Arizona Intermediate Level Science Core Curriculum Grades 6-8
correlated to theArizonaIntermediate LevelScience Core CurriculumGrades 6-8
CONTENTSCorrelation:Arizona Intermediate Level, Science Core Curriculum, Grades 6-8 correlated to theMcDougal Littell Science: Human Biology Module 2005 . . 1Standards Key:Arizona Science Standards, Grade 6 . . . .9Arizona Science Standards, Grade 7 . . . 24Arizona Science Standards, Grade 8 . . . 37
Arizona Intermediate LevelScience Core Curriculum Grades 6–8correlated to theMcDougal Littell ScienceHuman Biology Module 2005McDougal Littell ScienceHuman BiologyUnifying Principles of Life Science,pp. xiii–xxiArizona Indicators6.4.1.PO1, 6.4.3.PO1, 6.4.3.PO27.6.1.PO48.4.2.PO1, 8.5.1.PO1The Nature of Science,pp. xxii–xxv6.1.1.PO1, 6.1.1.PO3, 6.1.3.PO1, 6.1.3.PO5,6.1.4.PO3, 6.1.4.PO5, 6.2.2.PO1, 6.2.2.PO2,6.2.2.PO37.1.1.PO2, 7.1.1.PO3, 7.1.3.PO1, 7.1.3.PO3,7.1.3.PO4, 7.1.3.PO5, 7.1.3.PO6, 7.1.4.PO3,7.1.4.PO5, 7.2.2.PO1, 7.2.2.PO2, 7.2.2.PO38.1.1.PO3, 8.1.3.PO1, 8.1.3.PO5, 8.1.4.PO1,8.1.4.PO3, 8.1.4.PO5, 8.2.2.PO1, 8.2.2.PO2,8.2.2.PO3The Nature of Technology,pp. xxvi–xxvii6.2.1.PO1, 6.2.1.PO2, 6.2.1.PO3, 6.2.1.PO4,6.2.2.PO2, 6.3.2.PO1, 6.3.2.PO2, 6.3.2.PO47.2.1.PO1, 7.2.1.PO2, 7.2.1.PO3, 7.2.1.PO4,7.2.2.PO2, 7.3.2.PO1, 7.3.2.PO48.2.1.PO1, 8.2.1.PO3, 8.2.1.PO4, 8.2.2.PO2,8.3.2.PO11
McDougall Littell Science: Human Biology Module 2005 correlated to theArizona Intermediate Level, Science Core Curriculum Grades 6-8McDougal Littell ScienceHuman BiologyFrontiers in Science Surprising Senses,pp. 2–5Arizona Indicators6.1.1.PO2, 6.1.2.PO2, 6.1.2.PO5, 6.1.4.PO3,6.1.4.PO4, 6.2.1.PO1, 6.2.1.PO2, 6.2.1.PO3,6.2.1.PO4, 6.2.2.PO2, 6.2.2.PO3, 6.3.2.PO1,6.3.2.PO47.1.1.PO1, 7.1.2.PO2, 7.1.2.PO5, 7.1.4.PO3,7.1.4.PO4, 7.2.1.PO1, 7.2.1.PO2, 7.2.1.PO3,7.2.1.PO4, 7.2.2.PO2, 7.3.2.PO1, 7.3.2.PO48.1.1.PO1, 8.1.2.PO5, 8.1.3.PO7, 8.1.4.PO1,8.1.4.PO4, 8.2.1.PO1, 8.2.1.PO3, 8.2.1.PO4,8.2.2.PO2, 8.3.2.PO12
McDougall Littell Science: Human Biology Module 2005 correlated to theArizona Intermediate Level, Science Core Curriculum Grades 6-8McDougal Littell ScienceHuman BiologyArizona IndicatorsChapter 1Systems, Support, and Movement, pp. 6–331.1The human body is complex.pp. 9–136.1.1.PO2, 6.1.2.PO5, 6.2.2.PO3, 6.4.1.PO1,6.4.1.PO5, 6.4.1.PO77.1.1.PO1, 7.1.2.PO5, 7.2.2.PO38.1.1.PO1, 8.1.2.PO5, 8.2.2.PO1, 8.5.1.PO21.2The skeletal system provides support and protection.pp. 14–216.1.2.PO5, 6.2.2.PO3, 6.4.1.PO1, 6.4.1.PO67.1.2.PO5, 7.2.2.PO38.1.2.PO5, 8.2.2.PO11.3The muscular system makes movement possible.pp. 22–296.1.2.PO1, 6.1.2.PO3, 6.1.2.PO5, 6.1.4.PO3,6.1.4.PO5, 6.2.2.PO3, 6.4.1.PO6, 6.4.1.PO77.1.2.PO1, 7.1.2.PO5, 7.1.3.PO7, 7.1.4.PO3,7.1.4.PO5, 7.2.2.PO38.1.2.PO1, 8.1.2.PO5, 8.1.3.PO8, 8.1.4.PO1,8.1.4.PO3, 8.1.4.PO5, 8.2.2.PO1Chapter 1 Review/Standardized Test Practice,pp. 30–336.4.1.PO53
McDougall Littell Science: Human Biology Module 2005 correlated to theArizona Intermediate Level, Science Core Curriculum Grades 6-8McDougal Littell ScienceHuman BiologyArizona IndicatorsChapter 2Absorption, Digestion, and Exchange, pp. 34–612.1The respiratory system gets oxygen and removescarbon dioxide.pp. 37–446.1.1.PO2, 6.1.2.PO5, 6.1.3.PO3, 6.2.2.PO3,6.4.1.PO67.1.1.PO1, 7.1.2.PO5, 7.1.3.PO7, 7.2.2.PO38.1.1.PO1, 8.1.2.PO5, 8.1.3.PO8, 8.2.1.PO4,8.2.2.PO12.2The digestive system breaks down food.pp. 45–516.1.2.PO3, 6.1.2.PO5, 6.2.2.PO3, 6.4.1.PO6,6.4.1.PO7, 6.5.3.PO27.1.2.PO5, 7.2.2.PO38.1.2.PO5, 8.2.2.PO12.3The urinary system removes waste materials.pp. 52–576.1.2.PO1, 6.1.2.PO3, 6.1.2.PO4, 6.1.2.PO5,6.1.4.PO3, 6.1.4.PO5, 6.2.2.PO3, 6.4.1.PO17.1.1.PO2, 7.1.2.PO1, 7.1.2.PO3, 7.1.2.PO4,7.1.2.PO5, 7.1.4.PO3, 7.1.4.PO5, 7.2.2.PO38.1.1.PO2, 8.1.1.PO3, 8.1.2.PO1, 8.1.2.PO3,8.1.2.PO4, 8.1.2.PO5, 8.1.3.PO3, 8.1.3.PO4,8.1.4.PO1, 8.1.4.PO3, 8.1.4.PO5, 8.2.2.PO1Chapter 2 Review/Standardized Test Practice,pp. 58–616.1.3.PO4, 6.2.2.PO37.1.3.PO54
