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Codes: Plain text = Minn. Standards, Italics = national standards, underline = notes, MASS = Minn. Academic Science Standards, AAAS = Benchmarks for Science Literacy, NSES = National Science Education Standards. Grade Levels: indicate MASS designation. They will be assigned by courses. 9 indicates grades 9-12. Many citations need to be added in later edits. |
| I. |
A |
7 |
|
|
History and Nature of Science 7-8 |
| I. |
A |
7 |
a) |
0 |
The student will understand that science is a way of knowing about the world that is characterized by empirical data, logical argument, and skeptical review. (MASS I A 7 a 0) |
| I. |
A |
7 |
a) |
1 |
1. The student will recognize how scientific knowledge is subject to change as new evidence becomes available, or as new theories cause scientists to look at old observations differently. (MASS I A 7 a 1) |
| I. |
A |
7 |
a) |
2 |
2. The student will explain natural phenomena by using appropriate physical, conceptual and mathematical models.(MASS I A 7 a 2) |
| I. |
A |
8 |
a) |
0 |
The student will understand that science is a way of knowing about the world that is characterized by empirical data, logical argument, and skeptical review. (MASS I A 8 a 0) |
| I. |
A |
8 |
a) |
1 |
1. The student will explain and give examples of how science can be used to make informed ethical decisions by identifying likely consequences of particular actions. (MASS I A 8 a 1) |
| I. |
A |
8 |
a) |
2 |
2. The student will explain the development, usefulness and limitations of scientific models in the explanation and prediction of natural phenomena. (MASS I A 8 a 2) |
| I. |
B |
7 |
a) |
0 |
The student will design and conduct scientific investigations. (MASS I B 7 a 0) |
| I. |
B |
7 |
a) |
1 |
1. The student will formulate a testable hypothesis based on prior knowledge. (MASS I B 7 a 1) |
| I. |
B |
7 |
a) |
2 |
2. The student will recognize that a variable is a condition that may influence the outcome of an investigation and know the importance of manipulating one variable at a time. (MASS I B 7 a 2) |
| I. |
B |
7 |
a) |
3 |
3. The student will write a specific step-by-step procedure for a scientific investigation. (MASS I B 7 a 3) |
| I. |
B |
7 |
a) |
4 |
4.The student will explain how classroom scientific investigations relate to established scientific principles. (MASS I B 7 a 4) |
| I. |
B |
8 |
a) |
0 |
The student will understand that scientific inquiry is used by scientists to investigate the natural world in systematic ways. (MASS I B 8 a 0) |
| I. |
B |
8 |
a) |
1 |
1. The student will know that scientific investigations involve the common elements of systematic observations, the careful collection of relevant evidence, logical reasoning and innovation in developing hypotheses and explanations. (MASS I B 8 a 1) |
| I. |
B |
8 |
a) |
2 |
2. The student will describe how scientists can conduct investigations in a simple system and make generalizations to more complex systems. (MASS I B 8 a 2) |
| I. |
B |
8 |
b) |
0 |
The student will use multiple skills to design and conduct scientific investigations. (MASS I B 8 b 0) |
| I. |
B |
8 |
b) |
1 |
1. The student will specify variables to be changed, controlled and measured. (MASS I B 8 b 1) |
| I. |
B |
8 |
b) |
2 |
2.The student will use sufficient trials and adequate sample size to ensure reliable data. (MASS I B 8 b 2) |
| I. |
B |
8 |
b) |
3 |
3. The student will use appropriate technology and mathematics skills to access, gather, store, retrieve and organize data. (MASS I B 8 b 3) |
| I. |
C |
7 |
a) |
0 |
The student will know that science and technology are human efforts that both influence and are influenced by society. (MASS I C 7 a 0) |
| I. |
C |
7 |
a) |
1 |
1. The student will give examples of the development of technology influencing scientific knowledge, and investigation and scientific knowledge influencing the development of technology. (MASS I C 7 a 1) |
