Thank you for your interest in Inspiration and Kidspiration!

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1 The Inspired Standards Match is designed to demonstrate the many ways Kidspiration and Inspiration support the standards and to give educators ideas for using these tools to meet learning goals across the curriculum. How to read Inspired Standards Match: Pink highlight indicates a standard or objective that is supported by the use of Kidspiration and Inspiration Green note annotation includes names of an Inspiration template or Kidspiration activity that corresponds to the highlighted standard. These templates and activities are part of each software program and act as starters or frameworks for student work. Thank you for your interest in Inspiration and Kidspiration!

2 Science Grade K-3 Standards 2/3/04 2:33 PM Science Curriculum Standards Approved by the Tennessee State Board of Education August 31, 2001 Linda Jordan, Science Consultant KINDERGARTEN THIRD GRADE Standards, Learning Expectations, and Performance Indicators Revised December 2003 Life Science Content Standard: 1.0 Cell Structure and Function The student will investigate the structure and function of plant and animal cells. Learning Expectations: 1.1 Recognize that living things are made up of smaller parts. 1.2 Recognize that smaller parts of living things contribute to the operation and well being of entire organisms. Performance Indicators State: As documented through state assessment, Third Grade Benchmarks Page 1 of 18

3 Science Grade K-3 Standards 2/3/04 2:33 PM 3.1.spi.1. identify the part that is missing from a specific plant or animal. 3.1.spi.2.identify the part that belongs to a specific plant or animal. 3.1.spi.3. Identify the function of specific plant and animal parts. Performance Indicators Teacher: As documented through teacher observation, 3.1.tpi.1.determine the parts of an object. 3.1.tpi.2.identify the functions of an object s parts. 3.1.tpi.3.predict the effects on an object that loses an essential part. 3.1.tpi.4.explain that organisms are made of smaller parts. 3.1.tpi.5.distinguish among the parts of organisms. 3.1.tpi.6.use appropriate tools to observe and identify the parts of an organism. 3.1.tpi.7.identify the functions of different parts of organisms (e.g., thumbs/grasping, beaks/ feeding, roots/obtaining nutrients). 3.1.tpi.8.examine the parts of organisms that are essential for life. 3.1.tpi.9.determine the outcome when an organism is missing a specific part. 3.1.tpi.10.create a model of an organism and describe the function of its parts. 3.1.tpi.11.conduct a simple study to evaluate the effect on a plant that has lost a part. Page 2 of 18

4 Science Grade K-3 Standards 2/3/04 2:33 PM Content Standard: 2.0 Interactions Between Living Things and Their Environment The student will investigate how living things interact with one another and with non-living elements of their environment. Learning Expectations: 2.1Recognize the distinction between living and non-living things. 2.2Realize that organisms use their senses to interact with their environment. 2.3Examine interrelationships among plants, animals, and their environment. 2.4 Recognize that the environment and the organisms that live in it can be affected by pollution. Third Grade Benchmarks Performance Indicators State: As documented through state assessment, 3.2.spi.1.distinguish between living and non-living things in an illustration. 3.2.spi.2. select the plants and animals found in a specific environment. 3.2.spi.3.identify the sense used to collect specific information. 3.2.spi.4.identify the environment that has been impacted by pollutants. Performance Indicators Teacher: Page 3 of 18

5 Science Grade K-3 Standards 2/3/04 2:33 PM As documented through teacher observation, 3.2.tpi.1.distinguish between living and non-living objects by their observable characteristics. 3.2.tpi.2.collect information about the environment using the senses. 3.2.tpi.3.associate an organism with its environment. 3.2.tpi.4.identify the characteristics of polluted environments. 3.2.tpi.5.contrast the characteristics of living and non-living things. 3.2.tpi.6.explain how organisms meet their survival needs. 3.2.tpi.7.diagram ways that plants and animals assist each other in meeting basic life requirements. 3.2.tpi.8.investigate what can happen to an organism when there is an environmental change due to pollution. 3.2.tpi.9.create an environment that depicts the interrelationships between living and non-living things. 3.2.tpi.10.demonstrate how the loss of one of the five senses affects an animal s interactions with the environment. 3.2.tpi.11.propose a plan for eliminating a specific pollutant from an environment. Content Standard: 3.0 Food Production and Energy for Life The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life. Learning Expectations: 3.1Recognize the basic requirements of all living things. 3.2 Recognize the basic parts of plants. Third Grade Benchmarks Page 4 of 18

6 Science Grade K-3 Standards 2/3/04 2:33 PM Performance Indicators State As documented through state assessment, 3.3.spi.1.identify the basic needs of plants and animals. 3.3.spi.2. Recognize that animals obtain their food by eating plants or other animals. 3.3.spi.3. Recognize that plants use sunlight, water and air for photosynthesis. Performance Indicators Teacher: As documented through teacher observation, 3.3.tpi.1.illustrate the basic life requirements necessary for plants and animals. 3.3.tpi.2.differentiate between how plants and animals are able to satisfy their energy requirements. 3.3.tpi.3.identify the structures that plants and animals use to meet their basic energy requirements. 3.3.tpi.4.create a diagram showing the food relationships between plants and animals. Content Standard: 4.0 Heredity and Reproduction The student will understand the basic principles of inheritance. Learning Expectations: 4.1Recognize that living things reproduce. 4.2 ecognize that offspring tend to resemble their parents. Page 5 of 18

7 Science Grade K-3 Standards 2/3/04 2:33 PM 4.3 Recognize that the appearance of plants and animals changes as they mature. Third Grade Benchmarks Performance Indicators State: As documented through state assessment, 3.4.spi.1.choose the diagram that depicts a parent with its offspring. 3.4.spi.2.select the illustration that shows an adult organism. 3.4.spi.3.select the illustration that shows how an organism changes as it matures. Performance Indicators Teacher: As documented through teacher observation, 3.4.tpi.1.compare and contrast individual organisms of the same type. 3.4.tpi.2.differentiate among the stages in the life cycle of a butterfly, a frog, and plants. 3.4.tpi.3.examine the similarities and differences between parents and their offspring. 3.4.tpi.4.describe the life cycle of an organism. 3.4.tpi.5.create a timeline that depicts the changes that occur during an organism s life cycle. 3.4.tpi.6.relate the characteristics of a parent to those of its offspring. Page 6 of 18

8 Science Grade K-3 Standards 2/3/04 2:33 PM Content Standard: 5.0 Diversity and Adaptation Among Living Things The student will understand that living things have characteristics that enable them to survive in their environment. Learning Expectations: 5.1Recognize the differences among plants and animals of the same kind. 5.2 Recognize that living things have features that help them to survive in different environments. Third Grade Benchmarks Performance Indicators State: As documented through state assessment, 3.5.spi.1. identify groups of similar organisms (i.e., plants and animals). 3.5.spi.2.identify an organism that belongs in a specific environment. 3.5.spi.3.identify the characteristics that enable a specific plant and/or animal to survive in its environment. Performance Indicators Teacher: As documented through teacher observation, 3.5.tpi.1.classify living things as plants or animals. 3.5.tpi.2.group organisms according to the environment in which they live. Page 7 of 18

9 Science Grade K-3 Standards 2/3/04 2:33 PM 3.5.tpi.3.investigate the relationship between an organism s characteristics and its ability to survive in a specific environment. 3.5.tpi.4.create representations of animals that have characteristics necessary to survive in a given environment. Content Standard: 6.0 Biological Change The student will understand that living things have changed over time. Learning Expectation: 6.1Recognize that some plants and animals that once lived are no longer found on earth. Third Grade Benchmarks Performance Indicators State: As documented through state assessment, 3.6.spi.1.identify an example, other than a dinosaur, of an extinct organism. 3.6.spi.2.identify evidence used to determine that an organism previously existed. 3.6.spi.3.match the organism to the evidence for its former existence. Performance Indicators Teachers: As documented by teacher observation, 3.6.tpi.1.provide examples of extinct organisms. Page 8 of 18

10 Science Grade K-3 Standards 2/3/04 2:33 PM 3.6.tpi.2.make inferences about extinct organisms from fossil evidence. 3.6.tpi.3.observe fossils and describe how they could be related to organisms that are alive today. Earth and Space Science Content Standard: 7.0 Earth and Its Place in the Universe The student will investigate the structure of the universe. Learning Expectations: 7.1 Recognize that different objects appear in the day and nighttime sky. 7.2 Recognize that there are predictable patterns which occur in the universe. Third Grade Benchmarks Performance Indicator State: As documented through state assessment, 3.7.spi.1.identify objects found in the day or nighttime sky. 3.7.spi.2.identify the approximate time of day from a picture of the sun s position in the sky. 3.7.spi.3.choose the appropriate tool for observing a specific distant object. 3.7.spi.4.identify the four basic phases of the moon. 3.7.spi.5.identify the components of the solar system (e.g. planets, moons). Performance Indicator Teacher: As documented through teacher observation, Page 9 of 18

11 Science Grade K-3 Standards 2/3/04 2:33 PM 3.7.tpi.1.examine pictures of objects found in the day and nighttime sky and relate them to specific times of the day. 3.7.tpi..2.determine the tools needed for observing the day and nighttime sky. 3.7.tpi.3.identify the major components of the solar system (e.g., moons, planets). 3.7.tpi.4.illustrate the changing phases of the moon. 3.7.tpi.5.prepare a series of illustrations depicting the sun s position in the sky at different times of the day. 3.7.tpi.6.create a model to explain the cause or day and night. 3.7.tpi.7.design an exploration for comparing the length of a shadow at different hours of the day. Content Standard: 8.0 Atmospheric Cycles The student will investigate the relationships among atmospheric conditions, weather, and climate. Learning Expectations: 8.1Recognize daily and seasonal weather changes. 8.2 Realize that weather is associated with temperature, precipitation, and wind conditions and can be measured using tools and instruments. Third Grade Benchmarks Performance Indicators State: As documented through state assessment, 3.8.spi.1.select appropriate clothing for a given weather condition. 3.8.spi.2. identify the season when given a description of weather, plants, and animals. Page 10 of 18

12 Science Grade K-3 Standards 2/3/04 2:33 PM 3.8.spi.3. match temperature, precipitation, wind speed and direction, and cloud conditions with different weather conditions. 3.8.spi.4.identify the appropriate tools to measure temperature and precipitation. 3.8.spi.5.match the cloud type to a specific kind of weather. Performance Indicators Teacher: As documented through teacher observation, 3.8.tpi.1.relate various temperatures, precipitation, wind speeds and directions with certain weather conditions. 3.8.tpi.2.collect and analyze daily weather information. 3.8.tpi.3.collect temperature data and relate it to weather conditions and seasonal changes. 3.8.tpi.4.use the appropriate instruments for collecting weather data. 3.8.tpi.5.identify clouds associated with a variety of weather conditions. 3.8.tpi.6.analyze weather data and associate it with seasonal weather conditions. 3.8.tpi.7.conduct experiments and draw conclusions about appropriate clothing for different weather conditions. Content Standard: 9.0 Earth Features The student will understand that the earth has many geological features that are constantly changing. Learning Expectation: 9.1 Identify the earth s major geological features. Page 11 of 18

13 Science Grade K-3 Standards 2/3/04 2:33 PM Third Grade Benchmarks Performance Indicators State: As documented through state assessment, 3.9.spi.1. identify the labelled part of a map or illustration as a continent, ocean, lake, river, mountain, or island. 3.9.spi.2.select the illustration that identifies a specific geological feature. 3.9.spi.3.identify a geological feature given specific information. Performance Indicators Teacher: As documented through teacher observation, 3.9.tpi.1.identify various types of land and water environments. 3.9.tpi.2.classify landforms and bodies of water according to their geologic features. 3.9.tpi.3.compare two different geological formations. 3.9.tpi.4.prepare a map of a country showing different landforms and bodies of water (e.g., mountains, valleys, plains, oceans, rivers, and lakes). Content Standard: 10.0 Earth Resources The student will investigate the properties, uses, and conservation of earth s resources. Learning Expectations: Page 12 of 18

14 Science Grade K-3 Standards 2/3/04 2:33 PM 10.1Recognize that there are a variety of earth materials which have basic observable and measurable properties Realize that earth materials can be recycled or conserved. Performance Indicators State: As documented through state assessment, Third Grade Benchmarks 3.10.spi.1.identify an object as natural or man-made spi.2. recognize the properties used to identify specific Earth materials spi.3. identify methods for conserving natural resources. Performance Indicators Teacher: As documented through teacher observation, 3.10.tpi.1.explore a variety of earth materials and identify their properties tpi.2.classify materials as natural or man made tpi.3.examine classroom materials that can or have been reused and resources that were saved through conservation tpi.4.use hand lenses to observe, describe, and compare various types of earth materials tpi.5.identify roles that students can play in conserving natural resources tpi.6.prepare a plan for reusing a classroom material. Page 13 of 18

15 Science Grade K-3 Standards 2/3/04 2:33 PM 3.10.tpi.7.write a story of the life cycle of a boulder that becomes a smaller rock tpi.8.create a web that demonstrates the link between basic human needs and earth s resources. Physical Science Content Standard: 11.0 Forces and Motion The student will investigate the effects of force on the movement of objects. Learning Expectations: 11.1Realize the basic concept that forces can move objects (push/pull) Observe and predict how the weight of an object and its position affect balance. Third Grade Benchmarks Performance Indicators State: As documented through state assessment, 3.11.spi.1. identify that an unbalanced force is needed to change the direction of an object spi.2.select an object that would be attracted by a magnet spi.3. identify how weights affect a balance scale spi.4. select how surface characteristics affect the movement of an object. Performance Indicators Teacher: As documented through teacher observation, 3.11.tpi.1.differentiate between push and pull by moving objects in different directions. Page 14 of 18

16 Science Grade K-3 Standards 2/3/04 2:33 PM 3.11.tpi.2.demonstrate the effect of a force on the movement of an object tpi.3.balance objects using a scale tpi.4.make predictions about objects that are attracted to a magnet tpi.5.investigate the effect of various surfaces on movement tpi.6.explore the effect of the weight of an object and its position on a balanced system tpi.7.predict the effect of removing support from various objects tpi.8.explore the amount of force needed to move objects of varying mass tpi.9.explain how distance affects the strength of a magnet s attraction. Content Standard: 12.0 Structure and Properties of Matter The student will investigate the characteristic properties of matter. Learning Expectation: 12.1 Recognize that objects have observable properties that can change over time and under different conditions. Performance Indicators State: As documented through state assessment, Third Grade Benchmarks 3.12.spi.1.select an object according to a particular property spi.2. order objects according to a specific property (e.g., longest to shortest, heaviest to lightest). Page 15 of 18

17 Science Grade K-3 Standards 2/3/04 2:33 PM 3.12.spi.3.identify appropriate tools for determining the weight or length of materials. At Level 3, the student is able to 3.12.spi.4.identify an object when given its properties. Performance Indicators Teacher: As documented through teacher observation, 3.12.tpi.1.describe an object according to its observable properties tpi.2.compare and contrast objects according to weight, length, and size tpi.3.observe and compare a collection of various solids and/or liquids tpi.4.develop questions about objects that can answered through investigation tpi.5.compare and contrast the properties of solids and liquids tpi.6.select the illustration that demonstrates materials undergoing a change. Content Standard: 13.0 Interactions of Matter The student will investigate the interactions of matter. Learning Expectation: 13.1 Investigate the kinds of changes that occur when different types of matter interact. Third Grade Benchmarks Performance Indicators State: As documented through state assessment, 3.13.spi.1. identify the effects of mixing two types of materials (e.g., salt and pepper). Page 16 of 18

18 Science Grade K-3 Standards 2/3/04 2:33 PM 3.13.spi.2 choose features associated with physical changes spi.3.identify methods for separating mixtures. Performance Indicators Teacher: As documented through teacher observation, 3.13.tpi.1.observe and describe the results of combining different materials tpi.2.classify the combinations of materials according to whether they retain or lose their individual properties tpi.3.conduct a simple investigation of how materials can be changed as a result of mixing, separating, and/or heating. Content Standard: 14.0 Energy The student will investigate energy and its uses. Learning Expectations: 14.1Realize that the sun is the main source of earth s heat and light energy Recognize that sound is produced when objects vibrate. Third Grade Benchmarks Performance Indicators State: As documented through state assessment, Page 17 of 18

19 Science Grade K-3 Standards 2/3/04 2:33 PM 3.14.spi.1.identify the source of the Earth s heat and light energy spi.2. Identify how sounds are produced spi.3.identify the illustration that demonstrates the effects of the sun on various materials. Performance Indicators Teacher: As documented through teacher observation, 3.14.tpi.1.illustrate how life on earth would change without the sun tpi.2.demonstrate a variety of ways to produce sound tpi.3.investigate the effect of the sun s energy on different surfaces tpi.4.collect temperature data at various times of the day at the same location tpi.5.associate a variety of musical instruments with different types of sounds. Back Page 18 of 18

20 Science Grades 4-5 Standards 2/3/04 2:34 PM Science Curriculum Standards Approved by the Tennessee State Board of Education August 31, 2001 Linda Jordan, Science Consultant FOURTH FIFTH GRADE Standards, Learning Expectations, and Performance Indictators Revised December 2003 Fourth Grade Benchmarks LIFE SCIENCE Content Standard: 1. 0 Cell Structure and Function The student will investigate the structure and function of plant and animal cells. Learning Expectations: 1.1 Know that all organisms are made of one or more cells. Performance Indicators State: As documented through state assessment, 4.1.spi.1 identify the function of specific plant and animal parts. 4.1.spi.2 recognize the basic structure of plant and animal cells. Page 1 of 32

21 Science Grades 4-5 Standards 2/3/04 2:34 PM 4.1.spi.3 identify animal and plant cell structures and function. Performance Indicators Teacher: As documented through teacher observation, 4.1.tpi.1use a hand lens to identify the parts of living things. 4.1.tpi.2compare and contrast plant and animal cells. 4.1.tpi.3draw and label the basic structures of plant and animal cells. 4.1.tpi.4explain differences between plant and animal cell structures and functions. Content Standard: 2.0 Interactions Between Living Things and Their Environment. The student will investigate how living things interact with one another and with non-living elements of their environment. Learning Expectations: 2.1Investigate the relationships among organisms in a specific ecosystem. 2.2 Recognize that organisms are able to change their environment. Performance Indicators State: As documented through state assessment, 4.2.spi.1 select plants and animals found in a specific environment. 4.2.spi.2 recognize how plants and animals interact with each other in their environment. Page 2 of 32

22 Science Grades 4-5 Standards 2/3/04 2:34 PM 4.2.spi.3 identify ways that organisms affect their environment. Performance Indicators Teacher: As documented through teacher observation, 4.2.tpi.1group organisms according to the specific environment that they inhabit. 4.2.tpi.2investigate and describe how plants and animals interact with each other in their environment. 4.2.tpi.3classify organisms as producers, consumers, and decomposers. 4.2.tpi.4describe how plants and animals interact with respect to pollination and seed disposal. 4.2.tpi.5explain how organisms can affect their environment. 4.2.tpi.6communicate ways to reuse or recycle materials to reduce environmental impacts. Content Standard: 3.0 Food Production and Energy for Life The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life. Learning Expectations: 3.1Realize that plants and animals use food for energy. 3.2 Recognize the function of specific structures in organisms that allow them to obtain and use energy. Page 3 of 32

23 Science Grades 4-5 Standards 2/3/04 2:34 PM Performance Indicators State: As documented through state assessment, 4.3.spi.1 match the edible parts of plants with particular plant structures. 4.3.spi.2 compare how various animals obtain and use food for energy. 4.3.spi.3 match the animal with their means of obtaining oxygen. Performance Indicators Teacher: As documented through teacher observation, 4.3.tpi.1illustrate and describe basic plant structures. 4.3.tpi.2classify edible plant parts according to plant structures (e.g., broccoli/flower; carrot/root). 4.3.tpi.3investigate and identify materials that plants use to produce food for energy, growth and repair. 4.3.tpi.4explain how animals obtain and use food for energy. 4.3.tpi.5create food chains found in a variety of ecosystems. 4.3.tpi.6explain how different animals obtain oxygen. Content Standard: 4.0 Heredity and Reproduction The student will understand the basic principles of inheritance. Page 4 of 32

24 Science Grades 4-5 Standards 2/3/04 2:34 PM Learning Expectations: 4.1Realize that certain characteristics are passed from parent to offspring. 4.2 Realize that reproduction is necessary for the survival of species. 4.3Investigate the life cycles of different organisms. Performance Indicators State: As documented through state assessment, 4.4.spi.1 distinguish offspring from the parent. 4.4.spi.2 recognize the relationship between reproduction and the survival of a species. 4.4.spi.3 select the illustration that depicts the life cycle of a specific organism. Performance Indicators Teacher: As documented through teacher observation, 4.4.tpi.1investigate and describe traits that organisms share with their parents 4.4.tpi.2explore the different ways that plants reproduce. 4.4.tpi.3study the parts of a flower and describe how these are related to plant reproduction. 4.4.tpi.4explain the difference between an animal that is hatched and one that is born alive. 4.4.tpi.5illustrate life cycles of various organisms. Content Standard: 5.0 Diversity and Adaptation Among Living Things Page 5 of 32

25 Science Grades 4-5 Standards 2/3/04 2:34 PM The student will understand that living things have characteristics that enable them to survive in their environment. Learning Expectations: 5.1Realize that plants and animals can be grouped according to similarities and difference in their characteristics. 5.2Determine that adaptations help organisms to survive in their environments. Performance Indicators State: As documented through state assessment, 4.5.spi.1match a plant or animal adaptation to a particular environmental condition. 4.5.spi.2compare and contrast groups of organisms according to their major characteristics. 4.5.spi.3match the form of structures found in living things to its function. Performance Indicators Teacher: As documented through teacher observation, 4.5.tpi.1illustrate adaptations that enable organisms to survive. 4.5.tpi.2describe similarities and differences among organisms. 4.5.tpi.3classify animals according to their characteristics. 4.5.tpi.4compare the characteristics of amphibians, reptiles, fish, birds, and mammals. 4.5.tpi.5compare specific structures with their functions in various organisms. 4.5.tpi.6create and use a system for classifying objects or organisms. Page 6 of 32

26 Science Grades 4-5 Standards 2/3/04 2:34 PM Content Standard: 6.0 Biological Change The student will understand that living things have changed over time. Learning Expectations: 6.1Realize that fossils show connections between organisms that lived in the past and those that live in the present. 6.2 Recognize that extinction of organisms has occurred in the past and still occurs today. Performance Indicators State: As documented through state assessment, 4.6.spi.1match fossil evidence with organisms that are alive today. 4.6.spi.2identify animal and plant populations as thriving, threatened, endangered, or extinct. 4.6.spi.3infer possible causes of extinction. Performance Indicators Teacher: As documented through teacher observation, 4.6.tpi.1make inferences about plant and animal extinction from fossil evidence. 4.6.tpi.2classify certain animal and plant populations as thriving, threatened, endangered, or extinct. 4.6.tpi.3predict how human decisions have caused the extinction of some species. Page 7 of 32

27 Science Grades 4-5 Standards 2/3/04 2:34 PM EARTH AND SPACE SCIENCE Content Standard: 7.0 Earth and Its Place in the Universe The student will investigate the structure of the universe. Learning Expectations: 7.1Know that objects in space have identifiable characteristics, such as appearance, location, and apparent motion. 7.2Investigate the patterns and movement of objects in space. Performance Indicator State: As documented through state assessment, 4.7.spi.1determine the order of the planets according to their distance from the sun. 4.7.spi.2 identify the phases of the moon in the correct sequence. 4.7.spi.3 recognize that the length and position of a shadow is related to the location of the sun. Performance Indicator Teacher: As documented through teacher observation, 4.7.tpi.1illustrate and distinguish among the components of the solar system, (i.e., stars, planets, asteroids, meteors). 4.7.tpi.2depict planets according to their distance from the sun. 4.7.tpi.3use appropriate instruments to study objects in the sky. Page 8 of 32

28 Science Grades 4-5 Standards 2/3/04 2:34 PM 4.7.tpi.4model the positional relationship between the earth/sun and the earth/moon. 4.7.tpi.5design a model that illustrates a lunar eclipse. Content Standard: 8.0 Atmospheric Cycles The student will investigate the relationships among atmospheric conditions, weather, and climate. Learning Expectations 8.1 Recognize that atmospheric conditions vary and can be measured. 8.2 Recognize that landforms and bodies of water affect weather and climate. 8.3Recognize the basic features of the water cycle. Performance Indicators State: As documented through state assessment, 4.8.spi.1identify the cloud type(s) associated with specific weather conditions. 4.8.spi.2choose the appropriate instrument for measuring a given atmospheric condition. 4.8.spi.3 identify the basic features of the water cycle Performance Indicator Teacher: As documented through teacher observation, 4.8.tpi.1observe and classify cloud types according to particular weather conditions. 4.8.tpi.2use tools for measuring and collecting atmospheric data. Page 9 of 32

29 Science Grades 4-5 Standards 2/3/04 2:34 PM 4.8.tpi.3illustrate how oceans affect weather and climate. 4.8.tpi.4investigate and describe how weather affects people around the world. Content Standard: 9.0 Earth Features The student will understand that the earth has many geologic features that are constantly changing. Learning Expectations: 9.1Recognize that the earth s geological features change. 9.2Know that the earth is composed of different layers. Performance Indicators State: As documented through state assessment, 4.9.spi.1recognize specific geological features. 4.9.spi.2determine how wind and water change the Earth s geological features. 4.9.spi.3identify the layers of the Earth. Performance Indicator Teacher: As documented through teacher observation, 4.9.tpi.1use maps to identify specific geological features. 4.9.tpi.2classify landforms and bodies of water according to their geological features. Page 10 of 32

30 Science Grades 4-5 Standards 2/3/04 2:34 PM 4.9.tpi.3explain how beaches are affected by erosion and deposition. 4.9.tpi.4use a model or an illustration to determine the relative age of the earth s layers from their position. 4.9.tpi.5provide examples of how the earth s surface is changed through erosion and sedimentation. 4.9.tpi.6make a model that depicts the earth s layers. Content Standard: 10.0 Earth Resources The student will investigate the properties, uses, and conservation of earth s resources. Learning Expectations: 10.1Recognize that earth materials have a variety of practical uses. 10.2Know the basic characteristics of soils. 10.3Realize the difference between renewable and non-renewable resources. Performance Indicators State: As documented through state assessment, 4.10.spi.1choose the appropriate use for an earth material spi.2identify the basic characteristics of soil spi.3distinguish between renewable and nonrenewable resources. Performance Indicator Teacher: As documented through teacher observation, Page 11 of 32

31 Science Grades 4-5 Standards 2/3/04 2:34 PM 4.10.tpi.1investigate and describe the uses of earth materials tpi.2explain how large boulders become smaller rocks tpi.3distinguish among the components of soil tpi.4describe methods for conserving or reusing a natural resource tpi.5construct a chart that differentiates between renewable and non-renewable. PHYSICAL SCIENCE Content Standard: 11.0 Forces and Motion The student will investigate the effects of force on the movement of objects. Learning Expectations: 11.1Recognize that gravity is the force that pulls objects toward the earth. 11.2Recognize the relationship between force and motion. 11.3Recognize that the motion of objects is affected by friction. Performance Indicators State: As documented through state assessment, 4.11.spi.1select factors that have the greatest effect on the motion of an object spi.2recognize the effects of gravity spi.3recognize simple machines (i.e., inclined plane, lever, pulley) Page 12 of 32

32 Science Grades 4-5 Standards 2/3/04 2:34 PM 4.11.spi.4determine how speed affects distance traveled over time. Performance Indicator Teacher: As documented through teacher observation, 4.11.tpi.1demonstrate push and pull as forces that move objects tpi.2investigate and identify sources of friction and their effect on motion tpi.3explore simple machines and use them for simple tasks tpi.4study the relationship between forces and motion. Standard Number: 12.0 Structure and Properties of Matter The student will investigate the characteristic properties of matter. Learning Expectations: 12.1Recognize that matter has predictable properties and is composed of basic units, some too small to be seen with the naked eye Recognize conditions that are associated with different states of matter. Performance Indicators State: As documented through state assessment, 4.12.spi.1 select an object according to its observable physical properties. Page 13 of 32

33 Science Grades 4-5 Standards 2/3/04 2:34 PM 4.12.spi.2identify states of matter spi.3 determine how various types of matter change state. Performance Indicators Teacher: As documented through teacher observation, 4.12.tpi.1compare and classify objects according to observable properties tpi.2observe the properties of a substance and infer its state tpi.3relate the effects of adding heat energy to water tpi.4demonstrate how various types of matter change state. Content Standard: 13.0 Interactions of Matter The student will investigate the interactions of matter. Learning Expectations: 13.1 Describe the types of changes that result from interactions of matter. Performance Indicators State: As documented through state assessment, 4.13.spi.1choose features associated with physical changes spi.2identify characteristics of different types of mixtures. Page 14 of 32

34 Science Grades 4-5 Standards 2/3/04 2:34 PM 4.13.spi.3determine methods for separating mixtures. Performance Indicators Teacher: As documented through teacher observation, 4.13.tpi.1investigate and record physical changes that occur in substances tpi.2observe and classify a variety of mixtures tpi.3demonstrate the separation of simple mixtures. Content Standard: 14.0 Energy The student will investigate energy and its uses. Learning Expectations: 14.1Know that energy exists in many forms. 14.2Recognize the characteristics of light energy and sound energy Recognize the basic concept of electricity. Performance Indicators State: As documented through state assessment, 4.14.spi.1 identify different forms of energy spi.2distinguish between the volume and pitch of sound. Page 15 of 32

