

7.P.1.1 7.P.1.2 7.P.1.3 7.P.1.4

6 weeks

Weather and Atmosphere Main Unit Issue: Is the growth of Sunbeam City affecting its weather, atmosphere, and water availability?

7.E.1.1 7.E.1.2 7.E.1.3 7.E.1.4 7.E.1.5 7.E.1.6

5 weeks

8th Grade


The Chemistry of Materials Main Unit Issue: 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?

8.P.1.1 8.P.1.2 8.P.1.3 8.P.1.4

7 weeks

Water Main Unit Issue: What does your community do to make its water safe to drink? Whose responsibility is it?

8.E.1.1 8.E.1.3 8.E.1.4

9 weeks

Energy Main Unit Issue: Can you help a family decide what energy improvements they should invest in?

8.P.2.1 8.P.2.2

3 week

Ecology Main Unit Issue: What are the trade-offs of introducing a species into a new environment?

8.L.3.1 8.L.3.2 8.L.3.3

7 weeks

4


Evolution Main Unit Issue: What are the trade-offs in deciding whether to save an endangered species or to re-create an extinct one?

8.E.2.1 8.E.2.2 8.L.4.1 8.L.4.2

5 weeks

Bioengineering Main Unit Issue: How are new solutions to problems in life science developed?

8.L.2.1 5 week

5

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:

IAPS 60, 63, 66-70 (60) Q1-3; (63) Q4; (66) Proc: DI, Q1

IAPS 60, 63, 66-70 (60) Q1-3; (63) Q4; (66) Proc: DI, Q1 means that the standard or benchmark may be assessed using Issues and Physical Science Activity 60 Analysis Question 1, 3 and 4, IAPS Activity 63 Analysis Question 4 and IAPS Activity 66 Procedure using Designing Investigations scoring guide and Analysis Question 1.

For more information on program assessment and using SEPUP rubrics, consult the Teacher’s Guide, TR part III Assessment section.

6

6TH GRADE

NORTH CAROLINA SCIENCE STANDARDS

SEPUP

Location in book Target Assessment Question

FORCE AND MOTION

6.P.1 Understand the properties of waves and the wavelike property of energy in earthquakes, light and sound waves.

6.P.1.1

Compare the properties of waves to the wavelike property of energy in earthquakes, light and sound.

Waves 91, 93, 95 (93) Q1 (95) Q2

6.P.1.2

Explain the relationship among visible light, the electromagnetic spectrum, and sight.

Waves 94, 95, 96, 99 (94) Q6 (96) Q4

6.P.1.3

Explain the relationship among the rate of vibration, the medium through which vibrations travel, sound and hearing.

Waves 89 – 90, 92-93 (90) Q5 (93) Q3, 4

MATTER: PROPERTIES AND CHANGE

6.P.2 Understand the structure, classifications and physical properties of matter.

6.P.2.1

Recognize that all matter is made up of atoms and atoms of the same element are all alike, but are different from the atoms of other elements.

Chemistry of Materials 15-16

(15) Q5: UC

(16) Quick Check

6.P.2.2

Explain the effect of heat on the motion of atoms through a description of what happens to particles during a change in phase.

Water 35

Weather & Atmosphere 60

(35) Q5, 6

(60) Q1

6.P.2.3

Compare the physical properties of pure substances that are independent of the amount of matter present including density, melting point, boiling point, and solubility to properties that are dependent on the amount of matter present to include volume, mass and

Studying Materials Scientifically 6-10


Water 35

(6) Q1:AD; (7) Q1:AD; (9) Q3: UC; (10) Q1: AD; (35) Q1: AD

7


SEPUP


weight.

ENERGY: CONSERVATION AND TRANSFER

6.P.3 Understand characteristics of energy transfer and interactions of matter and energy.

6.P.3.1

Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction, radiation and convection and the effects that may result.

Energy 56, 59

Plate Tectonics 46

(56) Q3; (59) Q3

6.P.3.2

Explain the effects of electromagnetic waves on various materials to include absorption, scattering, and change in temperature.

Waves 96-98 (97) Q5, 6

(98) Q2

6.P.3.3

Explain the suitability of materials for use in technological design based on a response to heat (to include conduction, expansion, and contraction) and electrical energy (conductors and insulators).

Energy 60, 63, 66-70 (60) Q1-3; (63) Q4; (66) Proc: DI, Q1

EARTH IN THE UNIVERSE

6.E.1 Understand the earth/moon/sun system, and the properties, structures and predictable motions of celestial bodies in the Universe.

