minnesota academic standards for science, reading, and...

A Correlation of

© 2011

to the

Minnesota Academic Standards for Science, Reading, and Math Module 1: Science and Technology

Grades 6-8

Introduction This lesson planner correlation demonstrates the close alignment between Interactive Science, ©2011, Grades 6-8, Module 1: Science and Technology and the Minnesota Academic Standards for Science, (2009), Math (2007), and Reading (2010). This document lists the Interactive Science lessons matched to the corresponding Minnesota standards for science, reading, and math. Three pathways for learning: Reading. Inquiry. Digital. Reading - Interactive Science’s innovative write-in student edition allows students to get all of the content, interactivity, and practice they need between the covers of a single book. Inquiry - Middle Grade Interactive Science features a variety of hands-on and minds-on inquiry options to keep all your students engaged. Digital - Middle Grade Interactive Science features a complete online digital course at MyScienceOnline.com where teachers can set up and manage their class and where students can interact online with active art simulations, directed virtual labs, animated art, and get extra help with myReadingWeb and myScienceCoach features. Leveled Labs and Activities - Interactive Science features a variety of hands-on and minds-on inquiry options to keep all your students engaged. Material kits, lab-mats, and a wide variety of black-line masters provide opportunities for inquiry every day. 6-8 Inquiry - Interactive Science features a variety of hands-on and minds-on inquiry options to keep all your students engaged. Look for the Lab Zone triangle, which indicates it’s time for hands-on inquiry in the Teacher’s Lab Resource. Inquiry Resources include: Material Kits; STEM Activity Handbook; Scenario-Based Investigations; Inquiry Skills Activities; Chapter Activities and Projects; and Virtual Labs. MyScienceOnline.com for students and teachers Student Access - Deliver science lessons to your students where they live in the digital world at MyScienceOnline.com. This "go-to" site for unique online-only activities captures students' attention, keeps them engaged, and makes science relevant. Whether in the class, at home, or on the go, your students can support and extend their learning in a medium they know and enjoy. Engaging Technology includes: My Reading Web; Untamed Science Videos; My Science Coach; Interactive Art; and Planet Diary. Teacher Access - MyScienceOnline.com is the “one-stop-shop” for all your planning, teaching, and assessment needs. This easy-to-manage interface offers every thing you need to manage your class, track progress, customize to your own teaching style, and most of all—reach and teach your students in new and exciting ways. Online Classroom Management includes: Access your eTeacher’s Edition anytime; set up your class online; assign homework online; customize your labs and resources with editable documents, and generate tests track student progress.

Table of Contents

Science and the Natural World ________________________________________________________________________ 1 Thinking Like a Scientist _____________________________________________________________________________ 2 Scientific Inquiry___________________________________________________________________________________ 4 Why Study Science _________________________________________________________________________________ 7 Scientific Literacy __________________________________________________________________________________ 8 Scientists and Society ______________________________________________________________________________ 11 Careers in Science _________________________________________________________________________________ 12 Measurement—A Common Language___________________________________________________________________ 15 Mathemat-ics and Science___________________________________________________________________________ 17 Graphs in Science _________________________________________________________________________________ 19 Models as Tools in Science __________________________________________________________________________ 21 Safety in the Science Laboratory______________________________________________________________________ 24 Understand-ing Technology__________________________________________________________________________ 26 Technological Design_______________________________________________________________________________ 30 Technology and Society_____________________________________________________________________________ 31 Engineering ______________________________________________________________________________________ 34

Pearson’s Interactive Science © 2011, Module 1: Science and Technology and the

Minnesota Academic Standards for Science, Reading, and Math Grades 6-8

Student Edition

Module/ Chapter

Student Edition Lesson

Student Edition

Objective

Minnesota Science Standard

Minnesota Reading Standard

Minnesota Math Standard

Module One: Science and Technology

Chapter 1 Science and the Natural World

7.1.1.1. Science is a way of knowing about the natural world and is characterized by empirical criteria, logical argument and skeptical review.

6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study

8.1.1.3 Read, write, compare, classify and represent real numbers, and use them to solve problems in various contexts.

Science and the Natural World

Identify skills scientists use to learn about the world.


6.9.6.6 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

6.1.1.5 Read, write, represent and compare positive rational numbers expressed as fractions, decimals, percents and ratios; write positive integers as products of factors; use these representations in real-world and mathematical situations.

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Student Student Student

Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition

Module/ Standard Standard Standard Lesson Objective Chapter

6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

6.2.1 Recognize and represent relationships between varying quantities; translate from one representation to another; use patterns, tables, graphs and rules to solve real-world and mathematical problems.



8.1.1.3 Read, write, compare, classify and represent real numbers, and use them to solve problems in various contexts.

Thinking Like a Scientist

Describe the attitudes, or habits of mind, that are necessary for thinking scientifically, ethically, and without bias. 7.1.1.1.1 Understand

that prior expectations can create bias when conducting scientific investigations. For example: Students often continue to think that air is not matter, even though they have contrary evidence from investigations.