McDougall Littell Science: Human Biology Module 2005 correlated to theArizona Intermediate Level, Science Core Curriculum Grades 6-8McDougal Littell ScienceHuman BiologyArizona IndicatorsChapter 3Transport and Protection, pp. 62–923.1The circulatory system transports materials.pp. 65–736.1.2.PO3, 6.1.2.PO4, 6.1.2.PO5, 6.1.3.PO2,6.1.3.PO3, 6.1.3.PO5, 6.1.4.PO1, 6.1.4.PO3,6.1.4.PO5, 6.2.2.PO3, 6.4.1.PO6, 6.4.1.PO77.1.2.PO4, 7.1.2.PO5, 7.1.4.PO1, 7.1.4.PO2,7.1.4.PO3, 7.1.4.PO5, 7.2.2.PO38.1.2.PO4, 8.1.2.PO5, 8.1.3.PO4, 8.1.4.PO1,8.1.4.PO2, 8.1.4.PO3, 8.1.4.PO5, 8.2.2.PO13.2The immune system defends the body.pp. 74–826.1.3.PO4, 6.1.4.PO1, 6.2.2.PO3, 6.3.2.PO4,6.4.1.PO77.1.3.PO7, 7.1.4.PO1, 7.2.2.PO38.1.3.PO8, 8.1.4.PO1, 8.2.2.PO1, 8.3.1.PO13.3The integumentary system shields the body.pp. 83–896.1.2.PO5, 6.2.1.PO3, 6.2.2.PO2, 6.2.2.PO3,6.3.1.PO1, 6.3.2.PO17.1.2.PO5, 7.2.1.PO3, 7.2.2.PO2, 7.3.2.PO1,7.3.2.PO28.1.2.PO5, 8.2.1.PO3, 8.2.2.PO1, 8.3.2.PO1,8.3.2.PO2Chapter 3 Review/Standardized Test Practice,pp. 90–936.1.3.PO47.1.3.PO5Timelines in Science Seeing Inside the Body,pp. 94–976.1.2.PO5, 6.1.3.PO3, 6.2.1.PO1, 6.2.1.PO2,6.2.1.PO3, 6.2.1.PO4, 6.2.2.PO1, 6.2.2.PO2,6.2.2.PO3, 6.3.2.PO47.1.2.PO5, 7.2.1.PO1, 7.2.1.PO2, 7.2.1.PO3,7.2.1.PO4, 7.2.2.PO1, 7.2.2.PO2, 7.2.2.PO3,7.3.2.PO48.1.2.PO5, 8.2.1.PO1, 8.2.1.PO3, 8.2.1.PO4,8.2.2.PO1, 8.2.2.PO2, 8.3.2.PO45
McDougall Littell Science: Human Biology Module 2005 correlated to theArizona Intermediate Level, Science Core Curriculum Grades 6-8McDougal Littell ScienceHuman BiologyArizona IndicatorsChapter 4Control and Reproduction, pp. 98–1294.1The nervous system responds and controls.pp. 101–1096.1.2.PO3, 6.1.2.PO5, 6.1.4.PO3, 6.1.4.PO5,6.2.2.PO3, 6.3.2.PO1, 6.3.2.PO37.1.2.PO3, 7.1.2.PO5, 7.1.4.PO3, 7.1.4.PO5,7.2.2.PO38.1.2.PO3, 8.1.2.PO5, 8.1.3.PO4, 8.1.4.PO1,8.1.4.PO3, 8.1.4.PO5, 8.2.2.PO1, 8.2.2.PO14.2The endocrine system helps regulate body conditions.pp. 110–1176.1.2.PO3, 6.1.2.PO4, 6.1.2.PO5, 6.1.4.PO1,6.2.2.PO37.1.2.PO4, 7.1.2.PO5, 7.1.4.PO1, 7.1.4.PO2,7.2.2.PO38.1.2.PO4, 8.1.2.PO5, 8.1.4.PO1, 8.2.2.PO14.3The reproductive system allows the production ofoffspring.pp. 118–1256.1.2.PO4, 6.1.2.PO5, 6.1.3.PO3, 6.2.2.PO37.1.2.PO5, 7.2.2.PO38.1.2.PO4, 8.1.2.PO5, 8.2.2.PO1, 8.4.2.PO1Chapter 4 Review/Standardized Test Practice,pp. 126–1296.1.3.PO3, 6.1.3.PO46
McDougall Littell Science: Human Biology Module 2005 correlated to theArizona Intermediate Level, Science Core Curriculum Grades 6-8McDougal Littell ScienceHuman BiologyArizona IndicatorsChapter 5Growth, Development, and Health, pp. 130–1595.1The human body changes over time.pp. 133–1396.1.2.PO3, 6.1.2.PO5, 6.1.3.PO1, 6.1.3.PO4,6.1.4.PO1, 6.2.2.PO3, 6.4.1.PO77.1.2.PO3, 7.1.2.PO5, 7.1.3.PO1, 7.1.4.PO1,7.2.2.PO38.1.2.PO3, 8.1.2.PO5, 8.1.3.PO1, 8.1.4.PO2,8.2.1.PO4, 8.2.2.PO15.2Systems in the body function to maintain health.pp. 140–1476.1.3.PO4, 6.1.4.PO1, 6.2.2.PO3, 6.4.1.PO6,6.5.3.PO27.1.4.PO1, 7.2.2.PO38.1.4.PO1, 8.2.2.PO15.3Science helps people prevent and treat disease.pp. .1.2.PO1, 6.1.2.PO3, 6.1.2.PO4,6.1.3.PO3, 6.1.4.PO3, 6.1.4.PO5,6.2.2.PO1, 6.2.2.PO3, 6.3.2.PO1,6.4.1.PO17.1.1.PO1, 7.1.2.PO1, 7.1.2.PO4, 7.1.2.PO5,7.1.4.PO3, 7.1.4.PO5, 7.2.1.PO1, 7.2.2.PO1,7.2.2.PO3, 7.3.2.PO1, 7.3.2.PO2, .4.2.PO3Chapter 5 Review/Standardized Test Practice,pp. .1.3.PO3, .3.2.PO2,8.1.2.PO3,8.1.4.PO3,8.2.2.PO1,8.3.2.PO3,
McDougall Littell Science: Human Biology Module 2005 correlated to theArizona Intermediate Level, Science Core Curriculum Grades 6-8McDougal Littell ScienceHuman BiologyStudent Resource Handbooks,pp. R1–R51Arizona .2.PO1,8.1.2.PO5,8.1.3.PO5,8.1.4.PO1,8.1.4.PO5,8
