With Assessment Guidelines information - Lab-Aids · With Assessment Guidelines information ......

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LAB-AIDS CORRELATIONS FOR THE SOUTH CAROLINA SCIENCE STANDARDS

GRADES 6-8

With Assessment Guidelines information

Instructional materials from the Science Education for Public Understanding Program (SEPUP) are developed at the Lawrence Hall of Science, at the University of California, Berkeley, and distributed nationally by LAB-AIDS, Inc. SEPUP materials are supported by grants from the National Science Foundation. All other materials are developed by LAB-AIDS. This correlation is intended to show selected locations in SEPUP programs that support the South Carolina Science Standards. It is not an exhaustive list; other locations may exist that are not listed here. This document was prepared by Mark Koker, Ph D, Director of Curriculum and Training at LAB-AIDS and Din Seaver, Director of New Product Development. For more information about this correlation or for questions about review copies, presentations, or any matters related to sales or service, please contact Amy Kezman, LAB-AIDS Regional Manager at 704) 841-0962 or (800) 381-8003 x144 (message only), or by email at [email protected], or visit us on the web at www.lab-aids.com. Key to P ro grams:

SEPUP programs are available as full year courses, or separately, as units, which are listed below. • IAES = Is sues and Earth Sc i ence

Studying Soils Scientifically, 1-11 Rocks and Minerals, 12-23 Erosion and Deposition, 24-35 Plate Tectonics, 36-49 Weather and Atmosphere, 50-70 The Earth in Space, 71-84 Earth and the Solar System, 85-98

• IALS = Issues and Life Science Experimental Design: Studying People Scientifically, 1-10 Body Works, 11-29 Cell Biology and Disease, 30-53 Genetics, 54-71 Ecology, 72-88 Evolution, 89-101 Bioengineering, 102-108

• IAPS = Issues and Phys i cal Sc ienc e Studying Materials Scientifically, 1-11 The Chemistry of Materials, 12-29 Water, 30 - 52 Energy, 53-72

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Force and Motion, 73-88 SC WAVES UNIT, Supplement (see Teacher’s Guides, Appendix)

Suppl ementa ry p ro grams for middl e s c hoo l Key to LAB-AIDS Kits These LAB-AIDS kits and modules address one or more science standards not addressed in the core programs, as noted. This listing is primarily for the use of non-SEPUP customers, as most standards are addressed using core SEPUP programs; however, in a few cases, SEPUP customers may wish to supplement the SEPUP program with one or more LAB-AIDS kits. 7 HUMAN GENETICS EXPERIMENT 9 NORMAL MITOSIS 12-01 MAKE-A-GAS OXYGEN GAS STUDY 12-02 MAKE-A-GAS HYDROGEN GAS STUDY 12-03 MAKE-A-GAS CARBON DIOXIDE GAS STUDY 22 OSMOSIS AND DIFFUSION 25 ENZYME ACTIVITY STUDY 32 BIOLOGY & CHEMISTRY OF SOIL EXPERIMENT 33 SOIL ORGANISM STUDY 34 NEMATODE STUDY 35 DECOMPOSITION 38 MODELING AND COMPARING FOSSIL FUEL & BIOFUEL COMBUSTION 51 INTRODUCTION TO & USE OF DICHOTOMOUS KEY 61 PLANT CELL STUDY 62 THE STUDY OF THE STRUCTURE & FUNCTION OF MITOCHONDRIA 63 DIFFERENTIATION OF CELLS EXPERIMENT 70 GENETICS CONCEPTS 71 MOLECULAR MODEL OF DNA & ITS REPLICATION 71-A ADVANCED MOLECULAR MODEL OF DNA & ITS REPLICATION 72 DNA-RNA PROTEIN SYNTHESIS MODEL 77 HEREDITY & ENVIRONMENT 78 SICKLE CELL CONCEPTS 80 INTRODUCTION TO pH MEASUREMENT 81R PH MEASUREMENTS/INDICATOR 82 PROPERTIES OF ACIDS AND BASES EXPERIMENT 83 IDENTIFICATION OF SUBSTANCES 84 IDENTIFICATION OF CHEMICAL REACTIONS 85 DETERMINATION OF CHEMICAL FORMULAS 87 CHANGING OF EQUILIBRIUM LE CHATERIER'S PRINCIPLE 91 NATURAL SELECTION EXPERIMENT 100-A SCIENTIFIC METHOD PROBLEM.SOLVING 110R FAMILIES OF ELEMENTS EXPERIMENT 111 FLAME TESTS AND EMISSION SPECTROSCOPY 124-1 INDIVIDUAL ELEMENTARY MOLECULAR MODEL SET 125 INDIVIDUAL BASIC STUDENT MOLECULAR MODEL SET 125-1 INDIVIDUALIZED ORGANIC STUDENT MOLECULAR MODEL 129 FIRST INTRODUCTION TO MOLECULAR MODELS 130 MOLECULAR MODEL

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131 ORGANIC CHEMISTRY MOLECULAR MODEL 132 ORGANIC CHEMISTRY (FUNCTIONAL GROUPS) MODEL 133 ORGANIC CHEMISTRY (ISOMERS) MODEL 140 SUBLEVEL ORBITALS OF ATOM 160 BACTERIA STUDY 430 ROCK CYCLE: AN INTERACTIVE EXPLORATION THROUGH GEOLOGIC TIME 435 READING RIVER SEDIMENTS SIMULATED MINERAL EXPLORATION 437 MODELING AND INVESTIGATING WATERSHEDS 442 MODELING STREAM EROSION AND DEPOSITION 505 MOLECULES OF LIFE 510 CHEMESTRY OF CARBOHYDRATES MODEL 511 CHEMISTRY OF FATS MODEL 512 CHEMISTRY OF PROTEINS MODEL 513 NUCLEIC ACID MOLECULAR STRUCTURE 520 MOLECULES OF METABOLISM: UNDERSTANDING DIGESTION & RESPIRATION 701 CHEMILUMINESCENCE DEMONSTRATION 701A CHEMILUMINESCENCE STUDENT 1101 INTRODUCTION TO SOIL 1102 SOIL COMPOSITION AND STRUCTURE 1270 INVESTIGATING HUMAN HEREDITY P110 INVESTIGATING LIGHT P120 COLOR AND SPECTRUM P130 REFLECTION AND REFRACTION P210 FORCE AND MOTION P610 DENSITY: UNDERSTANDING THROUGH EXPERIMENTAL DESIGN

“S” KITS 39S BIOFUELS: INVESTIGATING ETHANOL PRODUCTION & COMBUSTION 206S MEASURING ENERGY EFFICIENCY 318S SOIL NUTRIENTS AND FERTILIZERS 351S EXPLORING NEWTON”S FIRST LAW: INERTIA 352S CLASSIFYING OBJECTS IN THE SOLAR SYSTEM 403S CLASSIFYING SEDIMENTARY, METAMORPHIC & IGNEOUS ROCK 404S THE ROCK CYCLE ACTVITY 406S EXAMINING FOSSILS 436S MODELING CONVECTION CURRENTS 438S PLATE TECTONICS: PLATE BOUNDARY COMPUTER SIMULATION 439S MAKING AND INTERPRETING TOPOGRAPHIC MAPS 440S COPPER MINING AND EXTRACTION 441S USING CHEMICAL REACTIONS TO REDUCE WASTE 443S CORRELATING SEDIMENTARY STRATA 444S USING REMOTE SENSING TO DETERMINE TOPOGRAPHY 445S PLATE TECTONICS: EXAMINING EVIDENCE FOR CONTINENTAL DRIFT 550S CLASSIFYING ANIMALS 603S INVESTIGATING AND APPLYING GENETICS EI-2 ENVIRONMENTAL IMPACT: COMPARING INDUSTRIES ES-2 INVESTIGATING ENERGY FROM THE SUN HC-2 HOUSEHOLD CHEMICALS: BETTER BY DESIGN HM-2 HAZARDOUS MATERIALS INVESTIGATION: THE BARREL MYSTERY

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NEW KITS FOR 2009 [31] PHOTOSYNTHESIS, PLANTS, AND FOOD [109S] ELEMENTS AND THE PERIODIC TABLE [211] WAVES, SOUND AND LIGHT [212] ENERGY TRANSFER: MOTION OF A PENDULUM [213] ELECTRIC MOTORS AND GENERATORS [214] SIMPLE MACHINES [215] ELECTRICAL CONDUCTIVITY AND CIRCUITRY [216] MAGNETIC FIELDS AND ELECTROMAGNETS [217] EARTH’S MAGNETIC FIELD [434S] CONTAMINANTS AND THE WATER CYCLE [480S] WEATHER FORECASTING [905] SELECTIVE BREEDING Recommended Scope and Sequence

