science curriculum framework - brownsville … science/2006-2007/8th... · web viewthis curriculum...

Science Curriculum Framework

8th Grade

2006-2007

Table of Contents 1

Mission Statement and Belief Statement 2

Acknowledgement 3

Introduction 4

Student Participation in TEKS-Based Inquiry and the BISD Science Fair 5

Scope & Sequence 6

Curriculum Frameworks First Six Weeks 7- 8

Second Six Weeks 9-10

Third Six Weeks 11

Fourth Six Weeks 12-13

Fifth Six Weeks 14

Sixth Six Weeks 15

Appendix

Texas Essential Knowledge and Skills Fifth Grade Science, Sixth Grade Science, Seventh Grade Science, Eighth Grade Science, Integrated Physics, and Chemistry, Biology, Sixth Grade Math

Texas Assessment of Knowledge and Skills Objectives Fifth Grade, Tenth Grade, and Exit Level

Science TEKS Toolkit Excerpts Materials and Safety Equipment List Checklist for Science Field Investigations Science Facility Safety Checklist Laboratory Safety Survey Assessment Methods and Web-Based Resources

Recommended Exemplar Labs

National Science Education Standards

Science Curriculum Framework 2006-2007 1

Table of Contents

The mission of the Brownsville Independent School District, an international community respected for its rich cultural heritage is to produce responsible, well-rounded graduates

Who -have the ability to pursue a post-secondary education and/or career -possess a capability for independent learning and thinking with a competitive edge in a multi-cultural, multi-lingual world

By - identifying and maximizing physical, financial, and human resources and -Unifying community and school commitment to excellence in education and equal educational opportunity.

Excellence is our common goal. Parental responsibility is an integral factor in student success. Belief in self is fundamental to success. Everyone deserves respect as a human being. Perseverance and hard work are essential for success. Change creates opportunities for growth. Truthfulness is important for effective communication. Public schools are an extension of the community. Sensitivity is essential for understanding the needs of others. Great achievements follow high expectations. Cooperation is necessary to get things done. Active listening is essential for effective communication. Successful students are active participants in the learning process.


Brownsville Independent School District

Mission Statement

Brownsville Independent School District

Belief Statement

The Brownsville Independent School District gratefully acknowledges the contributions given by the Science teachers who participated in the development of this secondary Science curriculum framework. Science teachers from the following campuses assisted in the development of the framework:

Besteiro Middle School Cummings Middle School Faulk Middle School Garcia Middle School Lucio Middle School Oliveira Middle School Perkins Middle School Stell Middle School Stillman Middle School Vela Middle School Secondary Science Curriculum Specialists


Acknowledgement

Texas Legislation requires that all Texas school districts develop, implement, and evaluate a comprehensive educational program aimed at student mastery of the Texas Essential Knowledge and Skills as defined in Chapter 112.

The purpose of this Secondary Science Curriculum Framework is to match learning experiences to the Texas Essential Knowledge and Skills and provide a sequence of objectives and lab activities that are also aligned, including the 40% lab requirement for all High School Science courses. Brownsville ISD also requires the 40% lab minimum curriculum requirement for all Middle School Science courses.

In addition, this document includes sample activities and required “RECOMMENDED/EXEMPLAR” labs to be taught in each course. These labs are not intended to be the only labs taught in each course, but are provided to ensure consistency in high-quality instruction throughout the district. They should further serve to avoid overemphasis in one area while neglecting another, and thus, focus on student needs.

Pre-AP accommodations are indicated throughout the document, either as additional TEKS added to the course to meet the needs of the Pre-AP course sequence, or emphasized TEKS that need to be taught with added depth to the Pre-AP student in order to prepare them for the AP or Dual Enrollment course. Adaptations for other special populations will be made as needed, but the basic curriculum is the same for all students.

The textbook provided by the state is a resource for teaching the course, not the curriculum. Although the textbook “covers” all TEKS for the course, it does not necessarily provide instructional support for teaching the TEKS to the level of depth necessary to fulfill the TEKS intention. Therefore, it is highly recommended that teachers use a variety of additional resources from multiple sources in order to meet the TEKS requirements. Some of these resources may include, but are not limited to the required Recommended/Exemplar Labs, FOSS kits (which should be taught in their entirety as a unit), TEXTEAMS activities, Calculator Based Labs, Snapshot Activities and Vistas provided through the Charles A. Dana Center Science Toolkit.