6.E.1.1

Explain how the relative motion and relative position of the sun, Earth and moon affect the seasons, tides, phases of the moon, and eclipses.

Earth in Space 75-82 (75) Q5; (76) Q4: AD; (81) Q5: UC; (82) Q4: AD

6.E.1.2

Explain why Earth sustains life while other planets do not based on their properties (including types of surface, atmosphere and gravitational force) and location to the Sun.

Exploring Space 85-96A

(activities explore properties of planets but does not relate to sustaining life)

6.E.1.3

Summarize space exploration and the understandings gained from them.

Exploring Space 85; 93-94

(94) Q1-4

EARTH SYSTEMS, STRUCTURES AND PROCESSES

8


SEPUP


6.E.2 Understand the structure of the earth and how interactions of constructive and destructive forces have resulted in changes in the surface of the Earth over time and the effects of the lithosphere on humans.

6.E.2.1

Summarize the structure of the earth, including the layers, the mantle and core based on the relative position, composition and density.

Plate Tectonics 38 (38) Q3; Q5: UC

6.E.2.2

Explain how crustal plates and ocean basins are formed, move and interact using earthquakes, heat flow and volcanoes to reflect forces within the earth.

Plate Tectonics 42-48 (43) Proc: GI; (44) Q1-3; (46) Q3; (48) Q4: UC

6.E.2.3

Explain how the formation of soil is related to the parent rock type and the environment in which it develops.

Studying Soils 4-7A (5) Q5: UC; (6) Q3: UC; (7A) Q1-3

6.E.2.4

Conclude that the good health of humans requires: monitoring the lithosphere, maintaining soil quality and stewardship.

Studying Soils 1-2, 8-11

(2) Q3: RE; (10) Proc; (11) Q2: RE, ET

STRUCTURES AND FUNCTIONS OF LIVING ORGANISMS

6.L.1 Understand the structures, processes and behaviors of plants that enable them to survive and reproduce.

6.L.1.1

Summarize the basic structures and functions of flowering plants required for survival, reproduction and defense.

Ecology 82 (82) Q5

6.L.1.2

Explain the significance of the processes of photosynthesis, respiration, and transpiration to the survival of green plants and other organisms.

Ecology 79, 81 (79) Q2: SI; (81) Q5: UC

ECOSYSTEMS

6.L.2 Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment.

9


SEPUP


6.L.2.1

Summarize how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within food chains and food webs (terrestrial and aquatic) from producers to consumers to decomposers.

Ecology 78-81 (78) Q2; (79) Q2; (80) Q2-3

6.L.2.2

Explain how plants respond to external stimuli (including dormancy and forms of tropism) to enhance survival in an environment.

Studying Soils 2A (2A) Q1

6.L.2.3

Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of biomes (freshwater, marine, forest, grasslands, desert, Tundra) affect the ability of organisms to grow, survive and/or create their own food through photosynthesis.

Ecology 81-83 (83) Q2

10

7TH GRADE

NORTH CAROLINA ESSENTIAL SCIENCE STANDARDS

SEPUP


FORCES AND MOTION

7.P.1 Understand motion, the effects of forces on motion and the graphical representations of motion.

7.P.1.1

Explain how the motion of an object can be described by its position, direction of motion, and speed with respect to some other object.

Force & Motion 74-76 (74) Proc; (75) Q2: UC

7.P.1.2

Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity and magnets).

Force & Motion 80-84 (80) Q2: UC; (82) Q3: RE; (83) Q6: AD

7.P.1.3

Illustrate the motion of an object using a graph to show a change in position over a period of time.

Force & Motion 78 (78) Q1-2

7.P.1.4

Interpret distance versus time graphs for constant speed and variable motion.

Force & Motion 75 (75) Q4, 5


7.P.2 Understand forms of energy, energy transfer and transformation and conservation in mechanical systems.

7.P.2.1

Explain how kinetic and potential energy contribute to the mechanical energy of an object.

Energy 54 (54) Q2, 5

7.P.2.2

Explain how energy can be transformed from one form to another (specifically potential energy and kinetic energy) using a model or diagram of a moving object (roller coaster, pendulum, or cars on ramps as examples).

Energy 55 (55) Q1: UC

11


SEPUP


7.P.2.3

Recognize that energy can be transferred from one system to another when two objects push or pull on each other over a distance (work) and electrical circuits require a complete loop through which an electrical current can pass.