• Grade 6: Weather and Atmosphere; Energy; Ecology

• Grade 7: My Body and Me; Micro-Life; Our Genes, Our Selves; Ecology (1), Materials (4)

• Grade 8: Evolution; Rocks, Minerals, & Soils (2); Shaping the Land; Earth and the Solar System; Force and Motion; Energy from the Sun (3)

Notes:

(1) The 6th and 7th grade content standards both contain ecology-related content. From a time perspective, we believe it is better to use the Ecology unit in grade 6 (and possibly address some of the 7th grade ecology standards in grade 6 as well), as the 7th grade course of study is relatively crowded with topics; but this is a decision best left to local districts to make. (2) Addresses standards 8-3.4 and 8-3.5. (3) Optional, addresses some but not all of the wave standards; not submitted for state adoption

Key to assessment terms The SEPUP assessment system uses analysis questions (AQ) in the student book activities, short answer or brief constructed response (BCR) to prompts in the student book activities, and item bank test questions in the Teacher’s Guide (TG), most of which are selected-response (SR) type. The following key can be used to interpret how the program works for the following citation: IALS 75 AQ4 ET; IB E-2, 3, 5, 6-8

IB = Test item bank questions, this citation means questions 2, 3, 5, and 6-8 from SALI item bank E measure student performance

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IALS 75 AQ4 ET; IB E-2, 3, 5, 6-8

UC, AD, ET, etc. represent SEPUP assessment variables (UC = Understanding concepts; AD = analyzing data; ET = Using evidence and tradeoffs; DI = Designing and conducting investigations; GI = Group interactions; CM = Communication scientific information). The above citation means that analysis question 4 of the activity can be used to measure student performance on the ET variable, and assessment item bank E, questions 2, 3, 5, 6-8 can also be used for this purpose.

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GRADE 6

SEPUP SC CONTENT STANDARD LOCATION ASSESSMENT

LAB-AIDS KITS

Standard 6-1: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.

6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling psychrometer) safely and accurately when conducting a controlled scientific investigation.

IAES, IALS, IAPS: Throughout

THROUGH-OUT

6-1.2 Differentiate between observation and inference during the analysis and interpretation of data.

IALS 72, 74, 78, 84; IAPS 35, 68

IALS 72 ET: Q6 IALS 74 CM; Q3 IAPS 35 AQ1 AD IAPS 68 PROC DI, [IB] D18

6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key.

IALS 75 75 [IB] E4, E36 51, 550S

6-1.4 Use a technological design process to plan and produce a solution to a problem or a product (including identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or the product).

IALS 102-108; IAPS 52, 72, 88

IALS 105: DCI IALS 107: Q1 ET IALS 108: DCI IAPS 52 AQ1 ET IAPS 72 AQ1 ET, [IB] D17 IAPS 88 AQ2 ET

HC-2

6-1.5 Use appropriate safety procedures when conducting investigations.


THROUGH-OUT

Standard 6-2: The student will demonstrate an understanding of structures, processes, and responses of plants that allow them to survive and reproduce. (Life Science)

6-2.1 Summarize the characteristics that all organisms share (including the obtainment and use of resources for energy, the response to stimuli, the ability to reproduce, and process of physical growth and development).

IALS 74 IALS 83

IALS 74 AQ 1-4 IAPS 83 AQ 1-4, DCI: Q3

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LAB-AIDS KITS

Assessment Guidelines: The objective of this indicator is to summarize characteristics that all organisms share; therefore, the primary focus of assessment should be to generalize the major points about traits that all organisms share. However, appropriate assessments should also require student to compare a living thing and a nonliving thing based on these characteristics.

6-2.2 Recognize the hierarchical structure of the classification (taxonomy) of organisms (including the seven major levels or categories of living things—namely, kingdom, phylum, class, order, family, genus, and species).

Assessment Guidelines: The objective of this indicator is to recognize; therefore, the primary focus of assessment should be to locate from long-term memory the classification scheme for organisms. However, appropriate assessments should also require student to identify characteristics of the five kingdoms; or identify an appropriate example of a scientific name.

IALS 75 75 [IB] E4, E36 550S

6-2.3 Compare the characteristic structures of various groups of plants (including vascular or nonvascular, seed or spore-producing, flowering or cone-bearing, and monocot or dicot).

NC

6-2.4 Summarize the basic functions of the structures of a flowering plant for defense, survival, and reproduction.

NC [31]

6-2.5 Summarize each process in the life cycle of flowering plants (including germination, plant development, fertilization, and seed production).

NC

6-2.6 Differentiate between the processes of sexual and asexual reproduction of flowering plants.

Assessment Guidelines: The objective of this indicator is to differentiate between sexual and asexual reproduction in plants; therefore, the primary focus of assessment should be to distinguish between relevant and irrelevant information about processes of reproduction

IALS 63 63 [IB] D1, D2-5, D8-11, D18, D22-24

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LAB-AIDS KITS

in flowering plants. However, appropriate assessments should also require student to identify the requirements for sexual reproduction in flowering plants; or identify examples of structures that allow vegetative propagation to take place.

6-2.7 Summarize the processes required for plant survival (including photosynthesis, respiration, and transpiration).

Assessment Guidelines: The objective of this indicator is to summarize plant processes necessary for survival; therefore, the primary focus of assessment should be to generalize the major points about the processes of photosynthesis, respiration, and transpiration. However, appropriate assessments should also require student to identify the component plant parts necessary for photosynthesis, respiration, and transpiration; or compare photosynthesis and respiration.

IALS 82 82 [IB] E5, E13-14, E17

[31]

6-2.8 Explain how plants respond to external stimuli (including dormancy and the forms of tropism known as phototropism, gravitropism, hydrotropism, and thigmotropism).

NC

6-2.9 Explain how disease-causing fungi can affect plants.

NC

Standard 6-3: The student will demonstrate an understanding of structures, processes, and responses of animals that allow them to survive and reproduce. (Life Science)

6-3.1 Compare the characteristic structures of invertebrate animals (including sponges, segmented worms, echinoderms, mollusks, and arthropods) and vertebrate animals (fish, amphibians, reptiles, birds, and mammals). Assessment Guideline: The objective of this indicator is to compare the structures of vertebrates and invertebrates; therefore, the primary focus of assessment should be to detect ways that these organisms are alike and different. However, appropriate assessments should also require students to identify specific invertebrate and vertebrate groups based on

IALS 76 AQ 1-2 550S

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LAB-AIDS KITS

a description of characteristics; illustrate the different kinds of vertebrates and invertebrates by their distinctive differences; or classify an animal into a particular group based on its characteristics.

6-3.2 Summarize the basic functions of the structures of animals that allow them to defend themselves, to move, and to obtain resources.

Assessment Guideline: The objective of this indicator is to compare the structures of vertebrates and invertebrates; therefore, the primary focus of assessment should be to detect ways that these organisms are alike and different. However, appropriate assessments should also require students to identify specific invertebrate and vertebrate groups based on a description of characteristics; illustrate the different kinds of vertebrates and invertebrates by their distinctive differences; or classify an animal into a particular group based on its characteristics.

IALS 76 AQ 1-2 550S

6-3.3 Compare the response that a warm-blooded (endothermic) animal makes to a fluctuation in environmental temperature with the response that a cold-blooded (ectothermic) animal makes to such a fluctuation.

NC

6-3.4 Explain how environmental stimuli cause physical responses in animals (including shedding, blinking, shivering, sweating, panting, and food gathering).

NC

6-3.5 Illustrate animal behavioral responses (including hibernation, migration, defense, and courtship) to environmental stimuli.

Introduced in IALS 74

6-3.6 Summarize how the internal stimuli (including hunger, thirst, and sleep) of animals ensure their survival.

NC

6-3.7 Compare learned to inherited behaviors in animals.

NC

Standard 6-4: The student will demonstrate an understanding of the relationship between Earth’s atmospheric properties and processes and its weather and climate. (Earth Science)

6-4.1 Compare the composition and structure of Earth’s atmospheric layers (including the

IAES: 64-66 64: AQ 1-5 65: AQ 1-3 66: AQ 1-3;

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LAB-AIDS KITS

gases and differences in temperature and pressure within the layers).

