1 McDougal Littell Middle School Science correlated to the Assessed Indicators, and the Assessed Indicators CC2 1/ KS 49
2 correlated to the, and the Science Correlation Chart Strand Inquiry (INQ Unit: All units involve inquiry Identify and refine a question that can be answered through scientific investigation Identify useful data or information Write a testable prediction Design and conduct investigations Identify and control variables Critique procedures and explanations Know that data supports a hypothesis but does not prove it until repeated numerous times Use simple statistics to analyze data Analyze data tables and graphs to formulate explanations Communicate the processes in solving a problem Understand how scientific evidence affects the development and change of theories. For example, theories of continental drift have changed to plate tectonics develop questions and identify concepts that guide scientific investigations. (i.e., Formulate a testable hypothesis, where appropriate, and demonstrate the logical connections between the scientific concepts guiding a hypothesis and the design of an experiment. Demonstrate a knowledge base, appropriate procedures, and conceptual understanding of scientific investigations (Performance and Multiple Choice design and conduct scientific investigations. (i.e., Requires introduction to the major concepts in the area being investigated, proper equipment, safety precautions, assistance with methodological problems, recommendations for use of technologies, clarification of ideas that guide the inquiry, and scientific knowledge obtained from sources other than the actual investigation. May also require student clarification of the question, method (including replication, controls, variables, display of data, revision of methods and replication of explanations, followed by a public presentation of the results with a critical response from peers. Always, students must use evidence, apply logic, and construct an argument for their proposed explanations formulate and revise scientific explanations and models using logic and evidence. (i.e., Student inquiries should culminate in formulating an explanation or model. Models can be physical, conceptual, or mathematical. In the process of answering the questions, the students should engage in discussions that result in the revision of their explanations. Discussions should be based (Multiple Choice design and conduct scientific investigations. (i.e., Requires introduction to the major concepts in the area being investigated, proper equipment, safety precautions, assistance with methodological problems, recommendations for use of technologies, clarification of ideas that guide the inquiry, and scientific knowledge obtained from sources other than the actual investigation. May also require student clarification of the question, method (including replication, controls, variables, display of data, revision of methods and replication of explanations, followed by a public presentation of the results with a critical response from peers. Always, students must use evidence, apply logic, and construct an argument for their proposed explanations (Performance and Multiple Choice use technology and mathematics to improve investigations and communications. (i.e., A variety of technologies, such as hand tools, measuring instruments, and calculators, should be an integral component of scientific investigations. The use of computers for the collection, organization, analysis, and display of data is also a part of this standard. Mathematics and models The Chapter Investigations in each unit provide the opportunity to practice this assessed item. Examples: Space Science Motion and Forces Electricity and Magnetism All units provide the opportunity to design and conduct investigations. Examples: Matter and Energy Waves, Sound, and Light The Chapter Investigations in each unit provide the opportunity to practice this assessed item. Examples: Ecology Space Science Electricity and Magnetism The suggested Unit Projects provide the opportunity to practice this assessed item. Examples: The Changing Earth Electricity and Magnetism 1
3 Inquiry (INQ on scientific knowledge, the use of logic, and evidence from their investigations. guide and improve the posing of questions, gathering data, constructing explanations, and communicating results. Technology is used to gather and manipulate data. New techniques and tools provide new evidence to guide inquiry and new methods to gather data, thereby contributing to the advance of science. The accuracy and precision of the data, and therefore the quality of the exploration, depends on the technology used (Performance and Multiple Choice recognize and analyze alternative explanations and models. (i.e., Emphasize the critical abilities of analyzing an argument by reviewing current scientific understanding, weighing the evidence, and examining the logic so as to decide which explanations and models are best. In other words, although there may be several plausible explanations, students should be able to use scientific criteria to determine the supported explanation(s (Performance and Multiple Choice recognize and analyze alternative explanations and models. (i.e., Emphasize the critical abilities of analyzing an argument by reviewing current scientific understanding, weighing