35 Science Grades 4-5 Standards 2/3/04 2:34 PM 4.14.spi.3recognize that various materials conduct heat spi.4select a simple electrical circuit. Performance Indicators Teacher: As documented through teacher observation, 4.14.tpi.1investigate and identify various forms of energy tpi.2investigate methods that differentiate between the volume and pitch of a sound tpi.3construct and describe a simple electrical circuit tpi.4examine and identify materials used for insulation tpi.5construct and compare parallel and series electrical circuits. Standards, Learning Expectations, and Draft Performance Indictators: Fifth Grade Benchmarks LIFE SCIENCE Content Standard: 1. 0 Cell Structure and Function The student will investigate the structure and function of plant and animal cells. Page 16 of 32

36 Science Grades 4-5 Standards 2/3/04 2:34 PM Learning Expectations: 1.1Know that all organisms are made of one or more cells. Performance Indicators State: As documented through state assessment, 5.1.spi.1identify basic structures of plant and animal cells. at level 2, the student is able to 5.1.spi.2compare and contrast basic structures and functions of plant and animal cells. 5.1.spi.3distinguish between single cell and multicellular organisms. Performance Indicators Teacher: As documented through teacher observation, 5.1.tpi.1use simple microscopes to identify parts of living things. 5.1.tpi.2draw and label basic structures of animal and plant cells. 5.1.tpi.3use a simple microscope to identify the basic structures of plant and animal cells (i.e., nucleus, cell wall, cell membrane, cytoplasm). 5.1.tpi.4examine and describe single-celled and multicellular organisms using a simple microscope. 5.1.tpi.5explain the difference between single cell and multicellular organisms. 5.1.tpi.6identify an unknown cell as plant or animal. 5.1.tpi.7differentiate among cells, tissues, organs and systems. Page 17 of 32

37 Science Grades 4-5 Standards 2/3/04 2:34 PM Content Standard: 2.0 Interactions Between Living Things and Their Environment. The student will investigate how living things interact with one another and with non-living elements of their environment. Learning Expectations: 2.1Investigate the relationships among organisms in a specific ecosystem. 2.2Recognize that organisms are able to change their environment. Performance Indicators State: As documented through state assessment, 5.2.spi.1identify environmental changes caused by living things. 5.2.spi.2determine various types of plant and animal relationships within an ecosystem. 5.2.spi.3predict the effects of human actions and/or natural disasters on the environment. Performance Indicators Teachers: As documented through teacher observations, 5.2.tpi.1examine and describe the relationships between plants and animals within a specific environment. 5.2.tpi.2determine how organisms may be affected by environmental factors. 5.2.tpi.3differentiate between the populations and communities that comprise an ecosystem. 5.2.tpi.4explain how human disasters affect specific environments. Page 18 of 32

38 Science Grades 4-5 Standards 2/3/04 2:34 PM 5.2.tpi.5evaluate how the loss of an organism affects an environment. 5.2.tpi.6research examples of how environmental changes affect the organisms inhabiting an ecosystem. Content Standard: 3.0 Food Production and Energy for Life The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life. Learning Expectations: 3.1Realize that plants and animals use food for energy. 3.2Recognize the function of specific structures in organisms that allow them to obtain and use energy. Performance Indicators State: As documented through state assessment, 5.3.spi.1match plant structures with their functions. 5.3.spi.2identify photosynthesis as the food manufacturing process in plants. 5.3.spi.3 identify what plants need (i.e. water, sunlight, carbon dioxide) to manufacture food. Performance Indicators Teacher: As documented through teacher observation, 5.3.tpi.1explain how plants produce their own food. 5.3.tpi.2compare plant structures with their functions. Page 19 of 32

39 Science Grades 4-5 Standards 2/3/04 2:34 PM 5.3.tpi.3classify the nutritional relationships among organisms in an ecosystem. 5.3.tpi.4recognize the essential components of photosynthesis (i.e., sunlight, water, and carbon dioxide). 5.3.tpi.5explain the connection between plant structures and food production. 5.3.tpi.6describe the importance of photosynthesis and list the basic components of the process. Content Standard: 4.0 Heredity and Reproduction The student will understand the basic principles of inheritance. Learning Expectations: 4.1Realize that certain characteristics are passed from parent to offspring. 4.2Realize that reproduction is necessary for the survival of species. 4.3 Investigate the life cycles of different organisms. Performance Indicators State: As documented through state assessment, 5.4.spi.1compare the traits of parents and their offspring. 5.4.spi.2infer the importance of reproduction in the survival of a species. 5.4.spi.3recognize the difference between complete and incomplete metamorphosis. Performance Indicators Teacher: As documented through teacher observation, Page 20 of 32

40 Science Grades 4-5 Standards 2/3/04 2:34 PM 5.4.tpi.1compare and contrast the characteristics of organisms and show how these are related to the parental traits. 5.4.tpi.2compare and contrast the ways that plants reproduce and are pollinated. 5.4.tpi.3observe and graph the growth of an organism as it matures. 5.4.tpi.4differentiate between organisms that undergo complete and incomplete metamorphosis. Content Standard: 5.0 Diversity and Adaptation Among Living Things The student will understand that living things have characteristics that enable them to survive in their environment. Learning Expectations: 5.1Realize that plants and animals can be grouped according to similarities and difference in their characteristics. 5.2 Determine that adaptations help organisms to survive in their environments. Performance Indicators State: As documented through state assessment, 5.5.spi.1compare how organisms adapt to different environments. 5.5.spi.2match the form with the function of structures in living things. 5.5.spi.3identify characteristics that enhance the survival of organisms in an environment. 5.5.spi.4 determine which organisms are likely to survive in a particular environment. Performance Indicators Teacher: Page 21 of 32

41 Science Grades 4-5 Standards 2/3/04 2:34 PM As documented through teacher observation, 5.5.tpi.1investigate and explain how organisms have adaptations that allow for survival in their environment. 5.5.tpi.2provide examples of adaptations that allow animals to avoid predation. 5.5.tpi.3explain how the form of specific structures relates to their function (e.g., flower shape to pollination, teeth shape to food selection). 5.5.tpi.4describe how specific characteristics help an organism to survive in a particular environment. 5.5.tpi.5design an organism with adaptations necessary for surviving in a particular (imaginary) habitat. Content Standard: 6.0 Biological Change The student will understand that living things have changed over time. Learning Expectations: 6.1Realize that fossils show connections between organisms that lived in the past and those that live in the present. 6.2 Recognize that extinction has occurred in the past and continues today. Performance Indicators State: As documented through state assessment, 5.6.spi.1compare the causes that led to the extinction of various organisms. Page 22 of 32

42 Science Grades 4-5 Standards 2/3/04 2:34 PM 5.6.spi.2analyze how fossils provide information about the past. 5.6.spi.3compare the relative age of fossils in rock layers. Performance Indicators Teacher: As documented through teacher observation, 5.6.tpi.1evaluate factors that might cause the extinction of a species. 5.6.tpi.2explain how fossils form and how they provide information about the past. 5.6.tpi.3compare the characteristics of fossil imprints and fossil remains. 5.6.tpi.4determine the relative age of fossils based upon their position in sedimentary rock. 5.6.tpi.5evaluate how human decisions have affected the survival of some species. EARTH AND SPACE SCIENCE Content Standard: 7.0 Earth and Its Place in the Universe The student will investigate the structure of the universe. Learning Expectations: 7.1Know that objects in space have identifiable characteristics, such as appearance, location, and apparent motion. Page 23 of 32

43 Science Grades 4-5 Standards 2/3/04 2:34 PM 7.2 Investigate the patterns and movement of objects in space. Performance Indicator State: As documented through state assessment, 5.7.spi.1identify and arrange the phases of the moon in the correct sequence. 5.7.spi.2distinguish among the planets according to specific characteristics. 5.7.spi.3identify the force that pulls object toward the Earth. 5.7.spi.4differentiate between the Earth s rotation and its revolution. 5.7.spi.5recognize that the appearance of an object in the sky is affected by its size, motion, and distance from the earth. Performance Indicator Teacher: As documented through teacher observation, 5.7.tpi.1observe, draw, label, and sequence the phases of the moon. 5.7.tpi.2demonstrate the difference between rotation and revolution in the solar system. 5.7.tpi.3design a model that illustrates how the appearance of an object in the sky is affected by its size, motion, and distance from the earth. Content Standard: 8.0 Atmospheric Cycles Page 24 of 32

44 Science Grades 4-5 Standards 2/3/04 2:34 PM The student will investigate the relationships among atmospheric conditions, weather, and climate. Learning Expectations: 8.1Recognize that atmospheric conditions vary and can be measured. 8.2Recognize that landforms and bodies of water affect weather and climate. 8.3 Recognize the basic features of the water cycle. Performance Indicators State: As documented through state assessment, 5.8.spi.1distinguish between weather and climate. 5.8.spi.2identify the basic features of the water cycle. 5.8.spi.3predict weather conditions based on an analysis of atmospheric data. 5.8.spi.4 identify how various geographic features affect weather and climate. Performance Indicators Teacher: As documented through teacher observation, 5.8.tpi.1investigate and describe the differences between weather and climate. 5.8.tpi.2create a model of the water cycle and identify its major components. 5.8.tpi.3relate the type of weather and climate associated with specific landforms. Page 25 of 32

45 Science Grades 4-5 Standards 2/3/04 2:34 PM Content Standard: 9.0 Earth Features The student will understand that the earth has many geological features that are constantly changing. Learning Expectations: 9.1Recognize that the earth s geological features change. 9.2 Know that the earth is composed of different layers. Performance Indicators State: As documented through state assessment, 5.9.spi.1identify forces that cause geological change. 5.9.spi.2recognize that the age of Earth materials can be determined by their position in rock layers. 5.9.spi.3identify characteristics of the Earth s layers. Performance Indicators Teacher: As documented through teacher observation, 5.9.tpi.1illustrate how various forces contribute to geological change. 5.9.tpi.2create a cross section model of the earth s crust. 5.9.tpi.3design and describe a model of a fault. 5.9.tpi.4research the characteristics of materials within the earth s layers. Page 26 of 32

46 Science Grades 4-5 Standards 2/3/04 2:34 PM Standard Number: 10.0 Earth Resources The student will investigate the properties, uses, and conservation of earth s resources. Learning Expectations: 10.1Recognize that earth materials have a variety of practical uses. 10.2Know the basic characteristics of soils Realize the difference between renewable and non-renewable resources. Performance Indicators State: As documented through state assessment, 5.10.spi.1select a diagram that illustrates the most appropriate use of an earth material spi.2select the soil characteristics that best support plant growth spi.3 recognize the impact of society's use of nonrenewable resources over time. Performance Indicators Teacher: As documented through teacher observation, 5.10.tpi.1describe methods for conserving natural resources tpi.2test the suitability of soils for a variety of purposes tpi.3write a story indicating how the various types of coal were created tpi.4debate the implications of society s dependence on fossil fuels. Page 27 of 32

47 Science Grades 4-5 Standards 2/3/04 2:34 PM PHYSICAL SCIENCE Standard Number: 11.0 Forces and Motion The student will investigate the characteristic properties of matter. Learning Expectations: 11.1Recognize that gravity is the force that pulls objects toward the earth. 11.2Recognize the relationship between force and motion Recognize that the motion of objects is affected by friction. Performance Indicators State: As documented through state assessment, 5.11.spi.1identify the effect that gravity has on objects found on or near the earth s surface spi.2 determine the effect of slope and friction on the speed of an object spi.3match simple machines with their uses. Performance Indicators Teacher: As documented through teacher observation, 5.11.tpi.1investigate and describe gravity as a force in nature tpi.2describe the effect that gravity has on objects found on or near the earth s surface. Page 28 of 32

48 Science Grades 4-5 Standards 2/3/04 2:34 PM 5.11.tpi.3investigate how slope affects the amount of force required to move an object along a ramp tpi.4construct a simple machine tpi.5investigate how simple machines change the direction of a force. Content Standard: 12.0 Structure and Properties of Matter The student will investigate the characteristic properties of matter Learning Expectations: 12.1Recognize that matter has predictable properties and is composed of basic units, some too small to be seen with the naked eye Recognize conditions that are associated with different states of matter Performance Indicators State: As documented through state assessment, 5.12.spi.1select a material according to a description of its physical properties spi.2recognize the law of conservation of matter spi.3recognize how temperature is associated with a change in the state of matter spi.4 determine the appropriate metric unit of measurement for specific properties of matter. Performance Indicators Teacher: As documented through teacher observation, Page 29 of 32

49 Science Grades 4-5 Standards 2/3/04 2:34 PM 5.12.tpi.1compare the properties of materials and infer their state tpi.2describe a material according to its physical properties tpi.3use appropriate tools and metric units to measure and compare the mass, volume and length of various objects tpi.4investigate and explain the law of conservation of matter tpi.5recognize that evaporation and condensation occur as a result of temperature changes tpi.6compare the difference between physical and chemical properties of matter. Content Standard: 13.0 Interactions of Matter The student will investigate the interactions of matter. Learning Expectations: 13.1 Describe the types of changes that result from interactions of matter. Performance Indicators State: As documented through state assessment, 5.13.spi.1 distinguish between physical and chemical changes spi.2compare the effect of physical and chemical changes on matter spi.3 identify a substance as an acid (i.e. vinegar or lemon juice) or a base (i.e. soap or baking soda). Page 30 of 32

50 Science Grades 4-5 Standards 2/3/04 2:34 PM Performance Indicators Teacher: As documented through teacher observation, 5.13.tpi.1investigate and describe various physical changes in matter tpi.2compare and contrast the characteristics of physical and chemical changes tpi.3describe how temperature changes affect the behavior of a substance. Content Standard: 14.0 Energy The student will investigate energy and its uses. Learning Expectations: 14.1Know that energy exists in many forms. 14.2Recognize the characteristics of light energy and sound energy. 14.3Recognize the properties and uses of magnets. 14.4Recognize the basic concept of electricity. Performance Indicators State: As documented through state assessment, 5.14.spi.1identify the poles of a magnet spi.2recognize how various materials conduct heat spi.3identify the description of a magnetic field. Page 31 of 32

51 Science Grades 4-5 Standards 2/3/04 2:34 PM 5.14.spi.4identify ways that energy is transferred spi.5differentiate between potential and kinetic energy spi.6distinguish between series and parallel circuits spi.7select the illustration that depicts how lenses refract light. Performance Indicators Teacher: As documented through teacher observation, 5.14.tpi.1demonstrate and explain the relationship between two magnets and identify their poles tpi.2demonstrate how different kinds of materials conduct heat tpi.3 explore and describe a magnetic field tpi.4describe the difference between potential and kinetic energy tpi.5investigate and describe ways energy is transferred tpi.6investigate and describe ways that the sun s energy is used in everyday life tpi.7demonstrate and explain the difference in series and parallel circuits tpi.8distinguish between translucent, opaque, and clear materials. Back Page 32 of 32

52 Science Grades 6-8 Standards 2/3/04 2:35 PM Science Curriculum Standards Approved by the Tennessee State Board of Education August 31, 2001 Linda Jordan, Science Consultant Note: In this cluster (6-8) standards are addressed in each of the content areas for providing an integrated program of instruction, however, specific learning expectations are not taught and assessed at every grade level. Standards, Learning Expectations and Performance Indicators Revised December 2003 Sixth Grade Benchmarks LIFE SCIENCE Content Standard: 2.0 Interactions Between Living Things and Their Environment The student will investigate how living things interact with one another and with non-living elements of their environment. Learning Expectations: 2.1Understand the nature of symbiotic relationships. 2.2Examine the competitive relationships among organisms within an ecosystem. Performance Indicators State: As documented through state assessment, 6.2.spi.1recognize how animals and plants are interdependent. Page 1 of 24

53 Science Grades 6-8 Standards 2/3/04 2:35 PM 6.2.spi.2distinguish between commensalism, parasitism, and mutualism. 6.2.spi.3predict whether an organism can survive in a particular ecosystem. Performance Indicators Teacher: As documented through teacher observation, 6.2.tpi.1investigate how organisms may be affected by environmental factors (e.g., pollution, temperature/climate change) 6.2.tpi.2examine and describe the relationships among plants and animals within a specific environment. 6.2.tpi.3use several scenarios to distinguish between predators and prey. 6.2.tpi.4describe the niche and habitat of an organism within an ecosystem. 6.2.tpi.5construct and maintain a model of an ecosystem. 6.2.tpi.6compare the boundaries between ecosystems and the interactions among the organisms within them. Content Standard: 3.0 Food Production and Energy for Life The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life. Learning Expectations: 3.1 Recognize relationships within food chains. Performance Indicators State As documented through state assessment, 6.3.spi.1identify how organisms obtain food for energy. Page 2 of 24

54 Science Grades 6-8 Standards 2/3/04 2:35 PM 6.3.spi.2classify organisms as producers, consumers, or decomposers in a food chain or food web. 6.3.spi.3 infer the consequences of a change in the population size of an organism in a food chain or food web. Performance Indicators Teacher: As documented through teacher observation, 6.3.tpi.1recognize the kinds of organisms that form the base of a food chain. 6.3.tpi.2observe and describe how various organisms obtain and use food. mmmmmm 6.3.tpi.3classify the trophic level (i.e., producer, consumer, decomposer) of an organism. 6.3.tpi.4describe the feeding relationships between organisms that form a food chain. 6.3.tpi.5demonstrate how food chains are linked together to form a complex food web. Standard Number: 5.0 Diversity and Adaptation Among Living Things The student will understand that living things have characteristics that enable them to survive in their environment. Learning Expectations: 5.1 Understand how organisms are adapted for surviving in certain environments. Performance Indicators State: As documented through state assessment, 6.5.spi.1 identify adaptations that enhance the survival of organisms in an environment. Page 3 of 24

55 Science Grades 6-8 Standards 2/3/04 2:35 PM 6.5.spi.2 determine which organisms are likely to survive in a particular environment. 6.5.spi.3 classify plants and animals into groups according to their features. Performance Indicators Teacher: As documented through teacher observation, 6.5.tpi.1demonstrate and describe examples of adaptations that enable animals to survive. 6.5.tpi.2design an (imaginary) organism with adaptations necessary for survival in a (imaginary) habitat. 6.5.tpi.3explain the relationship between a given structure of an organism and its purpose (e.g., teeth to chewing, stamen to pollination). 6.5.tpi.4determine specific characteristics of organisms that enable them to survive in certain environments. Content Standard: 6.0 Biological Change The student will understand that living things have changed over time. Learning Expectations: 6.1Investigate the fossil evidence found in various sedimentary rock layers. 6.2Recognize various forms of evidence which indicate that life forms have changed over time. 6.3Reason how environmental changes are associated with the extinction of a species. Performance Indicators State: As documented through state assessment, Page 4 of 24

56 Science Grades 6-8 Standards 2/3/04 2:35 PM 6.6.spi.1 analyze how fossils provide information about the past. 6.6.spi.2identify factors that contribute to extinction. 6.6.spi.3differentiate between the relative age of fossils in sedimentary rock. 6.6.spi.4select additional lines of scientific evidence, other than fossils, that illustrate change over time. Performance Indicators Teacher: As documented through teacher observation, 6.6.tpi.1classify animal populations as thriving, threatened, endangered, or extinct. 6.6.tpi.2compare and contrast the different processes of fossil formation. 6.6.tpi.3construct mock fossils using casts and molds. 6.6.tpi.4collect and/or observe various fossils and relate them to biogeographical changes. 6.6.tpi.5explore additional lines of scientific evidence, other than fossils, that illustrate change over time. 6.6.tpi.6research careers related to the study of biological change. EARTH AND SPACE SCIENCE Content Standard: 7.0 Earth and Its Place in the Universe The student will investigate the structure of the universe. Learning Expectations: 7.1Recognize the basic components of the universe. Page 5 of 24

57 Science Grades 6-8 Standards 2/3/04 2:35 PM 7.2Investigate the relative distances of objects in space. 7.3Explore the positional relationships among the earth, moon, and sun. 7.4Understand that gravity is the force that keeps planets in orbit around the sun and governs movement in the solar system. 7.5Explore the role of technology and careers associated with the study of space. Performance Indicator State: As documented through state assessment, 6.7.spi.1distinguish between a day, month, and year on earth based on the movements of the earth, sun, and moon. 6.7.spi.2identify the force that pulls objects toward the earth. 6.7.spi.3differentiate between planets according to specific characteristics. 6.7.spi.4categorize the components of the universe (i.e. stars, planets, comets, asteroids, meteors). 6.7.spi.5differentiate between a solar and a lunar eclipse. 6.7.spi.6select the diagram that reflects the earth/sun relationship that accounts for the four seasons. 6.7.spi.7predict the type of tide produced by the different positions of the earth and moon system. Performance Indicator Teacher: As documented through teacher observation, 6.7.tpi.1make a model of the solar system that emphasizes the correct order of the planets and their distance from the sun. 6.7.tpi.2draw the position of the sun, earth, and moon during eclipses and tidal conditions. Page 6 of 24

58 Science Grades 6-8 Standards 2/3/04 2:35 PM 6.7.tpi.3diagram the relationship of the earth to the sun to account for earth s seasons. 6.7.tpi.4research and communicate information about the composition, surface features, and conditions of all the planets in the solar system. 6.7.tpi.5collect information about stars and make inferences concerning their impact on our galaxy. 6.7.tpi.7construct a timeline of the history of space exploration. 6.7.tpi.8investigate and describe how tides are produced and when these occur. 6.7.spi.9research a career related to earth/space systems (e.g.., astronomer, astronaut, aerospace engineer). PHYSICAL SCIENCE Standard Number: 14.0 Energy The student will investigate energy and its uses. Learning Expectations: 14.1Identify and describe characteristics of waves. 14.2Understand the difference between heat and temperature. 14.3Understand the basic principles of electricity. 14.4Understand that one form of energy can be transformed into another form of energy. 14.5Understand the nature of light, including the electromagnetic spectrum. Performance Indicators State: As documented through state assessment, 6.14.spi.1predict the direction of heat flow between objects. Page 7 of 24

59 Science Grades 6-8 Standards 2/3/04 2:35 PM 6.14.spi.2identify the wavelength, frequency, and amplitude of a wave spi.3recognize a variety of energy transformations spi.4select examples of refraction, reflection, and absorption of light spi.5 infer the impact of nuclear power on humans and the environment. Performance Indicators Teacher: As documented through teacher observation 6.14.tpi.1demonstrate processes and identify objects that give off heat tpi.2investigate and describe ways that the sun s energy is used in everyday life tpi.3identify waves as transverse or longitudinal tpi.4create a situation that demonstrates how waves are produced and transmitted tpi.5draw and label the electromagnetic spectrum tpi.6model the relationship of kinetic, potential, and total energy within a closed system tpi.7investigate the relationship between magnets and electricity tpi.8construct open, closed, series, and parallel circuits tpi.9construct a simple motor tpi.10investigate the energy transformation in a common event tpi.11demonstrate and communicate the importance of energy conservation. At level 3, the student is able to 6.14.tpi.12create a progression of events to illustrate the path of electricity from its origin to the home tpi.13build a model that incorporates at least three different forms of energy tpi.14research nuclear power and its impact on man and the environment. Page 8 of 24

60 Science Grades 6-8 Standards 2/3/04 2:35 PM 6.14.tpi.15research careers that are related to energy, heat, or electricity. Standards, Learning Expectations and Performance Indicators Seventh Grade Benchmarks LIFE SCIENCE Content Standard: 1. 0 Cell Structure and Function The student will investigate the structure and function of plant and animal cells. Learning Expectations: 1.1Recognize the differences among cells, tissues, organs, and systems. 1.2Differentiate between the structures and functions of plant and animal cells. 1.3Recognize that cell division occurs in sequential stages. 1.4 Know that materials move into and out of cells. Performance Indicators State: As documented through state assessment, 7.1.spi.1 recognize basic structures that most cells share (i.e., nucleus, cytoplasm, cell membrane, cell wall, ribosome, mitochondria, chloroplast, vacuole, lysosome). 7.1.spi.2identify major cell organelles and their functions. 7.1.spi.3 distinguish between plant and animal cells. 7.1.spi.4sequence a series of diagrams depicting the movement of chromosomes during mitosis. Page 9 of 24

61 Science Grades 6-8 Standards 2/3/04 2:35 PM 7.1.spi.5 determine the relationships among cells, tissues, organs, and systems given a diagram and identify the function of organ systems. 7.1.spi.6 predict the movement of substances through osmosis or diffusion across the cell membrane, given solutions of different concentrations.. Performance Indicators Teacher: As documented through teacher observation, 7.1.tpi.1draw and label the basic structure of a plant and an animal cell. 7.1.tpi.2demonstrate and explain the appropriate use and care of compound light microscopes. 7.1.tpi.3examine and describe plant and animal cells using compound light microscopes. 7.1.tpi.4create a 3-D model of a typical cell. 7.1.tpi.5prepare wet mount slides. 7.1.tpi.6demonstrate molecular movement across a semi-permeable membrane. 7.1.tpi.7model the movement of chromosomes during mitosis in plant and animal cells. 7.1.tpi.8research careers that relate to the study of cells such as medical technician, microbiologist, and biochemist. Content Standard: 3.0 Food Production and Energy for Life The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life. Learning Expectations: 3.2Distinguish between photosynthesis and respiration. 3.3Describe the movement of oxygen and carbon dioxide between living things and the environment. Page 10 of 24

62 Science Grades 6-8 Standards 2/3/04 2:35 PM Performance Indicators State As documented through state assessment, 7.3.spi.1 determine what plants need to make food. 7.3.spi.2identify photosynthesis as the food making process in plants. 7.3.spi.3select the structures that animals use to obtain oxygen. 7.3.tpi.4classify animals according to their means of obtaining oxygen. 7.3.spi.5select the illustration that depicts the movement of oxygen and carbon dioxide between living things and their environment. 7.3.spi.6identify the reactants and products of photosynthesis and respiration. 7.3.spi.7associate the processes of photosynthesis and respiration with appropriate cellular organelles. 7.3.spi.8interpret a diagram depicting the oxygen-carbon dioxide cycle. Performance Indicators Teacher: As documented through teacher observation, 7.3.tpi.1observe, measure and graph the growth of plants under varying conditions. 7.3.tpi.2examine and identify the chloroplasts in a leaf. 7.3.tpi.3model the pathways of water, oxygen, and carbon dioxide through a plant. 7.3.tpi.4research careers related to plant science (e.g., paper manufacturer, extension agent, horticulturist). 7.3.tpi.5construct a model or a diagram of the oxygen-carbon dioxide cycle. Page 11 of 24

63 Science Grades 6-8 Standards 2/3/04 2:35 PM 7.3.tpi.6design and conduct an experiment to answer questions about photosynthesis. Standard Number: 4.0 Heredity and Reproduction The student will understand the basic principles of inheritance. Learning Expectations: 4.1 Recognize the difference between sexual and asexual reproduction. Performance Indicators State: As documented through state assessment, 7.4.spi.1match a flower part with its reproductive function. 7.4.spi.2 distinguish between sexual and asexual methods of reproduction. 7.4.spi.3 recognize advantages and disadvantages of sexual and asexual reproduction. 7.4.spi.4recognize a variety of pollination methods and associated floral adaptations. Performance Indicators Teacher: As documented through teacher observation, 7.4.tpi.1analyze the parts of a flower and determine how they function in plant reproduction. 7.4.tpi.2compare and contrast ways that plants reproduce. 7.4.tpi.3classify organisms as reproducing sexually or asexually. Page 12 of 24

64 Science Grades 6-8 Standards 2/3/04 2:35 PM 7.4.tpi.4explain the various modes of plant pollination. 7.4.tpi.5grow a plant by vegetative propagation and keep a daily journal. Content Standard: 8.0 Atmospheric Cycles EARTH AND SPACE SCIENCE The student will investigate the relationships among atmospheric conditions, weather, and climate. Learning Expectations: 8.1Interpret the relationship between weather and the water cycle. 8.2Investigate the relationship between the collection of weather data and its interpretation. 8.3Explore how changes in oceanic and atmospheric conditions affect climate. 8.4Explore careers related to meteorology. Performance Indicators State: As documented through state assessment, 7.8.spi.1 determine how temperature affects evaporation and condensation in the atmosphere. 7.8.spi.2 identify the detailed features of the water cycle given a diagram (i.e. evaporation, condensation, precipitation, run-off, transpiration.) 7.8.spi.3analyze data and make predictions about weather given a scenario. 7.8.spi.4interpret weather data using a weather map. Performance Indicators Teacher: As documented through teacher observation, 7.8.tpi.1diagram the basic processes that control the water cycle. Page 13 of 24

65 Science Grades 6-8 Standards 2/3/04 2:35 PM 7.8.tpi.2collect and record data on weather conditions. 7.8.tpi.3collect and interpret weather data with appropriate meteorological instruments. 7.8.tpi.4predict and explain the impact of catastrophic events on climate. 7.8.tpi.5collect data and make predictions using weather maps. PHYSICAL SCIENCE Standard Number: 12.0 Structure and Properties of Matter The student will investigate the characteristic properties of matter. Learning Expectations: 12.1Distinguish among elements, compounds, and mixtures. 12.2Identify and measure the simple properties of common substances Understand that the periodic table is used as a tool for grouping elements. Performance Indicators State: As documented through state assessment, 7.12.spi.1 determine the measurable properties of matter and appropriate metric units (i.e. weight, mass, volume, density, size (length, width, height), temperature.) 7.12.spi.2 distinguish between elements, compounds, and mixtures (i.e. Na, Cl, NaCl, C, O2, CO2, H2, H20) spi.3 classify substances as elements or compounds from their symbols or formulas spi.4 compare the motion and arrangement of molecules in solids, liquids, and gases. Page 14 of 24

