|
»
HE.912.C.1.3:
|
Evaluate how environment and personal health are interrelated.
|
|
|
HE.912.C.1.In.c
Explain how environment and personal health are interrelated, such as food options within a community and availability of recreational facilities.
|
|
HE.912.C.1.Su.c
Identify ways selected environmental factors can affect personal health, such as food options within a community and availability of recreational facilities.
|
|
HE.912.C.1.Pa.c
Recognize environmental factors and related personal health behaviors, such as having recreational facilities available and increased physical activity.
|
|
»
HE.912.C.1.4:
|
Analyze how heredity and family history can impact personal health.
|
|
|
HE.912.C.1.In.d
Explain how heredity and family history can impact personal health, such as drug use, family obesity, heart disease, and mental health.
|
|
HE.912.C.1.Su.d
Describe ways personal health can be affected by heredity and family history, such as drug use, family obesity, heart disease, and mental health.
|
|
HE.912.C.1.Pa.d
Recognize ways personal health can be affected by heredity or family history, such as drug use, family obesity, heart disease, and mental health.
|
|
»
HE.912.C.1.8:
|
Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.
|
|
|
HE.912.C.1.In.h
Describe strategies for prevention, detection, and treatment of common communicable and chronic diseases, such as preventing and treating obesity, early detection of cancer, and getting adequate physical exercise to help prevent diabetes and heart disease.
|
|
HE.912.C.1.Su.h
Identify common strategies for prevention, detection, and treatment of common communicable and chronic diseases, such as preventing and treating obesity, early detection of cancer, and getting adequate physical exercise to help prevent diabetes and heart disease.
|
|
HE.912.C.1.Pa.h
Recognize selected strategies for prevention of common communicable diseases, such as sanitization, avoiding direct contact with infection, and proper disposal of hygiene products.
|
|
»
MA.912.S.3.2:
|
Collect, organize, and analyze data sets, determine the best format for the data and present visual summaries from the following:
- bar graphs
- line graphs
- stem and leaf plots
- circle graphs
- histograms
- box and whisker plots
- scatter plots
- cumulative frequency (ogive) graphs
|
High
|
|
MA.912.S.3.In.b
Collect data and display in single-line graph s, circle graph s, and bar graph s.
|
|
MA.912.S.3.Su.b
Organize data in pictographs and bar graph s and identify the labels for categories.
|
|
MA.912.S.3.Pa.a
Identify quantity in data sets of 10 by counting objects, pictures, or symbols and identify which category has more, less, or none.
|
|
»
SC.912.E.7.1:
|
Analyze the movement of matter and energy through the different biogeochemical cycle s, including water and carbon.
|
High
|
|
SC.912.E.7.In.a
Identify cycles that occur on Earth, such as the water and carbon cycles, and the role energy plays in them.
|
|
SC.912.E.7.Su.a
Recognize the phases of the water cycle that occur on Earth and the role energy plays in the water cycle .
|
|
SC.912.E.7.Pa.a
Recognize that clouds release rain (part of the water cycle ).
|
|
»
SC.912.L.14.1:
|
Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science.
|
Moderate
|
|
SC.912.L.14.In.a
Identify that all living things are made of cells and cells function in similar ways (cell theory).
|
|
SC.912.L.14.Su.a
Identify that the cell is the smallest basic unit of life and that all living things are made of cells.
|
|
SC.912.L.14.Pa.a
Match parts of common living things to their functions.
|
|
»
SC.912.L.14.2:
|
Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport).
|
Moderate
|
|
SC.912.L.14.In.b
Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions.
|
|
SC.912.L.14.Su.b
Recognize that cells have different parts and each has a function.
|
|
SC.912.L.14.Pa.a
Match parts of common living things to their functions.
|
|
»
SC.912.L.14.3:
|
Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells.
|
Moderate
|
|
SC.912.L.14.In.b
Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions.
|
|
SC.912.L.14.Su.b
Recognize that cells have different parts and each has a function.
|
|
SC.912.L.14.Pa.a
Match parts of common living things to their functions.
|
|
»
SC.912.L.14.6:
|
Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.
|
High
|
|
SC.912.L.14.In.d
Describe common human health issues.