the evidence, and examining the logic so as to decide which explanations and models are best. In other words, although there may be several plausible explanations, students should be able to use scientific criteria to determine the supported explanation(s The suggested Unit Projects provide the opportunity to practice this assessed item. Examples: The Changing Earth Electricity and Magnetism (Performance and Multiple Choice communicate and defend a scientific argument. (i.e., These abilities include writing procedures, expressing concepts, reviewing information, summarizing data, using language appropriately, developing diagrams and charts, explaining statistical analysis, speaking clearly and logically, constructing a reasoned argument, and responding appropriately to critical comments (Performance communicate and defend a scientific argument. (i.e., These abilities include writing procedures, expressing concepts, reviewing information, summarizing data, using language appropriately, developing diagrams and charts, explaining statistical analysis, speaking clearly and logically, constructing a reasoned argument, and responding appropriately to critical comments The suggested Unit Projects provide the opportunity to practice this assessed item. Examples: The Changing Earth Electricity and Magnetism explain how science uses peer review, replication of methods, and norms of honesty The Nature of Science feature in the introductory section of each unit will aid the student with this assessed item. 2
4 Physical- Matter (PMT ( Indicator understand that total mass is conserved in chemical reactions. (i.e., Measure the mass of an Alka Seltzer tablet, water, and a container with a lid. Then drop in tablet, close tightly, and measure the mass after the reaction ( Indicator understand the relationship of elements to compounds. (i.e., Draw a diagram to show how different compounds are composed of elements in various combinations Physical- Matter (PMT 2a.1.2 understand atoms have smaller components that have measurable mass and charge. 2a.1.3 understand the nucleus of an atom is composed of protons and neutrons which determine the mass of an atom. 2a.1.2 2a.1.3 3
5 Physical- Force & Motion (PFM Apply concepts of force to structures. 2a.2.7 understand compounds result from chemical bonds between ions or atoms. (i.e., Ionic compounds result from an attraction between ions of opposite charge (ionic bond. Molecular compounds result from atoms sharing electrons (covalent bond ( Indicator apply principles of force and motion to understand the solar system. (i.e., Use string and ball model to illustrate gravity and movement creating an orbit around a hand. 2a Space Science Motion and Forces 2b.1.1 understand that the motion of an object can be described in terms of its displacement (position, velocity, and acceleration. 2b.1.1 Motion and Forces 2b.1.2. understand objects change their motion only when a net force is applied. (i.e., When no net force acts, the object either doesn t move or moves with constant speed in a straight line. When a net force acts upon an object, the object will change its motion. The magnitude of the change in motion is given by the relationship Â F=ma, regardless of the type of force. 2a.3.2 explore chemical reactions that absorb energy from or release energy to the surroundings. 2b.1.2. Motion and Forces Physical- Energy (PEN Explain the effect of energy in the water cycle. 2a.3.2 2b.2.1 understand the energy of the universe is constant. (i.e., Physicists view matter as equivalent to energy. Matter and energy cannot be created or destroyed, but they can be interchanged. 2b.2.1 Matter and Energy Life (LFE understand most cell functions involve specific chemical reactions. (i.e., Food molecules taken into cells provide the chemicals needed to synthesize other molecules. Enzymes Cells and Heredity 4
6 catalyze both breakdown and synthesis in the cell. In eukaryotes these reactions take place in membranebound organelles understand cells can differentiate, thereby enabling complex multicellular organisms to form. (i.e., In the development of most multicellular organisms, a fertilized cell forms an embryo that differentiates into an adult. Differentiation is regulated through expression of different genes and leads to the formation of specialized cells, tissues, and organs Cells and Heredity understand DNA (or RNA provides the instructions that specify the characteristics of organisms. (i.e., Nucleotides (adenine, thymine, guanine, cytosine and uracil make up DNA and RNA molecules. Sequences of nucleotides that either determine or contribute to a genetic trait are called genes. DNA is replicated by using a template process that usually results in identical copies. DNA is packaged in chromosomes during cell replication Cells and Heredity Life (LFE understand that biologists use evolution theory to explain the earth s present day biodiversity the number, variety and variability of organisms. (i.e., Patterns of diversification and extinction of organisms are documented in the fossil record. The fossil record provides evidence of simple, bacteria-like life as far back as 3.8+ billion years ago. Natural selection, and other processes, can cause populations to change from one generation to the next. A single population can separate into two or more independent populations. Over time, these populations can also become very different from each other. If the isolation continues, the genetic separation may become irreversible. This process is called speciation. Populations, and entire lineages, can go extinct