Arizona Science StandardsGr. 6Strand 1: Inquiry Process [6.1]Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes:questioning, planning and conducting investigations, using appropriate tools and techniques to gather data,thinking critically and logically about relationships between evidence and explanations, andcommunicating results.Concept 1: Observations, Questions, and Hypotheses [6.1.1]Formulate predictions, questions, or hypotheses based on observations. Locate appropriate resources.6.1.1.PO1Differentiate among a question, hypothesis, and prediction.6.1.1.PO2Formulate questions based on observations that lead to the development of a hypothesis.(See M06-S2C1-01)6.1.1.PO3Locate research information, not limited to a single source, for use in the design of a controlledinvestigation. (See W-E8-01)9
Concept 2: Scientific Testing (Investigating and Modeling) [6.1.2]Design and conduct controlled investigations.6.1.2.PO1Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials,organisms) in all science inquiry.6.1.2.PO2Design an investigation to test individual variables using scientific processes.6.1.2.PO3Conduct a controlled investigation using scientific processes.6.1.2.PO4Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes,micrometers). (See M06-S4C4-02)6.1.2.PO5Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/orcomputer logs.10
Concept 3: Analysis and Conclusions [6.1.3]Analyze and interpret data to explain correlations and results; formulate new questions.6.1.3.PO1Analyze data obtained in a scientific investigation to identify trends. (See M06-S2C1-03)6.1.3.PO2Form a logical argument about a correlation between variables or sequence of events(e.g., construct a cause-and-effect chain that explains a sequence of events).6.1.3.PO3Evaluate the observations and data reported by others.6.1.3.PO4Interpret simple tables and graphs produced by others.6.1.3.PO5Analyze the results from previous and/or similar investigations to verify the results of the currentinvestigation.6.1.3.PO6Formulate new questions based on the results of a completed investigation.11
Concept 4: Communication [6.1.4]Communicate results of investigations.6.1.4.PO1Choose an appropriate graphic representation for collected data:line graphdouble bar graphstem and leaf plothistogram(See M06-S2C2-02)6.1.4.PO2Display data collected from a controlled investigation. (See M06-S2C1-02)6.1.4.PO3Communicate the results of an investigation with appropriate use of qualitative and quantitativeinformation. (See W-E6-PO1)6.1.4.PO4Create a list of instructions that others can follow in carrying out a procedure (without the use of personalpronouns).6.1.4.PO5Communicate the results and conclusion of the investigation.12
Strand 2: History and Nature of Science [6.2]Scientific investigation grows from the contributions of many people. History and Nature of Scienceemphasizes the importance of the inclusion of historical perspectives and the advances that each newdevelopment brings to technology and human knowledge. This strand focuses on the human aspects ofscience and the role that scientists play in the development of various cultures.Concept 1: History of Science as a Human Endeavor [6.2.1]Identify individual, cultural, and technological contributions to scientific knowledge.6.2.1.PO1Identify how diverse people and/or cultures, past and present, have made important contributions toscientific innovations (e.g., Jacques Cousteau [inventor, marine explorer], supports Strand 4; WilliamBeebe [scientist], supports Strand 4; Thor Heyerdahl [anthropologist], supports Strand 6).6.2.1.PO2Describe how a major milestone in science or technology has revolutionized the thinking of the time(e.g., Cell Theory, sonar, SCUBA, underwater robotics).6.2.1.PO3Analyze the impact of a major scientific development occurring within the past decade.6.2.1.PO4Describe the use of technology in science-related careers.13