66 Science Grades 6-8 Standards 2/3/04 2:35 PM Performance Indicators Teacher: As documented through teacher observation, 7.12.tpi.1use appropriate tools to measure and compare mass, volume, and length of various objects tpi.2investigate the properties of solids, liquids, and gases tpi.3construct a chart of elements, compounds, and mixtures tpi.4illustrate the phases of matter using volume, shape, and/or particle arrangement tpi.5classify a given type of mixture as homogeneous or heterogeneous tpi.6research the history of the periodic table tpi.7construct atomic or molecular models. Standards, Learning Expectations and Performance Indicators Eighth Grade Benchmarks LIFE SCIENCE Content Standard: 2.0 Interactions Between Living Things and Their Environment Page 15 of 24

67 Science Grades 6-8 Standards 2/3/04 2:35 PM The student will investigate how living things interact with one another and with non-living elements of their environment. Learning Expectations: 2.3 Identify the major biomes of the world. Performance Indicators State: As documented through state assessment, 8.2.spi.1distinguish among commensalism, parasitism, and mutualism. 8.2.spi.2identify the earth s major biomes. 8.2.spi.3choose the appropriate biome for an organism, given a description. 8.2.spi.4 identify biotic and abiotic factors in a biome. Performance Indicators Teacher: As documented through teacher observation, 8.2.tpi.1construct and maintain a model ecosystem. 8.2.tpi.2describe the niche and habitat of an organism within an ecosystem. 8.2.tpi.3illustrate or construct a biome for specific plant and animal species consistent with their survival needs. 8.2.tpi.4predict the types of plants and animals indigenous to a biome by determining the characteristics of the biome. 8.2.tpi.5research and construct an ecosystem representative of the three regions of Tennessee. Page 16 of 24

68 Science Grades 6-8 Standards 2/3/04 2:35 PM Content Standard: 4.0 Heredity and Reproduction The student will understand the basic principles of inheritance. Learning Expectations: 4.2examine differences between dominant and recessive traits. 4.3investigate the relationship among DNA, genes, chromosomes, and the genetic code of life. 4.4 explore careers related to biotechnology. Performance Indicators State: As documented through state assessment, 8.4.spi.1differentiate between complete and incomplete metamorphosis. 8.4.spi.2distinguish between sexual and asexual methods of reproduction. 8.4.spi.3differentiate between dominant and recessive traits. 8.4.spi.4predict the genotypes of offspring in a monohybrid cross using a Punnett Square. 8.4.spi.5select models or illustrations that are representations of DNA. 8.4.spi.6 associate a change in a DNA molecule with a mutation. 8.4.spi.7 identify types of genetic engineering (i.e. gene splicing and cloning) and evaluate the impact of genetic engineering on society. Performance Indicators Teacher: As documented through teacher observation, 8.4.tpi.1compare and contrast ways that plants reproduce. 8.4.tpi.2classify organisms as those who reproduce sexually or asexually. Page 17 of 24

69 Science Grades 6-8 Standards 2/3/04 2:35 PM 8.4.tpi.3investigate and explain the differences in the life cycles of various organisms. 8.4.tpi.4construct a model of a DNA molecule. 8.4.tpi.5construct and interpret a Punnett Square to predict the outcome of a monohybrid cross. 8.4.tpi.6distinguish between dominant and recessive traits given the results of a monohybrid cross. 8.4.tpi.7research types of genetic disorders. 8.4.tpi.8model the movement of chromosomes during meiosis in plant and animal cells. 8.4.tpi.9evaluate and debate the impact of genetic engineering on society. Standard Number: 5.0 Diversity and Adaptation Among Living Things The student will understand that living things have characteristics that enable them to survive in their environment. Learning Expectations: 5.2Identify characteristics used by scientists to classify organisms into different categories. Performance Indicators State: As documented through state assessment, 8.5.spi.1identify similarities and differences among organism. 8.5.spi.2classify plants and animals into groups according to their features. 8.5.spi.3infer the relatedness of different organisms. 8.5.spi.4use a simple classification key to identify an unknown organism. Page 18 of 24

70 Science Grades 6-8 Standards 2/3/04 2:35 PM 8.5.spi.5determine the genus and species of an organism using a dichotomous key. Performance Indicators Teacher: As documented through teacher observation, 8.5.tpi.1compare the characteristics of vertebrates (e.g., amphibians, reptiles, mammals, etc.). 8.5.tpi.2describe the relationship between a given structure of an organism and its function. 8.5.tpi.4use a simple dichotomous key. 8.5.tpi.6examine organisms to compare and contrast their structural components, symmetry and life cycles tpi.7research careers related to diversity (e.g., zoologist, entomologist, botanist). 8.5.tpi.8use a dichotomous key to identify the genus and species of a specific organism. 8.5.tpi.5devise a classification key for distinguishing between vertebrates and invertebrates. EARTH AND SPACE SCIENCE Standard Number: 9.0 Earth Features The student will understand that the earth has many geological features that are constantly changing. Learning Expectations: 9.1Understand the characteristics of the earth s layers and the locations of major plates. 9.2 Describe the forces and processes that shape the earth. Performance Indicators State: As documented through state assessment, Page 19 of 24

71 Science Grades 6-8 Standards 2/3/04 2:35 PM 8.9.spi.1label a cross section of the earth. 8.9.spi.2identify the major plates of the world. 8.9.spi.3 recognize the relationship between continental drift and plate tectonics. 8.9.spi.4deduce plate movements as the major cause of geological events. Performance Indicators Teacher: As documented through teacher observation, 8.9.tpi.1build a model that represents the earth s layers. 8.9.tpi.2draw or construct a model of the major plates of the world. 8.9.tpi.3construct a large jigsaw puzzle landmass from cutouts of the continents by matching continental boundaries. 8.9.tpi.4design models that illustrate continental drift and plate tectonics. Standard Number: 10.0 Earth Resources The student will investigate the properties, uses, and conservation of the earth s resources. Learning Expectations: 10.1Investigate the characteristics of minerals and their uses. 10.2Describe the rock cycle. 10.3Investigate how human activities affect the earth s land, oceans, and atmosphere. 10.4Examine various types of energy resources and their importance to man Analyze approaches to conserving energy and natural resources. Page 20 of 24

72 Science Grades 6-8 Standards 2/3/04 2:35 PM Performance Indicators State: As documented through state assessment, 8.10.spi.1identify factors that cause rocks to break down spi.2distinguish between renewable and nonrenewable resources spi.3identify various energy sources spi.4 distinguish among sedimentary, igneous, and metamorphic rocks and interpret a simple rock cycle diagram spi.5infer that human activities may be helpful or harmful to the environment spi.6identify rocks and minerals given a table of physical properties. Performance Indicators Teacher: As documented through teacher observation, 8.10.tpi.1investigate and describe factors that cause rocks to break down tpi.2diagram and explain the processes of the rock cycle tpi.3draw and label a simple soil profile tpi.4depict stages of fossil formation tpi.5determine the relative age of various fossils found in a rock column tpi.6design a poster depicting alternative sources of energy tpi.7research the effects of human activities on the environment tpi.8identify rocks and mineral samples using simple property tests and a classification key. Page 21 of 24

73 Science Grades 6-8 Standards 2/3/04 2:35 PM 8.10.tpi.9explore the impact of widespread use of energy resources tpi.10research the economic impact and industrial use of rocks and minerals. PHYSICAL SCIENCE Standard Number: 11.0 Forces and Motion The student will investigate the effects of force on the movement of objects. Learning Expectations: 11.1Distinguish between speed and velocity. 11.2Demonstrate an understanding of Newton s three laws of motion. 11.3Identify factors that influence gravitational force between objects. 11.4Identify simple machines and their uses. Performance Indicators State: As documented through state assessment, 8.11.spi.1recognize that forces cause changes in speed and/or the direction of motion spi.2identify simple machines spi.3 recognize the relationship between mass, force and acceleration spi.4 identify the relationship between the mass of objects, the distance between them and the amount of gravitational attraction 8.11.spi.5choose the most appropriate simple machine to use for a specific task spi.6 identify Newton's three laws of motion and relate the first two laws to the concepts of inertia and momentum. Page 22 of 24

74 Science Grades 6-8 Standards 2/3/04 2:35 PM 8.11.spi.7solve problems pertaining to distance, speed, velocity, and time, given illustrations, diagrams, graphs, or scenarios. Performance Indicators Teacher: As documented through teacher observation, 8.11.tpi.1investigate how slope affects the amount of force required to move an object along a ramp tpi.2find the mass of various objects using SI or metric units tpi.3demonstrate the relationship between speed and velocity tpi.4design and construct simple machines tpi.5model or demonstrate Newton s three laws of motion tpi.6solve problems pertaining to distance, speed, velocity, and time. Standard Number: 13.0 Interactions of Matter The student will investigate the interactions of matter. Learning Expectations: 13.1Understand the differences between acids and bases and how indicators are used. 13.2Differentiate between physical and chemical changes Understand what a chemical equation represents. Performance Indicators State: As documented through state assessment, 8.13.spi.1distinguish between physical and chemical changes. Page 23 of 24

75 Science Grades 6-8 Standards 2/3/04 2:35 PM 8.13.spi.2identify a substance as an acid or a base, given its ph spi.3recognize that the mass of the reactants is the same as the mass of the products, given simple chemical equations 8.13.spi.4 determine how temperature and concentration might affect the rate of a chemical reaction spi.5classify a reaction is exothermic or endothermic. Performance Indicators Teacher: As documented through teacher observation, 8.13.tpi.1demonstrate physical and chemical changes tpi.2investigate and describe the effect of heat energy on the state of matter tpi.3explain how chemical symbols, formulas, and balanced chemical equations are used to describe a chemical reaction tpi.4investigate the process of chemical reactions tpi.5use various indicators to determine whether substances are acids and bases tpi.6recognize the reactants and products in a chemical reaction tpi.7research acid rain and its effect on the environment. Back Page 24 of 24

76 Science 9-12 Physical Science 2/3/04 2:51 PM Science Curriculum Standards Approved by the Tennessee State Board of Education August 31, 2001 Linda Jordan, Science Consultant PHYSICAL SCIENCE Course Description Physical Science is a course that explores the relationship between matter and energy. The student will investigate the following: Force and Motion Structure and Properties of Matter Interactions of Matter Energy It is the expectation that students will experience the content of Physical Science through inquiry learning. Hands-on laboratory investigations, individual studies, and group activities should constitute a major portion of the learning experience. Using available technology, students will investigate forces and motion, the chemical Page 1 of 18

77 Science 9-12 Physical Science 2/3/04 2:51 PM and physical properties of matter, the ways in which matter and energy interact within the natural world, and the forms and properties of energy. Conservation of matter and energy is an underlying theme throughout the course. Physical Science will provide the knowledge, prerequisite skills, and habits of mind needed for problem solving and ethical decision making about matters of scientific and technological concern. Physical science provides a basic foundation for advanced studies in chemistry and physics. Standard Number:1.0 Force and Motion Standard: The student will explore the concepts of force and motion. Learning Expectations: The student will 1.1investigate the relationship between speed, velocity, and acceleration. 1.2analyze and apply Newton s three laws of motion. 1.3relate gravitational force to mass and distance. 1.4 demonstrate the relationship between work, power, and machines. 1.5examine the law of conservation of momentum in everyday situations. Performance Indicators State: As documented through state assessment, distinguish between speed and velocity, given a scenario. Page 2 of 18

78 Science 9-12 Physical Science 2/3/04 2:51 PM relate inertia, force, or action-reaction forces to Newton s three laws of motion given an illustration or a diagram. distinguish between mass and weight, given examples using SI units. identify simple machines, given illustrations. interpret distance-time graphs for velocity or velocity-time graphs for acceleration. calculate velocity, given distance and time; acceleration, given velocity and time; force, given mass and acceleration; work, given force and distance; or power, given work and time, using the provided formulas. distinguish among the three laws of motion, given a scenario. choose the correct illustration that relates the effects of gravity on the motion of falling bodies, tides or satellites. recognize the simple machines found in a compound machine, given an illustration. choose the correct scenario that illustrates the law of conservation of momentum. Performance Indicators Teacher: Page 3 of 18

79 Science 9-12 Physical Science 2/3/04 2:51 PM As documented through teacher observation, create a situation that differentiates between speed and velocity. model Newton s three laws of motion. research various definitions of mass and weight. design and construct simple machines. collect data, and construct, analyze and interpret graphs pertaining to distance, speed, velocity and time. solve application problems related to velocity, acceleration, force, work, and power using appropriate units of measurement. evaluate scenarios illustrating the three laws of motion. demonstrate the effects of gravity on objects. write a reflection on a demonstration on the law of conservation of momentum. Page 4 of 18

80 Science 9-12 Physical Science 2/3/04 2:51 PM research careers that involve forces of motion. design a compound machine. Sample Task: Connecting Motion to Force Use a plastic drinking cup that is about 2/3 full of water or sand to anchor it. Lay a flat index card over the top of the cup. Place a penny on the card, centered over the cup. With a quick flick of your finger, give the card a horizontal push. Record your observations. Analysis: Explain why the penny behaved as it did. Calculating the Average Speed or Velocity of a Toy Car s Motion Data Collecting Procedures: 1. Select a line or place a pencil on the floor to mark your starting point. 2. Beginning at the starting line, give your car a gentle push forward. At the same instance, start a stopwatch. Page 5 of 18

81 Science 9-12 Physical Science 2/3/04 2:51 PM 3. Time exactly when the car comes to a complete stop. Mark the spot at the front of the car with another pencil. 4. Record the time for the entire trip. Measure the distance to the nearest millimeter and convert the measure to meters. Data Analysis Procedures: 1. Calculate the average speed during your car s trip. Record results. 2. How would the velocity reading differ if you repeated your experiment in exactly the same way in the opposite direction? 3. Describe any changes in the velocity (acceleration) of your car during its trip. Integration/Linkages biology, chemistry, physics, mathematics, careers, earth science, space science, technological principles, research and writing, measurement skills and tools, graphing, visual arts, history, communications, engineering, calculator and computer based labs Standard Number:2.0 Structure and Properties of Matter Standard: The student will examine the structure, properties, and classifications of matter. Learning Expectations The student will 2.1classify and identify matter as a pure substance or a mixture. Page 6 of 18

82 Science 9-12 Physical Science 2/3/04 2:51 PM 2.2explore matter in terms of specific properties. Performance Indicators State: As documented through state assessment, select a pure substance, which is an element or a compound, from a list of choices. identify a substance as a compound or mixture, given a description of the substance. distinguish between the volume, shape and particle arrangement in the four phases of matter (solid, liquid, gas, and plasma). distinguish among elements, compounds, solutions, colloids, and suspensions, given an example. identify an element as a metal, nonmetal or metalloid using the periodic table. identify the three major subatomic particles (protons, neutrons, and electrons) and their locations in the atom, given an illustration. recognize the symbols for common elements (H, He, Li, ) or formulas for common compounds (i.e. H O, NaCl, CO, HCl, Fe O, C H O, NaOH), given a list calculate density, given mass and volume. Page 7 of 18

83 Science 9-12 Physical Science 2/3/04 2:51 PM predict the behavior of an object when placed in water, given its density. identify the atomic number, atomic mass, number of protons, number of neutrons, and number of electrons in an atom of a given element, using the periodic table. determine the effects of pressure, temperature, or volume (related to Charles and Boyle s law) on the behavior of gases, given a diagram Performance Indicators Teacher: As documented through teacher observation, identify matter as solid, liquid, gas, or plasma. illustrate the difference among solids, liquids, and gases based on volume, shape, and particle arrangement. construct a chart of element, compound, and mixture examples, using pictures. classify a given mixture as homogeneous or heterogeneous. describe matter in terms of its atoms and molecules. Page 8 of 18

84 Science 9-12 Physical Science 2/3/04 2:51 PM construct a 3D model of the atom with its three subatomic particles in correct locations. match symbols and formulas to element and compound examples or samples. measure the mass and volume of a variety of items, using appropriate methods and units. create an activity to determine if an object will float in water. classify substances as metals of nonmetals, based on physical properties. explore chemistry-related occupations. create a density gradient for liquids of different densities. explore Archimedes principle or Bernoulli s principle through lab activities. Sample Task: "What s This in My Food?" Empty the contents of an individual cream of wheat package into a container. 2. Add just enough water to completely cover the cereal. Page 9 of 18

85 Science 9-12 Physical Science 2/3/04 2:51 PM Stir the water and cereal mixture with a bar magnet for at least ten minutes. Remove the magnet. Let the liquid on the magnet drain back into the bowl. Use a piece of white tissue paper to remove the particles attached to the magnet. Use a hand lens to observe the particles. What did you remove from the mixture? Is the cereal a heterogeneous or homogeneous mixture? Why? Point out that all mixtures can be separated because they contain two or more substances that are physically, not chemically, combined. Mixtures can be in any of the four phases. When a mixture is separated, each substance in the mixture retains its own properties. Integration/Linkages: biology, food science, classification, geology, oceanography, mathematics, chemistry, physics, research and writing, communications, visual arts, measurement skills and tools, creative thinking skills, problem solving skills, history, flight, calculator and computer based labs, scale and model, careers Standard Number: 3.0 Interactions of Matter Standard: The student will investigate the interactions of matter. Learning Expectations The student will 3.1 investigate chemical and physical changes. 3.2 analyze chemical equations. 3.3 compare and contrast acids and bases. 3.4 explore the laws of conservation of mass. Performance Indicators State: As documented through state assessment, Page 10 of 18

86 Science 9-12 Physical Science 2/3/04 2:51 PM determine whether a change in matter is physical or chemical, given examples. identify the reactants and products in a chemical reaction, given a chemical equation. identify a substance as acidic, basic, or neutral, given its ph. select the reaction that is endothermic or exothermic, given the temperature change during the reaction. identify a chemical reaction as either synthesis, decomposition, single-replacement or doublereplacement reactions, given examples. predict the effect of acid rain on people or the environment, given a scenario. demonstrate the law of conservation of mass in a chemical reaction by selecting the balanced equation. select the correct coefficients to balance a given chemical equation. Page 11 of 18

87 Science 9-12 Physical Science 2/3/04 2:51 PM predict the products given the reactants of a chemical reaction. Performance Indicators Teacher: As documented through teacher observation, describe how chemical symbols, formulas, and balanced chemical equations are used to explain a chemical reaction. investigate processes of chemical reactions. describe synthesis, decomposition, single-replacement, and double-replacement reactions, using reaction equations. analyze how various indicators (litmus paper, red cabbage, universal indicator, or ph sensor) are used to determine the ph of a substance. demonstrate exothermic and endothermic reactions. research acid rain and its effect on the environment. investigate the laws of conservation of mass through an experiment or teacher demonstration. Page 12 of 18

88 Science 9-12 Physical Science 2/3/04 2:51 PM create a visual display detailing career options and the educational requirements for science careers. at Level3, the student is able to balance a simple chemical equation. develop a concept map for chemical bonding. Sample Task: Engage: Ask "What is the difference between physical and chemical change?" Procure responses from the class. Ask "Would we expect the mass to remain the same with both types of changes?" Say, "Let s find out." Explore: Part I In lab groups, perform the following experiment. Give students a container with two substances. Instruct them to collect and record as much data as possible. Next, instruct students to combine substances without opening the container. Collect and record the post experiment data. Part II Using a sheet of paper, collect and record as much data about the paper as possible. Cut the paper into small pieces. Collect and record post experiment data. (Material for Part I could be baking soda and vinegar; lead nitrate and potassium iodide; or iron chloride and sodium hydroxide) Explain: Within groups examine data and explain what has happened. How does this experiment support or neglect the definition of matter? Expand: Ask "With what other substances could we experiment to prove this theory? Would this be true regardless of temperature?" Extend: Ask "If matter is not created or destroyed, what happens to mass when a log is burned?" Interaction/Linkages biology, chemistry, physics, mathematics, ecology, earth science, geology, environmental science, lab safety skills, critical thinking skills, problem solving skills, research and writing, communications, visual arts, concept mapping, calculator and computer based labs, agriculture, nutrition science, family and consumer science Standard Number: 4.0 Energy Page 13 of 18

89 Science 9-12 Physical Science 2/3/04 2:51 PM Standard: The student will compare and contrast various forms of energy. Learning Expectations: The student will 4.1 investigate the properties and behaviors of waves. 4.2 explore and explain the nature of sound and light energy. 4.3 examine the applications and effects of heat energy. 4.4 probe the fundamental principles and applications of electrical energy. 4.5distinguish between nuclear fission and nuclear fusion. 4.6 investigate the law of conservation of energy. Performance Indicators State: As documented through state assessment, classify waves as transverse or longitudinal, given an illustration. identify wavelength, frequency and amplitude, given an illustration. determine the temperature scale, given the boiling and/or freezing point of water. Page 14 of 18

90 Science 9-12 Physical Science 2/3/04 2:51 PM identify a wave interaction as reflection, diffraction, refraction, and interference, given an example. select characteristics that best describe sound or light energy. determine whether the transfer of thermal energy is conduction, convection or radiation, given an illustration. compare and contrast the four kinds of wave interactions (reflection, diffraction, refraction, and interference). calculate voltage, given resistance and current in a series circuit, given the formulas. distinguish between nuclear fission and nuclear fusion, given a scenario. select the statement that best describes the law of conservation of energy. calculate the amount of heat gained or lost by a substance during a chemical reaction, given the formula. Performance Indicators Teacher: As documented through teacher observation, create a situation that demonstrates how waves are produced and move. Page 15 of 18

91 Science 9-12 Physical Science 2/3/04 2:51 PM model or observe the relationship among kinetic, potential, and total energy within a closed system. describe the relationship between kinetic energy and temperature within a substance. distinguish between heat and temperature, including units. compare and contrast the efficiency of fluorescent and incandescent lights. create a progression of electricity from its source to the home. identify sources of commercial/residential heat energy. write an essay, supported by data, to emphasize the importance of energy conservation. research careers that relate to energy, heat, or electricity. calculate wave speed, given its frequency and wavelength. demonstrate how compressions and rarefactions of a sound wave change when they travel through different media. Page 16 of 18

92 Science 9-12 Physical Science 2/3/04 2:51 PM differentiate between music and noise in terms of sound waves. collect data, construct and interpret graphs pertaining to the frequency and wavelength of different sounds. identify the medical and industrial uses of ultrasound. create an activity that demonstrates the conservation of heat energy. construct a schematic of a simple electrical circuit. design an experiment to verify Ohm s law. compare the types of energy and their impact on science and society. research the economies of various commercial heat sources, defending views about why they are or are not practical choices of energy. analyze a series electrical circuit to show that the sum of the individual voltage drops across circuit resistors equals the total voltage source. research and debate the relationship between current energy situations and the possibility of future energy crises. Page 17 of 18

93 Science 9-12 Physical Science 2/3/04 2:51 PM Sample Task: The students will set up a series electrical circuit. They will design the circuit to include a known voltage source, two resistors (lamps), a switch, and a conducting loop. They will observe how the small lamps behave as the switch is manipulated and how the lamps behave as the voltage source is changed (6V to 12V). Interaction/Linkages: biology, chemistry, physics, mathematics, earth science, ecology, measurement skills and tools, critical thinking skills, problem solving skill, calculator or computer based skills, industry, research and writing, communications, science and society, history, careers, economics, music, natural resources, scale and model, geography, food science, engineering Back Page 18 of 18

94 Science 9-12 Physical Science 2/3/04 2:44 PM Science Curriculum Standards Approved by the Tennessee State Board of Education August 31, 2001 Linda Jordan, Science Consultant LIFE SCIENCE Course Description Life Science is a course that introduces students to living things and their relationship to the environment. The students explore the following: Cells Ecological Interactions Energy Production and Use Reproduction and Inheritance Classification and Environmental Diversity Page 1 of 14

95 Science 9-12 Physical Science 2/3/04 2:44 PM Biological Evolution The Life Science standards provide a basic foundation for the biological sciences. This curriculum is aligned with the Gateway Biology I course and the K-8 curriculum. Hands-on laboratory investigations, technology, research, inquiry, individual and group activities are used to meet the life science standards. Although the microscope is not addressed directly in the curriculum, it is recommended that students use this investigative tool extensively. Standard Number:1.0 Cells Standard: The student will investigate the structures and functions of the cell membrane, cellular organelles, and component biomolecules related to the major cell processes. Learning Expectations: The student will 1.1compare and contrast the chemistry of biomolecules and investigate their roles in cell structure and metabolism. 1.2explore and compare the organelles of different cell types. 1.3probe the composition of the cell membrane and it significance to homeostasis. 1.4analyze the various cell processes. Performance Indicators: At Level 1, the student is able to identify major cellular organelles, given a diagram. distinguish between plant and animal cells, given diagrams or scenarios. Page 2 of 14

96 Science 9-12 Physical Science 2/3/04 2:44 PM predict the movement of water molecules across the cell membrane, given solutions of different concentrations. At level 2, the student is able to compare and contrast the cell cycle in plant and animal cells, given a diagram. relate the structure of the cell membrane to the role of maintaining homeostasis. define selective permeability, homeostasis, and plasmolysis. distinguish between proteins, carbohydrates, and lipids. At Level 3, the student is able to distinguish between active and passive transport, given different molecules and concentrations. distinguish among various types of nucleic acids. Sample Task: Cell Processes: Place one group of raisins in a glass of distilled water. Place a second group of raisins in a glass of vegetable oil. Allow to stand overnight. Record any changes in size and/or shape. On the second day, place all the raisins in salt water. Allow the raisins to stand overnight. Observe any changes in size and/or shape. Determine in which solution the cell membrane is permeable. Hint: During osmosis, water moves from a greater concentration through a membrane to an area of lesser water concentration. The raisins were dryer inside, thus the water in the glass moved through the cell membranes into the raisins. As the cells filled with water, the raisins became plump and fluffy. Page 3 of 14

97 Science 9-12 Physical Science 2/3/04 2:44 PM Integration/Linkages: nutrition, health, physical science, history, art, mathematics, technology, heredity, microscope, chemistry, homeostasis, mitosis, meiosis, research, history, careers Standard Number: 2.0 Ecological Interactions Standard: The student will investigate the relationship and interaction between living organisms and their environment. Learning Expectations: The student will 2.1distinguish between abiotic and biotic factors in the environment. 2.2compare populations, communities, and ecosystems. 2.3analyze the flow of nutrients and energy in an environment. 2.4distinguish among producers, consumers, and decomposers in food chains, food webs, and ecological pyramids. 2.5distinguish between autotrophs and heterotrophs by comparing plant and animal structures. 2.6contrast different types of symbiotic relationships. 2.7explore how human activities can affect the balance of an ecosystem. Performance Indicators: At Level 1, the student is able to distinguish between abiotic and biotic factors in an environment. Page 4 of 14

98 Science 9-12 Physical Science 2/3/04 2:44 PM distinguish among populations, communities, and ecosystems, given examples. At Level 2, the student is able to examine nutrient and energy relationships in an energy pyramid. classify organisms as producers, consumers, and decomposers, given their behavior and environment. infer how human activities can affect the balance of an ecosystem. differentiate among symbiotic relationships, given descriptions of commensalism, parasitism, and mutualism. At Level 3, the student is able to interpret population growth curves. Sample Task: Eat or Be Eaten: Draw a food web that contains the following: bread crumbs, food scraps, pigeon, mouse, cockroach, cat, rat, bacteria, starling, spider, and fly. Where would you be likely to find this food web in nature? What feeding level is missing from this food web? Why is this feeding level missing? Additional Activities: Make an ecological pyramid. Label each level. How many different food chains can you make? Make a chart of the producers, herbivores, and carnivores. Make a chart listing how many food chains each item in the above list is included. Page 5 of 14

99 Science 9-12 Physical Science 2/3/04 2:44 PM Based on the food chains and the chart, what is the top carnivore in this food web? Integration/Linkages: earth science, language arts, geology, economics, ecology, recycling, careers, geography, art, chemistry, adaptations, energy transfer, evolution, populations, research, biogeochemical cycles, symbiotic relationships, webbing, classification Standard Number: 3.0 Energy Production and Use Standard: The student will compare and contrast the processes involved in the transfer of energy during photosynthesis and respiration. Learning Expectations: The student will 3.1 identify the reactants and products of photosynthesis and respiration. 3.2 compare and contrast the processes of photosynthesis and respiration. 3.3 analyze the carbon, oxygen, and water cycles. 3.4 distinguish between aerobic and anaerobic respiration. Performance Indicators: At level 1, the student is able to identify the cell organelles in which photosynthesis and respiration occur, given diagrams or descriptions. Page 6 of 14

100 Science 9-12 Physical Science 2/3/04 2:44 PM identify the reactants and products of photosynthesis and respiration, given equations. At Level 2, the student is able to interpret carbon, oxygen, and water cycles, given diagrams. distinguish between aerobic and anaerobic respiration, given descriptions. At Level 3, the student is able to analyze the relationship between photosynthesis and respiration, given diagrams and descriptions. Sample Task: Plants as food producers: Determine if plant leaves contain and/or produce starch. What is the positive test for starch? Each group of students will need paper towels, goggles, a petri dish, jar with a lid, tongs, 250 ml beaker, a very pale green leaf, rubbing alcohol, dropper, and tincture of iodine. Have each group place their leaf in the jar, then add 250 ml of rubbing alcohol. Seal the jar and let it stand for one day. After one day remove the leaf and place it in the petri dish or any shallow dish. Record your observations of the leaf. Add enough tincture of iodine to cover the leaf. Have the students record and report orally their observations. Ask the students why the leaf was soaked in the alcohol for 24 hours. Have the students infer if this activity proves that a plant leaf produces starch, contains starch or both. Integration/Linkages: ecology, physical science, chemistry, mathematics, technology and careers, research, interactions, equations, diversity, concept maps Page 7 of 14