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7.1.1.1.2 Understand that when similar investigations give different results, the challenge is to judge whether the differences are significant, and if further studies are required. For example: Use mean and range to analyze the reliability of experimental results.




Describe scientific reasoning and explain how it is used.

7.1.1.1.1 Understand that prior expectations can create bias when conducting scientific investigations. For example: Students often continue to think that air is not matter, even though they have contrary evidence from investigations.


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7.1.1.1.2 Understand that when similar investigations give different results, the challenge is to judge whether the differences are significant, and if further studies are required. For example: Use mean and range to analyze the reliability of experimental results.


7.1.1.2.1 Generate and refine a variety of scientific questions and match them with appropriate methods of investigation, such as field studies, controlled experiments, reviews of existing work, and development of models.


Scientific Inquiry

Explain what scientific inquiry is and how it involves posing questions and developing hypotheses.

2. Scientific inquiry uses multiple interrelated processes to investigate questions and propose explanations about the natural world.


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6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7.1.1.2.2 Plan and conduct a controlled experiment to test a hypothesis about a relationship between two variables, ensuring that one variable is systematically manipulated, the other is measured and recorded, and any other variables are kept the same (controlled). For example: The effect of various factors on the production of carbon dioxide by plants.


7.1.1.2.3 Generate a scientific conclusion from an investigation, clearly distinguishing between results (evidence) and conclusions (explanation).


Explain how to design and conduct an experiment so that it uses sound scientific principles


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7.1.1.2.4 Evaluate explanations proposed by others by examining and comparing evidence, identifying faulty reasoning, and suggesting alternative explanations.



8.1.3.3.1 Explain how scientific laws and engineering principles, as well as economic, political, social, and ethical expectations, must be taken into account in designing engineering solutions or conducting scientific investigations.


Differentiate between a scientific theory and a scientific law.

8.1.3.3.2 Understand that scientific knowledge is always changing as new technologies and information enhance observations and analysis of data. For example: Analyze how new telescopes have provided new information about the universe.


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Chapter 2 Science, Society, and You





Why Study Science

Explain why people need to understand scientific principles and think scientifically


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8.1.3.3. Science and engineering operate in the context of society and both influence and are influenced by this context.




Scientific Literacy

Explain what scientific literacy is and why it is important.


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8.1.1.1.1 Evaluate the reasoning in arguments in which fact and opinion are intermingled or when conclusions do not follow logically from the evidence given. For example: Evaluate the use of pH in advertising products related to body care or gardening.


8.1.1 Read, write, compare, classify and represent real numbers, and use them to solve problems in various contexts.

8.1.1.2.1 Use logical reasoning and imagination to develop descriptions, explanations, predictions and models based on evidence.


Explain how to analyze scientific claims using scientific reasoning


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8.1.1.2. Scientific inquiry uses multiple interrelated processes to investigate questions and propose explanations about the natural world.



Describe how to conduct background research on a scientific question and evaluate sources of information.


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8.1.3.2. Men and women throughout the history of all cultures, including Minnesota American Indian tribes and communities, have been involved in engineering design and scientific inquiry.


8.1.3.3.3 Provide examples of how advances in technology have impacted the ways in which people live, work and interact.


Scientists and Society

Explain how the work of scientists throughout history has affected, and has been affected by, society

8.1.3.2.1 Describe examples of important contributions to the advancement of science, engineering and technology made by individuals representing different groups and cultures at different times in history.


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6.1.2.1.1 Identify a common engineered system and evaluate its impact on the daily life of humans. For example: Refrigeration, cell phone or automobile.




Careers in Science

List the three main branches of science and examples of careers in each.


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Explain why it is important for scientists in different fields to work together and list examples of careers that involve two or more branches of science


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Explain why science is important in nonscience careers


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Chapter 3 The Tools of Science

6.1.3.4.1 Determine and use appropriate safe procedures, tools, measurements, graphs and mathematical analyses to describe and investigate natural and designed systems in a physical science context.


6.3.3 Choose appropriate units of measurement and use ratios to convert within measurement systems to solve real-world and mathematical problems.

6.1.3.4.2 Demonstrate the conversion of units within the International System of Units (SI, or metric) and estimate the magnitude of common objects and quantities using metric units.



Measurement—A Common Language

Explain why scientists use a standard measurement system.


6.3.3.1 Solve problems in various contexts involving conversion of weights, capacities, geometric measurements and times within measurement systems using appropriate units.

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6.1.3.4.2 Demonstrate the conversion of units within the International System of Units (SI, or metric) and estimate the magnitude of common objects and quantities using metric units.


Identify the SI units of measure for length, mass, volume, density, time, and temperature.


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6.1.3. Interactions Among Science, Technology, Engineering, Mathematics and Society





Mathematics and Science

Describe what math skills scientists use in collecting data and making measurements.