Concept 2: Nature of Scientific Knowledge [6.2.2]Understand how science is a process for generating knowledge.6.2.2.PO1Describe how science is an ongoing process that changes in response to new information and discoveries.6.2.2.PO2Describe how scientific knowledge is subject to change as new information and/or technology challengesprevailing theories.6.2.2.PO3Apply the following scientific processes to other problem solving or decision making ingmeasuringclassifyingpredictingorganizing datainferringgenerating hypothesesidentifying variables14
Strand 3: Science in Personal and Social Perspectives [6.3]Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to aproblem, to understand the relationship between science and technology, and the ways people are involvedin both. Students understand the impact of science and technology on human activity and the environment.This strand affords students the opportunity to understand their place in the world – as living creatures,consumers, decision makers, problem solvers, managers, and planners.Concept 1: Changes in Environments [6.3.1]Describe the interactions between human populations, natural hazards, and the environment.6.3.1.PO1Evaluate the effects of the following natural hazards:sandstormhurricanetornadoultraviolet lightlightning-caused fire6.3.1.PO2Describe how people plan for, and respond to, the following natural disasters:droughtfloodingtornadoes15
Concept 2: Science and Technology in Society [6.3.2]Develop viable solutions to a need or problem.6.3.2.PO1Propose viable methods of responding to an identified need or problem.6.3.2.PO2Compare possible solutions to best address an identified need or problem.6.3.2.PO3Design and construct a solution to an identified need or problem using simple classroom materials.6.3.2.PO4Describe a technological discovery that influences science.16
Strand 4: Life Science [6.4]Life Science expands students’ biological understanding of life by focusing on the characteristics of livingthings, the diversity of life, and how organisms and populations change over time in terms of biologicaladaptation and genetics. This understanding includes the relationship of structures to their functions andlife cycles, interrelationships of matter and energy in living organisms, and the interactions of livingorganisms with their environment.Concept 1: Structure and Function in Living Systems [6.4.1]Understand the relationships between structures and functions of organisms.6.4.1.PO1Explain the importance of water to organisms.6.4.1.PO2Describe the basic structure of a cell, including:cell wallcell membranenucleus6.4.1.PO3Describe the function of each of the following cell parts:cell wallcell membranenucleus6.4.1.PO4Differentiate between plant and animal cells.6.4.1.PO5Explain the hierarchy of cells, tissues, organs, and systems.17
6.4.1.PO6Relate the following structures of living organisms to their functions:Animalsrespiration – gills, lungsdigestion – stomach, intestinescirculation – heart, veins, arteries, capillarieslocomotion – muscles, skeletonPlantstranspiration – stomata, roots, xylem, phloemabsorption – roots, xylem, phloemresponse to stimulus (phototropism, hydrotropism, geotropism) – roots, xylem, phloem6.4.1.PO7Describe how the various systems of living organisms work together to perform a vital function:respiratory and circulatorymuscular and skeletaldigestive and excretoryConcept 2: Reproduction and Heredity [6.4.2]Understand the basic principles of heredity.18