Assessment Guidelines: The objective of this indicator is to compare the layers of Earth’s atmosphere by structure and the properties of gas composition, temperature difference, and air pressure; therefore, the primary focus of assessment should be to compare one layer to the others. However, appropriate assessments should also require students to identify common gases or the layer where weather occurs; recall where the ozone layer is located; or classify by sequencing the layers.

UC: AQ 2

6-4.2 Summarize the interrelationships among the dynamic processes of the water cycle (including precipitation, evaporation, transpiration, condensation, surface-water flow, and groundwater flow).

Assessment Guidelines: The objective of this indicator is to summarize the water cycle; therefore, the primary focus of assessment should be to generalize the parts of the water cycle. However, appropriate assessments should also require students to identify parts of the cycle; compare one part of the cycle with another; or illustrate parts of the cycle using words, drawings, diagrams, or symbols.

IAES: 62 62 AQ4 SI; [IB] E3, 9, 11, 15

[434S]

6-4.3 Classify shapes and types of clouds according to elevation and their associated weather conditions and patterns.

Assessment Guidelines: The objective of this indicator is to classify clouds by shape, by type that may include combination names and prefix/suffixes added to the basic name, and also by weather conditions or patterns in the weather that are associated with that type of cloud; therefore, the primary focus of assessment should be to determine the cloud category based on the description. However, appropriate assessments should also require students to recognize a cloud type based on description; illustrate cloud shapes or types through pictures or words; or compare weather

IAES: 62 62 AQ4 SI; [IB] E3, 9, 11, 15

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LAB-AIDS KITS

conditions associated with cloud types. 6-4.4 Summarize the relationship of the

movement of air masses, high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions.

IAES: 50, 51, 52, 66, 68

50: AQ 1-4 51: AQ 1-9 52: AQ 1-5 66: AQ 1-3; UC: AQ 2 68: AQ 1-3

[480S]

6-4.5 Use appropriate instruments and tools to collect weather data (including wind speed and direction, air temperature, humidity, and air pressure).

Assessment Guidelines: The objective of this indicator is to use instruments to collect weather data; therefore, the primary focus of assessment should be to apply a procedure to the tool that would be needed to measure wind speed, wind direction, air temperature, humidity, and air pressure. However, appropriate assessments should also require students to identify weather instruments that measure certain weather conditions; interpret the reading on the instrument for accurate data; or interpret the scale on weather instruments.

IAES: 51 - 53

51: AQ 1-9 52: AQ 1-5 53: AQ 1-4

6-4.6 Predict weather conditions and patterns based on weather data collected from direct observations and measurements, weather maps, satellites, and radar.

Assessment Guidelines: The objective of this indicator is to predict weather conditions based on information gathered; therefore, the primary focus of assessment should be to take the presented material from direct observations and measurements, from weather maps, satellite images, and radar and use that information to show what might happen to local or national weather conditions. However, appropriate assessments should also require students to interpret a weather map, station model, or hurricane tracking map; compare a series of weather maps to show patterns or weather system movement; or identify weather symbols commonly found on weather maps.

IAES: 51 - 53, 69

51: AQ 1-9 52: AQ 1-5 53: AQ 1-4 69: AQ 1-3

[480S]

6-4.7 Explain how solar energy affects Earth’s IAES: 55, 56 55: AQ1-2,

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LAB-AIDS KITS

atmosphere and surface (land and water).

Assessment Guidelines: The objective of this indicator is to explain the effects of solar energy; therefore, the primary focus of assessment should be to construct cause and effect models of solar energy’s impact on Earth’s atmosphere and on the land and water surfaces. However, appropriate assessments should also require students to summarize the process known as the greenhouse effect; or identify factors in the atmosphere that would either reflect or absorb solar energy.

PROC DCI 56: AQ 1-4

6-4.8 Explain how convection affects weather patterns and climate.

Assessment Guidelines: The objective of this indicator is to explain the effects of convection on Earths weather and also on climate; therefore, the primary focus of assessment should be to construct cause and effect models of convection’s impact on Earth’s convection regions, global winds, ocean surface currents, and climate. However, appropriate assessments should also require students to interpret diagrams related to convection; compare convection regions to the global wind belts; or identify the convection regions or ocean currents that influence climate along the coasts of the United States.

IAES: 55 - 57

55: AQ 1-3 56: AQ 1-4 57: AQ 2-3

436S

6-4.9 Explain the influence of global winds and the jet stream on weather and climatic conditions.

Assessment Guidelines: The objective of this indicator is to explain the effects of the global winds and the jet stream on Earth’s weather and climate; therefore, the primary focus of assessment should be to construct cause and effect models of global winds influencing weather and climate and also the jet stream as it moves weather systems. However, appropriate assessments should also require students to interpret diagrams related to global winds or the jet stream; compare the weather systems within the global wind belts; or

IAES: 67-68 67: AQ 3, Proc DI 68: AQ 2-3

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LAB-AIDS KITS

identify the wind belts and their prevailing wind directions.

Standard 6-5: The student will demonstrate an understanding of the law of conservation of energy and the properties of energy and work. (Physical Science)

6-5.1 Identify the sources and properties of heat, solar, chemical, mechanical, and electrical energy.

Assessment Guidelines: The objective of this indicator is to identify the sources and properties of heat, solar, chemical, mechanical, and electrical energy; therefore, the primary focus of assessment should be to recall sources and properties of the forms of energy listed. However, appropriate assessments should also require students to recognize forms of energy by their sources.

IAPS 58, 59, 63, 65, 68, 69

58 AQ2 UC, [IB] D4-5, D8 63 AQ6 AD; [IB] D20-21 65 Proc DI; D13 69 [IB] D11, D15, D18

38, 701, 701A, 39S, 206S, 436S, ES-2, [31, 211, 213, 214, 215]

6-5.2 Explain how energy can be transformed from one form to another (including the two types of mechanical energy, potential and kinetic, as well as chemical and electrical energy) in accordance with the law of conservation of energy.

Assessment Guidelines: The objective of this indicator is to explain how energy can be transformed from one form to another in accordance to the Law of Conservation of Energy; therefore, the primary focus of assessment should be to construct cause and effect models of how energy transformations follow the Law of Conservation of Energy. However, appropriate assessments should require students to recognize the terms of energy transformations, types of mechanical energy including potential and kinetic energy, mechanical energy, chemical energy, and electrical energy; to interpret diagrams or illustrations related to energy transformations; to summarize energy transformations and how the Law of Conservation of Energy applies.

IAPS 58, 64 58 AQ2 UC, [IB] D4-5, D8 64 AQ3 ET, AQ4 AD, [IB] D7

38, 39S, 206S, 436S, ES-2, [31, 211, 213, 214, 215]

6-5.3 Explain how magnetism and electricity are interrelated by using descriptions, models,

NC [213, 216, 217]

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LAB-AIDS KITS

and diagrams of electromagnets, generators, and simple electrical motors.

6-5.4 Illustrate energy transformations (including the production of light, sound, heat, and mechanical motion) in electrical circuits.

Assessment Guidelines: The objective of this indicator is to illustrate energy transformations in electric circuits; therefore, the primary focus of assessment should be to give illustrations or use illustrations to show the concept of energy transformations in electric circuits. However, appropriate assessments should also require students to recognize devices used to transfer electrical energy to another form of energy in an electric circuit; to interpret diagrams of electric circuits and infer the types of energy transformations that would occur with specific devices illustrated.

IAPS 58, 66 58 AQ2 UC, [IB] D4-5, D8 66 Proc DI; [IB] D16

206S, [213, 215]

6-5.5 Illustrate the directional transfer of heat energy through convection, radiation, and conduction.

Assessment Guidelines The objective of this indicator is to illustrate the direction of heat energy transfer through conduction, convection, and radiation; therefore, the primary focus of assessment should be to give illustrations or use illustrations to show the concept of heat transfer through conduction, convection, or radiation. However, appropriate assessments should infer the direction of heat transfer; or to summarize the direction of heat transfer in various types of heat transfer processes if given temperature differences.

IAPS 59 IAES 46

IAES 46 [IB] D16

206S, 436S

6-5.6 Recognize that energy is the ability to do work (force exerted over a distance).

NC [214]

6-5.7 Explain how the design of simple machines (including levers, pulleys, and inclined planes) helps reduce the amount of force required to do work.

NC [214]

6-5.8 Illustrate ways that simple machines exist in common tools and in complex machines.

NC [214]

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GRADE 7


LAB-AIDS KITS


7-1.1 Use appropriate tools and instruments (including a microscope) safely and accurately when conducting a controlled scientific investigation.