Energy 66 The Energy Unit appears in both the 7th and 8th Grade programs due to the NCES instructional requirements

(66) Proc: DI

7.P.2.4

Explain how simple machines such as inclined planes, pulleys, levers and wheel and axles are used to create mechanical advantage and increase efficiency.

Energy 55A (55A) Part 1 Q1-7 Part 2 Q1-8 Part 3 Q1-5


7.E.1 Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere, weather and climate and the effects of the atmosphere on humans.

7.E.1.1

Compare the composition, properties and structure of Earth’s atmosphere to include: mixtures of gases and differences in temperature and pressure within layers.

Weather & Atmosphere 63-66

(66) Q2: UC

7.E.1.2

Explain how the cycling of water in and out of the atmosphere and atmospheric conditions relate to the weather patterns on Earth.


(62) Q1

7.E.1.3

Explain the relationship between the movement of air masses, high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions that may result.

Weather & Atmosphere 58, 69

(69) Proc: CS

7.E.1.4

Predict weather conditions and patterns

Weather & Atmosphere 50-51,

(51) Q2, Q3; (69) Q1

12


SEPUP


based on information obtained from:

• Weather data collected from direct observations and measurement (wind speed and direction, air temperature, humidity and air pressure)

• Weather maps, satellites and radar

• Cloud shapes and types and associated elevation

69

7.E.1.5

Explain the influence of convection, global winds and the jet stream on weather and climatic conditions.

Weather & Atmosphere 58, 67-68

(67) Proc: DI; (68) Q2

7.E.1.6

Conclude that the good health of humans requires: monitoring the atmosphere, maintaining air quality and stewardship.


(70) Q1-3


7.L.1 Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life.

7.L.1.1

Compare the structures and life functions of single-celled organisms that carry out all of the basic functions of life including:

• Euglena

• Amoeba

• Paramecium

• Volvox

Cell Biology & Disease 36-38; 43

(38) Q1; (43) Q5: UC

7.L.1.2

Compare the structures and functions of plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, chloroplasts, mitochondria, and vacuoles).

Cell Biology & Disease 38-42

(38) Q2; (39) Q2: AD, SI; (42) Q1-5

7.L.1.3

Summarize the hierarchical organization of multi-cellular organisms from cells to tissues to organs to systems to

Body Works 12 (12) Q5, 6

13


SEPUP


organisms.

7.L.1.4

Summarize the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, and excretion) and ways that these systems interact with each other to sustain life.

Body Works 13, 15-18 (15) Q3: UC; (16) Q6-7: UC; (17)Proc: OD; (18) Q5: SI

EVOLUTION AND GENETICS

7.L.2 Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to potential variation among offspring.

7.L.2.1

Explain why offspring that result from sexual reproduction (fertilization and meiosis) have greater variation than offspring that result from asexual reproduction (budding and mitosis).

Genetics 57, 63 (57) Q1-2

7.L.2.2

Infer patterns of heredity using information from Punnett squares and pedigree analysis.

Genetics 61-62, 66 (62) Q5; (66) Q1-4

7.L.2.3

Explain the impact of the environment and lifestyle choices on biological inheritance (to include common genetic diseases) and survival.

Genetics 66 (66) Q5

14

8TH GRADE


SEPUP


MATTER: PROPERTIES AND CHANGE

8.P.1 Understand the properties of matter and changes that occur when matter interacts in an open and closed container.

8.P.1.1

Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements.


(15) Q5: UC

(16) Quick Check

8.P.1.2

Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic Table of elements.


(15) Q5: UC

(16) Quick Check

8.P.1.3

Compare physical changes such as size, shape and state to chemical changes that are the result of a chemical reaction to include changes in temperature, color, formation of a gas or precipitate.

Chemistry of Materials 19, 27-28 Water 45, 50

(19) Proc: OD; (27) Q2: CS, Q3: ET; (28) Q3: ET; (50) Q5: UC

8.P.1.4

Explain how the idea of atoms and a balanced chemical equation support the law of conservation of mass.

Chemistry of Materials 25

(25) Q2


8.P.2 Explain the environmental implications associated with the various methods of obtaining, managing, and using energy resources.

8.P.2.1

Explain the environmental consequences of the various methods of obtaining, transforming and distributing energy.

Energy 70-71 (71) Q1: UC

8.P.2.2

Explain the implications of the depletion

Energy 64 The Energy Unit appears in both the

(64) Q3: ET, Q4: AD

15


SEPUP


of renewable and nonrenewable energy resources and the importance of conservation.