Concept 3: Populations of Organisms in an Ecosystem [6.4.3]Analyze the relationships among various organisms and their environment.6.4.3.PO1Explain that sunlight is the major source of energy for most ecosystems.(See Strand 5 Concept 3 and Strand 6 Concept 2)6.4.3.PO2Describe how the following environmental conditions affect the quality of life:water qualityclimatepopulation densitysmogConcept 4: Diversity, Adaptation, and Behavior [6.4.4]Identify structural and behavioral adaptations.19
Strand 5: Physical Science [5]Physical Science affords students the opportunity to increase their understanding of the characteristics ofobjects and materials they encounter daily. Students gain an understanding of the nature of matter andenergy, including their forms, the changes they undergo, and their interactions. By studying objects and theforces that act upon them, students develop an understanding of the fundamental laws of motion,knowledge of the various ways energy is stored in a system, and the processes by which energy istransferred between systems and surroundings.Concept 1: Properties and Changes of Properties in Matter [6.5.1]Understand physical and chemical properties of matter.Concept 2: Motion and Forces [6.5.2]Understand the relationship between force and motion.20
Concept 3: Transfer of Energy [6.5.3]Understand that energy can be stored and transferred.6.5.3.PO1Identify various ways in which electrical energy is generated using renewable and nonrenewable resources(e.g., wind, dams, fossil fuels, nuclear reactions).6.5.3.PO2Identify several ways in which energy may be stored.6.5.3.PO3Compare the following ways in which energy may be transformed:mechanical to electricalelectrical to thermal6.5.3.PO4Explain how thermal energy (heat energy) can be transferred by:conductionconvectionradiation21
Strand 6: Earth and Space Science [6.6]Earth and Space Science provides the foundation for students to develop an understanding of the Earth, itshistory, composition, and formative processes, and an understanding of the solar system and the universe.Students study the regularities of the interrelated systems of the natural world. In doing so, they developunderstandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studyingthe Earth from both a historical and current time frame, students can make informed decisions about issuesaffecting the planet on which they live.Concept 1: Structure of the Earth [6.6.1]Describe the composition and interactions between the structure of the Earth and its atmosphere.6.6.1.PO1Describe the properties and the composition of the layers of the atmosphere.6.6.1.PO2Explain the composition, properties, and structure of the Earth’s lakes and rivers.6.6.1.PO3Explain the composition, properties, and structures of the oceans’ zones and layers.6.6.1.PO4Analyze the interactions between the Earth’s atmosphere and the Earth’s bodies of water (water cycle).6.6.1.PO5Describe ways scientists explore the Earth’s atmosphere and bodies of water. (See Strand 2 Concept 1)22
Concept 2: Earth’s Processes and Systems [6.6.2]Understand the processes acting on the Earth and their interaction with the earth systems.6.6.2.PO1Explain how water is cycled in nature.6.6.2.PO2Identify the distribution of water within or among the 3Analyze the effects that bodies of water have on the climate of a region.6.6.2.PO4Analyze the following factors that affect climate:ocean currentselevationlocation6.6.2.PO5Analyze the impact of large-scale weather systems on the local weather.6.6.2.PO6Create a weather system model that includes:the Sunthe atmospherebodies of waterConcept 3: Earth in the Solar System [6.6.3]Understand the relationships of the Earth and other objects in the solar system.23