IALS 1-10 and throughout

THROUGH-OUT

7-1.2 Generate questions that can be answered through scientific investigation.


100-A, P210, P610

7-1.3 Explain the reasons for testing one independent variable at a time in a controlled scientific investigation.

IALS 2, 9 2: ET: Q2b, Q5; UC: Q4 9: DCI (All)

100-A, P210, P610

7-1.4 Explain the importance that repeated trials and a well-chosen sample size have with regard to the validity of a controlled scientific investigation.

IALS 2, 9, 14, 83

2: ET: Q2b, Q5; UC: Q4 9: DCI (All) 14: DCI (All) 83: DCI: Q3

100-A, P210, P610

7-1.5 Explain the relationships between independent and dependent variables in a controlled scientific investigation through the use of appropriate graphs, tables, and charts.

NC P210, P610

7-1.6 Critique a conclusion drawn from a scientific investigation.

IAES, IALS, IEY, IAPS: Throughout

THROUGH-OUT


IAES, IALS, IEY, IAPS: Throughout

THROUGH-OUT

Standard 7-2: The student will demonstrate an understanding of the structure and function of cells, cellular reproduction, and heredity.

7-2.1 Summarize the structures and functions of the major components of plant and animal cells (including the cell wall, the cell membrane, the nucleus, chloroplasts, mitochondria, and vacuoles).

Assessment Guidelines: The objective of this indicator is to summarize the structures and functions of cell components; therefore, the primary focus of assessment should be to generalize the main

IALS 42, 82 42: AQ 1-6 82: AQ 1-4

61, 62, 63 [31]

16


LAB-AIDS KITS

points regarding the major functions of the cell membrane, cytoplasm, nucleus, vacuole, chloroplast, mitochondria, and cell wall. However, appropriate assessments should also require students to identify individual parts of the cell; illustrate parts of the cell using words, pictures, or diagrams; or classify the cell structures as either a structure in an animal cell or a plant cell.

7-2.2 Compare the major components of plant and animal cells.

Assessment Guidelines: The objective of this indicator is to compare components of plant and animal cells; therefore, the primary focus of assessment should be to detect how the plant and animal cells structures are similar and different. However, appropriate assessments should also require students to exemplify (give examples of) cell parts that perform specific functions; illustrate or use illustrations of plant and animal cells to indicate cell structures in each type of cell; or classify cells as either plant or animal based on their cell parts.

IALS 42, 82 42: AQ 1-6 82: AQ 1-4

61, 62, 63 [31]

7-2.3 Compare the body shapes of bacteria (spiral, coccus, and bacillus) and the body structures that protists (euglena, paramecium, amoeba) use for food gathering and locomotion.

Assessment Guidelines: The objective of this indicator is to compare the body shapes of bacteria and the body structures of protists; therefore, the primary focus of assessment should be to detect differences between the shape of bacteria, and between the structure used for movement and food obtainment of protists. However, appropriate assessments should also require students to classify a bacterial cell as spiral, coccus or bacillus; or identify a protist as a euglena, amoeba, or paramecium based on its structures.

IALS 43, 44, 45

43: AQ 1-5; UC: Q5, CM: Q1-2 44: AQ 2-3 45: AQ 2; UC: Q5

160, [550S]

7-2.4 Explain how cellular processes (including respiration, photosynthesis in plants, mitosis, and waste elimination) are essential to the survival of the organism.

IALS 39, 40 39: AQ 2-5; DCI: Q2 40: AQ 1-5; DCI: Q3

9, 22, 25, 62, [31]

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LAB-AIDS KITS

Assessment Guidelines: The objective of this indicator is to explain the effects cellular processes have on the survival of an organism; therefore, the primary focus of assessment should be to construct cause and effect models of the various ways that a cells survival are affected by cellular processes. However, appropriate assessments should also require students to recall and or compare the processes of photosynthesis and respiration; or exemplify (give examples of) the ways that these processes affect cellular survival; or summarize cellular processes.

7-2.5 Summarize how genetic information is passed from parent to offspring by using the terms genes, chromosomes, inherited traits, genotype, phenotype, dominant traits, and recessive traits.

Assessment Guidelines: The objective of this indicator is to summarize how genetic information is passed from parent to offspring; therefore, the primary focus of assessment should be to generalize the major points about how genetic information is passed to offspring including genes, chromosomes, inherited traits, genotype, phenotype, dominant traits, and recessive traits. However, appropriate assessments should also require students to identify the main components of genetic information; or compare a genotype to a phenotype or dominant and recessive traits

IALS 58, 63, 65

58: STT 1-3 63 [IB] D1, D2-5, D8-11, D18, D22-24 65: AQ 1-8; UC: Q8

7, 70, 77, 1270, 603S, [905]

7-2.6 Use Punnett squares to predict inherited monohybrid traits.

Assessment Guidelines: The objective of this indicator is to use Punnett squares; therefore, the primary focus of assessment should be to apply procedural knowledge of a Punnett square to predict the inheritance of a monohybrid trait. However, appropriate assessments should also require students to interpret some basic information on a Punnett square; or compare trait combinations that would relate

IALS 61 61 [IB] D5, D12-16

603S, [905]

18


LAB-AIDS KITS

to different genetic predictions; or predict probability of traits.

7-2.7 Distinguish between inherited traits and those acquired from environmental factors.

Assessment Guidelines: The objective of this indicator is to distinguish between inherited traits and environmental factors; therefore, the primary focus of assessment should be to distinguish between behaviors that are learned from those that are inherited. However, appropriate assessments should also require students to identify a particular behavior as learned or inherited; exemplify behaviors that would occur due to learning or inheritance; or classify behaviors as learned or inherited.

IALS 64, 65 64 AQ 1 DCI 65 AQ8 UC

77

Standard 7-3: The student will demonstrate an understanding of the functions and interconnections of the major human body systems, including the breakdown in structure or function that disease causes. (Life Science)

7-3.1 Summarize the levels of structural organization within the human body (including cells, tissues, organs, and systems).

Assessment Guidelines: The objective of this indicator is to summarize the levels of organization of organisms; therefore, the primary focus of assessment should be to generalize the different levels of organization. However, appropriate assessments should also require student to identify the individual levels; illustrate the levels using words, pictures, or diagrams; or classify by sequencing the levels of organization.

IALS 12, 13, 15, 17, 18, 23

12: AQ 1-4 15: STT 14; UC Q3 17: AQ 1-6; DCI (All) 18: AQ 1-5; GI & CM (All) 23: AQ 1-5; UC Q3

7-3.2 Recall the major organs of the human body and their function within their particular body system.

Assessment Guidelines: The objective of this indicator is to recall; therefore, the primary focus of assessment should be to identify the different organs and describe their major functions. However, appropriate assessments should also require student to identify the system that

IALS 12, 13, 15, 17, 18, 23


19


LAB-AIDS KITS

each organ belongs to; recognize an organ or system from words, pictures, or diagrams; identify an organ based on the description of its function.

7-3.3 Summarize the relationships of the major body systems (including the circulatory, respiratory, digestive, excretory, nervous, muscular, and skeletal systems).

Assessment Guidelines: The objective of this indicator is to summarize the relationships between major body systems; therefore, the primary focus of assessment should be to generalize the major points about how the different systems work together. However, appropriate assessments should also require student to interpret a diagram or illustration of interacting body systems; or to identify the function of the individual systems identified.

IALS 12, 13, 15, 17, 18, 23


7-3.4 Explain the effects of disease on the major organs and body systems (including infectious diseases such as colds and flu, AIDS, and athlete’s foot and noninfectious diseases such as diabetes, Parkinson’s, and skin cancer).

Assessment Guidelines: The primary focus of this indicator is to explain the effect of diseases; therefore, the primary focus of assessment should be to construct cause and effect models of how the disease affects the organs and systems. However, appropriate assessments should also require students to classify the identified diseases as infectious or noninfectious; identify which organ or system the disease affects; summarize the characteristics of a particular disease; or identify the common causes of infectious diseases

IALS 13, 28, 33, 34, 37

13 [IB] B3 28 [IB] B33 33 [IB] C9, C11, C32 37 Act UC, [IB] C14

78

Standard 7-4: The student will demonstrate an understanding of how organisms interact with and respond to the biotic and abiotic components of their environment. (Earth Science, Life Science)

7-4.1 Summarize the characteristics of the levels of organization within ecosystems (including populations, communities, habitats, niches, and biomes).