| I. |
C |
7 |
a) |
2 |
2. The student will understand that science cannot answer all questions and technology cannot solve all human problems or meet all human needs (with regard to the environment) (NSES Pg 169 ) |
| I. |
C |
7 |
a) |
3 |
3. The student will understand that science influences society through its knowledge and world view (on environmental issues). (NSES Pg 169 ) |
| I. |
C |
8 |
a) |
0 |
The student will know that science and technology are human efforts that both influence and are influenced by society. (MASS I C 8 a 0) |
| I. |
C |
8 |
a) |
1 |
1. The student will evaluate the credibility and validity of scientific and technological information from various sources. (MASS I C 8 a 1) |
| I. |
C |
8 |
a) |
2 |
2. The student will understand that technological solutions have intended benefits and unintended consequences (with regard to the environment). Some consequences can be predicted others cannot. (NSES Pg 166 ) |
| I. |
D |
7 |
a) |
0 |
The student will understand how scientific discovery, culture, societal norms, and technology have influenced one another in different time periods. (MASS I D 7 a 0) |
| I. |
D |
7 |
a) |
1 |
1. The student will cite examples of individuals throughout history who made discoveries and contributions in science and technology. (MASS I D 7 a 0) |
| I. |
D |
7 |
a) |
2 |
2. The student will cite examples of how culture influences scientific and technological advances. (MASS I D 7 a 2) |
| I. |
D |
8 |
a) |
0 |
The student will understand how scientific discovery, culture, societal norms, and technology have influenced one another in different time periods. (MASS I D 8 a 0) |
| I. |
D |
8 |
a) |
1 |
1.The student will relate personal experiences in scientific investigation to the experiences of scientists throughout history. (MASS I D 8 a 1) |
| I. |
D |
8 |
a) |
2 |
2. The student will cite examples of how science and technology contributed to changes in agriculture, manufacturing, sanitation, medicine, warfare, transportation, information processing or communication. (MASS I D 8 a 2) |
| II. |
A |
6 |
3 |
|
Physical Science Grades 6-8 |
| II. |
A |
6 |
a) |
0 |
The student will know that matter is made of small particles and this explains the properties of matter. (MASS A 6 3) |
| II. |
A |
6 |
a) |
1 |
1. The student will know that there are more than 100 different elements with unique properties. (MASS II A 6 a 1) Master in 6 reinforce in JH. |
| II. |
A |
6 |
a) |
2 |
2. The student will use evidence to explain that matter is made of small particles called atoms or molecules which are too small to see. (MASS II A 6 a 2) Master in JH. |
| II. |
A |
6 |
a) |
3 |
3. The student will know that the mass of a substance remains constant whether it is together, in parts or in a different state. (MASS IIA 6 a 3) Master in 6 reinforce in JH. |
| II. |
A |
6 |
a) |
4 |
4. The student will describe the states of matter in terms of the space between particles. (MASS II A 6 a 4) Master in JH. |
| II. |
A |
6 |
a) |
5 |
5. The student will distinguish between volume, mass and density. (MASS II A 6 a 5) Master in 6, reinforce in JH. |
| II. |
A |
6 |
a) |
6 |
6. The student will use the characteristic properties of density, melting point, boiling point and solubility to identify and distinguish mixtures and pure substances. (MASS II A 6 a 6) Introduce in 6, master in JH. |
| II. |
A |
6 |
a) |
7 |
7. The student will know that atoms are the smallest unit of an element that maintains the characteristics of the element. (MASS II A 6 a 7) Master in 6 reinforce in JH. |
| II. |
A |
6 |
a) |
8 |
8.The student will understand that there are groups of elements that have similar properties, as organized on the periodic table. (AAAS 4D6) Mastered in JH. |
| II. |
B |