Introduction

This curriculum framework is primarily a working document that prescribes what is to be taught in a given subject or area of study. It gives both structure and direction to the educational program. As a formal document, it is an official statement of the curriculum and a teacher’s guide to instruction.

Research, inquiry and invention are essential skills successful students must develop as they grow academically. Students must be able to discuss and evaluate social, technological and scientific issues evident today and trends influencing the future. A challenge for educators is to exploit the natural curiosity all students possess. Allowing time, opportunity and support during school hours for student-based inquiry permits learners to expose their misconceptions and pursue the “why” questions they have. Students should plan investigations and conduct research that can help them test their ideas, interpret differing points of view and justify consequent discoveries. Students are much more likely to internalize and remember concepts learned if they are actively involved with them, rather than passively observing them take place.

TEKS-based investigations enable students to effectively learn and use content-area concepts and skills. Through these types of direct investigations students are able to “maximize their ability to make sense of the world and to learn more about it.” (Science for All Americans) Therefore, it is a BISD requirement that all students participate in a research-based inquiry project at the sixth, seventh, and eighth grades. Participation at other grades or courses is highly recommended since successful research projects take two to four years. When students are engaged in research-based inquiry, they are involved in using a rich variety of primary and secondary source materials and the Science Process Skills as required by law in the Science TEKS.

A successful classroom science investigation may be developed into a research-based inquiry project and entered in the Science Fair. Students who choose to enter the fair will be able to create investigations from among fifteen different categories. The Science Fair will be held annually in the fall, allowing teachers and students to prepare for one science competition per year following the rules of the Intel International Science and Engineering Fair, www.sciserv.org/isef . All students will have the opportunity to complete an original investigation . Individual campuses,


Student Participation in TEKS-Based Inquiry and the BISD Science Fair

http://www.sciserv.org/isef

teachers and students will be able to choose which projects to enter in the Science and Engineering Fair.


8th Grade Framework 2006-2007Six

Weeks TAKS TEKS Recommend. Chapters Concepts Recommended/Exemplar Labs

1st Obj.1: Nature of Science*

8.1-8.7 Intro. To Science

safety; measurements (length, mass, volume & density); proper use of scientific tools and equipment; scientific skills and process skills

Swing Time (Text Book pg17), Identifying Errors (Lab Manual), Investigating Water (Lab Manual), Metric Mania Lessons, Dry Ice

Obj.5: Earth 8.14 A,C; 8.12 A

9, 10, 11 earth's interior; convection currents; drifting continents; sea-floor spreading; theory of plate tectonics; topography, changing earth's surface; rock cycle; identification of rocks and minerals

Pangea Puzzle, Rock Cycle (Crayon) Lab, Convection Lab (Text Book pg 117, 323), Earth History Foss Kit (Identification of Rocks), History from Rock (lab manual pg. 51)

2nd Obj.5: Space 8.13 A 8 & 14 characteristics of the universe such as stars and galaxies; history of the universe; lunar cycle

Lunar Cycle (Oreo Cookie) Lab, Planetary Foss (Lunar Cycle Note cards), Life Cycle of a Star, Planetary Orbits, Astronomical Units, Size of the Sun, composition of stars

Obj.2: Living 8.11 B, C; 8.6 A,B

16, 17, 18, 19 Mendel's work; probability & genetics; cell & inheritance; interactions in the human body

All in the Family (Text Book pg 355), chromosomes and inheritance (lab manual pg 74), Bugs-Bugs-Bugs, Flower Lab, Punnett Square, Get the Beat, Take a Deep Breath

3rd Obj.2: Environmental

8.11 A; 8.10 B; 8.6 C

12, 13, 15 Cycles: water, nitrogen, carbon; adaptations, ecosystems, predation, symbiotic relationships, food webs, conserving land and soil, human and global effects on the environment

Owls left overs (Text Book pg 666 or Lab Aids), Bird adaptation (lab Manual pg 87), Water quality, Pollution-Prevention with Rocks (Lab Manual pg. 59), Biological succession, Predator vs. Prey, Deer: Predation or Starvation, Succession in a Jar, Biological Magnification

4th Obj.3: Chemistry

8.10 A; 8.9 A-C; 8.8 A,B

1 & 3 atoms; periodic table; chemical reactions & equations; types of reactions; specific heat; states of matter; thermal energy