IALS 79, 80 79 AQ1 UC, [IB] E2-3, E7-11, E16, E35 80 [IB] E2-3,

20


LAB-AIDS KITS

Assessment Guidelines: The objective of this indicator is to summarize levels of organization in ecosystems; therefore, the primary focus of assessment should be to generalize major points about the different levels of organization. However, appropriate assessments should also require student to identify the individual levels; illustrate the levels using words, pictures, or diagrams; or classify by sequencing the levels of organization.

E7-10, E15, E16, E25

7-4.2 Illustrate energy flow in food chains, food webs, and energy pyramids

Assessment Guidelines: The objective of this indicator is to illustrate energy flow in ecosystems; therefore, the primary focus of assessment should be to give examples of how energy flows in food chains, food webs and energy pyramids. However, appropriate assessments should also require student to identify the roles that organisms serve in food chains, food webs and energy pyramids; illustrate food chains, food webs, and energy pyramids using words, pictures, or diagrams; recognize the trophic levels found in food chains, food webs, and energy pyramids; or summarize the roles that organisms play in a food chain, food web, or energy pyramid.

IALS 79, 80 79 AQ1 UC, [IB] E2-3, E7-11, E16, E35 80 [IB] E2-3, E7-10, E15, E16, E25

37, 37-A, [31]

7-4.3 Explain the interaction among changes in the environment due to natural hazards (including landslides, wildfires, and floods), changes in populations, and limiting factors (including climate and the availability of food and water, space, and shelter).

Assessment Guidelines: The objective of this indicator is to explain the interactions among changes in the environment; therefore, the primary focus of assessment should be to construct cause and effect models of the various ways that natural hazards, changes in populations, and limiting factors affect the environment. However, appropriate assessments should also require students to exemplify the ways

IALS 72, 84, 85, 87

72 AQ5 UC, [IB] E2, 3, E5, E13-14 84 [IB] E19-20, E26-27, E34 85 AQ1 UC, [IB] E21-23 87 AQ1 ET

21


LAB-AIDS KITS

that the landslides, wildfires, and floods affect the environment; or recognize changes in the environment as a natural hazard, due to population changes, or due to limiting factors.

7-4.4 Explain the effects of soil quality on the characteristics of an ecosystem.

Assessment Guidelines: The objective of this indicator is to explain soil quality effects on the ecosystem; therefore, the primary focus of assessment should be to construct cause and effect models of properties of soil quality and how the ecosystem is enhanced by those qualities or how the ecosystem changes should a quality or several qualities change. However, appropriate assessments should also require students to compare characteristics of ecosystems that differ in soil quality; exemplify ecosystems that have different compositions of soil; infer what might happen to an ecosystem should a particular soil quality change; classify by sequencing soil particle sizes; identify a method for observing or measuring a soil quality; or recognize a soil quality based on its description..

IAES 4-6 4: AQ 1-3 5: STT 1-3, AQ 1-6; UC Q5 6: AQ 1-4

32, 33, 34, 35, 1101, 1102, 318S

7-4.5 Summarize how the location and movement of water on Earth’s surface through groundwater zones and surface-water drainage basins, called watersheds, are important to ecosystems and to human activities.

Assessment Guidelines: The objective of this indicator is to summarize the movement of water on Earth’s surface; therefore, the primary focus of assessment should be to generalize major points about groundwater and surface-water and their importance to ecosystems and human activities. However, appropriate assessments should also require students to interpret a diagram of groundwater zones; illustrate a drainage basin on a map; or exemplify ways that humans use water.

IAES 28, 29, 30

28 Proc GI; [IB] C2, C7 29 AQ2 UC; [IB] C1, C3 30 [IB] C2, C10

437, 442, [434S]

7-4.6 Classify resources as renewable or nonrenewable and explain the implications of their depletion and the importance of

NC EI-2, [213]

22


LAB-AIDS KITS

conservation.

Standard 7-5: The student will demonstrate an understanding of the classifications and properties of matter and the changes that matter undergoes. (Physical Science)

7-5.1 Recognize that matter is composed of extremely small particles called atoms.

Assessment Guidelines: The objective of this indicator is to recognize that matter is composed of extremely small particles called atoms; therefore, the primary focus of assessment should be to recall from long-term memory the information that atoms are the extremely small particles of matter. However, appropriate assessments should also require students to identify extremely small particles of matter as atoms

IAPS 16 16 [IB] B7-11 110R, 111, 140, [109S]

7-5.2 Classify matter as element, compound, or mixture on the basis of its composition.

Assessment Guidelines: The objective of this indicator is to classify matter as element, compound, or mixture on the basis of its composition; therefore, the primary focus of assessment should be to categorize matter as elements, compounds or mixtures depending on its composition. However, appropriate assessments should require students to recognize the classifications of matter based on its composition; to exemplify (give examples of) matter based on its composition; to illustrate with words, pictures, or diagrams categories of matter; to infer the types of matter based on characteristics; to compare the types of matter based on their characteristics.

IAPS 3, 16 3 Proc DI; [IB] A16 16 [IB] B7-11

110R, 111, HM-2, [109S]

7-5.3 Compare the physical properties of metals and nonmetals.

Assessment Guidelines: The objective of this indicator is to compare the physical properties of metals and nonmetals; therefore, the primary focus of assessment should be to determine the differences between metals or nonmetals based on their physical properties. However, appropriate assessments should

IAPS 14, 18 14 [IB] B4-6 18 AQ3 AD, [IB] B19-21

[109S]

23


LAB-AIDS KITS

also require students to infer from a list of physical properties whether an object is metal or nonmetal; to recall physical properties of metals and nonmetals; or to summarize physical properties of metals and nonmetals.

7-5.4 Use the periodic table to identify the basic organization of elements and groups of elements (including metals, nonmetals, and families).

Assessment Guidelines: The objective of this indicator is to use the periodic table to identify the basic organization of elements on the periodic table, the metal and nonmetal divisions, and to locate families of elements; therefore, the primary focus of assessment should be to retrieve knowledge about the periodic table as identified. However, appropriate assessments should also require students to exemplify elements that are metals and nonmetals given a periodic table; recognize the location of an element on the periodic table; recognize the location of groups of metals and nonmetals; to recognize that families are columns of elements; or identify an element based on its atomic number or symbol.

IAPS 15, 16 15 AQ5 UC [IB] B7-11 16 [IB] B7-11

110R, 111, [109S]

7-5.5 Translate chemical symbols and the chemical formulas of common substances to show the component parts of the substances (including NaCl [table salt], H2O [water], C6H12O6 [simple sugar], O2 [oxygen gas], CO2 [carbon dioxide], and N2 [nitrogen gas]).

Assessment Guidelines The objective of this indicator is to translate chemical symbols and chemical formulas of common substances listed above to show the component parts; therefore, the primary focus of assessment should be to interpret a chemical symbol and formula to identify the element(s) and the number of atoms of that element in a formula of the substance. However, appropriate assessments should also require students to recognize the chemical symbols and formulas of common

IAPS 16, 17 16 [IB] B7-11 17 AQ6 UC

12-01, 12-02, 12-03, 38, 71, 71-A, 72, 83, 84, 85, 110R, 111, 124-1, 125, 125-1, 129, 130, 131, 132, 133, 505, 510, 511, 512, 513, 520, 39S, 440S, 441S, [109S]

24


LAB-AIDS KITS

substances to recall the components. 7-5.6 Distinguish between acids and bases and use

indicators (including litmus paper, pH paper, and phenolphthalein) to determine their relative pH.

Assessment Guidelines: One objective of this indicator is to distinguish between acids and bases, therefore, the primary focus of assessment should be to analyze properties of solutions to determine whether they are acids or bases. Another objective is to use indicators to determine relative pH; therefore, the primary focus of assessment should be to apply a procedure that uses indicators to determine the relative acidic or basic concentration of the solutions. However, appropriate assessments should also require students to identify solutions as acidic or basic based on properties; to identify solutions as more acidic or more basic depending on pH results with indicators; summarize the use of indicators in determining the pH of a solution; or infer the pH of a solution given the results of a particular indicator.

IAPS 46, 47 46 Proc OD, GI; [IB] C9 47 [IB] C10-12

80, 81R, 82

7-5.7 Identify the reactants and products in chemical equations.

Assessment Guidelines: The objective of this indicator is to identify reactants and products in chemical equations; therefore, the primary focus of assessment should be to recognize the reactants and products in a chemical equation. However, appropriate assessments should also require students to recall that reactants are before the chemical reaction and products are after the chemical reaction shown by the arrow of the equation.