101 Science 9-12 Physical Science 2/3/04 2:44 PM Standard Number: 4.0 Reproduction and Inheritance Standard: The student will investigate how patterns of inheritance are linked to reproduction and infer that hereditary information contained in DNA is transmitted from parent to offspring. Learning Expectations: The student will 4.1distinguish between sexual and asexual reproduction. 4.2organize the stages of cell division sequentially for mitosis and meiosis. 4.3distinguish between dominant and recessive traits. 4.4distinguish between purebred and hybrid traits. 4.5explore various modes of inheritance (i.e. co-dominance, incomplete dominance, multiple alleles, sex-linked, and polygenic traits) using the principles of Mendelian inheritance. 4.6relate genetic mutations with changes in DNA. 4.7distinguish between mitosis and meiosis. Performance Indicators: At Level 1, the student is able to distinguish between asexual and sexual reproduction, given examples. distinguish between mitosis and meiosis. Page 8 of 14

102 Science 9-12 Physical Science 2/3/04 2:44 PM recognize the inheritance of traits using a Punnett Square. identify the dominant trait resulting from a monohybrid cross, using the genotypes of the parents. determine the phenotype given a particular gene combination. At Level 2, the student is able to determine the genotypic and phenotypic ratio of a monohybrid cross. determine the dominant and recessive trait given the phenotypic ratios from a monohybrid cross. determine the number of chromosomes following mitosis and meiosis, given the number of chromosomes in the original cell. At Level 3, the student is able to recognize and distinguish among sex-linked, co-dominant, incomplete dominant, polygenic, and multiple allele traits. determine the nature of the mutation that may have occurred when comparing complementary DNA strands. Sample Task: Expected and Observed Results: Each group or pair of students will need 100 red beans, 100 white beans and two paper bags. Place 50 red and 50 white beans in each bag. Label one bag, female, and label the other bag, male. Make a chart with four columns. Column one is the pick number, two is the red/red combination, three is the red/white combination, and four is the white/white combination. Before picking, let students predict how Page 9 of 14

103 Science 9-12 Physical Science 2/3/04 2:44 PM many combinations will be red/red (RR), how many will be red/white (Rr), and how many will be white/white (rr). There will be 50 picks. Without looking into the bag, one bean is withdrawn from each bag. Record the combination as red/red, red/white, or white/white. Return the beans to the original bag after each pick. Total the number in each of the last three columns. Compare what happened to what was expected. Have students discuss reasons for a difference. Going Further: If more than one class is doing this activity or if one class repeats the activity, combine the results for several classes. Total the results and compare what happened in the larger sample size to the predicted results. Discuss why sample size is important in predicting outcomes. Integration/Linkages: careers, mathematics, technology, statistics, wellness, current events, debates, bio-ethical dilemma, communication, research, social studies, geography, biological evolution, probability, mitosis and meiosis Standard Number: 5.0 Classification and Environmental Diversity Standard: The student will investigate the diversity of organisms by analyzing taxonomic systems, exploring diverse environments, and comparing life cycles. Learning Expectations: The student will 5.1 establish criteria for designing a classification system. 5.2 compare systems of classification. 5.3infer the types of organisms native to specific major biomes. 5.4 distinguish among the life cycles of plants and animals. Performance Indicators: Page 10 of 14

104 Science 9-12 Physical Science 2/3/04 2:44 PM At Level 1, the student is able to infer the need for a biological classification system. compare Aristotle s classification system to the Linnean system of classification. explain how binomial nomenclature is used to name living things. identify, in correct sequence, the seven major classification groups. identify the characteristics of each kingdom in the 6-kingdom classification system infer the relatedness of different organisms using the Linnean system of classification, given pictures of a variety of different plants or animals and a classification key. distinguish between the six major land biomes and the two major water biomes, given descriptions. At Level 2, the student is able to classify organisms, given a dichotomous key containing characteristics of the organisms. infer animals or plants indigenous to an environment, given pictures or diagrams of organisms and a description of the environment. Page 11 of 14

105 Science 9-12 Physical Science 2/3/04 2:44 PM determine whether an organism undergoes complete or incomplete metamorphosis, given pictures or diagrams or the organism in its stages of development. infer the body symmetry of an organism, given a diagram or picture of the organism. Sample Task: To observe protective coloration. List at least three organisms that use protective coloration. Students will need 13mm pieces of different color pipe cleaners, a meter stick, 4 wooden stakes, and string. Have the students use the meter stick, stakes and string to mark off a 5m plot of grassy land. Have one partner spread the pipe cleaner pieces evenly in the marked plot of grass. Instruct a group member to pick up as many pieces of the pipe cleaner that they can find in 5 minutes. The group should construct a chart to record the number and each color of pipe cleaner found. What colors were found most often? Why? What color(s) were found least often? Why? Why is blending with the environment important to the survival of some species of animals? Can you think of other organisms that use protective coloration? Integration/Linkages: diversity, mathematics, geography, research, writing, careers, technology, anatomy and physiology, history, biological evolution, classification Standard Number:6.0 Biological Evolution Standard: The student will investigate physical, environmental, and chemical evidence that indicates that life on earth has changed over time. Learning Expectations: The student will 6.1investigate the process of fossil formation. 6.2interpret various forms of evidence for biological evolution. 6.3distinguish between the concepts of relative and absolute dating. Page 12 of 14

106 Science 9-12 Physical Science 2/3/04 2:44 PM 6.4relate environmental change to natural selection, mutation, and adaptation that may lead to the emergence of a new species or the extinction of an existing species. 6.5use current knowledge of DNA and comparative anatomy as evidence for biological change. Performance Indicators: At level 1, the student is able to arrange various fossils on a diagram of sedimentary rock strata, using a collection of fossil pictures. determine the process of fossil formation, given a set of fossil pictures or fossil samples. compare and contrast relative and absolute dating techniques. At level 2, the student is able to predict how environmental change can contribute to the emergence of a new species, change in a population size, or extinction of an existing species. infer how natural selection explains why species with a common ancestor have adapted differently. use a geologic time scale to associate the impact of global environmental changes with the dominant species of each geologic period. At level 3, the student is able to Page 13 of 14

107 Science 9-12 Physical Science 2/3/04 2:44 PM compare homologous and analogous structures to determine the relatedness of species, using pictures. explain the relatedness of species using DNA strands. Sample Task: Natural Selection: the process in which organisms with favorable variations of traits survive in their environment and reproduce offspring that now contain these variations or changes. Give each group of students a baggie or container with 50 squares of newsprint and fifty squares of equal-sized colored construction paper. The group members will act as predators, by taking turns selecting squares of paper. Have the group leader toss the paper squares on an open piece of newspaper. Each member of the group should take turns picking up squares of paper that he/she sees first. Tell each person to repeat this procedure 5 times. Record the number and type of paper squares collected by each group member. Total the number of squares not selected by the group members. Each group should graph their data and compare the results with the entire class. Ask the groups what the uncut newspaper represented? What do the paper squares represent? How does this activity demonstrate natural selection? Could this activity explain the necessity for color change in peppered moths? Note both the colored paper and newsprint can be cut into shapes instead of squares. Integration/Linkages: geography, earth science, geology, careers, paleontology, technology, mathematics, physical science, chemistry, research, genetics, art, graphing, genetics, populations, disease, diversity Back Page 14 of 14

108 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM Science Curriculum Standards Approved by the Tennessee State Board of Education August 31, 2001 Linda Jordan, Science Consultant ANATOMY & PHYSIOLOGY Course Description: Anatomy and Physiology is the study of the body s structures and respective functions at the molecular/ biochemical, cellular, tissue, organ, systemic, and organism levels. Students explore the body through laboratory investigations, models, diagrams, and/or comparative studies of the anatomy of other organisms. The study of anatomy and physiology prepares students for a variety of pursuits such as health care, sports, and fitness careers, as well as for taking an active part in their own health and wellness. The student will study Anatomical Orientation Protection, Support, and Movement Integration and Regulation Transportation Page 1 of 18

109 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM Absorption and Excretion Reproduction, Growth, and Development Standard Number: 1.0 Anatomical Orientation Standard: The student will explore the organizational structures of the body from the molecular to the organism level. Learning Expectations: The student will 1.1distinguish between anatomy and physiology. 1.2 investigate the structures of the major body systems and relate the functions. 1.3investigate the major body cavities and the subdivisions of each cavity. 1.4apply correct anatomical terminology when discussing the orientation of body parts and regions. Performance Indicators: At Level 1, the student is able to list the hierarchy of structural organization from the molecular level through the organism level. label the sub-cellular components in the cell and identify the function of each component. Page 2 of 18

110 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM list the survival needs of living organisms. At Level 2, the student is able to define anatomy and physiology and describe their subdivisions, using a concept map. classify organ systems of the body as either (1) protection, support, and movement, (2) regulation and integration, (3) transport, or (4) absorption and excretion. illustrate the directional terms that refer to the body using correct anatomical terminology. construct a concept map to illustrate the cavities in the body and the organs contained within each area. relate positive and negative feedback mechanisms to the maintenance of homeostasis within the body. identify careers related to anatomy and physiology in medicine, allied health, and research. At Level 3, the student is able to identify the major cell and tissue groups. construct a concept map of the major organ systems within the body and list the organs and functions of each system. develop scenarios of positive and negative feedback mechanisms and predict their effect upon homeostasis. Page 3 of 18

111 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM Sample Task: Dissect a "pickle person" (use toothpicks for arms and legs) to identify anatomical planes and directional terms. Integration/Linkages: K-8 curriculum, biology (animal development), microscope skills, chemistry, problem-solving skills, interpretation skills, predicting, analysis, synthesis, scientific inquiry, scientific research, graphic representation, safety skills, presentation skills, and health careers Standard Number:2.0 Protection, Support, and Movement Standard: The student will explore the integumentary, skeletal, and muscular systems, and relate the structures of the various parts to the functions they serve. Learning Expectations: The student will 2.1identify the components of the integumentary system and explain the physiological mechanisms that make the functions of this system possible. 2.2identify the bones and their parts that make up the skeletal system, and relate the physiological mechanisms that help the skeletal system fulfill its functions. 2.3identify the various kinds of muscles, major muscles of the body, and explain the physiology of muscle contraction. Performance Indicators: At Level 1, the student is able to Page 4 of 18

112 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM relate the structure of the skin to its role in protecting the body and maintenance of homeostasis. distinguish the roles of bones and muscles in protection and movement. identify the major bones of the body, given a diagram of a skeleton. identify the major muscles of the body, given a diagram. At Level 2, the student is able to identify characteristic cells and structures of the integumentary system and relate these structures to their functions. construct a model of skin layers, labeling the functions of each layer, and identify the functions of the skin. identify and classify the types of bones using diagrams, pictures, models, or actual bones. identify the axial and appendicular skeletons, as well as the bones and joints of each. observe, draw, and/or label the different types of muscle tissues, noting the function and anatomical differences of each type. depict the major steps in the sliding filament theory of muscle contraction, using diagrams. identify the major muscles of the body using diagrams, concept maps, pictures, and/or specimens. Page 5 of 18

113 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM identify careers related to medicine, allied health, and/or research that relate to the integumentary and musculoskeletal systems. At Level 3, the student is able to explain the biochemical and/or molecular processes involved in the growth and repair of integumentary tissues. write an essay describing the biochemical basis for the harmful effects of the sun. explain the physiological processes involved in disorders of the skin, such as burns, cuts, diseases, and skin cancer. relate the physiological mechanisms involved in remodeling and repair of bones at the molecular and cellular levels. categorize the skeletal muscles as prime movers, antagonists, synergists, or fixators. identify the origin and insertion of major skeletal muscles, given a diagram. describe the biochemical basis of muscle contractions in oral, written, and/or diagrammatic form. Sample Tasks: Reassemble and label a disarticulated skeleton or paper model of a skeleton. Page 6 of 18

114 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM Construct a flow chart describing the step-by-step process involved in molecular and cellular repair of a broken bone. Integration/Linkages K-8 curriculum, biology (homeostasis, stimulus, and response), physics (levers, mechanical advantage, Newton s laws of motion, and stress), microscope skills, chemistry, problem-solving skills, interpreting skills, predicting, analysis, synthesis, scientific inquiry, scientific research, graphic representation, presentation skills, and health careers Standard Number: 3.0 Integration and Regulation Standard: The student will investigate, compare, and contrast methods of body control by the nervous and endocrine systems. Learning Expectations: The student will 3.1compare and contrast the anatomy and physiology of the central and peripheral nervous systems. 3.2 describe the structure, function, and developmental aspects of neurons and their supporting glial cells. 3.3investigate the physiology of electrochemical impulses and neural integration. 3.4investigate organs utilized by the body for perception of external stimuli and to the maintenance of homeostasis. 3.5identify the major organs of the endocrine system and demonstrate the relation of each structure to hormonal regulation of homeostasis. Performance Indicators: Page 7 of 18

115 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM At Level 1, the student is able to label the major areas of the brain and spinal cord, using diagrams, models, or representative organs. identify endocrine glands, using models, diagrams, or specimens. At Level 2, the student is able to relate the function of each of the major organs in the nervous system. identify the parts of the spinal cord, neurons, neuroglia, and the neuromuscular junction, using microscopic slides, diagrams, or models. describe a nerve impulse in terms of electrochemical changes. identify the cranial nerves and give the region of their innervations. identify the structures and name the functions of the parts of the sense organs. investigate sensory perceptions using experimentation. research and design a presentation related to neurological and/or endocrine abnormalities. interpret graphs of blood sugar levels as related to pancreatic function. Page 8 of 18

116 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM identify careers related to medicine, health, and research. At Level 3, the student is able to analyze a case study and make a speculative diagnosis and/or prognosis. describe the molecular neurophysiology of membrane potentials as related to electrolyte function and active transport (sodium-potassium pump). trace the pathway of an electrochemical impulse relating biochemical changes involved in conduction of the impulse. Sample Tasks: Dissect the brain of a sheep. Identify the meninges, ventricles, general regions, and cranial nerves. Construct a flow chart showing the biochemical processes involved in electrochemical impulse. Integration/Linkages: K-8 curriculum, biology, physics (light and sound), microscope (observation) skills, chemistry, problemsolving skills, inquiry skills, scientific research, graphic representation and presentation skills, biotechnology, and health careers Standard Number:4.0 Transportation Standard: The student will investigate the structure and function of the cardiovascular system with an emphasis on the blood, heart, and the lymphatic system and attention to the immune response. Page 9 of 18

117 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM Learning Expectations: The student will 4.1identify the molecular and cellular components of the blood. 4.2describe the functions of the blood within the human body. 4.3demonstrate and understanding of the anatomy of the heart and the flow of blood through the heart. 4.4elucidate the biochemical and physiological nature of the heart s functions. 4.5describe the structure of blood vessels and identify the major arteries and veins. 4.6describe the physiological basis of circulation and blood pressure. 4.7 demonstrate the role of the cardiovascular system in maintaining homeostasis. 4.8identify the major organs of the lymphatic system. 4.9demonstrate an understanding of the immune response. Performance Indicators: At Level 1, the student is able to identify the components and physical characteristics of the blood. identify the layers, chambers, and valves of the heart. trace the pathway of blood flow through the heart. Page 10 of 18

118 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM describe the immune response in general terms. At Level 2, the student is able to list the blood types and their genetic role in cross-matching. trace the biochemical pathway of plug formation and blood clotting. identify the structures of the mammalian heart. use a variety of methods to measure blood pressure and pulse. identify the major arteries and veins, and their location in the body. label the basic structures of a blood vessel. explain one biochemical mechanism for maintaining homeostasis within the circulatory or immune system, using drawings and labels. identify the structure and functions of the lymph system. list the cells involved with immunity, and give a description of their functions. identify careers in medicine, allied health, and research that relate to the circulatory, lymphatic, and/ or immune systems. Page 11 of 18

119 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM identify the components of blood, using a microscope, and discuss the function of each component. At Level 3, the student is able to identify the biochemical and physiological events related to contraction of the heart. compare the molecular affinity of hemoglobin to oxygen with that of hemoglobin to carbon monoxide. describe the phenomenon of carbon monoxide poisoning. describe the conduction system of the heart in physiological and structural terms. draw the mechanism for immune response at the cellular level. relate nonspecific cellular and chemical defenses of the body to the factors that trigger their response. identify several causes of homeostatic imbalances of the immune system. Sample Tasks: Dissect and identify the parts of a mammalian heart. Conduct an EKG using a computer based laboratory module. Integrations/Linkages: K-8 curriculum, biology, microscope skills, chemistry, physics, Principles of Technology, Biology for Technology, Scientific Inquiry skills, Scientific research, presentation skills, and health careers. Page 12 of 18

120 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM Standard Number:5.0 Absorption and Excretion Standard: The student will investigate the structures of the body associated with the absorption and excretion of materials, from the molecular, cellular, organ, and system levels of function. Learning Expectation: The student will 5.1 identify the major organs of the digestive system. 5.2observe the gross anatomy of each organ within the digestive and urinary systems. 5.3describe mechanisms of digestion and absorption within the body. 5.4relate how nutrition, metabolism, and body temperature are interrelated. 5.5explain the role of the urinary system in body waste management. 5.6 examine the physiological basis for the elimination of water and salts through the skin and lungs. Performance Indicators: At Level 1, the student is able to identify the organs of the digestive system, given a chart, diagram, specimen, or model. give one or more specific function of each region/organ of the digestive system. list the vitamins and minerals required for the proper functioning of the body. Page 13 of 18

121 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM describe the role of the urinary system and the differences between the male and female urinary tracts. At Level 2, the student is able to identify the types of tissue from each organ within the digestive system. correlate the source organ and function of the enzymes and hormones within the digestive system. list the substances absorbed within the stomach, small intestine, and large intestine. describe the function and location of sphincter muscles in the alimentary canal. demonstrate an understanding of the relationship between the structure and function of villi. differentiate among carbohydrate, lipid, and protein metabolism by the body. give examples of anabolic and catabolic biochemical reactions within the human body. identify the parts of a nephron, given a chart or a drawing. describe the process of glomerular filtration and its role in urine formation. identify careers related to medicine, allied health, and research, as they relate to the digestive and excretory systems. Page 14 of 18

122 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM At Level 3, the student is able to identify the molecular structure of the organic molecules needed as nutrients by the body. trace a particular food item through the digestive tract, listing biochemical reactions, enzymes, and resultant substances formed. describe the biochemical processes that allow for the movement of water through kidney filtration, reabsorption, and excretion. Sample Task: Digestion of starch: use amylase to digest a starch solution and test for sugar and starch, using Benedict s solution and iodine solution, respectively. Integration/Linkages: K-8 curriculum, biochemistry, nutrition, biology, health, art, lifetime wellness, microscope skills, medicine, and health careers Standard Number:6.0 Reproduction, Growth, and Development Standard: The student will investigate the reproductive system and its association with the growth and development of organisms. Learning Expectations: The student will 6.1identify the structures and related functions of the male and female reproductive systems. 6.2demonstrate and understanding of the hormonal regulation of the menstrual cycle. Page 15 of 18

123 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM 6.3indicate the duration and relate the major events at each stage of gestation. 6.4investigate congenital disorders; their physiological, biochemical, hormonal, and chromosomal causes. Performance Indicators: At Level 1, the student is able to define, compare, and contrast meiosis and mitosis. differentiate between genotype and phenotype. compare various forms of inheritance within organisms, to include dominant-recessive, incompletely dominant, and co-dominant traits. describe the mechanisms and results of sex-linked inheritance. identify the organs of the male and female reproductive systems, given pictures, diagrams, and/or specimens. describe the role of hormones in producing the secondary sex characteristics of males and females. At Level 2, the student is able to relate the structures of the male and female reproductive systems with their functions. Page 16 of 18

124 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM compare and contrast the processes and products of oogenesis and spermatogenesis. trace the pathway that sperm travel from the site of formation to the outside of the body. identify and predict the major events that occur during the menstrual cycle, given diagrams and/or pictures. identify the stages of development from egg formation, to ovulation, fertilization, implantation, and birth. research and make a presentation relating to common genetic disorders. identify careers related to medicine, allied health, and research as they relate to the reproductive systems of the body. At Level 3, the student is able to describe the homeostatic feedback controls for the hormones of the menstrual cycle. demonstrate and understanding of the roles of the sympathetic and parasympathetic nervous systems and the endocrine system in controlling human sexuality. research and debate either side of an issue related to the biotechnology involved with in vitro fertilization and other molecular reproductive procedures. Sample Task: Examine microscopic slides and construct drawings of spermatogenesis and oogenesis. Page 17 of 18

125 Science 9-12 Anatomy and Physiology 2/3/04 2:46 PM Integration/Linkages: K-8 curriculum, biology, health-wellness, biochemistry, presentation skills, research skills, scientific inquiry skills, biotechnology, and health careers Back Page 18 of 18

126 Science 9-12 Biology I 2/3/04 2:44 PM Science Curriculum Standards Approved by the Tennessee State Board of Education August 31, 2001 Linda Jordan, Science Consultant BIOLOGY I Course Description Biology I is a course that introduces students to the world of living things. The students explore the following: basic life processes at the molecular, cellular, systemic, organismal, and ecological levels of organization within the biosphere; interdependence and interactions within the environment to include relationships, behavior, and population dynamics; cultural and historical scientific contributions of men and women; evidence that supports biological evolution; and current and emerging technologies. Page 1 of 24

127 Science 9-12 Biology I 2/3/04 2:44 PM It is expected that students will experience the content of Biology I through an inquiry approach. Using available technology, students will investigate the world around them. Biology I will provide the student with knowledge, prerequisite skills, and habits of mind needed for daily living and ethical decision making. This course provides a foundation for advanced biological studies and personal career choices. Standard Number:1.0 Cells Standard: The student will investigate the structures and functions of the cell membrane, cellular organelles, and component biomolecules related to the major cell processes. Learning Expectations: The student will 1.1 compare and contrast the chemistry of biomolecules and investigate their roles in cell structure and metabolism. 1.2 explore and compare the organelles of different cell types. 1.3 probe the composition of the cell membrane and its significance to homeostasis. 1.4 analyze the various cell processes. Performance Indicators State: As documented through state assessment, identify major cell organelles, given a diagram. Page 2 of 24

128 Science 9-12 Biology I 2/3/04 2:44 PM distinguish between plant and animals cells, given diagrams or scenarios. predict the movement of water molecules across the cell membrane, given solutions of different concentrations. sequence a series of diagrams depicting the movement of chromosomes during mitosis. compare and contrast the cell cycle in plant and animal cells, given a diagram or description. at level 2, the student is able to distinguish among proteins, carbohydrates, lipids, and nucleic acids, given structural diagrams (formulas). identify a positive test for carbohydrates and lipids when given an experimental procedure, data, and results. distinguish between active and passive transport, given examples of different molecules. evaluate the role of meiosis in maintaining genetic variability and continuity, given a scenario. determine the number of chromosomes following mitosis or meiosis, given the number of chromosomes in the original cell. recognize the significance of homeostasis to the viability of human and other organisms, given the definition of homeostasis. Page 3 of 24

129 Science 9-12 Biology I 2/3/04 2:44 PM at level 3, the student is able to identify the biomolecules responsible for communicating, responding, regulating, and reproducing in the cell. Performance Indicators Teacher: As documented through teacher observation, demonstrate appropriate use and care of compound microscopes. examine plant and animal cells using compound microscopes. create a 3D model of a typical cell. prepare wet mount slides. demonstrate molecular movement across a semi-permeable membrane. model or observe the movement of chromosomes during mitosis in plant and animal cells. model or observe the movement of chromosomes during meiosis in plant and animals cells. research careers related to the study of cells, such as, microscopist, cytologist, oncologist, medical Page 4 of 24

130 Science 9-12 Biology I 2/3/04 2:44 PM technician, and biochemist. write a persuasive essay, supported by current scientific journals, relating certain lifestyle choices to a particular disease. create a time line that traces the development of microscopes and correlates this information to discoveries in cytology. construct a model of each of the biomolecules given a structural diagram. conduct an experiment to identify carbohydrates and lipids. prepare a slide using proper staining technique. record nutritional intake for one week, calculating daily caloric intake for each biomolecule, and evaluate the diet to develop an improvement plan. calculate the ratio of cell surface area to cell volume. design and conduct a controlled experiment to observe enzymatic actions and identify possible sources of experimental error. conduct a test to detect the presence of proteins. Page 5 of 24

131 Science 9-12 Biology I 2/3/04 2:44 PM Sample Task: Egg Membrane Experiments: Decalcify eggs overnight by covering them with vinegar. The next morning, gently rub the eggs to loosen the shell. 1) Hypertonic solution experiment: dissolve two parts Karo syrup and one part water, place one egg in solution and store under refrigeration; maximum shriveling will occur in twelve hours. 2) Hypotonic solution experiment: fill a beaker with water; place one egg in the water and store at room temperature; the egg will demonstrate maximum stretching in ten hours. 3) Isotonic solution experiment: store two eggs in one part Karo syrup and two parts water solution. Minor adjustments in syrup and water may be necessary to maintain normal size. 4) Diffusion experiment: place an egg in isotonic solution; add 2 or 3 drops of blue food coloring to the solution, the dye will penetrate the egg within 30 minutes. Integration/Linkages microscope, homeostasis, chemistry, physical science, meiosis, heredity, mitosis, art, mathematics, lifetime wellness, nutrition, history, research and writing, careers Standard Number:2.0 Interactions Standard: The student will investigate the interactions of organisms within their environment through different relationships, population dynamics, and patterns of behavior. Learning Expectations: The student will 2.1compare and contrast the different types of symbiotic relationships. 2.2distinguish between abiotic and biotic factors in an environment. 2.3analyze the flow of energy in an ecosystem using energy and biomass pyramids. 2.4analyze innate and learned behaviors and relate this to the survival of the organism. 2.5investigate the roles of producers, consumers, and decomposers in an ecosystem. 2.6examine the effects of human activity on ecosystems. Page 6 of 24

132 Science 9-12 Biology I 2/3/04 2:44 PM Performance Indicators State: As documented through state assessment, identify commensalism, parasitism, and mutualism, given a scenario with examples. classify organisms as producers, consumers, or decomposers, given their behavior and environment. identify abiotic and biotic factors, given a description or an illustration of an ecosystem. make inferences about how environmental factors would affect population growth, given a scenario. examine the energy flow and loss through the trophic levels of an ecosystem, given an illustration of an energy pyramid. determine the effects of human activities on ecosystems, given a scenario. analyze and interpret population growth curves, given graphs. distinguish between a learned and an innate behavior, given a description of that behavior in a scenario. Performance Indicator Teacher: Page 7 of 24

133 Science 9-12 Biology I 2/3/04 2:44 PM As documented through teacher observation, compare and contrast the three types of symbiotic relationships: parasitism, mutualism, and commensalism. recognize the general conditions necessary to maintain an ecosystem by constructing a model of an ecosystem. describe the niche and habitat of an organism in an ecosystem. recognize the kinds of organisms found at the base of a food chain. identify the producers, consumers, and decomposers in a food chain. observe an outdoor habitat, identifying the abiotic and biotic factors, types of populations, producers, consumers, and decomposers. research careers that relate to the environment, such as urban planner, forester, park ranger, environmental engineer, and environmental lawyer. use current publications to research examples where human influence has changed an ecosystem; communicate findings through written and/or oral presentation. Page 8 of 24

134 Science 9-12 Biology I 2/3/04 2:44 PM investigate the impact of parasites on human population. investigate the effects of acid rain on the environment. maintain a model of an ecosystem. illustrate the flow of energy through an ecosystem. collect data, construct and interpret population graphs to determine if the population is stable, increasing, or declining. investigate the behaviors and adaptations of selected organisms, and relate these to the survival of the species. analyze human population graphs to infer the impact on global resources, as well as economic and political systems. investigate factors that influence Hardy-Weinberg equilibrium. research and evaluate the economic and political impact of recycling on nonrenewable resources. Sample Task: The students will choose an ecosystem that they would like to simulate. The will design a mini ecosystem that will support at least three types of plants and animals from that ecosystem. They will observe the ecosystem daily and add water as needed. The students will observe the ecosystem inhabitants and note their behavior and growth. The students will also look for interaction between organisms and for changes that may occur. Page 9 of 24

135 Science 9-12 Biology I 2/3/04 2:44 PM Integration/Linkages: energy transfer, ecology, biogeochemical cycles, mathematics/graphing, health, evolution, mutations, adaptations, immunology, physical science, geography, populations, ecology, genetics, politics, economics, natural resources, recycling, careers, sociology, research and writing Standard Number:3.0 Photosynthesis and Respiration Standard: The student will compare and contrast the biochemical processes involved in the transfer of energy during photosynthesis and respiration, and analyze the major biogeochemical cycles in the biosphere. Learning Expectations: The student will 3.1 compare and contrast the light dependent and light independent reactions of photosynthesis. 3.2 investigate the relationship between the processes of photosynthesis and respiration. 3.3 analyze the carbon, oxygen, nitrogen, and water cycles in the biosphere. 3.4 distinguish between aerobic and anaerobic respiration. Performance Indicators State: As documented through state assessment, Page 10 of 24

136 Science 9-12 Biology I 2/3/04 2:44 PM identify the reactants and products of photosynthesis and respiration, given the equations. identify the cell organelle in which photosynthesis occurs, given a diagram of a plant. interpret a diagram of the oxygen-carbon dioxide cycle, given a diagram. distinguish between aerobic and anaerobic respiration in terms of the presence or absence of oxygen and ATP produced. relate the interdependence of the processes of photosynthesis and respiration to living organisms, given a diagram or a description. recognize the transfer of energy from respiration to cellular work, given an equation or diagram of the ATP cycle. Performance Indicators Teacher: As documented through teacher observation, identify and explore the chloroplasts in a leaf such as Elodea. Page 11 of 24