Arizona Science StandardsGRADE 7Strand 1: Inquiry Process [7.1]Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes:questioning, planning and conducting investigations, using appropriate tools and techniques to gather data,thinking critically and logically about relationships between evidence and explanations, andcommunicating results.Concept 1: Observations, Questions, and Hypotheses [7.1.1]Formulate predictions, questions, or hypotheses based on observations. Locate appropriate resources.7.1.1.PO1Formulate questions based on observations that lead to the development of a hypothesis.(See M07-S2C1-01)7.1.1.PO2Select appropriate resources for background information related to a question, for use in the design of acontrolled investigation. (See W-E8-01)7.1.1.PO3Explain the role of a hypothesis in a scientific inquiry.24
Concept 2: Scientific Testing (Investigating and Modeling) [7.1.2]Design and conduct controlled investigations.7.1.2.PO1Demonstrate safe behavior and appropriate procedures(e.g., use and care of technology, materials, organisms) in all science inquiry.7.1.2.PO2Design an investigation to test individual variables using scientific processes.7.1.2.PO3Conduct a controlled investigation, utilizing multiple trials, to test a hypothesis using scientific processes.7.1.2.PO4Perform measurements using appropriate scientific tools(e.g., balances, microscopes, probes, micrometers).7.1.2.PO5Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/orcomputer logs.25
Concept 3: Analysis and Conclusions [7.1.3]Analyze and interpret data to explain correlations and results; formulate new questions.7.1.3.PO1Analyze data obtained in a scientific investigation to identify trends. (See M07-S2C1-08)7.1.3.PO2Form a logical argument about a correlation between variables or sequence of events(e.g., construct a cause-and-effect chain that explains a sequence of events).7.1.3.PO3Analyze results of data collection in order to accept or reject the hypothesis.7.1.3.PO4Determine validity and reliability of results of an investigation.7.1.3.PO5Formulate a conclusion based on data analysis.7.1.3.PO6Refine hypotheses based on results from investigations.7.1.3.PO7Formulate new questions based on the results of a previous investigation.26
Concept 4: Communication [7.1.4]Communicate results of investigations.7.1.4.PO1Choose an appropriate graphic representation for collected data: (See M07-S2C1-03)line graphdouble bar graphstem and leaf plothistogram7.1.4.PO2Display data collected from a controlled investigation. (See M07-S2C1-03)7.1.4.PO3Communicate the results of an investigation with appropriate use of qualitative and quantitativeinformation. (See W-E6-PO1)7.1.4.PO4Write clear, step-by-step instructions for following procedures (without the use of personal pronouns).7.1.4.PO5Communicate the results and conclusion of the investigation.27
Strand 2: History and Nature of Science [7.2]Scientific investigation grows from the contributions of many people. History and Nature of Scienceemphasizes the importance of the inclusion of historical perspectives and the advances that each newdevelopment brings to technology and human knowledge. This strand focuses on the human aspects ofscience and the role that scientists play in the development of various cultures.Concept 1: History of Science as a Human Endeavor [7.2.1]Identify individual, cultural, and technological contributions to scientific knowledge.7.2.1.PO1Identify how diverse people and/or cultures, past and present, have made important contributions toscientific innovations (e.g., Rachel Carson [scientist], supports Strand 4; Luis Alvarez [scientist] andWalter Alvarez [scientist], support Strand 6; Percival Lowell [scientist], supports Strand 6; Copernicus[scientist], supports Strand 6).7.2.1.PO2Describe how a major milestone in science or technology has revolutionized the thinking of the time(e.g., global positioning system, telescopes, seismographs, photography).7.2.1.PO3Analyze the impact of a major scientific development occurring within the past decade.7.2.1.PO4Analyze the use of technology in science-related careers.28