Edible Electrons, Just add water (Text Book pg122), Evidence for chemical change, Where is the evidence (Text Book pg 44), Energy in a Chemical Reaction, Group reactions, Its in a bag, Missing Alien, Specific Heat w/ Metals

5th Obj.4: Physics 8.7 A,B 3, 4, 5, 6, 7 Newton's laws of motion; types of energy; waves & sound

Walk like me, Indy Car, Slinky Demo(pg. 142), Roller Coaster Lab, Pencil Car or Indy Car, Ch.2 & 4 Techniques: Free Fall, Speed of falling objects, Falling Energy, Are all sunglasses created equal?, Reflection and absorption of light

6th Introduction to Biology

Bio/IPC TEKS

Supplemental Resources

vocabulary building (STEMS); dissection of specimens; CPO equipment

Dissecting Rats, Edible Cells, Levels of organizations of cells, Painting of fish

* Objective 1: On-going throughout school yearDisclaimer: Science Fair Projects are enrichment activities to be worked at home and after-school.Daily starters will be given at the beginning of each class period, targeting the 8th grade formula chart and periodic table.Exemplar Labs are denoted in red color.


8th Grade Scope and Sequence 2006-2007

Time Frame: 1st Six Weeks (page 1 of 2)

Unit Concepts: TAKS: Prentice Hall Chapters:Nature of Science Obj.1 Intro. To Science

Concept and Process TEKS:(reinforced TEKS in parenthesis)

8.1-8.4

Recommended LabsBISD 8th Grade Resource Manual

Suggested Resources:

(8.1) The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.

(8.2) The student uses scientific inquiry methods during field and laboratory investigations.

(8.3) The student uses critical thinking and scientific problem solving to make informed decisions.

(8.4) The student knows how to use a variety of tools and methods to conduct science inquiry.

Swing TimePH Textbook pg. 17

Identifying ErrorsPH Lab Manual pg. xvi

Investigating WaterPH Lab Manual pgs. 1-4

Websites:http://www.sciserv.org/isef/primer/index.asp

United Streaming:Safe Science: Lab Safety Awareness. United Learning (1996). http://www.unitedstreaming.com/

How Scientists Work: What is the Scientific Method? United Learning (2003). http://www.unitedstreaming.com/

* Exemplar Labs


http://www.unitedstreaming.com/




http://www.sciserv.org/isef/primer/index.asp

http://www.sciserv.org/isef/primer/index.asp

Time Frame: 1st Six Weeks (page 2 of 2)

Unit Concepts: TAKS: Prentice Hall Chapters:Earth Obj.5 9, 10, 11


8.14 A,C

Recommended Labs:BISD 8th Grade Resource Manual


(8.14) the student knows that natural events and human activities can alter Earth systems. The student is expected to:

(A) predict land features resulting from gradual changes such as mountain building, beach erosion, land subsidence, and continental drift.

(C) describe how human activities have modified soil, water, and air quality.

Pangea Puzzle

Rock Cycle (Crayon) Lab

Convection LabPH Textbook pg.17-, 323

History from Rocks PH Lab Manual pg.51

Earth History Foss Kit: Identification of Rocks

* Exemplar Labs

Websites:http://science.nasa.gov/earthscience.htmhttp://www.cotf.edu/ete/modules/msese/earthsysflr/rock.htmlhttp://kids.earth.nasa.gov/http://kids.earth.nasa.gov/archive/pangaea/quiz.htmlUnited Streaming:http://www.unitedstreaming.com/Earth Science: Conservation and Natural Resources. Discovery Channel School (2002). Earth Science: Rocks and Minerals. Discovery Channel School (2002). Our Changing Earth. Rainbow Educational Media (2005). What's Inside the Earth? An Introduction to the Earth's Interior, Crust, and Mineral Resources. Rainbow Educational Media





http://kids.earth.nasa.gov/archive/pangaea/quiz.html



http://kids.earth.nasa.gov/

http://kids.earth.nasa.gov/

http://www.cotf.edu/ete/modules/msese/earthsysflr/rock.html



http://science.nasa.gov/earthscience.htm

http://science.nasa.gov/earthscience.htm

(1995).


Time Frame: 2nd Six Weeks (page 1 of 2)

Unit Concepts: TAKS: Prentice Hall Chapters:Space Obj.5 8, 14


8.12 A8.13 A



(8.12) The student knows that cycles exist in Earth systems. The student is expected to:

(A) analyze and predict the sequence of events in the lunar and rock cycles;

(8.13) The student knows characteristics of the universe. The student is expected.