IAPS 16, 17 16 [IB] B7-11 17 AQ6 UC

38, 84, 87

7-5.8 Explain how a balanced chemical equation supports the law of conservation of matter.

Assessment Guidelines: The objective of this indicator is to explain how a balanced equation supports the law of conservation of matter; therefore the primary focus of assessment should be to

IAPS 25 25 AQ 1-3 38

25


LAB-AIDS KITS

construct cause and effect models of how a balanced equation supports the law of conservation of matter. However, appropriate assessments should also require students to recall the law of conservation of matter; summarize how the law of conservation of matter relates to a balanced equation; or recognize whether or not a chemical equation is balanced or not.

7-5.9 Compare physical properties of matter (including melting or boiling point, density, and color) to the chemical property of reactivity with a certain substance (including the ability to burn or to rust).

Assessment Guidelines The objective of this indicator is to compare physical and chemical properties of matter; therefore, the primary focus of assessment should be to determine the differences between physical and chemical properties of matter. However, appropriate assessments should also require students to classify properties as being physical or chemical; to summarize how physical or chemical properties help identify substances; or exemplify (give examples of) physical and chemical properties used to identify substances.

IAPS 14, 19 14 [IB] B4-6 19 [IB] B12-14

HM-2

7-5.10 Compare physical changes (including changes in size, shape, and state) to chemical changes that are the result of chemical reactions (including changes in color or temperature and formation of a precipitate or gas).

Assessment Guidelines The objective of this indicator is to compare physical and chemical changes; therefore, the primary focus of assessment should be to determine how physical and chemical changes are alike and different. However, appropriate assessments should also require students to exemplify (give examples of) physical and chemical changes; to infer if a physical or chemical change has occurred based on the conditions given; or to classify changes as chemical or physical based on descriptions given.

IAPS 14, 19 14 [IB] B4-6 19 [IB] B12-14

84, HM-2

26

GRADE 8


LAB-AIDS KITS


8-1.1 Design a controlled scientific investigation. IAES 16 16: Prod 1-8, AQ 1-4

P610, HC-2, [212]

8-1.2 Recognize the importance of a systematic process for safely and accurately conducting investigations.

IAES, IALS, IAPS: Throughout (e.g, all laboratory and investigation-type activities)

THROUGH-OUT

THROUGH-OUT

8-1.3 Construct explanations and conclusions from interpretations of data obtained during a controlled scientific investigation.

IAES 3, 4, 10, 13, 16, 17, 20, 46

3: AQ 1-4, IB A2 4: AQ 1-3 10: AQ 1-3 13: AQ 1-3 16: AQ 1-4, IB A7-10 17: AQ 1-4, IB A9, A10 20: AQ 1-4, IB A6, GI: Proc 46: AQ 1-4, IB D6

THROUGH-OUT

8-1.4 Generate questions for further study on the basis of prior investigations.

IAES, IALS, IAPS: Throughout (e.g, all laboratory and investigation-type activities)

THROUGH-OUT

THROUGH-OUT

8-1.5 Explain the importance of and requirements for replication of scientific investigations.

IAES 3, 4, 10, 13, 16,17, 20, 46, and throughout

3: AQ 1-4, IB A2 4: AQ 1-3 10: AQ 1-3 13: AQ 1-3 16: AQ 1-4, IB A7-10 17: AQ 1-4, IB

THROUGH-OUT

27


LAB-AIDS KITS

A9, A10 20: AQ 1-4, IB A6, GI: Proc 46: AQ 1-4, IB D6

8-1.6 Use appropriate tools and instruments (including convex lenses, plane mirrors, color filters, prisms, and slinky springs) safely and accurately when conducting a controlled scientific investigation.

Appropriate tools and instruments are used throughout; however the specific tools mentioned – lenses, mirrors, filters, springs, etc. – are not

THROUGH-OUT

THROUGH-OUT



THROUGH-OUT

THROUGH-OUT

Standard 8-2: The student will demonstrate an understanding of Earth’s biological diversity over time. (Life Science, Earth Science)

8-2.1 Explain how biological adaptations of populations enhance their survival in a particular environment.

Assessment Guidelines: The objective of this indicator is to explain how adaptations enhance species survival; therefore, the primary focus of assessment should be to construct cause and effect models of various adaptations resulting in population survival in particular environments. However, appropriate assessments should also require students to compare species of a particular population as to the adaptation that allows them to survive; infer from information about a particular environment the adaptation that a particular species would need to survive there; or identify an adaptation that enhances survival based on pictures or diagrams of representatives of a certain species.

IALS 96, 97, 98

96: AQ 1-5; Q2: DCI 97: AQ 1-3; IB F15, F22, F24, F25, F27, F28, F30, F31 98: AQ 1-4; IB F32-33

91

8-2.2 Summarize how scientists study Earth’s past environment and diverse life-forms by examining different types of fossils

IALS 89, 90, 91, 100

89: 2-3; Q4: ET; IB F1-4, F29 90: 1-4; Q3 CM;

406S, 443S

28


LAB-AIDS KITS

(including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils).

Assessment Guidelines: The objective of this indicator is to summarize the information scientists obtain from the fossil record that give clues to Earth’s history – its environments and diversity of life; therefore, the primary focus of assessment should be to generalize major points about the fossils, fossil formation, and evidence gleaned from the fossil record. However, appropriate assessments should also require students to identify a type of fossil from its description or formation process; compare one type of fossil to another or one species of life-form with a related form in Earth history; identify an environmental condition evident because of a fossil presence; or exemplify common species in the fossil record.

IB F5 91: 1-4; Q4 UC; IB F12-14

8-2.3 Explain how Earth’s history has been influenced by catastrophes (including the impact of an asteroid or comet, climatic changes, and volcanic activity) that have affected the conditions on Earth and the diversity of its life-forms.

Assessment Guidelines: The objective of this indicator is to explain how catastrophic events affect conditions and life-forms on Earth; therefore, the primary focus of assessment should be to construct cause and effect models of a catastrophic event’s impact in those two areas. However, appropriate assessments should also require students to identify an event that would be catastrophic to Earth; to infer changes in conditions and life-forms that occurred during the recent ice ages; or compare the changes in life-forms due to mass extinctions at the end of each era of Earth’s geologic history.

IALS 98 98: AQ 1-4; IB F32-33

8-2.4 Recognize the relationship among the units—era, epoch, and period—into which the geologic time scale is divided.

Assessment Guidelines:

IALS 98 98: AQ 1-4; IB F32-33

406S, 443S

29


LAB-AIDS KITS

The objective of this indicator is to recognize units of geologic time; therefore, the primary focus of assessment should be to locate this knowledge within the presented material on the relationships among the units and how they are subdivided. However, appropriate assessments should also require students to identify a unit’s place in sequence; recall the three major era divisions; identify the first period of geologic history or the period of present day geologic time; or recognize that geologic history is ongoing – it has not ended.

8-2.5 Illustrate the vast diversity of life that has been present on Earth over time by using the geologic time scale.

Assessment Guidelines: The objective of this indicator is to illustrate the diversity of life over geologic time; therefore, the primary focus of assessment should be to give illustrations of these concepts or use illustrations to show understanding of diversity of life over geologic time. However, appropriate assessments should also require students to interpret a diagram of life forms over geologic time; exemplify major life forms that dominated an era; or compare life forms in one era with those in another.

IALS 98; IAES 39

39: 1-5; IB D5, D13 98: AQ 1-4; IB F32-33

8-2.6 Infer the relative age of rocks and fossils from index fossils and the ordering of the rock layers.

Assessment Guidelines: The objective of this indicator is to infer relative age of rocks and fossils; therefore, the primary focus of assessment should be to draw conclusions about relative age from presented material on layering of rocks and index fossils. However, appropriate assessments should also require students to interpret drawings or diagrams that show data about rock layer and fossils; compare rock layers in order to determine common points of relative time; or recall the law of superposition.

IALS 90, 91; IAES 40, 41

40: 1-4 41: 1-3, IB D2 90: 1-4; Q3 CM; IB F5 91: 1-4; Q4 UC; IB F12-14

443S

8-2.7 Summarize the factors, both natural and man-made, that can contribute to the

IALS 89, 94, 97

89: AQ 1-2; AQ ET; F1-4, F29

30


LAB-AIDS KITS

extinction of a species.