Concept 2: Nature of Scientific Knowledge [7.2.2]Understand how science is a process for generating knowledge.7.2.2.PO1Describe how science is an ongoing process that changes in response to new information and discoveries.7.2.2.PO2Describe how scientific knowledge is subject to change as new information and/or technology challengesprevailing theories.7.2.2.PO3Apply the following scientific processes to other problem solving or decision making ingmeasuringclassifyingpredictingorganizing datainferringgenerating hypothesesidentifying variables29
Strand 3: Science in Personal and Social Perspectives [7.3]Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to aproblem, to understand the relationship between science and technology, and the ways people are involvedin both. Students understand the impact of science and technology on human activity and the environment.This strand affords students the opportunity to understand their place in the world – as living creatures,consumers, decision makers, problem solvers, managers, and planners.Concept 1: Changes in Environments [7.3.1]Describe the interactions between human populations, natural hazards, and the environment.7.3.1.PO1Analyze environmental risks (e.g., pollution, destruction of habitat) caused by human interaction withbiological or geological systems.7.3.1.PO2Analyze environmental benefits of the following human interactions with biological or geological systems:reforestationhabitat restorationconstruction of dams7.3.1.PO3Propose possible solutions to address the environmental risks in biological or geological systems.30
Concept 2: Science and Technology in Society [7.3.2]Develop viable solutions to a need or problem.7.3.2.PO1Propose viable methods of responding to an identified need or problem.7.3.2.PO2Compare solutions to best address an identified need or problem.7.3.2.PO3Design and construct a solution to an identified need or problem using simple classroom materials.7.3.2.PO4Describe a scientific discovery that influences technology.31
Strand 4: Life Science [7.4]Life Science expands students’ biological understanding of life by focusing on the characteristics of livingthings, the diversity of life, and how organisms and populations change over time in terms of biologicaladaptation and genetics. This understanding includes the relationship of structures to their functions andlife cycles, interrelationships of matter and energy in living organisms, and the interactions of livingorganisms with their environment.Concept 1: Structure and Function in Living Systems [7.4.1]Understand the relationships between structures and functions of organisms.Concept 2: Reproduction and Heredity [7.4.2]Understand the basic principles of heredity.Concept 3: Populations of Organisms in an Ecosystem [7.4.3]Analyze the relationships among various organisms and their environment.7.4.3.PO1Compare food chains in a specified ecosystem and their corresponding food web.7.4.3.PO2Explain how organisms obtain and use resources to develop and thrive in:nichespredator/prey relationships7.4.3.PO3Analyze the interactions of living organisms with their ecosystems:limiting factorscarrying capacity7.4.3.PO4Evaluate data related to problems associated with population growth (e.g., overgrazing, forest management,invasion of non-native species) and the possible solutions.7.4.3.PO5Predict how environmental factors (e.g., floods, droughts, temperature changes) affect survival rates inliving organisms.7.4.3.PO6Create a model of the interactions of living organisms within an ecosystem.Concept 4: Diversity, Adaptation, and Behavior [7.4.4]Identify structural and behavioral adaptations.32
