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| NYS Performance Indicators | Objectives | Text Resources | Resources (Suggested Activities) | Cross-Curriculum Connections | Assessment Items | |||
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Students elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent their thinking. 1.1a Scientific explanations are built by combining evidence that can be observed with what people already know about the world. 1.1b Learning about the historical development of scientific concepts or about individuals who have contributed to scientific knowledge provides a better understanding of scientific inquiry and the relationship between science and society. 1.1c Science provides knowledge, but values are also essential to making effective and ethical decisions about the application of scientific knowledge. |
Scientific Method Activity.flash |
Math/SS- Curricular timeline of significant historical events through Living Environment |
Examgen 2003 Supplement - Science & The Scientific Method Topic A: Scientific Method Topic B: Scientific Tools and Laboratory Skills Topic C: Constructed Response Questions |
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Students coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity and recognize the need for such alternative representations of the natural world. 1.4a Well-accepted theories are ones that are supported by different kinds of scientific investigations often involving the contributions of individuals from different disciplines. |
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See above | |||||
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Students devise ways of making observations to test proposed explanations. |
From University of Alberta http://www.biology.ualberta.ca/ |
Math – Mathematic Principles | See above | ||||
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Students hone ideas through reasoning, library research, and discussion with others, including experts 1.2a Inquiry involves asking questions and locating, interpreting, and processing information from a variety of sources.. 1.2b Inquiry involves making judgments about the reliability of the source and relevance of information. |
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Math - Measurement | See above | ||||
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Students work toward reconciling competing explanations; clarifying points of agreement and disagreement. 1.3a Scientific explanations are accepted when they are consistent with experimental and observational evidence and when they lead to accurate predictions. 1.3b All scientific explanations are tentative and subject to change or improvement. Each new bit of evidence can create more questions than it answers. This leads to increasingly better understanding of how things work in the living world. |
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SS/ELA- Debating Skills | See above | ||||
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Students refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion. 2.2a Development of a research plan involves researching background information and understanding the major concepts in the area being investigated. Recommendations for methodologies, use of technologies, proper equipment, and safety precautions should also be included. |
See above | Research Projects | See above | ||||
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Students develop and present proposals including formal hypotheses to test explanations, e.g., predict what should be observed under specific conditions if the explanation is true. 2.3a Hypotheses are predictions based upon both research and observation. 2.3b Hypotheses are widely used in science for determining what data to collect and as a guide for interpreting the data. 2.3c Development of a research plan for testing a hypothesis requires planning to avoid bias (e.g., repeated trials, large sample size, and objective data-collection techniques). |
See above | ELA- Predicting/ Foreshadowing outcome of story | See above | ||||
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Students carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary. (Note: This could apply to many activities from simple investigations to long-term projects.) | See above | See above | See above | ||||
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Students use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data. 3.1a Interpretation of data leads to development of additional hypotheses, the formulation of generalizations, or explanations of natural phenomena. |
See above | ELA- Interpreting | See above | ||||
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Students apply statistical analysis techniques when appropriate to test if chance alone explains the result. | See above | Math- Probability | See above | ||||
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Students assess correspondence between the predicted result contained in the hypothesis and the actual result, and reach a conclusion as to whether or not the explanation on which the prediction was based is supported. | See above | See above | See above | ||||
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Students revise the explanation and contemplate additional research based on the results of the test and through public discussion. (Note: Public discussion may include lab partners, lab groups, classes, etc.) 3.4a Hypotheses are valuable, even if they turn out not to be true, because they may lead to further investigation. 3.4b Claims should be questioned if the data are based on samples that are very small, biased, or inadequately controlled or if the conclusions are based on the faulty, incomplete, or misleading use of numbers. 3.4c Claims should be questioned if fact and opinion are intermingled, if adequate evidence is not cited, or if the conclusions do not follow logically from the evidence given. |