Assessment Guidelines: The objective of this indicator is to summarize the factors that contribute to the extinction of a species; therefore, the primary focus of assessment should be to generalize major points about natural and man-made contributions to extinction. However, appropriate assessments should also require students to infer whether presented information could lead to extinction of a species; compare natural factors with man-made factors that could cause extinction; or exemplify species that are presently extinct due to natural factors or human factors.

94: AQ 1, 4; Q3 UC, CM; IB F16, F26 97: AQ 2; Q2 CM; IB F15, F22-25, F27-28, F30-31

Standard 8-3: The student will demonstrate an understanding of materials that determine the structure of Earth and the processes that have altered this structure. (Earth Science)

8-3.1 Summarize the three layers of Earth—crust, mantle, and core—on the basis of relative position, density, and composition.

Assessment Guidelines: The objective of this indicator is to summarize major points about the layers of Earth; therefore, the primary focus of assessment should be to generalize major points about the crust, mantle, and core of Earth. However, appropriate assessments should also require students to compare the layers; classify by sequencing the layers using property information; or identify the layer with a certain set of properties.

IAES 38 38: AQ 1-5; Q5 UC; IB D1, D15

436S, 438S

8-3.2 Explain how scientists use seismic waves—primary, secondary, and surface waves—and Earth’s magnetic fields to determine the internal structure of Earth.

Assessment Guidelines: The objective of this indicator is to explain the way scientists use data from seismic waves and Earth’s magnetic field; therefore, the primary focus of assessment should be to construct cause and effect models of what data from these sources allow scientists to

IAES 38, 43 38: AQ 1-5; Q5 UC; IB D1, D15 43: AQ 1-4; Proc GI

31


LAB-AIDS KITS

determine about Earth’s interior. However, appropriate assessments should also require students to interpret a diagram of seismic wave properties; compare the waves as to movement or effect on Earth material; identify a layer of Earth’s interior based on evidence presented; or recall how a compass will behave within the Earth’s magnetic field.

8-3.3 Infer an earthquake’s epicenter from seismographic data.

NC

8-3.4 Explain how igneous, metamorphic, and sedimentary rocks are interrelated in the rock cycle.

Assessment Guidelines: The objective of this indicator is to explain the interrelationships of the three rock types; therefore, the primary focus of assessment should be to construct cause and effect models about the forming of a rock based on the process(es) involved. However, appropriate assessments should also require students to interpret a rock cycle diagram; compare how rocks can be changed by particular processes; or identify a rock type by the method with which it is formed.

IAES 22 22: AQ 1-7; Q7 UC; IB B4-6, B11

430, 403S, 404S

8-3.5 Summarize the importance of minerals, ores, and fossil fuels as Earth resources on the basis of their physical and chemical properties.

Assessment Guidelines: The objective of this indicator is to summarize the importance of certain Earth resources; therefore, the primary focus of assessment should be to generalize major points about the importance of minerals, ores, and fossil fuels because of their physical and chemical properties. However, appropriate assessments should also require students to interpret a chart of important/useful Earth resources; exemplify Earth resources that are gems, ores, or fossil fuels; or identify properties that would make an Earth resource important.

IAES 12, 15, 16, 23

12: AQ 1-4 15: AQ 1-5; IB B1-3 16: AQ 1-4; Proc DI, Q3 RE; IB B7-10 23: AQ 1-3; Q3 ET

38, 435, 39S, 440S

32


LAB-AIDS KITS

8-3.6 Explain how the theory of plate tectonics accounts for the motion of the lithospheric plates, the geologic activities at the plate boundaries, and the changes in landform areas over geologic time.

Assessment Guidelines: The objective of this indicator is to explain how the theory of plate tectonics accounts for changes in the landforms of Earth; therefore, the primary focus of assessment should be to construct cause and effect models of why the plates move, what type of motion takes place as plates collide, and what changes result in the landforms of Earth. However, appropriate assessments should also require students to interpret diagrams that show varying aspects of these factors; compare the activities at plate boundaries or the shape/movement of landmasses over time; or classify a plate boundary based on the motion of plates and/or landforms that result.

IAES: 40 – 42, 44, 45, 47, 48

40: AQ 1-3 41: AQ 1-3; Q3 UC; IB D2 42: AQ 1-3, IB D4, D6, D8-10, D16 44: AQ 2-3; IB D7, D16 45: AQ 1-2; IB D3, D11-12, D16 47: AQ 1-4; D16 48: AQ 1-5; Q4 UC; IB D14, D15

438S, 445S

8-3.7 Illustrate the creation and changing of landforms that have occurred through geologic processes (including volcanic eruptions and mountain-building forces).

Assessment Guidelines: The objective of this indicator is to illustrate the creation and changing of landforms due to volcanic eruptions and mountain-building forces; therefore, the primary focus of assessment should be to give illustrations of these concepts or use illustrations to show understanding of landforms resulting from volcanic eruptions and mountain-building forces through diagrams, pictures, and word descriptions. However, appropriate assessments should also require student to interpret diagrams that show varying aspects of these concepts; compare the various stresses and the resulting landforms; or recognize the basic components of a volcano’s structure.

IAES: 38, 47, 48

38: AQ 1-5; Q5 UC; IB D1, D15 47: AQ 1-4; D16 48: AQ 1-5; Q4 UC; IB D14, D15

442, 438S, 445S

8-3.8 Explain how earthquakes result from forces inside Earth.


IAES 42 - 44 42: AQ 1-3, IB D4, D6, D8-10, D16 43: AQ 1-4;

438S, 445S

33


LAB-AIDS KITS

The objective of this indicator is to explain how earthquakes result; therefore, the primary focus of assessment should be to construct cause and effect models that show how internal forces along a fault can cause an earthquake. However, appropriate assessments should also require students to identify the focus or epicenter of an earthquake; or summarize how seismic waves move from the focus of the earthquake.

Proc GI 44: AQ 2-3; IB D7, D16

8-3.9 Identify and illustrate geologic features of South Carolina and other regions of the world through the use of imagery (including aerial photography and satellite imagery) and topographic maps.

NC 435, 439S, 444S

Standard 8-4: The student will demonstrate an understanding of the characteristics, structure, and predictable motions of celestial bodies. (Earth Science)

8-4.1 Summarize the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors).

Assessment Guidelines: The objective of this indicator is to summarize major points about the characteristics and movements of objects in the solar system; therefore, the primary focus of assessment should be to generalize major points about characteristics and movements of planets, moons, asteroids, comets and meteoroids. However, appropriate assessments should also require students to interpret a diagram containing these objects; compare objects in the solar system; classify planets based on characteristics or by sequencing order from the Sun or size; or identify an object in the solar system based on its unique characteristics.

IAES: 86, 88

86: AQ 1-3 88: AQ 1-2; Q2 UC; IB G3, G13, G17

352S

8-4.2 Summarize the characteristics of the surface features of the Sun: photosphere, corona, sunspots, prominences, and solar flares.

Assessment Guidelines: The objective of this indicator is to summarize major points about the

IAES 92 92: AQ 1- 4; IB G2, G11

34


LAB-AIDS KITS

characteristics of the surface features of the sun; therefore, the primary focus of assessment should be to generalize major points about these characteristics. However, appropriate assessments should also require students to interpret a diagram containing these features; compare these features; or identify the feature based on its unique characteristics.

8-4.3 Explain how the surface features of the Sun may affect Earth.

Assessment Guidelines: The objective of this indicator is to explain the effects that solar features have on Earth; therefore, the primary focus of assessment should be to construct cause and effect models of the various solar features on Earth. However, appropriate assessments should also require students to infer a solar feature based on a description of an event on Earth; or recognize terms that would identify a particular cause or effect.

IAES 92 92: AQ 1- 4; IB G2, G11

8-4.4 Explain the motions of Earth and the Moon and the effects of these motions as they orbit the Sun (including day, year, phases of the Moon, eclipses, and tides).

Assessment Guidelines: The objective of this indicator is to explain the movements of both Earth and the Moon cause resulting effects on Earth; therefore, the primary focus of assessment should be to construct cause and effect models of Earth and lunar movements with their results. However, appropriate assessments should also require students to interpret diagrams of the movements or the effects the result from the movement, e.g. solar or lunar eclipses; illustrate the phases of the moon in sequence; or identify periods of time related to Earth or lunar movements.

IAES 80 – 82

80: AQ 1-5; IB F4-6, F8-9 81: AQ 1-6; Q5 UC; IB F5, F8 82: AQ 1-3; Q4 AD; IB F5, F8

8-4.5 Explain how the tilt of Earth’s axis affects the length of the day and the amount of heating on Earth’s surface, thus causing the seasons of the year.