6 |
a) |
0 |
The student will differentiate between chemical and physical changes (MASS II B 6 a 0) |
| II. |
B |
6 |
a) |
1 |
1. The student will define chemical and physical changes. (MASS II B 6 a 1) Introduce in 6, master in JH. |
| II. |
B |
6 |
a) |
2 |
2. The student will observe that substances react chemically with other substances to form new substances with different characteristic properties. (MASS II B 6 a 2) Introduce in 6, master in JH. |
| II. |
B |
6 |
a) |
3 |
3. The student will give examples and classify substances as mixtures or pure substances. (MASS II B 6 a 3) Introduce in 6, master in JH. |
| II. |
B |
6 |
a) |
4 |
4. The student will understand that no matter how substances within a closed system interact with one another, or how they combine or break apart, the total mass of the system remains the same. (AAAS 4D/7) Introduce in 6, master in JH. |
| II. |
C |
6 |
a) |
0 |
The student will understand that energy exists in many forms and can be transferred in many ways (MASS II C 6 a 0) |
| II. |
C |
6 |
a) |
1 |
1. The student will compare and contrast heat, chemical, mechanical and electrical energy and identify transformations of energy from one form to another in everyday situations. (MASS II C 6 a 1) Master in 6, reinforce in JH |
| II. |
C |
6 |
a) |
2 |
2. The student will recognize that heat is transferred by convection, conduction and radiation from warmer objects to cooler ones until both reach the same temperature. (MASS II C 6 a 2) Master in JH |
| II. |
C |
6 |
a) |
3 |
3. The student will demonstrate that visible light from the sun or reflected by objects may be made up of a mixture of many different colors of light. (MASS II C 6 a 3) Master in JH |
| II. |
C |
6 |
a) |
4 |
4. The student will recognize the relationship between light and heat. (MASS II C 6 a 4) Master in 6, reinforce in JH. |
| II. |
C |
6 |
a) |
5 |
5. The student will describe waves in terms of speed, frequency and wave length. (MASS II C 6 a 5) Master in JH |
| II. |
C |
6 |
a) |
6 |
6. The student will recognize that vibrations such as sound and earthquakes move in waves and that waves move at different speeds in different materials. (MASS II C 6 a 6) Master in JH |
| II. |
D |
6 |
a) |
0 |
The student will describe the motion of objects (MASS II D 6 a 0) |
| II. |
D |
6 |
a) |
1 |
1. The student will use a frame of reference to describe the position, speed, and acceleration of an object. (MASS II D 6 a 1) position and speed mastered in 6th, acceleration mastered in JH |
| II. |
D |
6 |
a) |
2 |
2. The student will measure and graph the positions and speed of an object. (MASS II D 6 a 2) Master in 6, reinforce in JH |
| II. |
D |
6 |
a) |
3 |
3. The student will recognize that unbalanced forces acting on an object change the object’s speed and/or direction. (MASS II D 6 a 3) Master in 6, reinforce in JH |
| II. |
E |
6 |
a) |
0 |
The student will understand that a variety of forces govern the structure and motion of objects in the universe (MASS II E 6 a 0) |
| II. |
E |
6 |
a) |
1 |
1. The student will know that electric currents and magnets can exert a force on certain objects and each other. (MASS II E 6 a 1) |
| II. |
E |
6 |
a) |
2 |
2. The student will know that there are positive and negative charges and that like charges repel one another and opposite charges attract. (MASS II E 6 a 2) |
| III. |
A |
8 |
|
|
Earth and Space Grades 7-8 |
| III. |
A |
8 |
a) |
0 |
The student will identify Earth's composition, structure, and processes (MASS III A 8 a 0) |
| III. |
A |
8 |
a) |
1 |
1. The student will explain how earthquakes, volcanoes, sea-floor spreading and mountain building are evidence of the movement of crustal plates. These are caused by heat flow and the movement of material within the earth. (MASS III A 8 a 1) |
| III. |
A |
8 |
a) |
2 |