|
|
SC.912.L.14.Su.c
Recognize common human health issues.
|
|
SC.912.L.14.Pa.c
Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid.
|
|
»
SC.912.L.14.7:
|
Relate the structure of each of the major plant organs and tissues to physiological processes.
|
Moderate
|
|
SC.912.L.14.In.e
Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants.
|
|
SC.912.L.14.Su.d
Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction.
|
|
SC.912.L.14.Pa.d
Recognize major plant parts, such as root, stem, leaf, and flower.
|
|
»
SC.912.L.15.1:
|
Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.
|
High
|
|
SC.912.L.15.In.a
Identify that prehistoric plants and animals changed over time (evolved) or became extinct.
|
|
SC.912.L.15.Su.a
Match fossils to related species.
|
|
SC.912.L.15.Pa.a
Recognize that plants and animals change as they age.
|
|
»
SC.912.L.15.4:
|
Describe how and why organisms are hierarchically classified and based on evolutionary relationships.
|
High
|
|
SC.912.L.15.In.b
Classify living organisms into their kingdoms.
|
|
SC.912.L.15.Su.b
Match organisms to the animal, plant, and fungus kingdoms.
|
|
SC.912.L.15.Pa.b
Sort common living things into plant and animal kingdoms.
|
|
»
SC.912.L.15.6:
|
Discuss distinguishing characteristics of the domains and kingdoms of living organisms.
|
Moderate
|
|
SC.912.L.15.In.b
Classify living organisms into their kingdoms.
|
|
SC.912.L.15.Su.b
Match organisms to the animal, plant, and fungus kingdoms.
|
|
SC.912.L.15.Pa.b
Sort common living things into plant and animal kingdoms.
|
|
»
SC.912.L.15.8:
|
Describe the scientific explanations of the origin of life on Earth.
|
Moderate
|
|
SC.912.L.15.In.c
Identify that there are scientific explanations of the origin of life on Earth.
|
|
SC.912.L.15.Su.c
Recognize that there are scientific explanations of how life began.
|
|
SC.912.L.15.Pa.a
Recognize that plants and animals change as they age.
|
|
»
SC.912.L.15.10:
|
Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools.
|
Moderate
|
|
SC.912.L.15.In.d
Recognize ways that the appearance of humans, their language, and their tools have changed over time.
|
|
SC.912.L.15.Su.d
Recognize that humans have changed in appearance over a very long period of time.
|
|
SC.912.L.15.Pa.a
Recognize that plants and animals change as they age.
|
|
»
SC.912.L.15.13:
|
Describe the conditions required for natural selection , including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.
|
Moderate
|
|
SC.912.L.15.In.e
Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection ).
|
|
SC.912.L.15.Su.e
Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up.
|
|
SC.912.L.15.Pa.c
Recognize that animals produce offspring.
|
|
»
SC.912.L.15.14:
|
Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.
|
Moderate
|
|
SC.912.L.15.In.a
Identify that prehistoric plants and animals changed over time (evolved) or became extinct.
|
|
SC.912.L.15.Su.a
Match fossils to related species.
|
|
SC.912.L.15.Pa.a
Recognize that plants and animals change as they age.
|
|
»
SC.912.L.15.15:
|
Describe how mutation and genetic recombination increase genetic variation.
|
Moderate
|
|
SC.912.L.15.In.f
Recognize that changes in the genes of a species can affect the characteristics of their offspring.
|
|
SC.912.L.15.Su.f
Recognize that characteristics of the offspring of living things are sometimes different from their parents.
|
|
SC.912.L.15.Pa.d
Recognize differences in physical characteristics within a species of animals, such as different types of dogs.
|
|
»
SC.912.L.16.1:
|
Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance.
|
High
|
|
SC.912.L.16.In.a
Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring.
|
|
SC.912.L.16.Su.a
Recognize characteristics (traits) that offspring inherit from parents.
|
|
SC.912.L.16.Pa.a
Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height.
|
|
»
SC.912.L.16.2:
|
Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles.
|
High
|
|
SC.912.L.16.In.b
Identify traits that plants and animals, including humans, inherit.