Assessment Guidelines: The objective of this indicator is to explain

IAES 76, 77 76: AQ 1-7; Q4 AD 77: AQ 1-6; IB F10-12

35


LAB-AIDS KITS

how a 23½ degree tilt in Earth’s axis has resulting effects on Earth; therefore, the primary focus of assessment should be to construct cause and effect models of Earth’s tilt that shows resulting effects on heating of Earth’s surface and seasonal change. However, appropriate assessments should also require students to interpret diagrams of unequal heating resulting from the tilt; or illustrate the position of Earth with its tilted axis at various seasons.

8-4.6 Explain how gravitational forces are influenced by mass and distance.

Assessment Guidelines: The objective of this indicator is to explain how differences in mass or distance between objects affects the pull of gravity; therefore, the primary focus of assessment should be to construct cause and effect models of objects varying these factors. However, appropriate assessments should also require students to interpret diagrams that show varying aspects of these factors; or infer how a change in one factor would change the force of gravity.

IAES 95 95: AQ 1-4; Q4 AD; IB G10, G12

8-4.7 Explain the effects of gravity on tides and planetary orbits.

Assessment Guidelines: The objective of this indicator is to explain the effects of gravity’s pull in two areas, tides and planetary orbits; therefore, the primary focus of assessment should be to construct cause and effect models that vary the effects of the pull of gravity in different ways. However, appropriate assessments should also require students to interpret diagrams that show varying aspects of tidal pull or planetary orbits; infer how a change in the force of gravity would change other factors; or recognize the factors that keep planets in orbit around the Sun.

IAES 95 95: AQ 1-4; Q4 AD; IB G10, G12

8-4.8 Explain the difference between mass and weight by using the concept of gravitational force.


IAES 95 95: AQ 1-4; Q4 AD; IB G10, G12

36


LAB-AIDS KITS

The objective of this indicator is to explain the difference in mass and weight based on gravitational force; therefore, the primary focus of assessment should be to construct cause and effect models that show how gravitational force affects both factors but makes them different. However, appropriate assessments should also require students to compare mass and weight; or infer whether an object would be heavier or lighter based on gravitational pull.

8-4.9 Recall the Sun’s position in the universe, the shapes and composition of galaxies, and the distance measurement unit (light year) needed to identify star and galaxy locations.

Assessment Guidelines: The objective of this indicator is to recall information about the Sun’s position in the Milky Way galaxy, the shapes of galaxies and the unit “light year”; therefore, the primary focus of assessment should be to retrieve this information from memory. However, appropriate assessments should also require students to identify the name of Earth’s galaxy or the meaning of light year.

IAES 95 95: AQ 1-4; Q4 AD; IB G10, G12

8-4.10 Compare the purposes of the tools and the technology that scientists use to study space (including various types of telescopes, satellites, space probes, and spectroscopes).

Assessment Guidelines: The objective of this indicator is to compare the purposes of the different tools and technology used to study space; therefore, the primary focus of assessment should be to detect correspondences between these objects. However, appropriate assessments should also require students to identify a tool based on a given purpose; to compare optical telescopes to a radio telescope; illustrate the uses of different tools and technology: or recognize the appropriate tool or technology required for a particular task.

IAES 87, 97, 98

87: AQ 1-3; IB F8, F15 97: AQ 1-2; Q1 RE 98: AQ 1-2; Q2 ET, CS; IB G10, G12

Standard 8-5: The student will demonstrate an understanding of the effects of forces on the motion of an object. (Physical Science)

37


LAB-AIDS KITS

8-5.1 Use measurement and time-distance graphs to represent the motion of an object in terms of its position, direction, or speed.

IAPS: 75, 83 75: AQ 1-5 83: AQ 1-5

P210

8-5.2 Use the formula for average speed, v = d/t, to solve real-world problems.

IAPS: 74, 75, 74: AQ 1-6 75: AQ 1-5

P210

8-5.3 Analyze the effects of forces (including gravity and friction) on the speed and direction of an object.

IAPS: 76, 77, 81, 82

76: AQ 1-4 77: AQ 1-5 81: AQ 1-5 82: AQ 1-4

P210, [212]

8-5.4 Predict how varying the amount of force or mass will affect the motion of an object.

IAPS: 78, 79, 86

78: AQ 1-5 79: AQ 1-3 86: AQ 1-4

P210, 351S, [212]

8-5.5 Analyze the resulting effect of balanced and unbalanced forces on an object’s motion in terms of magnitude and direction.

IAPS: 78 - 81

78: AQ 1-5 79: AQ 1-3 80: AQ 1-5 81: AQ 1-5

P210, 351S

8-5.6 Summarize and illustrate the concept of inertia.

IAPS: 79, 80 79: AQ 1-3 80: AQ 1-5

351S

Standard 8-6: The student will demonstrate an understanding of the properties and behaviors of waves. (Physical Science)

8-6.1 Recall that waves transmit energy but not matter.

Assessment Guidelines: The objective of this indicator is to recall that energy, not matter, is moved from place to place by waves; therefore, the primary focus of assessment should be to retrieve from memory information about waves as vibrations that transfer energy. However, appropriate assessments should also require students to recall the definition of waves, energy, or medium and that waves transfer energy not matter.

SC WAVES UNIT

[211]

8-6.2 Distinguish between mechanical and electromagnetic waves.

Assessment Guidelines: The objective of this indicator is to distinguish between electromagnetic and mechanical waves; therefore, the primary focus of assessment should be to differentiate between electromagnetic and mechanical waves. However, appropriate assessments should require students to recall definitions of electromagnetic and mechanical waves; or to

SC WAVES UNIT

[211]

38


LAB-AIDS KITS

classify waves as mechanical or electromagnetic based on their characteristics.

8-6.3 Summarize factors that influence the basic properties of waves (including frequency, amplitude, wavelength, and speed).

Assessment Guidelines: The objective of this indicator is to summarize the factors that influence the basic properties of waves; therefore, the primary focus of assessment should be generalize major points about how properties of waves are influenced by various factors. However, appropriate assessments should also require students to recognize the basic properties of waves and how they are related to the factors that affect them; or interpret or illustrate diagrams of waves by identifying specific characteristics state previously.

SC WAVES UNIT

[211]

8-6.4 Summarize the behaviors of waves (including refraction, reflection, transmission, and absorption).

Assessment Guidelines: The objective of this indicator is to summarize the behaviors of waves; therefore, the primary focus of assessment should be to generalize major points about the interactions of waves based on the characteristics of waves. However, appropriate assessments should also require students to recognize the behaviors of waves and to exemplify the behaviors of waves based on descriptions of these behaviors; to interpret or illustrate diagrams of waves by recognizing behaviors that are illustrated; or to explain the major effects of wave behavior.

SC WAVES UNIT

1150, P110, P120, P130, [211]

8-6.5 Explain hearing in terms of the relationship between sound waves and the ear.

SC WAVES UNIT

[211]

8-6.6 Explain sight in terms of the relationship between the eye and the light waves emitted or reflected by an object.

Assessment Guidelines: The objective of this indicator is to explain how the major parts of the eye interact with light waves to allow sight to occur; therefore,

SC WAVES UNIT

[211]

39


LAB-AIDS KITS

the primary focus of assessment should be to construct cause and effect models of the various parts of the eye indicating how they interact with light waves to allow sight to occur. However, appropriate assessments should also require students to recognize the functions of the major parts of the eye in interacting with light to allow sight to occur; to interpret a diagram of the major parts eye and their functions in transmitting and transferring light to nerve impulses in the brain for sight; or to summarize the transfer of light through the major parts of the eye.

8.6.7 Explain how the absorption and reflection of light waves by various materials result in the human perception of color.

NC P120, [211]

8-6.7 Compare the wavelength and energy of waves in various parts of the electromagnetic spectrum (including visible light, infrared, and ultraviolet radiation).

Assessment Guidelines: The objective of this indicator is to compare the wavelength and energy of waves in specific parts of the electromagnetic spectrum; therefore, the primary focus of assessment should be to detect similarities and differences in the relationship between wavelengths and the energy of infrared, visible, light and ultraviolet waves. However, appropriate assessments should also require students to recognize specific parts of the electromagnetic spectrum that are higher or lower in energy and shorter or longer in wavelengths; to interpret a diagram of the electromagnetic spectrum; to infer which specific parts are higher or lower in wavelength and energy; or to classify waves by specific characteristics.

SC WAVES UNIT

P120, [211]

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