137 Science 9-12 Biology I 2/3/04 2:44 PM construct a model or a diagram of the oxygen-carbon dioxide cycle. model or illustrate the paths of water, oxygen, nitrogen, and carbon dioxide through a plant. research careers that relate to photosynthesis and respiration, such as horticulturist, brewer, environmentalist, paper manufacturer, and agricultural extension agent. construct charts comparing reactants, products, and energy transfer during photosynthesis and respiration. demonstrate that oxygen is released during photosynthesis through a laboratory investigation. sequence the major events of cellular respiration and anaerobic respiration. investigate the importance of fermentation to the pharmaceutical, agricultural, and food and beverage industries. produce concept maps of the major events occurring in the light dependent and light independent reactions. compare the efficiency of aerobic and anaerobic respiration. Sample Task: Page 12 of 24

138 Science 9-12 Biology I 2/3/04 2:44 PM Oxygen Production in Photosynthesis: Prepare three test tubes, one of each of the following: well aerated water, boiled and cooled water, and boiled and cooled water with 2 cc of a.25% sodium bicarbonate solution. Place a 3-inch twig of Elodea, cut end up, in each test tube. Tie the Elodea to a glass rod to keep it in place. Expose the tubes to full light intensity and allow to stand for several minutes. Count the bubbles released in each test tube for five minutes. Record results. Repeat the procedure, but place the tubes in darkness or cover with aluminum foil. The rate of the carbohydrates made depends on factors such as temperature, light intensity, carbon dioxide, and water concentration. The rate of photosynthesis can be determined by noting the materials entering the reaction and determining an end product, such as oxygen. Integration/Linkages: interaction of organisms, physical science/equations and hydrolysis, ecology, diversity, adaptations, C3, C4, CAM, microscopes, graphs, mathematics, research and writing, chemistry, careers, physical science, concept maps Standard Number:4.0 Genetics and Biotechnology Standard: The student will investigate the concepts of genetics and heredity, different methods of reproduction, patterns of inheritance, and genetic disorders; as well as, explore and evaluate DNA technologies from both a scientific and ethical perspective. Learning Expectations: The student will 4.1 investigate the structure and molecular composition of DNA and RNA. 4.2 relate the structure of DNA and RNA to the processes of replication and protein synthesis. 4.3 compare and contrast the asexual and sexual reproductive strategies used by organisms. Page 13 of 24

139 Science 9-12 Biology I 2/3/04 2:44 PM 4.4 apply the principles of Menedelian inheritance to make predictions for offspring. 4.5 examine modes of inheritance involving sex linkage, co-dominance, incomplete dominance, multiple alleles, and polygenic traits. 4.6 investigate the causes and effects of mutations. 4.7 identify the causes and effects of genetic diseases in plants and animals. 4.8 investigate the scientific and ethical ramifications of genetic engineering, recombinant DNA, selective breeding, hybridization, cell and tissue culture, transgenic animals, and DNA fingerprinting. Performance Indicators State: As documented through state assessment, distinguish between asexual and sexual methods of reproduction, using a scenario. identify the dominant trait, given the results of a monohybrid cross in a scenario. determine the genotype and phenotype of a monohybrid cross, given a Punnet square. relate changes in the DNA instructions to cause mutations, given diagrams. Page 14 of 24

140 Science 9-12 Biology I 2/3/04 2:44 PM recognize the two major functions of DNA as replication and protein synthesis, given diagrams showing strands of bases with a complimentary strand. identify the sex chromosomes in humans and recognize inheritance patterns that are sex-linked, using a pedigree. analyze modes of inheritance including co-dominance, incomplete dominance, polygenic, and multiple alleles using genetic problems or Punnet Squares. describe and analyze DNA fingerprinting using an illustration of DNA bands. analyze a series of DNA bases to determine the sequence which demonstrates a mutation. determine the probability of having a child with cystic fibrosis, sickle cell anemia, or Tay Sachs if both parents are carriers, given the scenario or genetic problem. differentiate the processes of transcription and translation, given diagrams. analyze a dihybrid cross, given a completed Punnet square to determine the probability of a particular trait. Performance Indicators Teacher: As documented through teacher observation, Page 15 of 24

141 Science 9-12 Biology I 2/3/04 2:44 PM construct a model of DNA. construct a monohybrid cross, given a genetic problem. distinguish between dominant and recessive traits, given the results of a monohybrid cross. research careers in genetics, such as, lab technician, forensic pathologist, livestock breeder, medical doctor, and reproductive endocrinologist identify a DNA molecule when given a choice of several representations. construct a chart comparing DNA with RNA for shape, functions, and molecular make-up. model the processes of replication, transcription, and translation. construct a dihybrid cross to predict genotypic and phenotypic ratios. use a microscope or hand lens to diagram and label different types of reproductive cells. participate in a classroom debate regarding the scientific and ethical issues surrounding current emerging DNA technologies and/or the Human Genome Project. model the process of recombinant DNA. Page 16 of 24

142 Science 9-12 Biology I 2/3/04 2:44 PM manipulate a model of DNA to show different types of mutations. analyze/construct a karotype and identify abnormalities for chromosome number, deletions, and translocations. research a position paper defending views of the ethics of a chosen group of DNA technologies. apply an ethical model to evaluate current and future DNA technologies. Sample Task: DNA Gumdrop Lab: Students will prepare a model of a segment of DNA using large and small marshmallows, gumdrops of four different colors, and toothpicks. Give each student a specific base triplet sequence to model. Students will connect the large marshmallows (representing sugar molecules) alternately with the small marshmallows (representing phosphate groups) to represents the "sides" of the DNA. The marshmallows are connected with toothpicks (representing bonds). Assign each of the four bases a color. For example, cytosine might be red and guanine might be yellow. Connect the bases (in the order given in their base triplet sequence) to the sugar groups of one side. Connect the complementary base to the initial bases with toothpicks and then connect them to the sugar on the opposite side. The DNA model may be twisted if the students are careful. Students may exchange models and write the sequences. After studying RNA, students may use their model, divide and then model RNA using a color for uracil. Integration/Linkages: biological evolution, mitosis, meiosis, cell, math, probability, statistics, Hardy-Weinberg, microscope, art, research and writing, chemistry, careers, debate, adult living, lifetime wellness, physical science, communication Standard Number:5.0 Diversity Page 17 of 24

143 Science 9-12 Biology I 2/3/04 2:44 PM Standard: The student will investigate the diversity of organisms by analyzing taxonomic systems, exploring diverse environments, and comparing life cycles. Learning Expectations: The student will 5.1 establish criteria for designing a system of classification and compare historically relevant systems of classification used in Biology. 5.2 infer the types of organisms native to specific major biomes. 5.3 integrate a comparative study of plant and animal anatomical structures so as to recognize relationships among organisms related to structural components, symmetry, metamorphosis, and alternation of generations. Performance Indicators State: As documented through state assessment, infer animals or plants indigenous to an environment, given pictures or diagrams of the organisms and a description of the environment. infer the biome in which an animal or plant lives, given a description of the organism and pictures of various biomes. Page 18 of 24

144 Science 9-12 Biology I 2/3/04 2:44 PM infer the relatedness of different organisms using the Linnean system of classification, given pictures of a variety of different plants or animals and a key to classification of organisms. determine the genus and species of an organism, given a dichotomous key containing descriptions of the characteristics of each classification level. determine whether an insect undergoes complete or incomplete metamorphosis, given pictures or diagrams of the insect in its stages of development. infer the body symmetry of an organism, given a diagram or picture of the organism. predict the function of a system or organ, given structural descriptions, whether in the earthworm, crayfish, frog, or human. predict the function of an organ, given a description of its component tissues. compare and contrast life cycles of various organisms to include alternation of generations, given pictorial representations. Performance Indicators Teacher: As documented through teacher observation, Page 19 of 24

145 Science 9-12 Biology I 2/3/04 2:44 PM develop a rationale for a system of classification, given a group of objects to classify. examine plant and animal specimens and compare and contrast their structure, symmetry, and life cycles. illustrate or construct a biome for specific plant and animal species by determining the needs of the organisms. predict the types of plants and animals indigenous to a biome by determining the characteristics of the biome. research careers that relate to diversity, such as farmer, zookeeper, pest control consultant, entomologist, taxonomist, lab technician, naturalist, and botanist. relate the advantages and disadvantages of various classification systems, including the Aristotelian, Linnean, and DNA sequencing systems. model or observe the stages of complete and incomplete metamorphosis. model or observe body plans with asymmetry, radial, and bilateral symmetry. observe or illustrate the alternation of generations in a plant or animal species. predict the function of a system or organs give the characteristics of the organs contained within that system. Page 20 of 24

146 Science 9-12 Biology I 2/3/04 2:44 PM classify a group of organisms given a dichotomous key with characteristics of the organisms. perform comparisons using DNA sequencing to determine relatedness of different organisms. compare and contrast the organs and organ system of various species of plants and animals as related to their structural components and the functions of the organs and systems. Sample Task: 16 Bean Soup Classification: After discussing the characteristics used to determine different groups, such as age, grade level, first letter of the alphabet, etc., explain to students that classification is an arbitrary method of grouping things. At your local grocer obtain a bag of 16-bean soup mix with a variety of 16 different types of beans included. Divide your students into groups of three or four, and give each group about 1 cup of beans of different kinds. Instruct the groups to design their own system of classifying the objects you have given them. They must write out qualifications for each of their units of classification. Have each group report their system to the class, and then allow the class to adapt a system of classification for the beans. Discuss the rationale used in systems of classification (i.e. color, shapes, numbers of parts, symmetry, etc.). Relate this to the methods used by Aristotle, Linneus, and the DNA base sequencing method of determining relatedness of different organisms. Students may be evaluated by looking for some of these rationales: 1) method of grouping defined (shapes, colors, size, etc), 2) provide explanation for groupings, 3) develop a key to the groupings. Integration/Linkages: tessellating in mathematics, evolutionary trends in plants and animals, Fibonacci sequences in mathematics, genetics, geography, research and writing, careers, ecology, entomology, anatomy and physiology, history Standard Number:6.0 Biological Evolution Standard: The student will investigate the process of natural selection and examine the evidence for biological evolution. Learning Expectations: The student will Page 21 of 24

147 Science 9-12 Biology I 2/3/04 2:44 PM 6.1 interpret and evaluate the evidence for biological evolution in the fossil record. 6.2 investigate how natural selection, mutation, and adaptation impact a species. 6.3 recognize the contributions of scientists, including Darwin, to the concept of evolution. 6.4 apply current knowledge of DNA and comparative anatomy to provide evidence for biological evolution. Performance Indicators State: As documented through state assessment, differentiate between the relative age of various fossils in sedimentary rock, given a diagram of rock strata. predict how environmental changes will encourage or discourage the formation of a new species or extinction of an existing species, given a written scenario. transfer knowledge of divergent evolution, as in Darwin s finches, to determine why species with a common ancestor have adapted differently, given a diagram of the various species. Page 22 of 24

148 Science 9-12 Biology I 2/3/04 2:44 PM compare homologous structures in species to determine the relatedness of certain species, given diagrams or pictures of each. differentiate between natural selection and selective breeding, given a scenario. recognize the relatedness of species using DNA strands. Performance Indicators Teacher: As documented through teacher observation, compare and contrast the processes of fossil formation. construct mock fossils using casts and molds. collect and/or observe various fossils and relate them to biogeographical changes. research careers that relate to biological evolution, such as farmers, field biologist, geologist, archeologist, epidemiologist, and anthropologist. calculate the approximate age of a fossil, given the amount of Carbon-14 atoms found in the fossil and the half-life of Carbon Page 23 of 24

149 Science 9-12 Biology I 2/3/04 2:44 PM compare and contrast the homologous and analogous structures of organisms to demonstrate relatedness. analyze a graph of population distribution of peppered moths as their environment changed. predict the role of mutation in population change. develop a diorama or time line that depicts change of organisms through time. collect data from local or regional records regarding population counts of a specific species found in the area and hypothesize what events might affect populations. Sample Task: Given a specific biome of the world, select a natural event that might affect the organisms living in the biome. With this knowledge, predict what adaptations would become more important than they seemed in the past. Design a "new" organism that might appear because of the adaptations that might be necessary. Draw the organism and give it a name. Present your organism to the class and explain why you think it might have formed and what traits are evident. Integration/Linkages: genetics/inheritance of traits, diversity of life, mathematics/calculations, graphing and time lines, microscopy, physical science, geology, populations, history, genetics, geography, earth science, bacteria, disease Back Page 24 of 24

150 Untitled Document 2/3/04 2:45 PM Science Curriculum Standards Approved by the Tennessee State Board of Education August 31, 2001 Linda Jordan, Science Consultant BIOLOGY II Course Description Biology II is a course that introduces students to major specialty areas of biology. The students explore the following: Comparative Anatomy and Zoology Embryology Genetics Immunology Microbiology Page 1 of 15

151 Untitled Document 2/3/04 2:45 PM Botany. Standard Number: 1.0 Comparative Anatomy/Zoology Standard: The student will observe, model, and/or manipulate a variety of organisms representing the major groups of invertebrate and vertebrate animals, to gain an understanding of increasing complexity. Learning Expectations: The student will 1.1 compare and contrast animals, from simplest organisms to most complex, with regard to anatomical differences, embryological development, and evolutionary history. 1.2 investigate how animals accomplish functions like ingestion and digestion, transportation of materials, respiration, excretion, movement, reproduction and development. 1.3demonstrate an understanding of systems of increasing complexity, as well as the relationship between structure and function in all organisms. Performance Indicators: At Level 1, the student is able to observe, model, manipulate, and/or dissect specimens representative of major groups of animals. (These may include, but are not limited to earthworms, clams, crayfish, grasshoppers, starfish, fish, and frogs.) distinguish among organisms that reproduce asexually and sexually. At Level 2, the student is able to Page 2 of 15

152 Untitled Document 2/3/04 2:45 PM identify organisms with intracellular digestion, two-way, and one-way digestive systems, and name vertebrate organisms that are herbivores, carnivores, and omnivores. relate methods of respiration to the anatomy and the habitat of an animal. identify the bones and major muscles of the musculoskeletal system, and investigate the physiology of muscle movement. compare the circulatory systems of representative organisms, components of blood, and the differences among vertebrate hearts. investigate the increasing complexity of methods of excretion utilized by animals. investigate careers in wildlife and marine biology, zoo curator, and wildlife management. At Level 3, the student is able to relate the growth and development of organisms to genetic, hormonal, and environmental controls. examine the ways that the endocrine system, nervous systems, and sense organs assist in monitoring an organism s environment. compare human models to similar structures in animals. Sample Task: Investigate a system and develop a presentation for class in any form, other than written form, (poetry, dance, music, power-point, video, and/or audio). Page 3 of 15

153 Untitled Document 2/3/04 2:45 PM Integration/Linkages: anatomy and physiology, health/wellness, ecology, language arts, zoology Standard Number:2.0 Embryology Standard: The student will investigate the processes of gamete production, fertilization, and development. Learning Expectations: The student will 2.1 compare and contrast the anatomy and production of eggs and sperm. 2.2 investigate the process of zygote formation. 2.3 distinguish between internal and external fertilization. 2.4 describe and distinguish among cleavage, gastrulation, and differentiation. 2.5 compare the embryological development of organisms including, but not limited to frog, chicken, and human. Performance Indicators: At Level 1, the student is able to Page 4 of 15

154 Untitled Document 2/3/04 2:45 PM relate the process of meiosis to the formation of haploid from diploid cells. At Level 2, the student is able to label diagrams representing the formation of egg and sperm. examine and describe the behavior of egg and sperm during fertilization. research the formation of body systems from origin tissues: the endoderm, mesoderm, and ectoderm. research careers in animal husbandry, veterinary medicine, genetics, and zoology. At Level 3, the student is able to describe blastula formation in a variety of egg types, including frogs, chickens, and humans. sequence a series of diagrams depicting gastrulation of a frog, chicken, and human embryo. contrast normal and abnormal differentiation of cells in amphibians, chickens, and mammals. describe the process of cloning and debate its ethical and social implications. Sample Task: Page 5 of 15

155 Untitled Document 2/3/04 2:45 PM Obtain fertilized chicken eggs for 21-day incubation period, opening and observing embryonic development of the eggs on days representing the various stages of development, such as:1, 2, 4, 6, 8, 12, 14, 15, and 18. This activity can also be performed with frog eggs. Integration/Linkages: biology, health/wellness, animal studies, zoology, biotechnology, sociology, language arts, agriculture Standard Number:3.0 Genetics Standard: The student will examine the structure and function of DNA. Learning Expectations: The student will 3.1 examine modes of inheritance involving linked genes and epistasis. 3.2investigate the effects of the environment on DNA. 3.3 investigate chromosome mapping, crossing over, and the formation of new gene combinations. 3.4 examine the process of regulating gene expression. 3.5 explore the genomic organization and inheritance of DNA in prokaryotes, eukaryotes, cellular organelles, and humans. 3.6 investigate the applications of recombinant DNA technology, including cloning. 3.7 investigate population genetics and the Hardy-Weinberg Law. 3.8 explore the processes of transcription and translation. Performance Indicators: Page 6 of 15

156 Untitled Document 2/3/04 2:45 PM At Level 1, the student is able to relate the process of speciation and the ability of a population to undergo evolutionary divergence to allele frequencies using the Hardy-Weinberg Law. explain how proteins are the end product of gene expression, using models. At Level 2, the student is able to interpret data from a model of crossing-over and explain how crossing-over increases genetic diversity. analyze modes of inheritance including gene linkage and epistasis, using karyotypes, genetic problems, pedigrees, or Punnett squares. distinguish among nuclear DNA and the DNA of bacteria, organelles, and bacteriophages. research methods of genetic engineering, including recombinant DNA and cloning. research the relationship of genetics to cancer. explain the relationship between environmental conditions and changes in the DNA sequences. investigate careers in genetic engineering, genetic counseling, and genetic research. At Level 3, the student is able to Page 7 of 15

157 Untitled Document 2/3/04 2:45 PM research DNA mutations related to environmental influences. investigate the editing of mrna and its translation into a protein. Sample Task: Conduct an experiment in which students use DNA to transform bacteria into luminescent types. Integration/Linkages: mathematics, chemistry, sociology, ecology, biotechnology, health/wellness, microbiology, language arts, and history Standard Number:4.0 Immunology Standard: The student will investigate the reaction of, causes for, and results of the immune response. Learning Expectations: The student will 4.1examine the stages of an immune response. 4.2analyze an immune response at the cellular and molecular level. 4.3explore immune disorders. 4.4compare the different types of immune responses evoked by antigens. 4.5explore the worldwide impact of vaccination programs. Performance Indicators: Page 8 of 15

158 Untitled Document 2/3/04 2:45 PM At Level 1, the student is able to describe the role of lymphocytes in an immune response. compare autoimmune diseases to other diseases. investigate the sociological effects of AIDS and other autoimmune diseases. At Level 2, the student is able to compare and contrast specific immunity and acquired immunity. investigate the effect of environmental and genetic factors on immune responses. debate the use of other species for studying immune responses in humans. research the process for the FDA approval of experimental drugs. research careers in immunology, epidemiology, chemistry, virology, serology, and statistics. At Level 3, the student is able to investigate the major antibodies found in human serum. Page 9 of 15

159 Untitled Document 2/3/04 2:45 PM research how vaccines are produced and the considerations made when manufacturing the influenza vaccine each year. investigate the sharp increase in the number and kinds of allergies. Sample Task: Students complete a research paper on the techniques used to test people for allergies. Students will use a simulated blood typing kit (without blood) to see the antigen/antibody interaction. Students will write a research paper on blood types and their differences in ethnic groups. Students visit a local blood bank or have a medical laboratory technologist to speak on the process that a unit of blood goes through before it is given to a patient. Students write a position paper on the use of FDA pre-approved drugs. Students complete a paper describing the steps taken by the body during a reaction to a blood transfusion. Integration/Linkages: health/wellness, social studies, chemistry, math, language arts, geography, earth science, ecology, and history Standard Number:5.0 Microbiology Standard: The student will investigate diversity, impact, and uses of microorganisms as well as diseases caused by microorganisms. Learning Expectations: The student will 5.1examine the diversity of microbial life forms and explore the conditions under which microbes thrive. Page 10 of 15

160 Untitled Document 2/3/04 2:45 PM 5.2compare and contrast pathogenic and parasitic microbes as regards their identity, interactions, the diseases they cause, and methods used to control their growth. 5.3investigate the role of microbes in genetic engineering and examine ways microbes are used in society. 5.4identify the various relationships shared among humans, plants, and microbes. Performance Indicators: At Level 1, the student is able to distinguish among bacterial types according to shape and by using different stains. distinguish among bacterial, fungal, and microscopic parasites according to their growth and nutrition. describe symbiosis, mutualism, parasitism, and commensalism in relation to the major classes of microbes. describe the beneficial uses of microbes. At Level 2, the student is able to explain exponential growth of bacterial populations and evaluate long term methods used to control growth. demonstrate the process of using recombinant DNA production with the bacterium E. coli. Page 11 of 15

161 Untitled Document 2/3/04 2:45 PM describe an environment for the major classes of microbes: bacteria, viruses, fungi, parasites, and protists that will maximize growth and reproduction capabilities. research careers that involve microbiology, such as mycology, the brewing industry, microbes in water purification systems, and parisitology. describe the procedure for a Gram stain, and use it to distinguish among bacteria. At Level 3, the student is able to participate in a classroom debate on the use of biological weapons. research graphs, charts, and data of an epidemic and debate the position that this same scenario could or could not happen again today. use microscopes to analyze a soil sample for bacteria, fungi, and various roundworms found in a healthy sample. investigate epidemiology of emerging infectious diseases. Sample Task: Students use different staining techniques to identify unknown bacteria (non-pathogenic). Students take local soil and water samples from different areas of the community and observe the presence or absence of bacteria. Students conduct studies of different water purification systems and their effectiveness by visiting a local water treatment facility. Students investigate waterborne pathogens and their effects on human populations. Page 12 of 15

162 Untitled Document 2/3/04 2:45 PM Integration/Linkages: health/wellness, genetics, botany, ecology, history, mathematics, language arts, agriculture, sociology Standard Number:6.0 Botany Standard: The student will investigate simple and complex plant forms and understand the importance of plant life to survival on earth. Learning Expectations: The student will 6.1examine the anatomy and physiology of non-vascular and vascular plants to demonstrate the biological evolution of plants on the earth. 6.2investigate the anatomical and physiological differences among plants that explain how plants grow, reproduce, survive, and coexist with animals in their particular habitats. 6.3demonstrate the wide variety of plants that are both harmful and useful to animals, especially humans. Performance Indicators: At Level 1, the student is able to observe and explain the life cycles of mosses and ferns. identify, describe, or label the major organs of vascular plants to be the roots, stems, leaves, and seed-producing structures. Page 13 of 15

163 Untitled Document 2/3/04 2:45 PM observe, draw, and label the major structures contained within the flowers and seeds of angiosperms, and explain the processes of pollination and germination. At Level 2, the student is able to observe differences in plants to identify those that are non-vascular or vascular, spore-bearing or seed producing, gymnosperms or angiosperms, and monocots or dicots. distinguish the types of plants adapted to life in a variety of habitats, and explain the specializations necessary for survival in those habitats. compare and contrast spores and seeds, and relate them to the structures of plants where they are produced. compare and contrast gymnosperms and angiosperms. research careers in agriculture, horticulture, landscaping, agronomy, food science, and nutrition. At Level 3, the student is able to explain the transpiration, tension-cohesion (adhesion-cohesion), and pressure flow models to describe transport of materials in vascular plants. describe how hormonal and environmental factors affect the growth and development of plants, and predict what occurs when these factors are changed. describe and list plants, or parts of plants, that are helpful and harmful to animals, and especially humans, paying particular attention to sources of food, shelter, clothing, and medicines. Page 14 of 15

164 Untitled Document 2/3/04 2:45 PM research local plant populations, using a dichotomous key to identify the various species. Sample Task: Have each student research and present to the class, a plant that is used for food, shelter, clothing, or medicine. Students will find the source of the plant, what product is gathered from the plant, and the related uses. Each presentation should become part of the student s project. This is an example of a medicinal plant project: A diagram or picture of the plant in question. A description of the condition or disease treated. Purported medicinal effect of the plant on the body (how it works). Is there any research to support the claims made about this plant/product? Examples of plants that may be assigned are yew trees and taxol, foxglove plants and digitalis, St. John s wort, ginseng, gingko, willow bark and aspirin, garlic, oranges and vitamin C, etc. Integration/Linkages: agriculture, chemistry, ecology, sociology, art, medicine, genetics, history Back Page 15 of 15

165 Science 9-12 Ecology 2/3/04 2:50 PM Science Curriculum Standards Approved by the Tennessee State Board of Education August 31, 2001 Linda Jordan, Science Consultant ECOLOGY Course Description Ecology is a course that enables students to develop an understanding of the natural environment and the environmental problems the world faces. Students will investigate the following: Fundamental Ecological Principles Human Population Dynamics Natural Resources Energy Sources and Their Use Human Interaction with the Environment Page 1 of 15

166 Science 9-12 Ecology 2/3/04 2:50 PM Personal and Civic Responsibility It is the expectation that students will explore the content of Ecology through inquiry. This advanced science course will utilize group lab and field experiences to meet these expectations. Concepts from Biology I and Chemistry I will be applied. Particular emphasis will be placed on local environments. Students will develop a basic understanding of ecology as a basis for making ethical decisions and career choices. Standard Number: 1.0 Ecological Principles Standard: The student will investigate factors that influence and are influenced by the natural environment. Learning Expectations: The student will 1.1understand the structure and function of ecosystems. 1.2explore the major biomes of the earth and the biodiversity associated with these biomes. 1.3analyze and interpret population dynamics. 1.4relate earth processes to ecosystem dynamics. 1.5understand interdependence in ecosystems. 1.6explore factors affecting the vulnerability of a species to extinction. Performance Indicators: At Level 1, the student is able to illustrate that energy for life is provided by the sun that is captured by plants through photosynthesis. Page 2 of 15

167 Science 9-12 Ecology 2/3/04 2:50 PM draw a food web, given organisms and their role in the environment. trace the flow of energy and the cycling of matter between living systems and the physical environment. explore the biodiversity in various biomes. explain how variations within a species affects the likelihood of survival. discuss ways that populations can change over time. describe the effect of natural disasters on ecosystems. At Level 2, the student is able to explain the chemical components of biological processes such as photosynthesis, respiration, nitrogen fixation, or decomposition. trace energy flow in an ecosystem. illustrate that the abundance and distribution of living organisms are limited by available energy and certain forms of matter. investigate a specific biome and make a class presentation. Page 3 of 15

168 Science 9-12 Ecology 2/3/04 2:50 PM read and interpret population graphs and list the factors that might result in the trend represented in the graphs. analyze the relationship of habitat change to plant and animal population density. describe succession in ecosystems.. investigate the effect of varying one factor in a mini-ecosystem. At Level 3, the student is able to investigate how an experimental population changes over time. create a model or a cross-sectional drawing that shows surface-and groundwater flows in a local water site. construct food webs for organisms in an ecoregion in Tennessee. Sample Task: Conduct a 1/10-acre plot study in a woodland near the school. Use flagging to establish the plot. Group students in pairs and have them collect data in the plot on the following: Abiotic factors - air and soil temperatures, wind speed, soil characteristics, slope angle and direction and elevation. Biotic factors - Using field guides, identify the dominant forest floor plants and the dominant trees and animals that are present. After the study is completed, remove all flagging when you leave your study site. The students will then analyze their data constructing a possible food web for the organisms in the plot, the age of the plot and the stage of succession of the community represented by the plot. Integration/Linkages: Page 4 of 15

169 Science 9-12 Ecology 2/3/04 2:50 PM biology, environmental science, life science, chemistry, physical science, research, K-8 curriculum, agriculture, mathematics, wildlife biology, geography, botany, careers, safety skills, and computer skills Standard Number: 2.0 Human Population Dynamics Standard: The student will understand the nature of human population dynamics. Learning Expectations: The student will 2.1examine factors affecting human population dynamics. 2.2 consider the consequences of human population growth. 2.3 investigate approaches that address overpopulation. Performance Indicators: At Level 1, the student is able to recognize that the world population has changed significantly. At Level 2, the student is able to characterize countries as well developed or poorly developed, and identify countries that are approaching population stability. give examples of the major causes of the population explosion. Page 5 of 15

170 Science 9-12 Ecology 2/3/04 2:50 PM list economical and ecological consequences of population growth. describe what is meant by demographic transition. analyze the sustainability of current trends in world population growth and natural resource consumption using the concept of carrying capacity. compare population profiles for different countries. describe the economic impact of population growth. discuss how health care and education can affect the birth rate. At level 3, the student is able to discuss how a shift from a largely rural society to a predominantly urban one influences perceptions of the environment. recognize diverse cultural views about the relationship between humans and their environment. summarize actions individuals can take toward producing a stable world population. analyze demographic data for relationships. Sample Task: Page 6 of 15

171 Science 9-12 Ecology 2/3/04 2:50 PM Hunger Banquet The instructor announces there will be party the next day provided by the teacher. The following day, the students blindly draw a slip of paper with a country s name. 7/10 of the countries are low income, 1/5 are middle income and 1/10 are high income. The students who drew a high-income country will be given an ample portion of food. Students who drew a middle income country will be given a sandwich, and students who drew a low-income country will receive a soda cracker. Have a class discussion about how this activity correlates to world population dynamics and economics. Also, have students express their feelings the inequity of the distribution of the world s wealth. Integration/Linkages: biology, environmental science, life science, chemistry, physics, earth science, physical science, research, K-8 curriculum, government, social studies, marketing, science and society, medicine, agriculture, mathematics, economics, archeology, anthropology, measuring skills, graphing, geography, careers, safety skills, and computer skills Standard Number: 3.0 Natural Resources Standard: The student will survey non-energy natural resources and their conservation. Learning Expectations: The student will 3.1 explore the types, uses, and history of non-energy renewable and nonrenewable resources. 3.2 investigate methods of conservation of common non-energy resources. 3.3 determine the impact of waste production and management on the environment. Performance Indicators: Page 7 of 15