2. The student will describe how features on the Earth’s surface are created and constantly changing through a combination of slow and rapid processes of weathering, erosion, sediment deposition, landslides, volcanic eruptions and earthquakes. (MASS III A 8 a 2) |
| III. |
A |
8 |
a) |
3 |
3. The student will describe the various processes and interactions of the rock cycle. (MASS III A 8 a 3) |
| III. |
A |
8 |
a) |
4 |
4. The student will interpret successive layers of sedimentary rocks and their fossils to document the age and long history of the changing surface of the Earth. (MASS III A 8 a 4) |
| III. |
A |
8 |
a) |
5 |
5. The student will recognize that constructive and destructive Earth processes can affect the evidence of Earth’s history. (rocks and landforms) (MASS III A 8 a 5) |
| III. |
A |
8 |
a) |
6 |
6. The student will classify and identify rocks and minerals using characteristics including but not limited to density, hardness and streak. (MASS III A 8 a 6) |
| III. |
A |
8 |
b) |
0 |
The student will investigate the impact humans have on the environment (MASS III A 8 b 0) |
| III. |
A |
8 |
b) |
1 |
1. The student will identify and research an environmental issue and evaluate its impact. (MASS III A 8 b 1) |
| III. |
A |
8 |
b) |
2 |
2. The student will understand that energy from the sun (and the wind and water energy derived from it) is available indefinitely. Other sources don't renew or renew only slowly. (AAAS 8C/5) |
| III. |
B |
8 |
a) |
0 |
The student will investigate how the atmosphere interacts with the Earth system (MASS III B 8 a 0) |
| III. |
B |
8 |
a) |
1 |
1. The student will define radiation, conduction and convection and explain their effects on weather and climate. (MASS III B 8 a 1) |
| III. |
B |
8 |
a) |
2 |
2. The student will identify the forces that create currents and layers in the Earth’s atmosphere and water systems. (MASS III B 8 a 2) |
| III. |
B |
8 |
a) |
3 |
3. The student will describe the effect of Earth’s rotation on the winds and ocean currents. (MASS III B 8 a 3) |
| III. |
B |
8 |
a) |
4 |
4. The student will collect and use data to predict the weather. (MASS III B 8 a 4) |
| III. |
B |
8 |
a) |
5 |
5. The student will identify the composition and structures of the atmosphere, including the role of living ogranisms (MASS III B 8 a 5). (NSES p. 160) |
| III. |
B |
8 |
a) |
6 |
6. The student will describe climate changes that have occurred over time. (MASS III B 8 a 6) |
| III. |
B |
8 |
a) |
7 |
7. Water is a solvent. As it passes through the water cycle it dissolves minerals and gases and carries them to the oceans. (NSES pg 160) |
| III. |
C |
8 |
a) |
0 |
The student will compare objects in the solar system and explain their interactions with the Earth (MASS III C 8 a 0) |
| III. |
C |
8 |
a) |
1 |
1. The student will recognize that the sun is the principal energy source for the solar system and that this energy is transferred in the form of radiation. (MASS III C 8 a 1) |
| III. |
C |
8 |
a) |
2 |
2. The student will explain how the combination of the Earth's tilted axis and revolution around the sun causes the progression of seasons and weather patterns. (MASS C 8 a 2) |
| III. |
C |
8 |
a) |
3 |
3. The student will compare and contrast the planets, moon, asteroids, meteors and comets taking into account their composition, mass and distance from the sun and recognize the conditions that have allowed life to flourish on Earth. (MASS III C 8 a 3) |
| III. |
C |
8 |
a) |
4 |
4. The student will use the predictability of the motions of the Earth, and sun to explain the length of day, length of year, phases of the moon, eclipses, tides and shadows. (MASS III C 8 a 4) |
| III. |
C |
8 |
a) |
5 |
5. The student will understand that gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system. (NSES p. 160) |
| III. |
C |
8 |
b) |
0 |