|
|
SC.912.L.16.Su.a
Recognize characteristics (traits) that offspring inherit from parents.
|
|
SC.912.L.16.Pa.a
Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height.
|
|
»
SC.912.L.16.3:
|
Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information.
|
High
|
|
SC.912.L.16.In.c
Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism.
|
|
SC.912.L.16.Su.b
Recognize that all organisms have a substance called DNA with unique information.
|
|
SC.912.L.16.Pa.b
Recognize similarities in characteristics of plants and animals of the same type (species).
|
|
»
SC.912.L.16.4:
|
Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring.
|
High
|
|
SC.912.L.16.In.c
Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism.
|
|
SC.912.L.16.Su.b
Recognize that all organisms have a substance called DNA with unique information.
|
|
SC.912.L.16.Pa.b
Recognize similarities in characteristics of plants and animals of the same type (species).
|
|
»
SC.912.L.16.5:
|
Explain the basic processes of transcription and translation, and how they result in the expression of genes.
|
High
|
|
SC.912.L.16.In.c
Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism.
|
|
SC.912.L.16.Su.b
Recognize that all organisms have a substance called DNA with unique information.
|
|
SC.912.L.16.Pa.b
Recognize similarities in characteristics of plants and animals of the same type (species).
|
|
»
SC.912.L.16.8:
|
Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer.
|
Moderate
|
|
SC.912.L.16.In.d
Identify that cancer can result when cells change or grow uncontrollably.
|
|
SC.912.L.16.Su.c
Recognize that cancer may result when cells change or grow too fast.
|
|
SC.912.L.16.Pa.c
Recognize that illness can result when parts of our bodies are not working properly.
|
|
»
SC.912.L.16.9:
|
Explain how and why the genetic code is universal and is common to almost all organisms.
|
Moderate
|
|
SC.912.L.16.In.c
Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism.
|
|
SC.912.L.16.Su.b
Recognize that all organisms have a substance called DNA with unique information.
|
|
SC.912.L.16.Pa.b
Recognize similarities in characteristics of plants and animals of the same type (species).
|
|
»
SC.912.L.16.10:
|
Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.
|
High
|
|
SC.912.L.16.In.e
Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques.
|
|
SC.912.L.16.Su.d
Recognize that new medicines and foods can be developed by science (biotechnology).
|
|
SC.912.L.16.Pa.d
Recognize a food.
|
|
»
SC.912.L.16.13:
|
Describe the basic anatomy and physiology of the human reproductive system . Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy.
|
Moderate
|
|
SC.912.L.16.In.f
Describe the basic process of human development from fertilization to birth.
|
|
SC.912.L.16.Su.e
Recognize major phases in the process of human development from fertilization to birth.
|
|
SC.912.L.16.Pa.e
Recognize the sequence of human development from baby to child to adult.
|
|
»
SC.912.L.16.14:
|
Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction .
|
Moderate
|
|
SC.912.L.16.In.g
Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis).
|
|
SC.912.L.16.Su.f
Recognize that cells reproduce by dividing.
|
|
SC.912.L.16.Pa.f
Recognize that living things produce offspring (reproduce).
|
|
»
SC.912.L.16.16:
|
Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores.
|
Moderate
|
|
SC.912.L.16.In.g
Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis).
|
|
SC.912.L.16.Su.f
Recognize that cells reproduce by dividing.
|
|
SC.912.L.16.Pa.f
Recognize that living things produce offspring (reproduce).
|
|
»
SC.912.L.16.17:
|
Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation.
|
High
|
|
SC.912.L.16.In.g
Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis).
|
|
SC.912.L.16.Su.f
Recognize that cells reproduce by dividing.
|
|
SC.912.L.16.Pa.f
Recognize that living things produce offspring (reproduce).
|
|
»
SC.912.L.17.2:
|
Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.
|
High
|
|
SC.912.L.17.In.a
Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature.
|
|
SC.912.L.17.Su.a
Recognize that living things in bodies of water are affected by the location and depth of the water.
|
|
SC.912.L.17.Pa.a
Recognize common living things in bodies of water.
|
|
»
SC.912.L.17.4:
|
Describe changes in ecosystems resulting from seasonal variations, climate change and succession.