Strand 5: Physical Science [7.5]Physical Science affords students the opportunity to increase their understanding of the characteristics ofobjects and materials they encounter daily. Students gain an understanding of the nature of matter andenergy, including their forms, the changes they undergo, and their interactions. By studying objects and theforces that act upon them, students develop an understanding of the fundamental laws of motion,knowledge of the various ways energy is stored in a system, and the processes by which energy istransferred between systems and surroundings.Concept 1: Properties and Changes of Properties in Matter [7.5.1]Understand physical and chemical properties of matter.Concept 2: Motion and Forces [7.5.2]Understand the relationship between force and motion.Concept 3: Transfer of Energy [7.5.3]Understand that energy can be stored and transferred.33
Strand 6: Earth and Space Science [7.6]Earth and Space Science provides the foundation for students to develop an understanding of the Earth, itshistory, composition, and formative processes, and an understanding of the solar system and the universe.Students study the regularities of the interrelated systems of the natural world. In doing so, they developunderstandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studyingthe Earth from both a historical and current time frame, students can make informed decisions about issuesaffecting the planet on which they live.Concept 1: Structure of the Earth [7.6.1]Describe the composition and interactions between the structure of the Earth and its atmosphere.7.6.1.PO1Classify rocks and minerals by the following observable ibe the properties and the composition of the following major layers of the Earth:crustmantlecore7.6.1.PO3Explain the following processes involved in the formation of the Earth’s structure:erosiondepositionplate tectonicsvolcanism7.6.1.PO4Describe how the rock and fos
McDougall Littell Science: Human Biology Module 2005 correlated to the Arizona Intermediate Level, Science Core Curriculum Grades 6-8 McDougal Littell Science Human Biology Arizona Indicators Chapter 1 Systems, Support, and Movement, pp. 6-33 1.1 The human body is complex. pp. 9-13 6.1.1.PO2, 6.1.2.PO5, 6.2.2.PO3, 6.4.1.PO1,
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Intermediate-Level Science Test is to be administered in Grade 8 to serve as a basis for determining students’ need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test is designed to measure the content and skills contained in the Intermediate-Level Science Core Curriculum, Grades 5–8.
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The series takes students through key aspects of English grammar from elementary to upper intermediate levels. Level 1 – Elementary to Pre-intermediate A1 to A2 (KET) Level 2 – Low Intermediate to Intermediate A2 to B1 (PET) Level 3 – Intermediate to Upper Intermediate B1 to B2 (FCE) Key features Real Language in natural situations
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NEW INSIDE OUT PRE-INTERMEDIATE AND INTERMEDIATE, SPEAKING ACTIVITIES AND ANECDOTES New Inside Out, pre-intermediate and intermediate levels (A2-B1) Michel Andrey, michelandrey@bluewin.ch Page 2 Timing: 10-12 minutes per pair of candidates. Candidates are assessed on their performance throughout the test. There are a total of 25 marks in Paper 3,
Rough paths, invariance principles in the rough path topology, additive functionals of Markov pro-cesses, Kipnis–Varadhan theory, homogenization, random conductance model, random walks with random conductances. We gratefully acknowledge financial support by the DFG via Research Unit FOR2402 — Rough paths, SPDEs and related topics. The main part of the work of T.O. was carried out while he .