7 One effect of extinction is to increase the apparent differences between populations. As intermediate populations go extinct, the surviving lineages can become more distinct from one another understand living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. This fundamental tension has profound effects on the interactions among organisms. (i.e., The presence and success of an organism, or a group of organisms, depends upon a large number of environmental factors Life Over Time Ecology develop an understanding that the sun is the primary source of energy for life through the process of photosynthesis. (i.e., Plants capture energy by absorbing light and using it to form simple sugars. The energy in these sugar molecules can be used to assemble larger molecules with biological activity, including proteins, DNA, carbohydrates, and fats. These molecules serve as sources of energy for life processes Cells and Heredity Ecology Life (LFE develop an understanding that food molecules contain energy. This energy is made available by cellular respiration. (i.e., Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed. Cells usually use this energy to regenerate ATP, the molecule involved in cell metabolism The student will understand the basic biology, diversity, ecology, and medical effects of microbiological agents, including prions, viruses, bacteria, and protists. (i.e., Viruses are particles that cause infections. They are composed of genomes encased in a protein shell Cells and Heredity Ecology Human Biology Human Biology 6
8 Life- Energy (LEN Life- Genetics (LGN Life- Patterns of Change (LPC Life- Systems & Interaction s (LSI Recognize patterns in ecosystems Explain interactions of organisms in an ecosystem. They can only reproduce in a host organism. Because of these properties vaccines are effective for viral infection but antibiotics are not. Bacteria are a very diverse group of organisms that account for much of this planet s biomass and cycling of materials. They are prokaryotes. Medically, several infectious diseases (e.g. strep throat, staph infections, cholera, syphilis, food poisoning, etc. are caused by bacteria. Protists are unicellular eukaryotes whose ancestors gave rise to other major kingdoms. Some are disease agents (e.g. malaria, amoebic dysentery and may require an animal vector. Understanding of these basic groups underlies effective sanitation and hygiene. Earth/Spa ce- Meteorolo gy (ESM Earth/Spa ce- Astronom y (EAS Understand weather forecasting, weather maps, fronts, and pressure systems Relate seasons to the earth s motion and tilt Explain the general features of the moon including physical characteristics and phases understand energy from the sun heats the oceans and the atmosphere, and affects oceanic and atmospheric circulation understand the geologic time scale and how it relates to the history of the earth understand that energy from the sun heats the oceans and the atmosphere, and affects oceanic and atmospheric circulation Earth's Waters Earth's Atmosphere The Changing Earth Apply an understanding of electromagnetic spectrum Explain the significance of using the units of measure for distance in the universe Explain the forces acting on planets. 7
9 Understand the organization and development of stars, solar systems, and planets. Earth/Spa ce- Astronom y (EAS Understand the geologic time scale and how it relates to the history of the earth. Earth/Spa ce- Geology (EGO Apply physical and chemical tests for the identification of rocks Know the uses of some common rocks and minerals Determine the processes that formed rocks, rock formations, and geologic features by interpreting evidence gathered understand that movable continental and oceanic plates make up the earth s surface; the hot, convecting mantle is the energy source for plate movement The Changing Earth Understand that movable continental and oceanic plates make up the earth's surface; convection through the mantle is the energy source for plate movement Understand the role of convection in oceanic and atmospheric circulation. Earth/Spa ce-natural Resource s (ENR Know the effects of environmental pollution on human health. Health Personal & Social (HPS Understand the causes, risks and benefits associated with natural hazards. History of Science (HS Science/T echnology & Society (STS Identify scientists who have influenced the science concepts studied in the 8th grade curriculum Differentiate between science and technology through experiences with design and problem solving Evaluate the benefits and risks of completed technological designs and problem solving Use a computer network as an information resource. 8
10 Identify and be able to solve a problem applying design principles. Science/T echnology & Society (STS Communicate the process of technological design Identify the implications of the U.S. Space Program and evaluate each in terms of value to society Design and communicate solutions considering benefits, risks, costs, and ethics of any decisions and/or issues. 9
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