|
Moderate
|
|
SC.912.L.17.In.b
Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators.
|
|
SC.912.L.17.Su.b
Recognize how animals and plants in an ecosystem may be affected by changes to the food supply or climate.
|
|
SC.912.L.17.Pa.b
Recognize what happens to plants and animals when they don’t get enough food or water.
|
|
»
SC.912.L.17.5:
|
Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
|
High
|
|
SC.912.L.17.In.b
Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators.
|
|
SC.912.L.17.Su.b
Recognize how animals and plants in an ecosystem may be affected by changes to the food supply or climate.
|
|
SC.912.L.17.Pa.b
Recognize what happens to plants and animals when they don’t get enough food or water.
|
|
»
SC.912.L.17.8:
|
Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
|
High
|
|
SC.912.L.17.In.d
Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity.
|
|
SC.912.L.17.Su.d
Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity.
|
|
SC.912.L.17.Pa.d
Recognize actions that are harmful to living things.
|
|
»
SC.912.L.17.9:
|
Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
|
Moderate
|
|
SC.912.L.17.In.e
Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun.
|
|
SC.912.L.17.Su.e
Identify producers, consumers, and decomposers in a simple food chain .
|
|
SC.912.L.17.Pa.e
Recognize that animals (consumers) eat animals and plants for food.
|
|
»
SC.912.L.17.11:
|
Evaluate the costs and benefits of renewable and nonrenewable resource s, such as water, energy, fossil fuels, wildlife, and forests.
|
High
|
|
SC.912.L.17.In.g
Identify types of renewable and nonrenewable natural resource s and explain the need for conservation.
|
|
SC.912.L.17.Su.g
Identify a way to conserve a familiar, nonrenewable, natural resource .
|
|
SC.912.L.17.Pa.f
Recognize the importance of clean water for living things.
|
|
»
SC.912.L.17.20:
|
Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
|
High
|
|
SC.912.L.17.In.h
Describe ways the lifestyles of individuals and groups can help or hurt the environment.
|
|
SC.912.L.17.Su.h
Identify ways individuals can help the environment.
|
|
SC.912.L.17.Pa.g
Recognize a way to help the local environment.
|
|
»
SC.912.L.18.1:
|
Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules.
|
Moderate
|
|
SC.912.L.18.In.a
Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms.
|
|
SC.912.L.18.Su.a
Recognize that humans use proteins, carbohydrates, and fats.
|
|
SC.912.L.18.Pa.a
Recognize that humans need different kinds of food.
|
|
»
SC.912.L.18.7:
|
Identify the reactants, products, and basic functions of photosynthesis.
|
Moderate
|
|
SC.912.L.18.In.b
Identify the products and function of photosynthesis.
|
|
SC.912.L.18.Su.b
Recognize that the function of photosynthesis is to produce food for plants.
|
|
SC.912.L.18.Pa.b
Recognize that plants need water, light, and air to grow.
|
|
»
SC.912.L.18.8:
|
Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.
|
Moderate
|
|
SC.912.L.18.In.c
Identify that cells release energy from food so the organism can use it (cellular respiration).
|
|
SC.912.L.18.Su.c
Recognize that cells get energy from food.
|
|
SC.912.L.18.Pa.c
Identify that food is a source of energy.
|
|
»
SC.912.L.18.9:
|
Explain the interrelated nature of photosynthesis and cellular respiration.
|
Moderate
|
|
SC.912.L.18.In.d
Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants.
|
|
SC.912.L.18.Su.d
Recognize that people and animals breathe in the oxygen that plants give off.
|
|
SC.912.L.18.Pa.b
Recognize that plants need water, light, and air to grow.
|
|
»
SC.912.L.18.10:
|
Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.
|
High
|
|
SC.912.L.18.In.e
Recognize that energy is stored in cells.
|
|
SC.912.L.18.Su.c
Recognize that cells get energy from food.
|
|
SC.912.L.18.Pa.c
Identify that food is a source of energy.
|
|
»
SC.912.L.18.11:
|
Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity.
|
Moderate
|
|
SC.912.L.18.In.f
Recognize that enzymes break down food molecules during the digestive process.