(A) describe the characteristics of the universe such as stars and galaxies

Lunar Cycle ( Oreo Cookie) Lab

Lunar Cycle Flash CardsPlanetary Foss Kit

Life Cycle of a Star

Websites:http://www.bluebirdobs.org/lunarcycle/lunarcycle.html

http://nasaexplores.com

http://hubblesite.org/gallery/album/galaxy_collection/

http://chandra.harvard.edu/

United Streaming:Exploring Space: The Universe. United Learning (1995). http://www.unitedstreaming.com/

Spin Around the Solar System, A: Moon Dance. United Learning (2001). http://www.unitedstreaming.com/

* Exemplar Labs











http://nasaexplores.com/

http://nasaexplores.com/

http://www.bluebirdobs.org/lunarcycle/lunarcycle.html



Time Frame: 2nd Six Weeks (page 2 of 2)

Unit Concepts: TAKS: Prentice Hall Chapters:Living Obj.2 6, 17, 18, 19


8.11 B,C8.6 A,B



(8.11) The student knows that traits of species can change through generations that the instructions for traits are contained in the genetic material of the organisms. The student is expected to:

(B) distinguish between in inherited traits and other characteristics that result from interactions with the environment; and

(C) make predictions about possible outcomes of various genetic combinations of inherited characteristics

(8.6) The student knows that interdependence occurs among living systems. The student is expected to:

(A) describe interactions among systems in the human organism;

(B) identify feedback mechanisms that maintain equilibrium of systems such as body temperature, turgor pressure, and chemical reactions;

All in the FamilyPH Textbook pg. 355

Chromosomes and inheritancePH Lab Manual pg. 74

Bugs-Bugs-Bugs

Flower Lab

Get to the Beat

Take a Deep Breath

Websites:http://dnaftb.org/dnaftb/

United Streaming:Genes, Genetics, and DNA. Rainbow Educational Media

(2003) http://www.unitedstreaming.com/

“Pushing the Limits of the Human Body” Science Screen Report Video, Vol. 35

* Exemplar Labs




http://dnaftb.org/dnaftb/

Time Frame: 3rd Six Weeks (page 1 of 1)

Unit Concepts: TAKS: Prentice Hall Chapters:Environmental Obj.2 12,13,15


8.11 A8.10 B8.6 C



(8.11) The student knows that traits of species can change through generations and that the instructions for traits are contained in the genetic material of the organisms. The student is expected to :

(A) identify that change in environmental conditions can affect the survival of individuals and of species;

(8.10) The student knows that complex interactions occur between matter and energy. The student is expected to:

(A) describe interactions among solar, weather, and ocean systems; and

(8.6) The student knows that interdependence occurs among living systems. The student is expected to:

(C) describe interactions within ecosystems.

Owls left over PH Textbook pg. 666 orLab Aids #37

Bird AdaptationPH Lab Manual pg. 87

Water Quality Activities for Middle Grade Science w/CBL2 and TI

Pollution-Prevention with Rocks PH Lab Manual pg. 59

Websites:http://www.nationalgeographic.com/ngkids/surprise_main.html

United Streaming:http://www.unitedstreaming.com/

Geographical Features: Landforms. 100% Educational Videos (2000).

On the Gulf: Coastlines in Danger. Discovery Channel School (2006).

Biology: The Science of Life: Ecology: Organisms in Their Environment. United Learning (2003)

Cycle Series, The: The Nitrogen Cycle. United Learning (1994).

Our Wondrous Oceans: Oceans, The Cradle of Life. United Learning. (1995).

* Exemplar Labs





http://www.nationalgeographic.com/ngkids/surprise_main.html



Time Frame: 4th Six Weeks (page 1 of 2)

Unit Concepts: TAKS: Prentice Hall Chapters:Chemistry Obj.3 1 and 3


8.8 A, B8.9 A-D8.10 A-C



(8.8) The student knows that matter is composed of atoms

(A) Describe the structure and parts of an atom.

(B) Identify the properties of an atom including mass and electrical charge.

(8.9) The student knows that substances have chemical and physical properties

(A) demonstrate that substances may react chemically to form new substances

(B) interpret information on the periodic table to understand that physical properties are used to group elements

(C) recognize the importance of formulas and equations to express what happens in a chemical reaction

(D) identify that physical and chemical properties influence the development and application of everyday materials such as cooking surfaces, insulation, adhesives, and plastics

“First Introduction to Molecular Models”Lab Aids

Edible Electrons

Alien Lab

Types of reactions Text Teams

Evidence for chemical reactions

Where is the evidence (PH Textbook pg. 44)

Websites:


Physical Science Series: Atomic Structure and the Periodic Table. United Learning (1998).