172 Science 9-12 Ecology 2/3/04 2:50 PM At Level 1, the student is able to list examples of renewable and nonrenewable resources. describe major historic eras of human history. identify ways that society conserves and wastes resources. recognize that there are limits to the use of natural resources. At Level 2, the student is able to evaluate the use and future status of the major renewable and nonrenewable nonenergy resources. predict the effect of shortages of major non-energy resources. evaluate conservation methods for natural resources. compare and contrast the impact of waste management methods on resource reserves. At Level 3, the student is able to analyze an industry or government that attempts to reduce waste production. investigate an environmental problem that was caused by industry or government. Page 8 of 15

173 Science 9-12 Ecology 2/3/04 2:50 PM develop a plan for the conservation of a specific natural resource. Sample Task: Monitoring Household Waste Have students keep a record of how much refuse they generate in a week. The students will separate their trash into paper, glass, plastic, aluminum and other metals (caution them to avoid any hazardous waste such as broken glass or food). Have them weigh these categories using a bathroom scale. Compile the results for the entire class and compare them to the national average. Have each student create an individual waste reduction plan. Integration/Linkages: biology, environmental science, life science, chemistry, physics, earth science, geology, physical science, research, K-8 curriculum, agriculture, mathematics, engineering, economics, government, measuring skills, graphing, geography, careers, safety skills, and computer skills Standard Number: 4.0 Energy Standard: The student will analyze energy use and its environmental consequences. Learning Expectations: The student will 4.1 explore both conventional and alternative energy sources. 4.2 understand the types of energy related pollution. 4.3 compare various methods of energy conservation. Performance Indicators: Page 9 of 15

174 Science 9-12 Ecology 2/3/04 2:50 PM At Level 1, the student is able to list examples of renewable and nonrenewable energy sources. compare and contrast energy sources in terms of their impact on the environment. discuss the pros and cons of utilizing alternative energy sources. list steps that individuals and corporations can take to conserve energy. At Level 2, the student is able to describe how flowing water and wind can be used to generate electricity. evaluate the consequences of continued reliance on fossil fuels. formulate a plan for converting to renewable energy sources while conserving current energy sources. describe how solar energy can be used as a home energy supply. describe how geothermal energy can be utilized by mankind. evaluate nuclear power as a means of energy production. Page 10 of 15

175 Science 9-12 Ecology 2/3/04 2:50 PM At Level 3, the student is able to compare different means of generating electricity in terms of efficiency and production of unwanted heat energy. design a house that would be virtually independent of fossil fuels for electricity and heating. Sample Task: Energy Audit Conduct a class survey to determine how much each person spends per week on gasoline. Do this by assigning each student the task of keeping a log of how much gasoline he/she uses over this time period. At the end of this time tabulate the class results and calculate the amount that would be spent over a year s time at the same rate. One gallon of gasoline burned in a car s engine results in the release of 8.6 kilograms of CO2. Calculate how much CO2 was released during the week. Discuss the impact of cars and other vehicles on the atmospheric CO levels. 2 Integration/Linkages: biology, environmental science, life science, chemistry, physics, earth science, physical science, research, K-8 curriculum, agriculture, mathematics, engineering, economics, government, electricity, measuring skills, graphing, geography, careers, safety skills, and computer skills Standard Number: 5.0 Human Interaction with the Environment Standard: The student will trace the interaction of humans with their environment. Learning Expectations: The student will 5.1 understand causes, environmental effects, and methods for controlling pollution. Page 11 of 15

176 Science 9-12 Ecology 2/3/04 2:50 PM 5.2 investigate the environmental impact on human health. 5.3 explore the relative sustainability of various practices in the areas of watershed management, agriculture, solid waste management, wastewater management, and development. Performance Indicators: At Level 1, the student is able to investigate environmental careers that relate to pollution, environmental health, and/or sustainability, such as environmental engineer, environmental toxicologist, water quality manager, environmental toxicologist, epidemiologist, environmental analyst, endocrinologist, city planner, extension agent, farmer, land developer, and public health inspector. investigate the effects of acid rain on the environment. compare and contrast pollution problems in different places in TN or in the US, given data. At Level 2, the student is able to conduct and interpret the results of various water quality tests. apply the concept of trade-off to the analysis of issues related to prevention, control, and remediation of pollution, given a scenario. enumerate potential health effects of exposure to various environmental hazards. identify appropriate risk-reduction actions, given an exposure-risk scenario. Page 12 of 15

177 Science 9-12 Ecology 2/3/04 2:50 PM compare the costs and benefits of Integrated Pest Management (IPM). compare and contrast past and present agricultural practices, including current Best Management Practices, in terms of their environmental impact. evaluate the impact of various human activities on watersheds and suggest possible mitigation measures to protect these areas. At Level 3, the student is able to explain the chemistry associated with various pollution problems. describe how the concentration of harmful substances can increase at successive levels in a food chain. research the history of agriculture, including changes in technologies, values and attitudes, legislation, and local and global interactions. conduct a study of a local watershed. Sample Task: Monitoring the ph of Local Rain Students will collect uncontaminated rain samples by lay a plastic garbage bag on the ground, away from trees and shrubs, and will place a clean container on the plastic. To store rain samples, use a sandwich-bag glove or disposable plastic food-serving gloves to open a fresh zip-lock bag and pour the sample into the bag. Test the ph of samples, graph the results, and compare the data over time and/or with other locations, using online data. Integration/Linkages: Page 13 of 15

178 Science 9-12 Ecology 2/3/04 2:50 PM biology, environmental science, life science, chemistry, physics, earth science, physical science, research, K-8 curriculum, government, engineering, social studies, science and society, medicine, agriculture, mathematics, economics, measuring skills, graphing, geography, careers, safety skills, and computer skills Standard Number: 6.0 Personal and Civic Responsibility Standard: The student will conduct activities that illustrate environmental responsibility and stewardship. Learning Expectations The student will 6.1evaluate and articulate his/her own personal views concerning the environment. 6.2recognize his/her rights and responsibilities as a citizen in maintaining a healthy environment. Performance Indicators: At Level 1, the student is able to analyze the effects of his/her personal actions on the environment. identify ways that he or she can contribute to environmental quality in his or her community. At Level 2, the student is able to support a position on a critical environmental issue. Page 14 of 15

179 Science 9-12 Ecology 2/3/04 2:50 PM describe the potential impact of citizen participation on issues related to the environment and their community. conduct an environmental activity that provides a solution to an environmental problem. At Level 3, the student is able to develop an action plan for addressing an environmental issue and to participate thoughtfully and effectively in environmental decision-making. Sample Task: Environmental Newsletter Students will research local environmental issues, collecting information from a variety of sources, including printed and electronic media, their own testing results and community surveys. They will work across the curriculum with English, social studies and journalism classes to create a newsletter, which they will distribute throughout the school. The newsletter will include resources for community action. Integration/Linkages: biology, environmental science, life science, chemistry, physics, earth science, physical science, research, K-8 curriculum, government, engineering, social studies, science and society, medicine, agriculture, mathematics, economics, measuring skills, graphing, geography, careers, safety skills, and computer skills Back Page 15 of 15

180 Science 9-12 Environmental Science 2/3/04 2:50 PM Science Curriculum Standards Approved by the Tennessee State Board of Education August 31, 2001 Linda Jordan, Science Consultant ENVIRONMENTAL SCIENCE Course Description Environmental Science is a course that enables students to develop an understanding of the natural environment and the environmental problems the world faces. Students will investigate the following: Fundamental Ecological Principles Human Population Dynamics Natural Resources Energy Sources and Their Use Human Interaction with the Environment Personal and Civic Responsibility Page 1 of 15

181 Science 9-12 Environmental Science 2/3/04 2:50 PM It is the expectation that students will explore the content of Environmental Science through inquiry. This science course will utilize group lab and field experiences to meet these expectations. Particular emphasis will be placed on local environments. Students will develop a basic understanding of ecology as a basis for making ethical decisions and career choices. Standard Number: 1.0 Ecological Principles Standard: The student will investigate factors that influence and are influenced by the natural environment. Learning Expectations: The student will 1.1 understand the structure and function of ecosystems. 1.2 explore the major biomes of the earth and the biodiversity associated with these biomes. 1.3 analyze and interpret population dynamics. 1.4relate earth processes to ecosystem dynamics. 1.5understand interdependence in ecosystems. 1.6 explore factors affecting the vulnerability of a species to extinction. Performance Indicators: At Level 1, the student is able to categorize organisms as producers, consumers, or decomposers, given a description of their environment. identify commensalism, parasitism, and mutualism, given a scenario with examples. Page 2 of 15

182 Science 9-12 Environmental Science 2/3/04 2:50 PM construct and interpret graphs associated with an organism s needs within a habitat. recognize that energy for life is provided by the sun and is captured by plants through photosynthesis. label the parts of a the hydrological cycle. draw a food web, given organisms and their role in the environment. select animals or plants indigenous to an environment by examining pictures or scenarios. determine the biome in which an animal or plant lives, given a description. At Level 2, the student is able to trace the flow of energy and the cycling of matter between living systems and the physical environment. explore the biodiversity of various biomes. explain how variations within a species affects the likelihood of survival. discuss ways that populations can change over time. Page 3 of 15

183 Science 9-12 Environmental Science 2/3/04 2:50 PM trace energy flow in ecosystems. illustrate that the abundance and distribution of living organisms are limited by available energy and certain forms of matter. research a specific biome and make a class presentation. read and interpret a population graph. describe succession in ecosystems. relate climate to biome type. identify possible causes of extinction. observe examples of interdependence in a mini-ecosystem. At Level 3, the student is able to analyze the relationship of habitat changes to plant and animal population density. construct food webs for organisms in an ecoregion of Tennessee. Sample Task: Page 4 of 15

184 Science 9-12 Environmental Science 2/3/04 2:50 PM Succession Study: Conduct a succession study of three different plant communities near the school. Choose plant communities, which represent three distinct successional stages in woodland communities. Group students in pairs and have them record dominant trees and/or plants in each community. Have each student group estimate the age and stage of succession of each community. Integration/Linkages: biology, ecology, life science, chemistry, physical science, research, K-8 curriculum, agriculture, mathematics, wildlife biology, geography, botany, careers, safety skills, and computer skills Standard Number: 2.0 Human Population Dynamics Standard: The student will understand the nature of human population dynamics. Learning Expectations: The student will 2.1 examine factors affecting human population dynamics. 2.2 consider the consequences of human population growth. 2.3 investigate approaches that address overpopulation. Performance Indicators: At Level 1, the student is able to compare ancient populations to present populations. Page 5 of 15

185 Science 9-12 Environmental Science 2/3/04 2:50 PM At Level 2, the student is able to analyze the role of agriculture in relation to human population growth. identify the major causes of the population explosion. describe the economic impact of population growth. discuss how health care and education affect population growth rates. list the ecological consequences of continued population growth. At level 3, the student is able to discuss the pros and cons of lowering reproductive rates as a possible solution to the population problem. compare population profiles for different countries. recognize diverse cultural views about the relationship between humans and their environment. summarize actions individuals can take toward producing stable world population. Sample Task: Plotting a Population Graph: Page 6 of 15

186 Science 9-12 Environmental Science 2/3/04 2:50 PM Have students plot a graph of the history of human population growth, given the years and the population numbers. Have students predict the world population in 50 years. Integration/Linkages: biology, ecology, life science, chemistry, physics, earth science, physical science, research, K-8 curriculum, government, social studies, marketing, science and society, medicine, agriculture, mathematics, economics, archeology, anthropology, measuring skills, graphing, geography, careers, safety skills, and computer skills Standard Number: 3.0 Natural Resources Standard: The student will survey non-energy natural resources and their conservation. Learning Expectations: The student will 3.1 explore the types, uses, and history of non-energy renewable and nonrenewable resources. 3.2 investigate methods of conservation of common non-energy resources. 3.3 determine the impact of waste production and management on the environment. Performance Indicators: At Level 1, the student is able to list examples of renewable and nonrenewable resources. describe major eras of human history. Page 7 of 15

187 Science 9-12 Environmental Science 2/3/04 2:50 PM evaluate the benefits and drawbacks of man s use of mineral resources. list ways that society conserves and wastes resources. distinguish between layers of soil using characteristics such as composition, texture, and plant and animal influences. interpret the effectiveness of various conservation strategies on air, water, and soil. research how technological advances have impacted the environment, such as fertilizers, freon, and acid rain. recognize that there are limits to the use of natural resources. At Level 2, the student is able to evaluate the use and status of the major renewable and nonrenewable non-energy resources. predict the effect of shortages of major mineral resources. evaluate conservation methods for natural resources. compare and contrast the impact of waste management methods on resource reserves. At level 3, the student is able to Page 8 of 15

188 Science 9-12 Environmental Science 2/3/04 2:50 PM develop a plan for the conservation of a specific natural resource. Sample Task: Monitoring Household Waste Have students keep a record of how much refuse they generate in a week. The students will separate their trash into paper, glass, plastic, aluminum and other metals. Have them weigh these categories using a bathroom scale. Compile the results for the entire class. Have each student create an individual waste reduction plan. Integration/Linkages: biology, ecology, life science, chemistry, physics, earth science, geology, physical science, research, K-8 curriculum, agriculture, mathematics, engineering, economics, government, measuring skills, graphing, geography, careers, safety skills, and computer skills Standard Number: 4.0 Energy Standard: The student will analyze energy use and its environmental consequences. Learning Expectations: The student will 4.1explore both conventional and alternative energy sources. 4.2understand the types of energy related pollution. 4.3compare various methods of energy conservation. Page 9 of 15

189 Science 9-12 Environmental Science 2/3/04 2:50 PM Performance Indicators: At Level 1, the student is able to list examples of renewable and nonrenewable energy sources. list examples of various energy resources and describe their origins. interpret the difference amount and kind of energy resources used in an area from provided graphs. research and report on the importance of energy conservation. discuss fossil fuel exploration, reserves, and production. research careers that relate to energy, heat, or electricity. At Level 2, the student is able to compare and contrast energy sources in terms of their impact on the environment. discuss the pros and cons of utilizing alternative energy sources. list steps that individuals and corporations can take to conserve energy. Page 10 of 15

190 Science 9-12 Environmental Science 2/3/04 2:50 PM demonstrate how solar energy can be used as a home energy supply. describe how geothermal energy can be utilized by mankind. evaluate nuclear power as a means of energy production. At Level 3, the student is able to describe how flowing water and wind can be used to generate electricity. evaluate the consequences of continued reliance on fossil fuels. compare the energy efficiency of major appliances. Sample Task: Fluorescent vs. Incandescent A 75-watt incandescent bulb costs about 50 cents and will last 7,500 hours. It provides the same illumination as an 18-watt compact fluorescent bulb, which costs $20 and will last ten times as long. If electricity costs 7 cents/kilowatt-hour (one kilowatt-hour = 1,000 watt-hours), which kind of bulb will be the cheaper over the life of the fluorescent bulb? Which one would reduce the emission of greenhouse gases the most? Calculate the savings if 270 million people in the U.S. changed one bulb to fluorescent. Integration/Linkages: biology, ecology, life science, chemistry, physics, earth science, physical science, research, K-8 curriculum, agriculture, mathematics, engineering, economics, government, electricity, measuring skills, graphing, geography, careers, safety skills, and computer skills Page 11 of 15

191 Science 9-12 Environmental Science 2/3/04 2:50 PM Standard Number: 5.0 Human Interaction with the Environment Standard: The student will trace the interaction of humans with their environment. Learning Expectations: The student will 5.1 understand the causes, environmental effects, and methods for controlling pollution. 5.2investigate the environmental impact on human health. 5.3explore the relative sustainability of various practices in the areas of watershed management, agriculture, solid waste management, wastewater management, and development. Performance Indicators: At Level 1, the student is able to investigate environmental careers that relate to pollution, environmental health, and/or sustainability, such as environmental engineer, environmental toxicologist, water quality manager, environmental toxicologist, epidemiologist, environmental analyst, endocrinologist, city planner, extension agent, farmer, land developer, and public health inspector. At Level 2, the student is able to compare and contrast pollution problems in different places in TN or in the US, given data. identify sources of contaminated runoff, given a map with land uses indicated. Page 12 of 15

192 Science 9-12 Environmental Science 2/3/04 2:50 PM research the causes and potential environmental effects of specific air and water pollution problems, given access to governmental websites and other resources. identify potential health effects of exposure to various environmental hazards, including radon, UV radiation, ground-level ozone, and cigarette smoke. suggest risk-reduction actions for potentially hazardous substances. compare and contrast various practices in terms of their relative sustainability and economic, societal and environmental impact. evaluate and identify conservation measures in the home and create a personal conservation plan. At Level 3, the student is able to identify the effects of ozone depletion and Global Warming. interpret data on ground level ozone, acid rain, and stratospheric ozone, given color-coded maps. construct an appropriate Integrated Pest Management plan, given a pest problem scenario. compare and contrast different agricultural practices in terms of their environmental impact. Sample Task: Erosion Patrol Page 13 of 15

193 Science 9-12 Environmental Science 2/3/04 2:50 PM Survey the school grounds after a rain for evidence of erosion. Trace the source and fate of the eroded soil. Propose a solution to prevent further erosion. Integration/Linkages: biology, ecology, life science, chemistry, physics, earth science, physical science, research, K-8 curriculum, government, engineering, social studies, science and society, medicine, agriculture, mathematics, economics, measuring skills, graphing, geography, careers, safety skills, and computer skills Standard Number: 6.0 Personal and Civic Responsibility Standard: The student will understand his/her personal and civic responsibility concerning issues related to the environment. Learning Expectations: The student will 6.1 evaluate and articulate his/her own personal views concerning the environment. 6.2 recognize his/her rights and responsibilities as a citizen in maintaining a healthy environment. Performance Indicators: At Level 1, the student is able to analyze the effects of his/her personal actions on the environment. identify ways that he/she can contribute to environmental quality in their community. Page 14 of 15

194 Science 9-12 Environmental Science 2/3/04 2:50 PM At Level 2, the student is able to articulate a position on a critical environmental issue. describe the potential impact of citizen participation on issues related to the environment and their community. At Level 3, the student is able to develop an action plan for addressing an environmental issue and participate thoughtfully and effectively in environmental decision-making. Sample Task: Environmental Newsletter Students will research local environmental issues, collecting information from a variety of sources, including printed and electronic media, their own testing results and community surveys. They will work across the curriculum with English, social studies and journalism classes to create a newsletter that they will distribute throughout the school. The newsletter will include resources for community action. Integration/Linkages: biology, ecology, life science, chemistry, physics, earth science, physical science, research, K-8 curriculum, government, engineering, social studies, science and society, medicine, agriculture, mathematics, economics, government, measuring skills, graphing, geography, careers, safety skills, and computer skills Back Page 15 of 15

195 Science 9-12 Chemistry I 2/3/04 2:48 PM Science Curriculum Standards Approved by the Tennessee State Board of Education August 31, 2001 Linda Jordan, Science Consultant CHEMISTRY I Course Description Chemistry is a course that explores the properties of substances and the changes that substances undergo. The student will investigate the following: Atomic Structure Matter and Energy Interactions of Matter Properties of Solutions and Acids and Bases Students should explore chemistry through inquiry, hands-on laboratory investigations, individual studies, and group activities. The students experiences in chemistry should enable them to understand the role of chemistry in their lives by investigating substances that occur in nature, in living organisms, and those that are created by Page 1 of 16

196 Science 9-12 Chemistry I 2/3/04 2:48 PM humans. Their study should include both qualitative and quantitative descriptions of matter and the changes that matter undergo. Students should practice the necessary precautions for performing safe inquiries and activities and appreciate the risks and benefits of producing and using chemical substances. Standard Number: 1.0 Atomic Structure Standard: The student will investigate atomic structure and how this determines the physical and chemical properties of matter. Learning Expectations: The student will 1.1compare and contrast various models of the atom as they emerged historically, from the Greeks to the modern electron-cloud model. 1.2investigate the basic organization of the modern periodic table, including atomic number and atomic properties. 1.3describe models of the atom in terms of orbital, electron configuration, orbital notation, quantum numbers, and electron-dot structures. 1.4investigate the composition of the nucleus so as to explain isotopes and nuclear reactions. 1.5 relate the spectral lines of an atom s emission spectrum to the transition of electrons between different energy levels within an atom. Performance Indicators State: As documented through state assessment, categorize an element as a metal, metalloid, nonmetal, or noble gas based on its position in the periodic table. Page 2 of 16

197 Science 9-12 Chemistry I 2/3/04 2:48 PM identify an element s atomic number and name or symbol, given the number of protons or electrons in a neutral atom using a periodic table. identify protons, neutrons and electrons with regard to their relative mass, relative charge, and location in an atom. identify the major characteristics of various models of the atom: Democritus, Thomson, Rutherford, Bohr, and the modern quantum mechanical model. determine the number of protons, neutrons, and electrons in an atom or ion, given the symbol of the atom or ion and a periodic table. compare s and p orbitals in an energy level in terms of general shape, energy and/or numbers of electrons possible. determine the Lewis electron-dot structure or number of valence electrons for an atom of any main group element (1, 2, 13-18), given its atomic number or its position in the periodic table. describe the trends present in the periodic table with respect to atomic size, ionization energy, electron affinity or electronegativity. Performance Indicators Teacher: As documented through teacher observation, Page 3 of 16

198 Science 9-12 Chemistry I 2/3/04 2:48 PM identify an isotope when given the number of protons and neutrons. draw Bohr models for the first 18 elements. write the arrangement of electrons by orbital notation, electron configuration notation, and electron-dot notation. predict the charge of an ion usually formed by the main-group elements (1, 2, 13-18) using the periodic table. organize atoms from the main- group elements (1, 2, 13-18) based on atomic radii. support the existence of the atom using the laws of definite composition, conservation of matter, and multiple proportion. calculate the average atomic mass of an element from the percent distribution and masses of isotopes. explain the formation of anions and cations. use the Bohr model to draw an electron moving from its ground state to an excited state, and/or represent the emission of energy as it returns from an excited state to a lower energy state. Page 4 of 16

199 Science 9-12 Chemistry I 2/3/04 2:48 PM recognize names of famous scientists and identify their major contributions: Neils Bohr, James Chadwick, John Dalton, Max Planck, Ernest Rutherford, J.J. Thomson. describe the differences between the Bohr model of the atom and the quantum mechanical (QM) electron-cloud model of the atom. calculate wavelength, frequency or energy of a photon of electromagnetic radiation, given the formula and constants. research careers that relate to atomic structure, such as astronomy, nuclear medical technician, research physicist, chemist, etc. compare s, p, d, and f orbitals in an energy level in terms of general shape, energy or number of electrons possible. determine quantum numbers for elements given the electron configuration. explain in a paragraph why some elements do not have the predicted electron configuration; for example, copper tends to have an electron configuration of [ Ar] 4s13d 10 instead of [ Ar] 4s23d 9. justify the quark combinations that make protons and neutrons, given the charges of the up and down quarks. write the nuclear equation involving alpha or beta particles, given the mass number of the parent isotope and complete symbols for alpha or beta emissions. Page 5 of 16

200 Science 9-12 Chemistry I 2/3/04 2:48 PM Sample Task: Flame Test Demonstration Material Needed: glass petri dishes or watch glasses chloride compounds (CuCl, SrCl, CaCl, LiCl, etc.) ethanol (ethyl alcohol) or isopropanol (isopropyl alcohol) Place 0.5 g of each salt in separate watch glasses or petri dishes; add 20 ml of alcohol. Stir to distribute the salt in the alcohol. Light and observe the characteristic color of each metal s spectrum. The students may also look at the flame through a spectroscope or diffraction grating. Integration/Linkages: physics, mathematics, graphing, radioactivity, nuclear medicine, nuclear physics, imagination, problem-solving skills, history, calculator and computer skills, laboratory skills, scale and model, careers, culture, visual arts, writing, and research Standard Number:2.0 Matter and Energy Standard: The student will investigate the characteristics of matter and the interaction of matter and energy. Learning Expectations: The student will 2.1investigate the characteristics of matter. 2.2explore the interactions of matter and energy. Performance Indicators State: As documented through state assessment, Page 6 of 16

201 Science 9-12 Chemistry I 2/3/04 2:48 PM identify a pure substance as element or compound, when given its chemical name or formula. distinguish among elements, compounds, solutions, colloids, and suspensions, given examples. classify changes in matter as physical or chemical, given examples or scenarios. classify properties of matter as physical or chemical when given examples or scenarios. distinguish between heat content and temperature when given a unit, a definition, or an example. distinguish among gases, liquids, and solids in terms of particle spacing and relative movement, given a diagram or scenario. predict the effect of changing one gas variable (volume, temperature, or pressure) on another variable, given a scenario. demonstrate an understanding of the law of conservation of matter, given experimental data. categorize a process as endothermic or exothermic, given an example or scenario. Page 7 of 16

202 Science 9-12 Chemistry I 2/3/04 2:48 PM demonstrate an understanding of the law of conservation of energy by equating heat loss and heat gain in an interaction, given the formulas -q = q and q = mcd t, and the specific heat. Performance Indicators Teacher: As documented through teacher observation, estimate equivalent Fahrenheit and Celsius temperatures and convert between Celsius and Kelvin temperature scales. measure the mass and volume of solids and liquids using appropriate equipment, methods, and units determine the density of solids and liquids. read a thermometer and determine the temperature accurately. distinguish between accuracy and precision. create data tables and graphs from experimental data. analyze data by computing a percentage error. Page 8 of 16

203 Science 9-12 Chemistry I 2/3/04 2:48 PM record measurements and results of calculations using the correct number of significant figures. characterize a relationship between two variables as directly or inversely proportional. use conversion factors, dimensional analysis, and ratio and proportion to convert between quantities. express large and small numbers using scientific notation and perform calculations in scientific notation. practice appropriate safety procedures when working in the laboratory. research careers that relate to matter and energy such as, surveyor, carpenter, structural engineer, HVAC technician, pathologist, etc. identify an unknown metal by determining its specific heat, using a calorimeter. Sample Task: Bell, Jerry. "Mystery Powders: An Inquiry Activity." Chemistry in the National Science Education Standards. Chapter 5. Students are given samples of seven white powders, each of which is a common household substance, and five test reagents. They are to develop a procedure to distinguish among the powders based on their physical and chemical properties, and to identify each powder when given a chart of expected results. The seven white solids are baking powder, baking soda, sugar, flour, sugar substitute, washing soda, and calcium supplement. The test reagents are water, phenolphthalein (or ph test paper), vinegar, iodine solution and alcohol. Integration/Linkages: Page 9 of 16

204 Science 9-12 Chemistry I 2/3/04 2:48 PM physical science, mathematics, problem solving skills, environmental science, earth science, biology, scientific inquiry skills, analysis and representation of data, graphing skills Standard Number: 3.0 Interactions of Matter Standard: The student will examine the interactions of matter. Learning Expectations: The student will 3.1investigate chemical bonding. 3.2analyze chemical reactions. 3.3apply the mathematics of chemical formulas and equations. Performance Indicators State: As documented through state assessment, distinguish between a chemical symbol and a chemical formula, given examples. identify the reactants and products in a chemical reaction, given a balanced chemical equation. explain the differences among the composition, decomposition, double replacement, and single replacement types of chemical reactions, given a balanced equation. determine the number of atoms, formula units, or molecules of a particular substance, given a balanced equation. Page 10 of 16

205 Science 9-12 Chemistry I 2/3/04 2:48 PM distinguish between ionic and covalent compounds, given binary formulas. identify the formula for a compound using a periodic table and a list of common ions, given the name of the compound. identify the name of compounds and common acids (sulfuric acid, nitric acid, hydrochloric acid, acetic acid, and phosphoric acid), using a periodic table and a list of common ions. select a correctly balanced chemical equation, when given examples. recognize a balanced chemical equation using appropriate symbols, given a word equation. convert between any two of the following quantities of a substance: mass number of moles number of particles molar volume (at STP) determine molar ratios expressed in balanced chemical equations. analyze percent composition of the elements in a compound, given the formula. Page 11 of 16

206 Science 9-12 Chemistry I 2/3/04 2:48 PM solve mass to mass stoichiometry problems. identify and solve different types of stoichiometry problems. Performance Indicators Teacher: As documented through teacher observation, write a balanced equation and identify the reactants and products. draw models of atoms that are bonded ionically and covalently. write the formulas for compounds, given the names of compounds. write the names of compounds, given examples of chemical formulas using the stock system. write a balanced chemical equation and classify as to type, given a word description of a chemical reaction. calculate and measure the actual molar mass of a substance and relate it to the number of particles. Page 12 of 16

207 Science 9-12 Chemistry I 2/3/04 2:48 PM predict the products of a single or double replacement chemical reaction, given an activity series and a solubility chart. research careers that relate to interactions of matter, such as pharmacist technician, industrial chemist, chemical technician, chemical engineer, etc. draw shapes of molecules and label bond angles, bond polarity, and molecule polarity, given a formula. predict amounts of product given mole or mass amounts of reactants in an experiment and compare actual yield to theoretical yield. use percentage composition to determine the empirical or molecular formula of an unknown substance. Sample Task: 1. Using molecular model kits, have students construct shapes of various molecules. 2. Using marshmallows or gumdrops and toothpicks, have students construct elements and compounds involved in a balanced chemical equation. 3. Direct students to calculate the molar mass of a substance and measure that amount into a sealable plastic bag to demonstrate mole amounts. 4. Have students make a model of the molar volume of a gas using balloons or boxes. Page 13 of 16