7th and 8th Grade programs due to the NCES instructional requirements


8.E.1 Understand the hydrosphere and the impact of humans on local systems and the effects of the hydrosphere on humans.

8.E.1.1

Explain the structure of the hydrosphere including:

• Water distribution on earth

• Local river basins and water availability

Weather & Atmosphere 54, 62 Water 39A

(54) Q2 (39A) Q1-7

8.E.1.2

Summarize evidence that Earth’s oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms:

• Estuaries

• Marine ecosystems

• Upwelling

•Behavior of gases in the marine environment

• Value and sustainability of marine resources

• Deep ocean technology and understandings gained

Water 39B (39B) Q1-5

8.E.1.3

Predict the safety and potability of water supplies in North Carolina based on physical and biological factors, including:

• Temperature

• Dissolved oxygen

• pH

• Nitrates and phosphates

• Turbidity

• Bio-indicators

Local issue skills developed in Water Unit may be applied Water 41, 41A

(41A) Q1-2

16


SEPUP


8.E.1.4

Conclude that the good health of humans requires:

• Monitoring of the hydrosphere

• Water quality standards

• Methods of water treatment

• Maintaining safe water quality

• Stewardship

Water 34; 39-43; 51-52

(34) Q1: UC; (39) Q6; (41) Q2: AD; (42) Q1-5

EARTH HISTORY

8.E.2 Understand the history of Earth and its life forms based on evidence of change recorded in fossil records and landforms.

8.E.2.1

Infer the age of Earth and relative age of rocks and fossils from index fossils and ordering of rock layers (relative dating and radioactive dating).

Evolution 90-92 (90) Q3: SI; (91) Q3: UC

8.E.2.2

Explain the use of fossils, ice cores, composition of sedimentary rocks, faults, and igneous rock formations found in rock layers as evidence of the history of the Earth and its changing life forms.

Evolution 93 (93) Q4: UC


8.L.1 Understand the hazards caused by agents of diseases that effect living organisms.

8.L.1.1

Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease.

Cell Biology & Disease 45

(45) Q1, 2, 4

8.L.1.2

Explain the difference between epidemic and pandemic as it relates to the spread, treatment and prevention of disease.

Cell Biology & Disease 30-33, 53

(30) Q3; (32) Q5: ET; (53) Q3: ET

8.L.2 Understand how biotechnology is used to affect living organisms.

8.L.2.1

Summarize aspects of biotechnology

Genetics 67-71

(69) Q1-3; (70) Q2: RE, SI; (71) Q2: ET

17


SEPUP


including:

• Specific genetic information available

• Careers

• Economic benefits to North Carolina

• Ethical issues

• Implications for agriculture

Bioengineering 108

ECOSYSTEMS

8.L.3 Understand how organisms interact with and respond to the biotic and abiotic components of their environment.

8.L.3.1

Explain how factors such as food, water, shelter and space affect populations in an ecosystem.

Ecology 77, 84-87 (77) Q4, 6: AD; (84) Q3: OD, AD; (85) Q1: AD

8.L.3.2

Summarize the relationships among producers, consumers, and decomposers including the positive and negative consequences of such interactions including:

• Coexistence and cooperation

• Competition (predator/prey)

• Parasitism

• Mutualism

Ecology 79-81, 84 (84) Q3: OD, AD

8.L.3.3

Explain how the flow of energy within food webs is interconnected with the cycling of matter (including water, nitrogen, carbon dioxide and oxygen).

Ecology 80-81A (81A) Q1-5

EVOLUTION AND GENETICS

8.L.4 Understand the evolution of organisms and landforms based on evidence, theories and processes that impact the Earth over time.

8.L.4.1

Summarize the use of evidence drawn from geology, fossils, and comparative anatomy to form the basis for biological classification systems and the theory of evolution.

Evolution 94, 98-100 (100) Q1-3

8.L.4.2 Evolution 95-97 (95) Q4, 5; (96) Q3, 4

18


SEPUP


Explain the relationship between genetic variation and an organism’s ability to adapt to its environment.

MOLECULAR BIOLOGY

8.L.5 Understand the composition of various substances as it relates to their ability to serve as a source of energy and building materials for growth and repair of organisms.

8.L.5.1

Summarize how food provides the energy and the molecules required for building materials, growth and survival of all organisms (to include plants).

Body Works 14-16 (16) Q3

8.L.5.2

Explain the relationship among a healthy diet, exercise, and the general health of the body (emphasis on the relationship between respiration and digestion).

Body Works 14-15, 19, 28

(14) Q2; (15) Q4

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