|
|
SC.912.L.18.Su.e
Recognize that food is broken down in digestion (use of enzymes).
|
|
SC.912.L.18.Pa.d
Recognize that saliva helps people eat when they chew.
|
|
»
SC.912.L.18.12:
|
Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.
|
Moderate
|
|
SC.912.L.18.In.g
Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth.
|
|
SC.912.L.18.Su.f
Identify the important role of water in sustaining life of plants and animals.
|
|
SC.912.L.18.Pa.e
Recognize that plants and animals use water to live.
|
|
»
SC.912.N.1.1:
|
Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:
- pose questions about the natural world,
- conduct systematic observations,
- examine books and other sources of information to see what is already known,
- review what is known in light of empirical evidence,
- plan investigations,
- use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs),
- pose answers, explanations, or descriptions of events,
- generate explanations that explicate or describe natural phenomena (inferences),
- use appropriate evidence and reasoning to justify these explanations to others,
- communicate results of scientific investigations, and
- evaluate the merits of the explanations produced by others.
|
High
|
|
SC.912.N.1.In.a
Identify a problem based on a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Identify a scientific question
2. Examine reliable sources of informtion to identify what is already known
3. Develop a possible explanation (hypothesis)
4. Plan and carry out an experiment
5. Gather data based on measurement and observations
6. Evaluate the data
7. Use the data to support reasonable explanations, inferences, and conclusions.
|
|
SC.912.N.1.Su.a
Recognize a problem based on a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Recognize a scientific question
2. Use reliable information and identify what is already known
3. Create possible explanation
4. Carry out a planned experiment
5. Record observations
6. Summarize results
7. Reach a reasonable conclusion.
|
|
SC.912.N.1.Pa.a
Recognize a problem related to a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Observe objects and activities
2. Follow planned procedures
3. Recognize a solution.
|
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»
SC.912.N.1.3:
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Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
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Low
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SC.912.N.1.In.b
Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions.
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SC.912.N.1.Su.b
Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results.
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SC.912.N.1.Pa.b
Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results.
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SC.912.N.1.4:
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Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
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High
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SC.912.N.1.In.a
Identify a problem based on a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Identify a scientific question
2. Examine reliable sources of informtion to identify what is already known
3. Develop a possible explanation (hypothesis)
4. Plan and carry out an experiment
5. Gather data based on measurement and observations
6. Evaluate the data
7. Use the data to support reasonable explanations, inferences, and conclusions.
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SC.912.N.1.Su.a
Recognize a problem based on a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Recognize a scientific question
2. Use reliable information and identify what is already known
3. Create possible explanation
4. Carry out a planned experiment
5. Record observations
6. Summarize results
7. Reach a reasonable conclusion.
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SC.912.N.1.Pa.a
Recognize a problem related to a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Observe objects and activities
2. Follow planned procedures
3. Recognize a solution.
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SC.912.N.1.6:
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Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
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Moderate
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SC.912.N.1.In.a
Identify a problem based on a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Identify a scientific question
2. Examine reliable sources of informtion to identify what is already known
3. Develop a possible explanation (hypothesis)
4. Plan and carry out an experiment
5. Gather data based on measurement and observations
6. Evaluate the data
7. Use the data to support reasonable explanations, inferences, and conclusions.
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SC.912.N.1.Su.a
Recognize a problem based on a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Recognize a scientific question
2. Use reliable information and identify what is already known
3. Create possible explanation
4. Carry out a planned experiment
5. Record observations
6. Summarize results
7. Reach a reasonable conclusion.
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SC.912.N.1.Pa.a
Recognize a problem related to a specific body of knowledge, including life science , earth and space science, or physical science , and do the following:
1. Observe objects and activities
2. Follow planned procedures
3. Recognize a solution.
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SC.912.N.2.1:
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Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
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High
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SC.912.N.2.In.a
Identify examples of investigations that involve science.
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SC.912.N.2.Su.a
Identify questions that can be answered by science.
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SC.912.N.2.Pa.a
Recognize an example of work by scientists.
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SC.912.N.2.2:
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Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.
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High
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SC.912.N.2.In.b
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