Physical Science: Elements, Compounds, and Atoms. United Learning (1998). Physical Science Series: Phases of Matter. United Learning (1998).

Physical Science Series: Chemical Reactions. United Learning (1998).






Unit Concepts: TAKS: Prentice Hall Chapters:Chemistry Obj.3 1 and 3


8.8 A, B8.9 A-D8.10 A-C

Recommended Labs:

BISD 8th Grade Resource Manual


(8.10) The student knows that complex interactions occur between matter and energy.

(A) Illustrate interactions between matter and energy including specific heat.

(B) Describe interactions among solar, weather, and ocean systems

(C) Identify and demonstrate that loss or gain heat energy occur during exothermic and endothermic chemical reactions.

Its in the Bag

Just add water (PH Textbook pg. 122)

Specific Heat in Metals

Websites:

United Streaming:



Unit Concepts: TAKS: Prentice Hall Chapters:Physics Obj.4 3,4,5,6, and 7

Concept and Process TEKS:8.7 A, B



(8.7) The student knows that there is a relationship between force and motion.

(A) Demonstrate how unbalanced forces cause changes in the speed or direction of an object’s motion

(B) Recognize that waves are generated and can travel through different media.

Walk like me Standing waves

The Indy, Middle School Science with Calculators pg. 35

Slinky Demo

Roller coaster lab

Reflection and Absorption of Light, Earth Science with Computers pg. 23-1

Are All Sunglasses Created Equal? Earth Science with Computers pg. 21

Websites:www.utdanacenter.org/sciencetoolkit/instruction/snapshots/8.php#b7


Basics of Physics: Exploring the Laws of Motion. United Learning (2004).

Cycle Series, The: The Water Cycle. United Learning (1993).

* Exemplar Labs





http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/8.php#b7



Time Frame: Sixth Six Weeks (page 1 of 1)

Unit Concepts: TAKS: Prentice Hall Chapters:Introduction to Biology 9th Bio Supplemental Resources


Biology



(BIO 10) The student knows that at all levels of nature, living things are found within other living systems.

Rat Dissection

Edible Cells Levels of Organization of Living Things

Website:


APPENDIX

Texas Essential Knowledge and Skills Fifth Grade Science (Texas Essential Knowledge and Skills for Science

Subchapter A Elementary)http://www.tea.state.tx.us/rules/tac/chapter112/ch112a.html

Texas Essential Knowledge and Skills for Science Subchapter B Middle Schoolhttp://www.tea.state.tx.us/rules/tac/chapter112/ch112b.html

Texas Essential Knowledge and Skills for Science Subchapter C High Schoolhttp://www.tea.state.tx.us/rules/tac/chapter112/ch112c.html

Texas Assessment of Knowledge and Skills Objectives Fifth Grade

http://www.tea.state.tx.us/student.assessment/resources/guides/study/Gr5Rdg_Mth_Sci.pdf

Eighth Gradehttp://www.tea.state.tx.us/student.assessment/resources/guides/study/Gr8Sci.pdf

Tenth Grade

http://www.tea.state.tx.us/student.assessment/resources/guides/study/Gr10Mth_Sci.pdf

Eleventh Grade


Science TEKS Toolkit Excerpts http://www.utdanacenter.org/sciencetoolkit Materials and Safety Equipment List Checklist for Science Field Investigations Science Facility Safety Checklist Laboratory Safety Survey Assessment Methods Web-Based Resources

National Science Education Standards http://www.nsta.org/standards


http://www.nsta.org/standards

http://www.utdanacenter.org/sciencetoolkit





http://www.tea.state.tx.us/student.assessment/resources/guides/study/Gr8Sci.pdf

http://www.tea.state.tx.us/student.assessment/resources/guides/study/Gr8Sci.pdf



http://www.tea.state.tx.us/rules/tac/chapter112/ch112c.html

http://www.tea.state.tx.us/rules/tac/chapter112/ch112b.html

http://www.tea.state.tx.us/rules/tac/chapter112/ch112a.html

Eighth Grade Recommended/Exemplar Labs

Six Weeks

TEKS Recommended/Exemplar Labs

Source

1st 8.1-8.78.14 A,C; 8.12 A

Swing Time, Identifying Errors, Investigating Water , Metric Mania Lessons, Dry Ice, Pangea Puzzle, Rock Cycle (Crayon) Lab, Convection Lab, Earth History Foss Kit (Identification of Rocks), History from Rock