208 Science 9-12 Chemistry I 2/3/04 2:48 PM Integration/Linkages: physical science, mathematics, art skills, measurement skills and tools, problem solving skills, scale and model, biology, nutrition science, lifetime wellness, geometry, cosmetology, and building trades Standard Number:4.0 Solutions and Acids/Bases Standard: bases. The student will investigate the characteristics of solutions with particular attention to acids and Learning Expectations: The student will 4.1investigate the characteristics of solutions. 4.2investigate the characteristics of acids and bases. Performance Indicators State: As documented through state assessment, classify substances as acids or bases, given the formula. identify the solute and solvent in a solid, liquid or gaseous solution, given its composition. Page 14 of 16

209 Science 9-12 Chemistry I 2/3/04 2:48 PM classify a solution as saturated, unsaturated, or supersaturated, given the composition of the solution and a solubility graph. calculate the concentration of a solution in terms of molarity or mass percent, given mass of solute, and mass or volume of solution. classify a substance as an acid or a base, given its properties (e.g., color of litmus, color of phenolphthalein, taste, ph and slippery or non-slippery). predict the products of a neutralization reaction involving inorganic acids and bases, given the reactants. Performance Indicators Teacher: As documented through teacher observation, demonstrate the factors (temperature, stirring, particle size and concentration) that affect the rate at which a solute dissolves. determine the acidity/basicity of substances by observing their effect on various indicators. describe how to prepare a dilute solution from a concentrated solution of known molarity. Page 15 of 16

210 Science 9-12 Chemistry I 2/3/04 2:48 PM perform a neutralization reaction. research careers that relate to solutions, such as cosmetologist, environmental scientist, water quality control technician, artist, etc. investigate colligative properties, i.e. the effect on freezing point and boiling point when a solute is added to a solvent. demonstrate knowledge of neutralization reactions by performing a titration. calculate the molality of solutions. classify a solution as neutral, acidic, or basic, and calculate the ph, given the hydrogen ion concentration or hydroxide ion concentration. Sample Task: Students will classify various household substances as acid or base using various natural and synthetic indicators. Interactions/Linkages: biology, physical science, mathematics, earth science, ecology, measuring skills and tools, critical thinking skills, problem solving skills, calculator and computer-based skills, industry, research, writing, communications, science and society, history, careers, economics, natural resources, scale and model, food science, engineering, cosmetology, and auto technology Back Page 16 of 16

211 Science 9-12 Chemistry II 2/3/04 2:48 PM Science Curriculum Standards Approved by the Tennessee State Board of Education August 31, 2001 Linda Jordan, Science Consultant CHEMISTRY II Course Description: Chemistry II is a continuation of Chemistry I, but it investigates in greater depth the fundamental makeup of matter, the interactions of matter, and the energy of such interactions. This course may be used as the basis for an AP Chemistry class, or it may be taught concurrently with AP Chemistry. The student will investigate the following: Structure of Matter States of Matter Reactions Standard Number: 1.0 Structure of Matter Standard: chemistry. The student will extend their Chemistry I investigation of atomic theory, chemical bonding and nuclear Learning Expectations: The student will Page 1 of 10

212 Science 9-12 Chemistry II 2/3/04 2:48 PM 1.1 recognize how electron energy levels relate to atomic spectra, quantum numbers, and atomic orbitals. 1.2 represent electron arrangements in atoms in a variety of ways. 1.3 describe periodic relationships including atomic radii, ionization energies, electron affinities, and oxidation states. 1.4 investigate the subject of ionic, covalent, metallic bonds, and attractive forces between molecules. 1.5 investigate the relationship of chemical bonding to the state, structure and properties of matter. 1.6 explore Lewis structures, characteristics of valence bonds (including hybridized orbitals, resonance, and sigma and pi bonds), bond directionality, and ionic or molecular geometry using the VSEPR theory. 1.7 investigate the characteristics of simple organic molecules including isomerism. 1.8explore nuclear chemistry. Performance Indicators: At Level 1, the student is able to write the arrangement of electrons in an any atom using orbital notation, electron configuration notation, and electron-dot notation. organize atoms from the main-group elements (1, 2, 13-18) based on atomic radii, ionization energies, and electron affinities. predict the charge for ions (groups 1, 2, 13-18) and the oxidation state of any atom in a compound or polyatomic ion. use the Bohr model to represent an electron moving between its ground state and its excited state. Page 2 of 10

213 Science 9-12 Chemistry II 2/3/04 2:48 PM At Level 2, the student is able to correlate lines of Balmer's series of an emission or absorbance spectrum of the hydrogen atom to their respective energy-level transitions. calculate the wavelength, frequency, and energy of a photon of electromagnetic radiation (formula and constants provided). compare the shape, energy, or number of electrons possible in s, p, d, and f orbitals. determine quantum numbers for elements given the electron configuration. explain in a paragraph why some elements do not have the predicted electron configuration (e.g., Cu: [Ar] 4s13d10 instead of [Ar] 4s23d 9). illustrate various types of bonding (ionic, covalent and metallic), and draw models to illustrate dipole interactions and dispersion forces. draw Lewis structures for polyatomic ions and simple covalent molecules. explain the formation of hybridized orbitals, resonance, and sigma and pi bonds. predict the geometry about a central atom in a polyatomic ion or molecule using the VSEPR theory. demonstrate, by drawing simple organic molecules (e.g., alkanes, alkenes, alkynes, alcohols), an understanding of structural isomers. At Level 3, the student is able to correlate Lyman s ultraviolet and Paschen s infrared series of hydrogen s spectrum. display the dipole moments of molecules using molecular geometry and electronegativity of atoms. compare and contrast the structure and function of proteins, carbohydrates, lipids, and nucleic acids. Page 3 of 10

214 Science 9-12 Chemistry II 2/3/04 2:48 PM write the nuclear equation involving alpha or beta decay and gamma emission (given the mass number of the parent isotope). determine the half-life of an isotope by examining a graph or by using an appropriate equation. calculate the mass of the parent isotope remaining after a period of time. graph the decay series given the emissions of a radioactive isotope. describe societal implications of nuclear chemistry (dangers, uses, occupations, etc.). Sample Task: 1. Create models of molecules to show approximate bond angles and bond lengths. 2. Have students use 12 index cards to make 4 sets of 3 flash cards to represent either orbital notation, electron configuration notation or electron-dot notation for 4 different elements (element answers on back). For review, have them quiz each other from a shuffled deck of cards. 3. Divide the class into 2 groups. Let the students play a game called, "Which Element am I?" by giving them clues based on their chemical properties or physical attributes from the periodic table. 4. Using balloons, have students illustrate various molecular geometries. Integration/Linkages: physics, physical science, mathematics, biology, radioactivity, nuclear medicine, nuclear physics, nursing, pharmacy, nutrition, medicine, imagination, graphing, problem-solving skills, scientific research and writing, calculator and computer skills, chemistry I, laboratory skills and safety Standard Number: 2.0 States of Matter Page 4 of 10

215 Science 9-12 Chemistry II 2/3/04 2:48 PM Standard: The student will investigate interactions of matter using the kinetic molecular theory to explain solid, liquid, gas, and solution phenomena. Learning Expectations: The student will 2.1 apply the kinetic molecular theory to describe solids, liquids, and gases. 2.2investigate topics associated with the gaseous state. 2.3discuss phase diagrams of one-component systems. 2.4extend their understanding of solutions that was introduced in Chemistry I. Performance Indicators: At Level 1, the student is able to identify the basic contents of the kinetic-molecular theory and relate kinetic energy to temperature. relate the kinetic-molecular theory to solids, liquids, gases, and phase changes. relate Avogadro's hypothesis to gas volumes. understand the mole concept of matter as it relates to mass, volume, or number of particles. solve gas law problems including the ideal gas law equation (given the formulas and constant). At Level 2, the student is able to recognize critical temperature, critical pressure, and triple point using phase diagrams of one-component systems. interpret changes in temperature and/or pressure using phase diagrams of one-component systems. Page 5 of 10

216 Science 9-12 Chemistry II 2/3/04 2:48 PM calculate concentration of solutions (e.g., molarity, molality, and mass percent). determine the concentration of a dilute solution that is prepared from a concentrated solution of known molarity. investigate colligative properties and calculate freezing point depression and boiling point elevation of a solvent when a solute is added to it (given formula and appropriate constants). differentiate among unsaturated, saturated, and supersaturated solutions using solubility graphs. identify factors affecting solubility (e.g., temperature, pressure, concentration and polarity). explain deviations that real gases have from ideal gas characteristics. At Level 3, the student is able to apply Raoult's law and osmosis to the study of solutions given formulas. investigate Beer s law using a dilution series. Sample Task: 1. Have students act out phases of matter by being molecules standing orderly close together while slow music is being played to represent the solid state (students are standing twisting around with arms locked together). Then they become "liquids" as the teacher plays some faster music to represent added thermal energy (students move around more rapidly till some break away from locked arms, but still remain as a group); then with faster music playing, some move rapidly enough to leave the group as they represent a gas. 2. Have students make a cube of 22.4 L (28.2 cm on edge) from poster board or other material to represent molar volume at STP. 3. Using CBL's, have students measure the boiling points of different concentration salt-water solutions. 4. Have students test the effects of stirring, heating, and crushing a solid solute using similar size rock salt crystals placed in 50 ml of water. Page 6 of 10

217 Science 9-12 Chemistry II 2/3/04 2:48 PM 5. Beer's Law: Determine the concentration of an unknown solution of Copper (II) Sulfate based on relative absorbance of monochromatic light from student-made standard solutions of varying concentrations. Students can make solution dilutions. Integration/Linkages: physics, physical science, mathematics, problem solving skills, environmental science, earth science, biology, scientific inquiry skills, analysis and representation of data, graphing, science research and writing, industry, using CBL and graphing calculator, computer skills, lab techniques, chemistry I, safety Standard Number: 3.0 Reactions Standard: The student will investigate types of reactions, stoichiometry, equilibrium phenomena, kinetics, and thermodynamics of chemical reactions. Learning Expectations: The student will 3.1investigate various chemical reactions associated with acids and bases, precipitation, and oxidation and reduction. 3.2 expand the study of stoichiometry. 3.3 explore the concept of physical and chemical equilibrium. 3.4 investigate chemical kinetics and the rate of reaction concept. 3.5 explore the concept of thermodynamics. Performance Indicators: As documented through teacher observation, At Level 1, the student is able to write a balanced chemical equation and classify as to type, given a word description of a chemical reaction. Page 7 of 10

218 Science 9-12 Chemistry II 2/3/04 2:48 PM predict the products, write the net ionic equation, and identify spectator ions in single and/or double replacement reactions (given the activity series table and a solubility table). determine percent composition, empirical, and molecular formula of a compound from data. predict amounts of products given either mole or mass amounts of reactants, compare actual yield to theoretical yield, and solve problems using limiting reagents. At Level 2, the student is able to examine oxidation-reduction half-reactions given an equation. classify a solution as neutral, acidic, or basic, and calculate its ph given either the hydrogen or hydroxide ion concentration. graph data from a neutralization titration using strong or weak acids/bases. characterize acids and bases using the Arrhenius, Brönsted-Lowry and Lewis definitions, and identify conjugate acid-base pairs. characterize a substance as amphoteric. recognize dynamic processes, incorporating the concept of Le Chatelier's Principle. solve for equilibrium constants given appropriate concentrations, or solve for desired concentrations given necessary information, with emphasis on pk. determine if a precipitate will form given the concentrations of ions in solution (given a table of solubility product constants). explain rate of reaction, determine the order of a reaction, and calculate the rate constant from experimental data. describe activation energy and predict the effect of a temperature change on the rate of a reaction Page 8 of 10

219 Science 9-12 Chemistry II 2/3/04 2:48 PM describe the role of a catalyst in a chemical reaction and its relationship to activation energy. define enthalpy and entropy. calculate calorimetry problems using laboratory data (given the equation). At Level 3, the student is able to describe the common ion effect, buffers, and hydrolysis given a solution. differentiate electrolytic and voltaic cells by writing the appropriate standard half-cell reactions (given a diagram of each cell). describe both physical and chemical equilibria using the Nernst equation. describe and use Faraday's laws to solve problems (given an equation). identify the rate-determining step given a reaction mechanism. calculate the ph of buffer solutions. calculate the solubility and resulting concentration using the common-ion effect. calculate changes in enthalpy using Hess s law (given a table of heats of formation). calculate changes in entropy (given an entropy table). calculate Gibbs free energy and determine if a reaction is spontaneous (given the equation). Sample Task: 1. Perform an acid-base titration to determine concentration of an unknown solution. Page 9 of 10

220 Science 9-12 Chemistry II 2/3/04 2:48 PM 2. Perform precipitation reactions and identify ions present in an unknown inorganic compound following the standard qualitative analysis scheme for ions. 3. Perform a clock reaction to determine rate and order for a chemical reaction. 4. Perform half-cell reactions to determine voltage. Integration/Linkages: physical science, mathematics, art skills, electroplating industry, battery industry, fuel cell industry, measurement skills and tools, problem solving skills, scale and model, biology, nutrition science, lifetime wellness, geometry, cosmetology, and building trades, earth science, ecology, critical thinking skills, calculator and computer-based skills, industry, laboratory techniques, scientific research and writing, communications, science and society, history, careers, economics, natural resources, scale and model, food science, engineering, auto technology, chemistry I, and safety Back Page 10 of 10

221 Physics /3/04 2:52 PM Science Curriculum Standards Approved by the Tennessee State Board of Education August 31, 2001 Linda Jordan, Science Consultant PHYSICS Course Description Physics is a course that deals with the relationship between matter and energy and how they interact. The following major areas will be investigated. Mechanics Thermodynamics Waves and Sound Light and Optics Electricity and Magnetism Page 1 of 15

222 Physics /3/04 2:52 PM Atomic and Nuclear Physics Using available materials and technology, students will carry out investigations of the above areas using inquiry based learning, hands-on laboratory investigations, observation of demonstrations, individual studies, and group activities. This course will afford students the opportunity to apply knowledge and prerequisite skills, habits of mind needed for problem solving and ethical decision-making about local and global scientific and technological concerns. This course will provide knowledge and experiences needed for advanced studies and personal career choices. Standard Number:1.0 Mechanics Standard: The student will investigate the laws and properties of mechanics. Learning Expectations: The student will 1.1investigate fundamental physical quantities of mass and time. 1.2analyze and apply Newton s three laws of motion. 1.3understand work, energy, and power. 1.4investigate kinematics and dynamics. Performance Indicators: At Level 1, the student is able to distinguish between mass and weight using base units in the standard international (SI) system. relate time in the (SI) system to the independent experimental variable in most situations. Page 2 of 15

223 Physics /3/04 2:52 PM relate inertia, force or action-reaction forces to Newton s three laws of motion and distinguish between the three laws in various scenarios. compare and contrast characteristic properties of scalar and vector quantities. investigate the definitions of force, work, power, kinetic energy, and potential energy. explore velocity and acceleration. At Level 2, the student is able to analyze vector diagrams (addition, subtraction and scaling) and solve composition and resolution problems for force and momentum. explore characteristics of rectilinear motion and analyze distance-time graphs (velocity), velocitytime graphs (acceleration and distance). investigate the characteristics of centripetal motion and centripetal acceleration. evaluate the dynamics of systems in motion including friction, gravity, impulse and momentum, change in momentum, and conservation of momentum. analyze the characteristics of energy, and conservation of energy including friction, and gravitational potential energy. Page 3 of 15

224 Physics /3/04 2:52 PM relate work and power to various simple machines, mechanical advantage of different machines and recognize simple machines utilized in compound machines. describe rotational equilibrium and relate to torque. investigate projectile motion. utilize trigonometry and vector analysis to solve force and momentum problems. At level 3, the student is able to apply elementary calculus to solve motion problems. experiment with elastic and inelastic collisions. Sample Task: Height of a Goal Post After being introduced to the acceleration due to gravity and the equation d = 1/2gt 2, students are given a baseball and a stopwatch. As an entire class, they develop a method and determine the height of the football goal posts. Integration/Linkages: math, physical science, engineering, measurement skills and tools, graphing, K-8 curriculum, problem solving skills, calculator and computer-based skills, industry, research and writing skills, communications, science and society, careers, scale and model, history, astronomy, sports and physical education, safety skills Standard Number:2.0 Thermodynamics Page 4 of 15

225 Physics /3/04 2:52 PM Standard: The student will examine the properties and laws of thermodynamics. Learning Expectations: The student will 2.1 develop an understanding of heat and internal energy. 2.2 compare Celsius, Kelvin and the Absolute temperature scales. 2.3 investigate exchanges in internal energy. Performance Indicators: At Level 1, the student is able to investigate temperature in relationship to kinetic energy. recognize that absolute zero is the absence of molecular kinetic energy. At Level 2, the student is able to identify the characteristics of internal energy and temperature/heat (joules/calories). relate the First Law of Thermodynamics as an application of the Law of Conservation of Energy (hot to cold) and heat transfer through conduction, convection and radiation. Page 5 of 15

226 Physics /3/04 2:52 PM relate change in heat content (quantity of thermal energy) to kinetic energy and specific heat (Q= mc T). investigate potential energy changes (phase changes) of heat of fusion, heat of vaporization, and heat of sublimation. At Level 3, the student is able to explore thermal expansion and contraction. apply the second law of thermodynamics to the Carnot engine. Sample Task: Expansion and Contraction of a Bi-material Tape Attach two different tapes, adhesive side to adhesive side, i.e. scotch tape and masking tape. Slightly, heat the tape with a low flame or hot plate. Observe and explain what happened. Now, cool the tape under running cold water. Observe and explain what happened. Integration/Linkages: math, physical science, engineering, measurement skills and tools, graphing, K-8 curriculum, problem solving skills, calculator and computer-based skills, industry, research and writing skills, communications, environmental science, science and society, careers, scale and model, history, economics, energy, safety skills Standard Number:3.0 Waves and Sound Standard: The student will investigate the properties of waves and sound. Page 6 of 15

227 Physics /3/04 2:52 PM Learning Expectations: The student will 3.1 explore conditions associated with simple harmonic motion. 3.2 investigate Hooke s law. 3.3understand wave mechanics. 3.4examine the Doppler Effect. 3.5explore the characteristics and properties of sound. Performance Indicators: At Level 1, the student is able to describe and investigate simple harmonic motion. investigate and analyze wavelength, frequency and amplitude of longitudinal and transverse waves. identify a wave interaction as reflection, refraction, diffraction, and interference. At Level 2, the student is able to compare mechanical and electromagnetic waves. explore Hooke s Law. Page 7 of 15

228 Physics /3/04 2:52 PM investigate reflection, refraction, diffraction, and interference of waves. demonstrate and explain the Doppler Effect. experiment with reflection, refraction, diffraction, and interference of waves and sound. compare wave characteristics to natural auditory phenomena. At Level 3, the student is able to determine the speed of sound experimentally using various materials and temperatures. measure spring constants. Sample Task: Investigation of Waves Using a Slinky - Each group of students is given a long slinky, a long brass spring and a stopwatch to investigate energy waves. The students experiment with transverse (vertical) waves and longitudinal (horizontal) waves and the amplitude, frequency, velocity, interference nodes and anitnodes of various waves. The slinky and brass spring are connected together to investigate reflection and refraction. Integration/Linkages: math, physical science, biology, human anatomy and physiology, engineering, measurement skills and tools, graphing, problem solving skills, calculator and computer-based skills, industry, research and writing skills, K- 8 curriculum, communications, science and society, careers, scale and model, history, safety skills, music Standard Number:4.0 Light and Optics Page 8 of 15

229 Physics /3/04 2:52 PM Standard: The student will examine the properties of light and optics. Learner Expectations: The student will 4.1 describe the characteristics of the electromagnetic spectrum. 4.2 investigate the interaction of light waves. 4.3 analyze the optics of mirrors. 4.4explore the optics of lenses. 4.5investigate the phenomenon of color. Performance Indicators: At Level 1, the student is able to explore properties of electromagnetic radiation. examine properties of light waves. At Level 2, the student is able to differentiate among transmission, reflection, refraction, diffraction, and interference of light waves. investigate the optical properties of plane and curved mirrors. Page 9 of 15

230 Physics /3/04 2:52 PM solve problems related to Snell s law. explore the formation of color. At Level 3, the student is able to draw, explain, and solve problems for the optics of mirrors and lenses. investigate optical phenomena (i.e., the Puddle Effect, optical illusions, and polarization). Sample Task: Building the Model of an Eye Using a magnifying glass, low wattage light bulb attached to an extension cord, and a piece of white poster board, build a working model of an eye. Engage: Ask the students, "What is an eye, its anatomy, and how does it work?" Allow them to discuss this for a few minutes. Explore: Tell the students, "Using the material provided, build a working model of an eye. Be careful not to burn yourself with the light bulb." Allow the students time to build, investigate, and prepare to explain what they discovered. Explain: Tell the students to, "Explain and demonstrate what was discovered." Integration/Linkages: math, physical science, biology, human anatomy and physiology, engineering, measurement skills and tools, graphing, problem solving skills, calculator and computer-based skills, industry, research and writing skills, K- 8 curriculum, communications, science and society, careers, scale and model, history, safety skills, astronomy, visual arts Standard Number:5.0 Electricity and Magnetism Standard: The students will investigate electricity and magnetism. Learning Expectations Page 10 of 15

231 Physics /3/04 2:52 PM The student will 5.1examine properties of electric forces, electric charges, and electric fields. 5.2explore the flow of charge and electric currents. 5.3investigate Ohm's law. 5.4compare and contrast series and parallel circuits. 5.5analyze schematic diagrams. 5.6understand magnetic poles, magnetic fields, and investigate electromagnetic induction. Performance Indicators: At Level 1, the student is able to analyze a given group of charges for repulsion and attraction. distinguish between charged particles related to repulsion and attraction. create a simple electromagnet. At Level 2, the student is able to describe the electric field that fills the space around a charged particle or group of charges. draw an electric field, given a scenario of charged particles. Page 11 of 15

232 Physics /3/04 2:52 PM solve problems of resistance using Ohm's law. draw and explain series and parallel circuits. identify components of series and parallel circuits and solve problems related to voltage, amperage, and resistance. build series and parallel circuits and demonstrate how they function. demonstrate a generated current by electromagnetic induction. At Level 3, the student is able to describe how current is generated by electromagnetic induction. design a lab that demonstrates the flow of charged particles and an electric current. Sample Task: Jump Rope Electromagnetic Induction Do this activity in the gym or outside in the schoolyard. Insert an appropriate size nail into the ground line of a three-prong 25-ft. extension cord. Now, connect a wire (alligator clamp possibly) to the nail and one of the post of a galvanometer. Then, connect another wire to the ground post of the other end of the extension cord and the remaining post of the galvanometer. Using the middle half of the cord to play jump rope, observe the galvanometer. Experiment with direction of the jump rope in relationship to the earth, speed of the jump rope and clockwise and counterclockwise rope spin. Integration/Linkages: math, earth science, physical science, engineering, measurement skills and tools, graphing, K-8 curriculum, problem solving skills, calculator and computer-based skills, industry, research and writing skills, communications, science and society, careers, scale and model, history, economics, safety skills Page 12 of 15

233 Physics /3/04 2:52 PM Standard Number:6.0 Nuclear Physics Standard: The student will investigate the laws and properties of nuclear physics. Learner Expectations The student will 6.1 investigate the properties and structure of the atom. 6.2 compare and contrast the Bohr model and the quantum model of the atom. 6.3explore the dynamics of the nucleus: radioactivity, nuclear decay, radiocarbon/uranium dating and half-life. 6.4 compare and contrast nuclear fission and nuclear fusion. 6.5 investigate the quantum theory. Performance Indicators: At Level 1, the student is able to identify the parts of an atom. describe the properties and location of subatomic particles. describe three forms of radioactivity. distinguish between nuclear fission and nuclear fusion. Page 13 of 15

234 Physics /3/04 2:52 PM At Level 2, the student is able to distinguish between the Bohr model and the quantum model of an atom. explain the changes in atomic number or mass number for each form of radioactivity. write and balance equations for the three forms of radioactive decay. solve half-life problems. explain dating methods using carbon-14 or uranium. explain how particles behave like waves. distinguish between coherent and incoherent light. describe how a laser is produced. At Level 3, the student is able to recognize how the quantum theory explains the photoelectric effect. solve problems related to the photoelectric effect. Page 14 of 15

235 Physics /3/04 2:52 PM Sample Task: Half-life of an Emptying Burette Fill a 100ml burette with tape water. The students will investigate the length of time for the water to drain from the burette. Record volume and time. The students can use various liquids, i.e. water, alcohol, oils, etc. Suggestions for analysis involves graphing (bar graphing/liner graphing) various volumes versus time. (Hint: Half Life = (1/2) n ). Integration/Linkages: math, physical science, engineering, measurement skills and tools, graphing, K-8 curriculum, problem solving skills, calculator and computer-based skills, industry, research and writing skills, communications, science and society, careers, scale and model, history, astronomy, medicine, safety skills, economics, electricity production, archeology, paleontology Back Page 15 of 15

236 Earth Science 2/3/04 2:49 PM Science Curriculum Standards Approved by the Tennessee State Board of Education August 31, 2001 Linda Jordan, Science Consultant EARTH SCIENCE Course Description Earth Science is a course that explores the origins and the connections between the physical, chemical, and biological processes of the Earth System. The student will investigate Earth System Energy in the Earth System Cycles in the Earth System Geologic History It is the expectation that students will experience the content of Earth Science through inquiry learning. Hands-on laboratory investigations, individual studies, and group activities should be a major portion of the learning experience. Students focus on topics associated with matter, energy, crystal dynamics, cycles, Page 1 of 13

237 Earth Science 2/3/04 2:49 PM geochemical processes, and the expanded time scales necessary to understand events in the earth system. Earth Science will provide the knowledge, prerequisite skills, and habits of mind needed for problem solving and ethical decision making about matters of scientific and technological concern, as well as, provide a basic foundation for advanced studies in biology, chemistry, physics, and personal career choices. Standard Number: 1.0 Earth System Standard: The student will investigate the origin, composition, and structure of the universe. Learning Expectations: The student will 1.1explore the theories of the origin of the universe and its vastness. 1.2examine the components of the solar system. 1.3examine the sun, earth, moon relationships and their gravitational effects. 1.4investigate the exploration of space. Performance Indicators: At Level 1, the student is able to identify the components of the universe: galaxies, solar systems, stars, planets, meteors, comets, and asteroids. understand the seasons and the phases of the moon. draw the position of the sun, earth, and moon during eclipses and lunar phases. Page 2 of 13

238 Earth Science 2/3/04 2:49 PM predict tidal conditions based on the position of the earth and moon. investigate the history of space exploration. At Level 2, the student is able to discuss the theories of the origin of the universe: Big Bang and Oscillating/Pulsating. construct a model of our solar system with emphasis on ratio and proportions of both distance and size of planets. explain the evolution of a star through all stages of its potential development. classify galaxies according to their shapes. explore the role of astronomical events in Earth history (e. g., asteroid/meteor impacts, solar flares, and comets). investigate the relationship between the length of the day and the inclination and relative position of the sun to the earth (seasons). interpret a tide chart using an almanac or the Internet. describe the relationship between mass and gravity. Page 3 of 13

239 Earth Science 2/3/04 2:49 PM construct a historical timeline of man's changing perceptions and knowledge regarding astronomy. explore recent developments in space exploration. explore the benefits of space technology in our everyday lives. At Level 3, the student is able to compare and contrast earth to other planets in our solar system. research Tennessee's contribution to earth and space science. research a career related to Earth systems such as: astronomer, astronaut, planetary geologist, aerospace engineer, and astrophysicist. Sample Task: Reasons for the Seasons--Prepare an orange by sticking 2 toothpicks into its opposite sides to represent the earth's axis. Draw the equator on the orange and place the orange on a plastic cup with axis offset from the perpendicular by 20 to 30. Place a flashlight horizontally on a same sized plastic cup and tape it down to prevent its rolling off. Turn on the flashlight and place the model of the earth 30 to 40 inches from the flashlight. With the North Pole pointing away from the light notice that the Southern Hemisphere receives light that is almost perpendicular, while the Northern Hemisphere receives light that is slanted. This shows winter in the Northern Hemisphere where there is less solar energy per square meter or yard. It is summer in the Southern Hemisphere. Rotate the cup with the orange 180 to view summer in the Northern Hemisphere and winter in the Southern Hemisphere. Integration/Linkages: biology, chemistry, physical science, astronomy, physics, math, history, economics, English, art, communication, ecology, environmental science, careers, technology, technological advancements, journalism, technical writing, applications to life Page 4 of 13

240 Earth Science 2/3/04 2:49 PM Standard Number:2.0 Energy in the Earth System Standard: The student will explore issues associated with energy use in the Earth system. Learning Expectations: The student will 2.1investigate energy sources. 2.2explore energy transfer pathways. 2.3evaluate alternative energy sources. Performance Indicators: At Level 1, the student is able to differentiate among the forms of energy (light, heart, mechanical, and chemical). illustrate the three types of energy transfer (radiation, conduction, and convection) and give examples. describe energy resources (e.g., fossil fuels, solar, geothermal, nuclear, wind, and hydroelectric). distinguish between renewable and nonrenewable resources and their conservation. Page 5 of 13

241 Earth Science 2/3/04 2:49 PM At Level 2, the student is able to investigate the sun as the major source of the Earth s energy. explore the three primary sources of internal energy: gravitational energy from the earth's original formation, friction, and radioactive decay. reflect upon a teacher demonstration of energy conservation (e.s., driving a nail into a board or mixing vinegar and baking soda). diagram and evaluate pathways of energy transfer to demonstrate the law of conservation of energy. relate the transfer of energy through the geologic cycles: mantle convection, wind, and ocean currents. describe the impact of energy transfer on human activity (hurricanes, crops growing--photosynthesis, volcanic eruptions, tsunamis). compare and contrast alternative energy sources and their environmental impact. At Level 3, the student is able to research careers that relate to energy in the earth system such as nuclear engineer, chemical engineer, environmental engineer, geochemical scientist, materials engineer, geologists, meteorologist, and hydrologist. debate issues related to energy sources, resources, and local impact. Page 6 of 13