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Identify the math skills scientists use to analyze their data.


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6.2.1.2 Recognize and represent relationships between varying quantities; translate from one representation to another; use patterns, tables, graphs and rules to solve real-world and mathematical problems.


Graphs in Science

Explain what kind of data line graphs can display .


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Explain why line graphs are powerful tools in science.


Recognize proportional relationships in real-world and mathematical situations; represent these and other relationships with tables, verbal descriptions, symbols and graphs; solve problems involving proportional relationships and explain results in the original context.

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6.1.3.1. Designed and natural systems exist in the world. These systems consist of components that act within the system and interact with other systems.


Models as Tools in Science

Explain why models are used in science.

6.2.1.1.1 Explain density, dissolving, compression, diffusion and thermal expansion using the particle model of matter.


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8.2.1.2.3 Use the particle model of matter to explain how mass is conserved during physical and chemical changes in a closed system.


7.4.2.1. Natural systems include a variety of organisms that interact with one another in several ways.


Describe different types of systems and identify characteristics that all systems share.

7.4.2.2.2 Describe the roles and relationships among producers, consumers and decomposers in changing energy from one form to another in a food web within an ecosystem.


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7.4.2.1. Natural systems include a variety of organisms that interact with one another in several ways.


Examine models of natural systems and compare the model to the system itself.

7.4.2.2.2 Describe the roles and relationships among producers, consumers and decomposers in changing energy from one form to another in a food web within an ecosystem.


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Safety in the Science Laboratory

Explain why preparation is important in carrying out investigations in the lab and in the field.

7.1.3.4.2 Determine and use appropriate safety procedures, tools, measurements, graphs and mathematical analyses to describe and investigate natural and designed systems in a life science context.


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8.1.3.4.2 Determine and use appropriate safety procedures, tools, measurements, graphs and mathematical analyses to describe and investigate natural and designed systems in Earth and physical science contexts.




Describe what you should do if an accident occurs.

7.1.3.4.2 Determine and use appropriate safety procedures, tools, measurements, graphs and mathematical analyses to describe and investigate natural and designed systems in a life science context.


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8.1.3.4.2 Determine and use appropriate safety procedures, tools, measurements, graphs and mathematical analyses to describe and investigate natural and designed systems in Earth and physical science contexts.


Chapter 4 Technology and Engineering



Understanding Technology

Describe the goal of technology and explain how technology relates to science.

6.1.3.4. Current and emerging technologies have enabled humans to develop and use models to understand and communicate how natural and designed systems work and interact.


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Identify factors that cause technology to progress.



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6.1.3.1. Designed and natural systems exist in the world. These systems consist of components that act within the system and interact with other systems.


Describe the components of a technological system.

6.1.3.1.1 Describe a system in terms of its subsystems and parts, as well as its inputs, processes and outputs.


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6.1.2.2. Engineering design is the process of devising products, processes and systems that address a need, capitalize on an opportunity, or solve a specific problem.

6.5.2.2 Determine a central idea of a text and how it is conveyed through particular dtails; provide a summary of the texat distinct from personal opinions or judgments.

6.1.2.2.1 Apply and document an engineering design process that includes identifying criteria and constraints, making representations, testing and evaluation, and refining the design as needed to construct a product or system that solves a problem. For example: Investigate how energy changes from one form to another by designing and constructing a simple roller coaster for a marble.

Technological Design

Describe what is involved in each step of the technology design process.

6.1.3.1.1 Describe a system in terms of its subsystems and parts, as well as its inputs, processes and outputs.

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6.1.2.1.4 Explain the importance of learning from past failures, in order to inform future designs of similar products or systems. For example: Space shuttle or bridge design.



6.1.2.1.3 Describe the trade-offs in using manufactured products in terms of features, performance, durability and cost.


Technology and Society

Describe how technology has impacted society throughout history.



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6.1.2.1.2 Recognize that there is no perfect design and that new technologies have consequences that may increase some risks and decrease others. For example: Seat belts and airbags.





Explain how technology affects people in positive and negative ways.


6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

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6.1.2.1.2 Recognize that there is no perfect design and that new technologies have consequences that may increase some risks and decrease others. For example: Seat belts and airbags.



6.1.3.4. Current and emerging technologies have enabled humans to develop and use models to understand and communicate how natural and designed systems work and interact.



Explain how analyzing risks and benefits can help people make decisions about technology.



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6.1.2.1. Engineers create, develop and manufacture machines, structures, processes and systems that impact society and may make humans more productive.


Engineering

Explain that engineering is the application of science and technology to design things that make life better.




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8.1.3.3.3 Provide examples of how advances in technology have impacted the ways in which people live, work and interact





Identify some branches of engineering and provide examples of engineered products or systems for each branch.


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Student Edition

Module/ Chapter

Student Edition Lesson

Student Edition

Objective

Minnesota Science Standard

Minnesota Reading Standard

Minnesota Math Standard






Describe how society has benefited from the work of engineers.


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