Strand

Standard

Benchmark

Objective

Description

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Construct New Scientific and Personal Knowledge

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All students will ask questions that help them learn about the world; design and conduct investigations using appropriate methodology and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and reconstruct previously learned knowledge.  (Constructing New Scientific Knowledge)

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Generate scientific questions about the world based on observation.

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Generate scientific questions about the world that can be answered by gathering and analyzing evidence.

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Design and conduct simple investigations.

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Design and conduct scientific investigations following steps of the scientific method.

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Use tools and equipment appropriate to scientific investigations.

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Use tools and equipment appropriate to scientific investigations.

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Use metric measurement devices to provide consistency in an investigation.

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Use metric measurement devices to provide consistency in an investigation.

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Use sources of information in support of scientific investigations.

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Use sources of information in support of scientific investigations.

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6

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Write and follow procedures in the form of step-by-step instructions, recipes, formulas, flow diagrams, and sketches.

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6

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Write and follow procedures in the form of step-by-step instructions, formulas, flow diagrams, and sketches.

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Reflect on the Nature, Adequacy and Connections Across Scientific Knowledge

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All students will analyze claims for their scientific merit and explain how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have contributed to and influenced developments in science.  (Reflecting on Scientific Knowledge)

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Evaluate the strengths and weaknesses of claims, arguments, or data.

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Evaluate the strengths and weaknesses of claims, arguments, or data.

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Describe limitations in personal knowledge.

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Describe limitations in personal knowledge.

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Show how common themes of science, mathematics, and technology apply in real-world contexts.

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Show how common themes of science, mathematics, and technology apply in real-world contexts.

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Describe the advantages and risks of new technologies.

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Describe the advantages and risks of new technologies.

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Develop an awareness of an sensitivity to the natural world.

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Develop an awareness of an sensitivity to the natural world.

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6

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Recognize the contributions made in science by cultures and individuals of diverse backgrounds.

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6

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Recognize the contributions made in science by cultures and individuals of diverse backgrounds.

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Use Scientific Knowledge from the Life Sciences in Real-World Contexts

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All students will apply an understanding of cells to the functioning of multicellular organisms; and explain how cells grow, develop and reproduce.  (Cells)

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Demonstrate evidence that all parts of living things are made of cells.

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Describe the main difference between a plant and animal cell.

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Explain that all living things are made of cells.

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Explain that relationships of cells to tissues, tissues to organs, and organs to organ systems (respiratory lung dissection).

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Explain that plant cells with chlorophyll carry on photosynthesis (make their own food) and all cells carry on respiration (use food and oxygen to product energy).

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Explain why and how selected specialized cells are needed by plants and animals.

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Explain the steps in pollination and fertilization in a fast plant.

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Explain how the stomata cells aid in transpiration.

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All students will use classification systems to describe groups of living things; compare and contrast differences in the life cycles of living things; investigate and explain how living things obtain and use energy; and analyze how parts of living things are adapted to carry out specific functions.  (Organization of Living Things)

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Compare and classify organisms into major groups on the basis of their structure.

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Determine the difference between flowering and non-flowering plants.

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Describe the life cycle of a flowering plant.

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Diagram or describe the stages in the life cycle of a flowering plant.

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Describe evidence that plants make and store food.

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Give examples to prove that plants make and store food.

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Explain how selected systems and processes work together in animals.

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Describe how systems in the human body work together.

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All students will investigate and explain how characteristics of living things are passed on through generations; explain why organisms within a species are different from one another; and explain how new traits can be established by changing or manipulating genes.  (Heredity)

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Describe how the characteristics of living things are passed on through generations.

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Describe steps in fertilization of fast plants.

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Explain the need for cross-pollination in fast plants.

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Describe how heredity and environment may influence/determine characteristics of an organism.

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NO FRAMEWORK OBJECTIVE

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