242 Earth Science 2/3/04 2:49 PM Sample Task: A simulation of crustal plate movement due to mantle convection - Place a glass baking pan half filled with water on an electric hot plate. Turn on the heater. Using canned biscuit dough, tear nickel-sized pieces and place on water in the center of the pan. Have student observe and record biscuit (plate) movements due to the convection currents in the water (mantle). Ask students to write a brief description of how their observations of this activity relate to the movement of the crustal plates. Integration/Linkages: biology, chemistry, physical science, math, English, art, communication, ecology, environmental science, careers, technology, technological advancements, applications to life Standard Number:3.0 Cycles in the Earth System Standard: The student will investigate the principal features of the cycles in the Earth system. Learning Expectations: The student will 3.1explain the components of the tectonic cycle. 3.2investigate the rock cycle. 3.3analyze the hydrologic cycle. 3.4interpret and assimilate data related to the atmospheric cycle. 3.5differentiate between the geo-chemical (Earth system) cycles. 3.6 evaluate the role of living organisms within the Earth system cycles. 3.7investigate maps. Performance Indicators: Page 7 of 13

243 Earth Science 2/3/04 2:49 PM At Level 1, the student is able to explore continental drift/plate tectonics theory using models. distinguish between minerals and rocks. distinguish among sedimentary, igneous, and metamorphic rocks. diagram the rock cycle including the processes. label the parts of the hydrologic cycle, given a diagram. collect and interpret basic weather data from meteorological instruments (thermometer, rain gauge, dry/ wet thermometer, and barometer). demonstrate physical and chemical weathering. recognize the basic geochemical cycles: oxygen/carbon dioxide cycle, nitrogen cycle, and carbon cycle. At Level 2, the student is able to distinguish between diverging and converging plate boundaries using a labeled diagram of mantle convection currents. Page 8 of 13

244 Earth Science 2/3/04 2:49 PM explain and map the relationship between plate tectonics to mountain building, volcanoes, and earthquakes. identify mineral samples using simple property tests (hardness, luster, streak, cleavage/fracture and perhaps specific gravity, acid, shape, and taste). identify rock samples as sedimentary, igneous, or metamorphic. identify uses of rocks and minerals. describe the role of water (i.e. weathering, groundwater, river systems, glaciers, and oceans) in the evolution of landform processes. analyze weather data and make simple predictions using weather maps. understand the interrelationships among the geochemical cycles: a fixed amount of each stable element cycles through the earth systems, (the law of conservation of mass). recognize the interrelationships of geologic processes and human activity (e.g., floods, earthquakes, volcanoes, acid rain, and global warming). write an essay on how geology affects your everyday life. read and interpret topographic maps. At Level 3, the student is able to Page 9 of 13

245 Earth Science 2/3/04 2:49 PM construct the geological cycle for a physiographic region or geologic time period in Tennessee. investigate careers that relate to geology, such as mineralogist, geologist, meteorologist, volcanologist, gemologist, seismologist, paleontologist, and others. Sample Task: Sandstone Fill half of a small paper cup with sand. Make a mixture of half water and half-white glue. Add mixture to sand, stir, and pour off excess liquid. Mudstone--spread some wet mud in an aluminum pan. Leave undisturbed until the water evaporates. Rock Salt--dissolve salt in warm water until no more will dissolve. Pour the salt water into an aluminum pan and leave undisturbed until the water evaporates. Sandstone--Make a mixture of half water and half-white glue. Half fill a small paper cap with sand, add glue-water mixture, and sit. Pour off excess liquid. Leave undisturbed until the water evaporates. Conglomerate--follow instructions for sandstone, substituting a mixture of sand, gravel, and clay for the sand. Have students describe, sketch, and label each of the models above and compare their models to its sedimentary counterpart. Integration/Linkages: biology, chemistry, physical science, math, English, art, communications, ecology, environmental science, careers, applications to our daily lives, concept mapping, volcanology, research skills, problem solving skills, critical thinking skills, bioclimatology Standard Number:4.0 Geologic History Standard: The student will explore the geologic history of the Earth. Learning Expectations: The student will 4.1interpret and evaluate the nature of geologic time. 4.2investigate the evolution of Earth. Page 10 of 13

246 Earth Science 2/3/04 2:49 PM 4.3interpret and evaluate the evidence for biological evolution in the fossil record. 4.4demonstrate the effect of the environment on the formation and extinction of species. Performance Indicators: At Level 1, the student is able to explain the law of uniformitarianism. recognize that fossils are found in sedimentary rock. construct mock fossils. compare and contrast fossils to modern organisms. recognize the difference between absolute and relative time (i.e. using a family tree.) At Level 2, the student is able to recognize that fossils contained in sedimentary rock provide clues to life forms, changes in those life forms, and environmental changes. examine the fossil record to determine the adaptations of organisms. Page 11 of 13

247 Earth Science 2/3/04 2:49 PM cite and explain the evidence for plate tectonics (fossil record, mountain ranges, rock strata, paleomagnetism, paleoclimates, and configuration of the continents.) compare and contrast the mechanisms for determining the advance of geologic history: relative and absolute dating. construct and interpret a geologic timetable for the evolution of Earth and the history of life. differentiate the relative age of various fossils in sedimentary rock, given a diagram of rock strata. interpret the sequence of rock strata using superposition, cross cutting relationships, inclusions, the fossil record, and absolute data techniques. create a diorama that depicts the ancient environment or habitat in which a given fossil existed. At Level 3, the student is able to predict how environmental changes affect the development of new species or extinction of an existing species, given a written scenario. describe what a geologic time traveler might see in the future of Tennessee. Sample Task: Simulating amber Using aluminum foil, make a small palm size cup shaped container. Pour some mucilage into the bowl and place a dead insect into the mixture. Make sure the insect is nearly covered with the mucilage. Let the material dry for two or three days. Add more mucilage on top of the insect to make sure it is completely covered. Allow the material to dry for several more days. Peel away the foil from the "amber" and view your creation. Mucilage can be made using 1 cup each of water and sugar in a pan. Bring to a rolling boil and continue to heat 10 more minutes. Add honey for yellow color and stir. Page 12 of 13

248 Earth Science 2/3/04 2:49 PM Integration/Linkages: biology, chemistry, physical science, math, English, art, communication, ecology, environmental science, careers, technology, technological advancements, applications to our daily lives, history, cartography, paleontology, archeology, problem-solving skills, critical thinking skills, research, writing, scale and model, and careers as anthropologists, paleontologists, archeologists, and museum curator Back Page 13 of 13

249 Science 9-12 Geology 2/3/04 2:49 PM Science Curriculum Standards Approved by the Tennessee State Board of Education August 31, 2001 Linda Jordan, Science Consultant GEOLOGY Course Description: Geology is a course that explores the origins and the connections between the physical, chemical, and biological processes of the Earth system. The student will investigate Maps Matter and Minerals Rocks and the Rock Cycle Geologic History Plate Tectonics Page 1 of 17

250 Science 9-12 Geology 2/3/04 2:49 PM External Landform Morphology Students will experience the content of Geology through investigations and observations both in the field and the laboratory and through open-ended problem solving via cooperative learning and individual research. Students will focus on the physical aspects of Earth processes and cycles. The participants, will understand the importance of these processes and how they have and will continue to influence mans very existence and well being. This will enable them to make sound decisions relative to their community as well as the Earth s environment as a whole. Geology will provide a means of connecting all disciplines of science including biology, chemistry and physics. Geology also provides many areas of opportunity for personal career choices. Standard Number: 1.0 Maps Standard: The student will develop map interpretation skills for topographic and geologic features. Learning Expectations: The student will 1.1 read and interpret topographic maps. 1.2 investigate rock types, time periods, and faults from geologic maps. 1.3 investigate technologies used to map various features. 1.4 apply maps to solve land-use problems and for planning. Performance Indicators: At Level 1, the student is able to identify longitude and latitude lines. Page 2 of 17

251 Science 9-12 Geology 2/3/04 2:49 PM investigate the concept of scale as it applies to maps. identify basic map symbols and legends. define common rock types. define elevation. At Level 2, the student is able to determine latitude and longitude of specific map points. determine scaled map distances. determine elevations of specific points from a topographic map. recognize basic topographic map symbols from a legend/key. construct a 3-D representation of a topographical map or construct contour lines from a 3-D model. construct a profile from a topographic map. Page 3 of 17

252 Science 9-12 Geology 2/3/04 2:49 PM identify landforms and direction of stream flow using a topographic map. interpret basic rock types, time periods, and faults from geologic maps. determine and measure compass readings from selected sites. identify practical applications for map interpretation skills. investigate methods of remote sensing for measuring and monitoring the earth's crust. At Level 3, the student is able to use a GPS instrument to identify latitude, longitude, and elevation of a location. create a topographic map of a landform from collected data. successfully navigate an orienteering course. Sample Task: Fantasy Island. Using piece of blank paper, construct a topographic map of the following: an island 4.5 miles wide by 6 miles long. The island has 2 hills, one 197 ft high and the other 141-ft high. The island is steepest on the south side. A stream starts on the highest hill. The island is divided into 2 counties and contains a mine, a bridge, a swamp, and a depression. Be certain to include the contour interval, scale, polar direction, key/ legend, and benchmarks. Name the island, hills, stream, counties, town, swamp, bridge, and mine. Make a profile (cross section) of your island, which crosses the peaks of both hills. Integration/Linkages: Page 4 of 17

253 Science 9-12 Geology 2/3/04 2:49 PM math, history, economics, English, art, communication, ecology, environmental science, careers, technology, technological advancements, technical writing, applications to daily lives, cartography, geography Standard Number: 2.0 Matter and Minerals Standard: The student will explore matter and how it relates to the formation of minerals. Learning Expectations: The student will 2.1investigate the atom as the basic building block of all matter. 2.2apply the periodic table as a learning tool. 2.3investigate the structure, geometry, and shape of crystals. 2.4distinguish between physical and chemical properties of minerals. 2.5investigate the location, abundance, and use of minerals. Performance Indicators: At Level 1, the student is able to classify a substance as being made of atoms or molecules given its chemical symbol or formula. select groups of elements as being reactive or nonreactive metals, nonmetal, or gases, given the periodic table. recognize that water is the major solvent that releases minerals from the earth. Page 5 of 17

254 Science 9-12 Geology 2/3/04 2:49 PM evaluate the benefits and drawbacks of man s use of mineral resources given a scenario. At Level 2, the student is able to identify characteristics of all minerals (e.g., naturally occurring, inorganic, solid, definite structure, and composition). recognize or create a representative model of an atom, using the periodic table. build models of the six major crystal systems. recognize that the crystal form of minerals depends upon atomic size, method of bonding, and the environment. identify mineral samples using simple property tests (hardness, luster, streak, cleavage/fracture, specific gravity, and other special properties) and a mineral table. explore the role of gems as minerals and their value to man. create a presentation on minerals including a description (specific gravity, crystalline system, chemical formula, physical properties, etc,) an illustration, mining techniques, occurrences, and uses. At Level 3, the student is able to classify minerals (silicates, native elements, carbonates, and sulfates), using chemical formulas. Page 6 of 17

255 Science 9-12 Geology 2/3/04 2:49 PM create a brochure on the mineral resources of Tennessee. investigate technological advances related to minerals including their excavation and use (mining and removal techniques). Sample Task: Research your mineral and its uses and prepare an oral presentation to include the following: name of mineral, natural color, hardness from scale, luster type, specific gravity, crystal structure, chemical composition, occurrence, uses, interesting facts. Sample guidelines might include at least 1 minute in length, be ready when called on, visual could be poster, physical examples, or video, and use multiple references. Integration/Linkages: physical science, chemistry, geometry, environmental science, art, English, economics, NASA, mining, engineering, measurement, laboratory skills, models, careers, research skills, communication, computer skills, lapidary, geography Standard Number: 3.0 Rocks and the Rock Cycle Standard: The student will investigate the three rock classes and the rock cycle. Learning Expectations: The student will 3.1 identify and differentiate among the three rock classes. 3.2 examine the processes responsible for forming the three rock classes. 3.3 examine characteristics within each rock class. Page 7 of 17

256 Science 9-12 Geology 2/3/04 2:49 PM 3.4 analyze and interpret the rock cycle. Performance Indicators: At Level 1, the student is able to distinguish among sedimentary, igneous, and metamorphic rocks. diagram the rock cycle including the processes involved in the formation of each rock class. recognize that rocks are composed of minerals. identify rock uses. At Level 2, the student is able to distinguish between intrusive (plutonic) and extrusive (volcanic) igneous rocks. identify common igneous rocks (e.g., granite, rhyolite, basalt, gabbro, obsidian, pumice) using physical properties and a table. identify plutonic bodies (e.g., sill, dike, batholith, and laccolith). understand sedimentary processes. distinguish between clastic vs. non-clastic and detrital vs. chemical. Page 8 of 17

257 Science 9-12 Geology 2/3/04 2:49 PM identify sedimentary rock features such as stratification, fossils, graded bedding, ripple marks, and mudcracks. identify basic sedimentary rocks (e.g., sandstone, shale, limestone, coquina, coal, conglomerate) using physical properties and a table. differentiate between foliated and non-foliated metamorphic rocks. compare and contrast regional and contact metamorphism. identify common metamorphic rocks (e.g., gneiss, marble, schist, slate, quartzite) using physical properties and a table. At Level 3, the student is able to interpret and explain Bowen s reaction series. explain gradational metamorphism with index minerals and metamorphic rock types using a table. Sample Task: Modeling metamorphic foliation. Stick 10 pennies into a ball of "Play Dough" (clay) at different orientations. All pennies should be visible. Place in a zip lock bag. Apply pressure to the top using a block of wood (or book). Record and sketch observations. Integration/Linkages: Page 9 of 17

258 Science 9-12 Geology 2/3/04 2:49 PM chemistry, physical science, economics, art, mining, industry, biology, careers, paleontology, lapidary, architecture, construction, building materials, materials engineer Standard Number: 4.0 Geologic History Standard: The student will explore the geologic history of the Earth and evidence of life through time. Learning Expectations: The student will 4.1interpret and evaluate the nature of geologic time. 4.2investigate the evolution of Earth. 4.3investigate the history of life. 4.4interpret and evaluate the fossil record for evidence of biological evolution. 4.5demonstrate the effect of the environment in the formation and extinction of species through geologic time using fossils. Performance Indicators: At Level 1, the student is able to recognize how scientists estimate the age of the Earth. explain the law of uniformitarianism. recognize that fossils are found in sedimentary rock. Page 10 of 17

259 Science 9-12 Geology 2/3/04 2:49 PM construct mock fossils. compare and contrast fossil forms of life to modern organisms. recognize the difference between absolute and relative time (i.e. using a family tree.) At Level 2, the student is able to recognize that fossils contained in sedimentary rock provide evidence for life forms, changes in those life forms, and environmental changes. examine the fossil record to determine the environmental adaptations of organisms. cite and explain the evidence for plate tectonics (e.g., fossil record, mountain ranges, rock strata, paleomagnetism, paleoclimates, and configuration of the continents.). compare and contrast the mechanisms for determining the advance of geologic history: relative and absolute dating. construct and interpret a geologic timetable for the evolution of Earth and the history of life. differentiate the relative age of various fossils in sedimentary rock, given a diagram of rock strata. Page 11 of 17

260 Science 9-12 Geology 2/3/04 2:49 PM interpret the sequence of rock strata using superposition, cross cutting relationships, inclusions, the fossil record, and absolute data techniques. create a diorama that depicts the ancient environment or habitat in which a particular fossil existed. At Level 3, the student is able to predict how environmental changes will affect the development of a new species or extinction of an existing species, given a written scenario. describe what a geologic time traveler might see in the future of Tennessee. Sample Task: Students will select a geologic period and make a diorama. Students will research a geologic time period and make notes about the various life forms that were alive in that time period. Using a shoebox, students will construct representative plant and animal life figurines and a scenic background and glue them in the box. Integration/Linkages: biology, chemistry, physical science, math, English, art, communication, ecology, environmental science, careers, technology, technological advancements, applications to our daily lives, history, cartography, paleontology, archeology, problem-solving skills, critical thinking skills, research, writing communication, scale and model Standard Number: 5.0 Plate Tectonics Standard: spreading. The student will relate the theory of plate tectonics to the evidence for continental drift and seafloor Learning Expectations: Page 12 of 17

261 Science 9-12 Geology 2/3/04 2:49 PM The student will 5.1 recognize different types of plate boundaries (e.g., divergent, convergent, and transform including continental vs. oceanic). 5.2 interpret evidence for plate tectonics using paleomagnetism, fossil record, continental boundaries, and hot spots. 5.3 recognize that convection currents are the driving mechanisms for plate tectonics. 5.4 describe the processes associated with volcanoes, earthquakes, and mountain building. Performance Indicators, At Level 1, the student is able to identify plate boundaries on diagrams. match boundaries of continents by shape as evidence of plate tectonics. identify the layers of the earth's structure. At Level 2, the student is able to identify geologic features associated with divergent, convergent, and transform (continental and oceanic) plate boundaries. identify the evidence for plate tectonics using paleomagnetism, fossil record, continental boundaries, and hot spots. Page 13 of 17

262 Science 9-12 Geology 2/3/04 2:49 PM describe how convection currents drive plate tectonics. associate volcanoes and earthquake activity with plate boundaries using a map. distinguish among reverse, normal, and strike-slip faults. distinguish between anticline and syncline. label illustrations of movement of convection cells within mantle and their relationship to convergent and divergent plate boundaries. correlate plate movement by plotting movement of hot spots through time. At Level 3, the student is able to predict the location and arrangement of the continents at a specified future time. describe the location of the Hawaiian islands at a specified future time. Sample Task: Dissolved Gas in a Soda--Use a can of carbonated soft drink to explore the quantity of gas dissolved in a liquid. Write a hypothesis predicting how many milliliters of gas (carbon dioxide) a can of soda contains. Devise a plan to measure the gas that escapes from a can of soda using an electric hot plate, 1-L Pyrex beaker, water, 50 cm rubber tubing, smaller beaker or bottle or plastic 250 ml graduated cylinder, plastic container (shoebox size), modeling clay, safety goggles. Draw a picture of your set up, write down your procedure, and include safety precautions. After your teacher has approved your design, set up your materials. Run your experiment. Compare your results to your hypothesis. Describe the relationship of gas dissolved in a soda to a volcano. Page 14 of 17

263 Science 9-12 Geology 2/3/04 2:49 PM Integration/Linkages: biology, chemistry, physical science, math, English, art, communication, ecology, environmental science, careers, technology, technological advancements, applications to our daily lives, history, cartography, paleontology, archeology, problem-solving skills, critical thinking skills, research, writing communication, scale and model Standard Number: 6.0 Landforms Standard: The student will investigate landforms created by many different surficial processes and their relationships to various sources of energy in the Earth System. Learning Expectations: The student will 6.1investigate the hydrosphere and its effect on various relationships to landforms. 6.2associate surface processes such as wind, glaciers, gravity, oceans, rivers, and mankind with resulting landforms. 6.3understand the role of groundwater. Performance Indicators, At Level 1, the student is able to recognize that the earth s geologic features change. illustrate the hydrologic cycle and distinguish among condensation, evaporation, precipitation, transpiration, groundwater, runoff, bodies of water, etc. Page 15 of 17

264 Science 9-12 Geology 2/3/04 2:49 PM recognize groundwater as a major source of fresh water. At Level 2, the student is able to describe the landforms associated with deserts, glaciers, shorelines, and rivers. describe the nature of groundwater and define the elements of groundwater features. discuss stream discharge using the Tennessee River or local stream system as an example. describe the fluvial processes of erosion, transportation, and deposition. illustrate various drainage basin models and identify different types of drainage patterns. relate the characteristics of a river's age with respect to its velocity, channel shape, depth, and discharge. explain the processes by which a stream erodes and transports its load (suspension, saltation, and bedload). identify meanders, point bars, cut bank, and cutoffs using a map (e.g., lower Mississippi River). define a floodplain and describe the behavior of a stream channel and natural levee formation during a flood. describe the formation of river deltas. Page 16 of 17

265 Science 9-12 Geology 2/3/04 2:49 PM At Level 3, the student is able to investigate careers associated with water systems. investigate the influence of landforms on man s cultural, social and economic development. Sample Task: Cave activity. Place a drainage fixture on the bottom of a clear plastic tube and clamp the hose. Place 2 inches of gravel in the bottom followed by 2 inches of sand. Alternate these layers several times. Add water to some powdered calcium carbonate until it has the consistency of sticky "Play Dough". Roll the carbonate into a ball and flatten it. Place the flattened disc on a precut round wire screen that fits snugly into the tube. Stick 3 or 4 toothpicks into the bottom screen, then place another screen on top of the toothpicks and slide down on top of the calcium carbonate. Place the calcium carbonate sandwiched between the 2 screens in the tube. Continue layering gravel and sand on top of the calcium carbonate. While wearing goggles, place the tube over a sink and begin pouring dilute HCl into the plastic tube. A solution cave will form. Pour several liters of water through the system to dilute the acid left in the system. Integration/Linkages: biology, chemistry, physical science, math, English, art, communication, ecology, environmental science, careers, technology, technological advancements, applications to our daily lives, history, cartography, paleontology, archeology, problem-solving skills, critical thinking skills, research, writing communication, scale and model Back Page 17 of 17

266 Science 9-12 Scientific Research 2/3/04 2:52 PM Science Curriculum Standards Approved by the Tennessee State Board of Education August 31, 2001 Linda Jordan, Science Consultant SCIENTIFIC RESEARCH Course Description Scientific research is a course in which the student conducts an in-depth research project and presents his or her findings using a variety of media at local, district, regional, state and/or national competitions and/or presentations. Two major components of the course are a technical report including sections for literature search, design, procedures, analysis of data, experimental results, conclusions, and future directions; an audio-visual presentation that is appropriate to the nature of the research and the type of audience. The following major areas will be investigated: Ethical Practices Critical Thinking Skills Page 1 of 11

267 Science 9-12 Scientific Research 2/3/04 2:52 PM Scientific Inquiry Analyzing and Evaluating Data Communicating Scientific Results Standard Number:1.0 Ethical Practices Standard: The student will demonstrate ethical practices. Learning Expectations: The student will 1.1 critically examine data to determine its significance. 1.2 repeat trials to enhance the reliability of data. 1.3 recognize that in science one solution often leads to new questions. 1.4employ ethical practices with research and investigations that involve human or animal subjects and/or hazardous/bio-hazardous materials. 1.5follow safety procedures in the classroom, laboratory, and home environments. 1.6respect and understand copyright and patent laws. Performance Indicators Teacher: At level 1, the student is able to Page 2 of 11

268 Science 9-12 Scientific Research 2/3/04 2:52 PM use printed references and correct citations. honor all copyright laws. choose appropriate sources of information. report accurate observations. follow proper safety procedures. At level 2, the student is able to date and document data, observations, and reflections in a journal. complete a research plan that adheres to appropriate regulatory guidelines. reference sources of information. At level 3, the student is able to complete necessary documents regarding the involvement of human or animal subjects and/or hazardous/biohazardous materials. Sample Task: Submit a research plan to the teacher for approval. The research plan should include hypothesis, materials, procedure and bibliography of background research. In the procedure, the student should carefully outline safety procedures that must be followed as well as any ethical questions that must be considered. Page 3 of 11

269 Science 9-12 Scientific Research 2/3/04 2:52 PM Integration/Linkages: all disciplines of math, science, social studies and language arts, science in society, K-8 curriculum, scale and model, graphing skills, problem solving skills, calculator and computer based skills, measurement skills, safety skills, laboratory skills, research and writing skills, scientific inquiry skills, ability to analyze and represent data, communication skills, careers, organization skills, and technology Standard Number:2.0 Critical Thinking Skills Standard: The student will identify and clarify problems using critical thinking skills. Learning Expectations: The student will 2.1use scientific instruments for extending the human senses in observation. 2.2recognize limits to scientific investigations. 2.3use technological tools and mathematical models to analyze problems or questions. 2.4evaluate safety implications and risks associated with a question. 2.5analyze and study classical problems. Performance Indicators Teacher: At level 1, the student is able to balance risks and benefits to solving a problem. employ a search engine on the web. work cooperatively with an equal or a mentor. Page 4 of 11

270 Science 9-12 Scientific Research 2/3/04 2:52 PM show correct use of scientific instruments. At level 2, the student is able to perform a literature search to define a problem. write narratives to describe observed scientific phenomena. develop and refine a problem statement. develop an awareness of the limitations to scientific investigations. analyze questions using technology and mathematics models. examine safety precautions during experimental design. reflect on classical problems by documenting in a journal. At level 3, the student is able to work collaboratively with peers. employ advanced mathematical and computational models. Sample Task: Submit a clearly developed problem statement that has been refined as a result of a comprehensive literacy search of the topic. Page 5 of 11

271 Science 9-12 Scientific Research 2/3/04 2:52 PM Integration/Linkages: all disciplines of math, science, social studies and language arts, science in society, K-8 curriculum, scale and model, graphing skills, problem solving skills, calculator and computer based skills, measurement skills, safety skills, laboratory skills, research and writing skills, scientific inquiry skills, ability to analyze and represent data, communication skills, careers, organization skills, and technology Standard Number:3.0 Scientific Inquiry Standard: The student will design and implement a strategy for solving a scientific problem or a strategy for answering a scientific question. Learning Expectations: The student will 3.1practice appropriate safety procedures. 3.2formulate a working hypothesis to guide research. 3.3develop experimental procedures to test hypothesis. 3.4collect data using a variety of scientific tools. 3.5verify data for accuracy. Performance Indicators Teacher: At level 1, the student is able to demonstrate appropriate measurement techniques. differentiate between variables and controls in an experiment. Page 6 of 11

272 Science 9-12 Scientific Research 2/3/04 2:52 PM describe basic laboratory procedures. exhibit proper safety techniques. At level 2, the student is able to design and use appropriate procedures for laboratory and fieldwork. design experiments with the proper application of controls and variables. demonstrate appropriate use of scientific tools and instruments. record and document data and observations accurately. At level 3, the student is able to apply established procedures to novel situations. modify or design an alternative experimental procedure. Sample Performance Task Design a controlled procedure to investigate a problem. The procedure should detail the method of solution the student will use in the investigation. Integration/Linkages all disciplines of math, science, social studies and language arts, science in society, K-8 curriculum, scale and model, graphing skills, problem solving skills, calculator and computer based skills, measurement Page 7 of 11

273 Science 9-12 Scientific Research 2/3/04 2:52 PM skills, safety skills, laboratory skills, research and writing skills, scientific inquiry skills, ability to analyze and represent data, communication skills, careers, organization skills, and technology Standard Number:4.0 Analyzing and Evaluating Data Standard: The student will develop abilities to analyze and evaluate data. Learning Expectations: The student will 4.1use statistical analysis to analyze and interpret data accurately. 4.2evaluate data based in terms of accuracy and precision. 4.3make conclusions based on data analysis and evaluations. Performance Indicators: At level 1, the student is able to use graphing calculators or computers to process data. collect data with hand-held technology. analyze alternate methods for representing data graphically. At level 2, the student is able to use spreadsheets, graphing, and database programs. Page 8 of 11

274 Science 9-12 Scientific Research 2/3/04 2:52 PM examine trends in data in order to answer questions. distinguish between accuracy and precision. develop alternative hypotheses. At level 3, the student is able to develop a list of open-ended effects. Sample Task: Submit results of the student investigation, analysis of the data in forms of graphs and/or images, and conclusions reached on the basis of the analysis. Integration/Linkages: all disciplines of math, science, social studies and language arts, science in society, K-8 curriculum, scale and model, graphing skills, problem solving skills, calculator and computer based skills, measurement skills, safety skills, laboratory skills, research and writing skills, scientific inquiry skills, ability to analyze and represent data, communication skills, careers, organization skills, and technology Standard Number:5.0 Communicating Scientific Results Standard: The student will publish, present, and communicate results of a scientific investigation. Learning Expectations: The student will 5.1present scientific reports in a clear, accurate, and appropriate manner to a variety of audiences. 5.2communicate findings in order to extend the research base. Page 9 of 11

275 Science 9-12 Scientific Research 2/3/04 2:52 PM Performance Indicators: At level 1, the student is able to demonstrate basic keyboarding skills. apply proper grammatical conventions to written communication. write an expository essay. organize written communication with clarity and cohesiveness. compose and present a well-enunciated oral report. present information effectively using audiovisual aids. At level 2, the student is able to design and implement an appropriate presentation format based upon the audience and nature of the research. prepare a technical report. At level 3, the student is able to Page 10 of 11

276 Science 9-12 Scientific Research 2/3/04 2:52 PM collaborate with other investigators in order to revise experimental design and/or design new experiments. Sample Task: Using a variety of media, present a technical report (literature search, procedure, analysis, experimental results, conclusions, and future direction) on a problem centered investigation. Provide evidence of collaboration (teamwork, work with a mentor, etc.) during the experimental process. Integration/Linkages: all disciplines of math, science, social studies and language arts, science in society, K-8 curriculum, scale and model, graphing skills, problem solving skills, calculator and computer based skills, measurement skills, safety skills, laboratory skills, research and writing skills, scientific inquiry skills, ability to analyze and represent data, communication skills, careers, organization skills, and technology Back Page 11 of 11

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279 Bobby Evaporation Ground Water Condensation Precipitation

280 Stegosaurus Utah, Wyoming, Colorado found in are known for ate lived during Southern Africa large plates on their back and only plants mostly Jurassic period about million years ago China ferns and conifers small brains India Inspiration Software, Inc.

281 pumpkin Orange orange fire hydrant sun apple Red Mix Yellow flower cotton candy Purple Mix COLOR MIXING Mix Green broccoli Blue desk recycle car shamrock

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