Swing Time: PH Textbook pg. 17Identifying Errors: PH Lab Manual pg. xvi Investigating Water: PH Lab Manual pp. 1-4Convection Lab: : PH Textbook pp. 117, 323Identification of Rocks: Earth History Foss KitHistory from Rock: PH Lab Manual pg. 51

2nd

8.13 A8.11 B, C; 8.6 A,B

Lunar Cycle (Oreo Cookie) Lab, Planetary Foss (Lunar Cycle Note cards), Life Cycle of a Star, Planetary Orbits, Astronomical Units, Size of the Sun, composition of starsAll in the Family, chromosomes and inheritance, Bugs-Bugs-Bugs, Flower Lab, Punnett Square, Get the Beat, Take a Deep Breath

Lunar Cycle ( Oreo Cookie) Lab: Cur. FrameworkLunar Cycle Flash Cards: Planetary Foss KitLife Cycle of a StarAll in the Family: PH Textbook pg. 355Chromosomes and inheritance: PH Lab Manual pg. 74Bugs-Bugs-Bugs: Cur. FrameworkFlower Lab: Cur. FrameworkGet to the Beat: Cur. FrameworkTake a Deep Breath: Cur. Framework

3rd8.11 A; 8.10 B; 8.6 C

Owls Left Overs, Bird adaptation, Water quality, Pollution-Prevention with Rocks, Biological succession, Predator vs. Prey, Deer: Predation or Starvation, Succession in a Jar, Biological Magnification

Owls Left Overs: PH Textbook pg. 666 or Lab Aids #37Bird Adaptation: PH Lab Manual pg. 87Water Quality: Activities for Middle Grade Science w/CBL2 and TIPollution-Prevention with Rocks: PH Lab Manual pg. 59

4th 8.10 A; 8.9 A-C; 8.8 A,B

Edible Electrons, Just add water (Text Book pg122), Evidence for chemical change, Where is the evidence, Energy in a Chemical Reaction, Group reactions, Its in a bag, Missing Alien, Specific Heat w/ Metals

Edible Electrons: Cur. FrameworkAlien Lab: Cur. FrameworkTypes of reactions Text Teams: Cur. FrameworkEvidence for chemical reactions: Cur. FrameworkWhere is the evidence? PH Textbook pg. 44Its in the Bag: Cur. FrameworkJust add water: PH Textbook pg. 122Specific Heat in Metals: Cur. Framework

5th 8.13 A

Walk like me, Indy Car, Slinky Demo, Roller Coaster Lab, Pencil Car or Indy Car, Ch.2 & 4 Techniques: Free Fall, Speed of falling objects, Falling Energy, Are all sunglasses created equal?, Reflection and absorption of light

Walk like me: Cur. FrameworkStanding waves: Cur. FrameworkThe Indy: Middle School Science with Calculators pg. 35Slinky Demo: PH Textbook pg. 142Roller coaster lab: Cur. FrameworkReflection and Absorption of Light: Earth Science with Computers pg. 23Are All Sunglasses Created Equal? Earth Science with Computers pg. 21

6th Bio/IPC TEKS

Dissecting Rats, Edible Cells, Levels of organizations of cells, Painting of fish

Rat Dissection: Cur. FrameworkEdible Cells: Cur. FrameworkLevels of Organization of Living Things: Cur. Framework


National Science Education Content Standards

For Grades 5-8 Content Standard

A: Science As Inquiry Abilities to do scientific inquiry Understandings about scientific inquiry

B: Physical Science Properties and changes of properties in matter Motions and forces Transfer of energy

C: Life Science Structure and function in living systems Reproduction and heredity Regulation and Behavior Populations and ecosystems Diversity and adaptations of organisms

D: Earth and Space Science

Structure of the earth system Earth’s history Earth in the solar system

E: Science and Technology

Abilities of technological design Understandings about science and technology

F: Science in Personal and Social Perspectives

Personal health Populations, resources, and environments Natural hazards Risks and benefits Science and technology in society

G: History and Nature of Science

Science as a human endeavor Nature of science History of science


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