See above | See above | See above | ||||
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Students develop a written report for public scrutiny that describes their proposed explanation, including a literature review, the research they carried out, its result, and suggestions for further research. 3.5a One assumption of science is that other individuals could arrive at the same explanation if they had access to similar evidence. Scientists make the results of their investigations public; they should describe the investigations in ways that enable others to repeat the investigations. 3.5b Scientists use peer review to evaluate the results of scientific investigations and the explanations proposed by other scientists. They analyze the experimental procedures, examine the evidence, identify faulty reasoning, point out statements that go beyond the evidence, and suggest alternative explanations for the same observations. |
See above | Research Project | See above | ||||
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Students describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). 1.2a Important levels of organization for structure and function include organelles, cells, tissues, organs, organ systems, and whole organisms. 1.2f Cells have particular structures that perform specific jobs. These structures perform the actual work of the cell. Just as systems are coordinated and work together, cell parts must also be coordinated and work together. 1.2g Each cell is covered by a membrane that performs a number of important functions for the cell. These include: separation from its outside environment, controlling which molecules enter and leave the cell, and recognition of chemical signals. The processes of diffusion and active transport are important in the movement of materials in and out of cells. 1.2h Many organic and inorganic substances dissolved in cells allow necessary chemical reactions to take place in order to maintain life. Large organic food molecules such as proteins and starches must initially be broken down (digested to amino acids and simple sugars respectively), in order to enter cells. Once nutrients enter a cell, the cell will use them as building blocks in the synthesis of compounds necessary for life. 1.2i Inside the cell a variety of specialized structures, formed from many different molecules, carry out the transport of materials (cytoplasm), extraction of energy from nutrients (mitochondria), protein building (ribosomes), waste disposal (cell membrane), storage (vacuole), and information storage (nucleus). 1.2j Receptor molecules play an important role in the interactions between cells. Two primary agents of cellular communication are hormones and chemicals produced by nerve cells. If nerve or hormone signals are blocked, cellular communication is disrupted and the organism's stability is affected. |
From www.iknowthat.com Cell Respiration.ds - Cellular Respiration Workbook Activity Diffusion.ds - Workbook Activity pertaing to Diffusion Osmosis.ds - Osmosis Workbook Activity |
Math – Differences in concentration. Data table analysis. |
Unity & Diversity Among Living Organisms
Topic A: Life Processes Topic D: Cells and Cell Structures |
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Students explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms. 1.3a The structures present in some single-celled organisms act in a manner similar to the tissues and systems found in multicellular organisms, thus enabling them to perform all of the life processes needed to maintain homeostasis. |
From www.yellowtang.org |
Math- Graphical Analysis with respect to enzymes. |
Unity & Diversity Among Living Organisms Topic B: Levels of Organization |
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Students explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium. 5.1a The energy for life comes primarily from the Sun. Photosynthesis provides a vital connection between the Sun and the energy needs of living systems. 5.1b Plant cells and some one-celled organisms contain chloroplasts, the site of photosynthesis. The process of photosynthesis uses solar energy to combine the inorganic molecules carbon dioxide and water into energy-rich organic compounds (e.g., glucose) and release oxygen to the environment. 5.1c In all organisms, organic compounds can be used to assemble other molecules such as proteins, DNA, starch, and fats. The chemical energy stored in bonds can be used as a source of energy for life processes. 5.1d In all organisms, the energy stored in organic molecules may be released during cellular respiration. This energy is temporarily stored in ATP molecules. In many organisms, the process of cellular respiration is concluded in mitochondria, in which ATP is produced more efficiently, oxygen is used, and carbon dioxide and water are released as wastes. 5.1e The energy from ATP is used by the organism to obtain, transform, and transport materials, and to eliminate wastes. 5.1f Biochemical processes, both breakdown and synthesis, are made possible by a large set of biological catalysts called enzymes. Enzymes can affect the rates of chemical change. The rate at which enzymes work can be influenced by internal environmental factors such as pH and temperature. 5.1g Enzymes and other molecules, such as hormones, receptor molecules, and antibodies, have specific shapes that influence both how they function and how they interact with other molecules. |
From www.alazhar.edu |
Math – higher level reading chemical equations (photosynthesis). |
Energetics Topic A: Basic Chemistry and Organic Compounds Topic B: Energy Capture and Storage (Photosyhthesis) Topic C: Energy Release Processes Topic D: Constructed Response Question |