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| Standards | Objectives | Text Resources | Resources (Suggested Activities) | Cross-Curricular Connections | Assessment Items |
|---|---|---|---|---|---|
| NOTE: All standards are correlated to the National Science Education Standards. | |||||
| Earth Science: Energy in the earth system (ES 1a) | Earth systems have internal and external sources of energy, both of which create heat. The sun is the major external source of energy. Two primary sources of internal energy are the decay of radioactive isotopes and the gravitational energy from the earth's original formation. | 18.1, p456-465 |
Group Activity- Cooking with the Sun, p458; Measuring Wind Power Potential, p461 |
Student Opportunities- Design Contests, p457 Interpreting Statistics- The Cost of Wind Power, p461 |
Quiz, p465 Alternative Assessment p465 |
| Science in Personal and Social Perspective: Natural resources (SPSP 3a) | Human populations use resources in the environment in order to maintain and improve their existence. Natural resources have been and will continue to be used to maintain human populations. |
18.1, p456-465 18.2, p466-471 |
Activity – Micro-hydropower, p463; Inquiry Lab-Blowing in the Wind, p476-477 KidWind-Powerpoints |
Skill Builder- Writing, p469 Math Practice-Energy Efficiency, p470 Science and Technology- Back to Muscle Power and Springs, p479 |
Quiz, p471 Alternative Assessment, p471 |
| Science in Personal and Social Perspective: Natural resources (SPSP 3b) | The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources, and it depletes those resources that cannot be renewed. | See above | See above | See above | See above |
| Science in Personal and Social Perspective: Population growth (SPSP 2a) | Populations grow or decline through the combined effects of births and deaths, and through emigration and immigration. Populations can increase through linear or exponential growth, with effects on resource use and environmental pollution. | 19.1, p480-487 |
Activity- Packaging Analysis, p481; |
Skill Builder- Math, p482; |
Quiz, p487 |
| Life Science: Interdependence of organisms (LS 4e) | Human beings live within the world's ecosystems. Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems will be irreversibly affected. |
19.1, p480-487 19.2, p488-492 19.3, p493-499 |
Group Activity- Recycling Education Campaign, p491 QuickLab- Neutralizing Hazardous Waste, p495 Activity – Energy in Hazardous Waste, p495 |
Case Study, Paper or Plastic? p492; |
Quiz, p499 Alternative Assessment p499 |
| Science in Personal and Social Perspective: Natural resources (SPSP 3b) | The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources, and it depletes those resources that cannot be renewed. | See above | See above | See above | See above |
| Science in Personal and Social Perspective: Science and technology in local, national, and global challenges (SPSP 6d) | Individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs, and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them. Students should understand the appropriateness and value of basic questions--"What can happen?"--"What are the odds?"--and "How do scientists and engineers know what will happen?" | See above | See above | See above | See above |
| Science in Personal and Social Perspective: Natural resources (SPSP 3c) | Humans use many natural systems as resources. Natural systems have the capacity to reuse waste, but that capacity is limited. Natural systems can change to an extent that exceeds the limits of organisms to adapt naturally or humans to adapt technologically. | 19.2, p488-492 |
Field Activity-Is it Really Recyclable, p489 |
Using the Figure- The Recycling Cycle, p489 Graphic Organizer- Chain-of-Events Chart, p492 |
Quiz, p492 |
| Science in Personal and Social Perspective: Natural resources (SPSP 3c) | Humans use many natural systems as resources. Natural systems have the capacity to reuse waste, but that capacity is limited. Natural systems can change to an extent that exceeds the limits of organisms to adapt naturally or humans to adapt technologically. |
20.1, p510-518 20.2, p519-523 |
Internet Activity- ECOTOX and IRIS, p512 Activity- Pollution Diary, p515; Skills Practice Lab- Lead Poisoning and Mental Ability, p528-529 QuickLab- Simulating an Epidemic, p520 Group Activity- Asking About Antibiotic Use, p521 |
Skill Builder- Graphing, p512; Inclusion Strategies- p514 Math Practice- Concentration, p516 Interpreting Statistics- Risks of Transmission, p522 |
Quiz, p518 Quiz, p523 Alternative Assessment p523 |
| Science in Personal and Social Perspective: Natural and Human-Induced Hazards (SPSP 5d) | Natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society, as well as cause risks. Students should understand the costs and trade-offs of various hazards--ranging from those with minor risk to a few people to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations. | See above | See above | See above | See above |
| Science in Personal and Social Perspective: Science and technology in local, national, and global challenges (SPSP 6c) | Progress in science and technology can be affected by social issues and challenges. Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology. | See above | See above | See above | See above |
| Science in Personal and Social Perspective: Natural resources (SPSP 3a) | Human populations use resources in the environment in order to maintain and improve their existence. Natural resources have been and will continue to be used to maintain human populations. |
21.1, p532-538 21.2, p539-543 21.3, p544-547 |
Internet Activity- UN Documentation, p535; Activity- Whose Issue?, p539; Advertising Campaign, p541; Local Politics, p542 |
Skill Builder- Writing, p545 Math Practice- Nature Conservancy Assets, p538 Using the Table- U.S. Agencies, p540 |
Quiz, p538 Alternative Assessment p543 |
| Science in Personal and Social Perspective: Environmental quality (SPSP 4c) | Many factors influence environmental quality. Factors that students might investigate include population growth, resource use, population distribution, overconsumption, the capacity of technology to solve problems, poverty, the role of economic, political, and religious views, and different ways humans view the earth. | See above | See above | See above | See above |
| Science in Personal and Social Perspective: Science and technology in local, national, and global challenges (SPSP 6b) | Understanding basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various science- and technology-related challenges. However, understanding science alone will not resolve local, national, or global challenges. | See above | See above | See above | See above |
| Science in Personal and Social Perspective: Science and technology in local, national, and global challenges (SPSP 6c) | Progress in science and technology can be affected by social issues and challenges. Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology. |
21.2, p539-543 21.3, p544-547 |
Internet Activity- Researching Influential Individuals, p545
Inquiry Lab- Be an Environmental Scientist, p552-553 QuickLab- Making a Decision, p546 |
Inclusion Strategies, p541 Graphic Organizer- Chain-of-Events, p547 |
Quiz, p543 Quiz, p547 Alternative Assessment p547 |