The student will describe the composition and structure of the universe (MASS III C 8 b 0) |
| III. |
C |
8 |
b) |
1 |
1. The student will recognize that the universe consists of many billions of galaxies, each containing many billions of stars and that there are vast distances that separate these galaxies and stars from one another. (MASS III C 8 b 1) |
| III. |
C |
8 |
b) |
2 |
2. The student will recognize that the sun is a medium-sized star and is the closest star to Earth. It is the central and largest body in the solar system and is one of billions of stars in the Milky Way Galaxy. (MASS III C 8 b 2) |
| IV. |
A |
7 |
|
|
Life Science Gr 6-8 |
| IV. |
A |
7 |
a) |
0 |
The student will understand that all organisms are composed of cells that carry on the many functions needed to sustain life (MASS IV A 7 a 0) |
| IV. |
A |
7 |
a) |
1 |
1. The student will know that cells are the fundamental units of life. (MASS IV A 7 a 1) |
| IV. |
A |
7 |
a) |
2 |
2. The student will distinguish between single-cellular and multicellular organisms. (MASS IV A 7 a 2) |
| IV. |
A |
7 |
a) |
3 |
3. The student will distinguish between plant and animal cells. (MASS IV A 7 a 3) |
| IV. |
A |
7 |
a) |
4 |
4. The student will recognize that cells repeatedly divide for growth and repair. (MASS IV A 7 a 4) |
| IV. |
A |
7 |
a) |
5 |
5. The student will recognize that cells convert energy from food for the production of molecules necessary for life, and for life processes including cell growth and cell division. (MASS IV A 7 a 5) |
| IV. |
A |
7 |
a) |
6 |
6. The student will recognize that specialized cells in multi-cellular organisms perform specialized functions. |
| IV. |
A |
7 |
a) |
7 |
7. Cells are mostly water, which give cells many of their properties. |
| IV. |
B |
7 |
a) |
0 |
The student will understand that living systems, at every level of organization, demonstrate the complementary nature of Structure and function (MASS IV B 7 a 0) |
| IV. |
B |
7 |
a) |
1 |
1. The student will explain that individuals are composed of specialized cells, tissues, organs and organ systems that perform specialized functions. (MASS IV B 7 a 1) |
| IV. |
B |
7 |
a) |
2 |
2. The student will recognize that an organism’s body plan and its ability to regulate its internal environment enable it to make or find food, grow and reproduce in a constantly changing environment. (MASS IV B 7 a 2) |
| IV. |
B |
7 |
a) |
3 |
3. The student will recognize that behavioral responses of organisms may be determined by heredity and past experience. An organism's behavior evolves through adaptation to its environment. (MASS IV B 7 a 3) |
| IV. |
B |
7 |
a) |
3.3 |
3.3 The student will understand that regulation of an organism's internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required to survive. |
| IV. |
B |
7 |
a) |
3.7 |
3.7 The student will understand that behavior is one kind of response an organism can make to an internal or external stimulus. A behavioral response requires coordination and communication at many levels, including cells, organ systems, and whole organisms. |
| IV. |
B |
7 |
a) |
4 |
4. The student will use and create dichotomous keys, knowing that similarities among organisms are found in internal anatomical features, which can be used to infer the degree of relatedness among organisms (MASS IV B 7 a 4) |
| IV. |
B |
7 |
a) |
5 |
5. The student will use the characteristics of an organism to identify the kingdom to which it belongs, knowing that some kinds of organisms, many of them microscopic, can not be neatly classified as either plants or animals. (MASS IV B 7 a 5) |
| IV. |
B |
7 |
a) |
6 |
6. The student will understand that one of the most general distinctions among organisms is between plants, which use sunlight to make their own food, and animals, which consume energy-rich foods. |
| IV. |
B |
7 |
a) |
7 |
7. The student will understand that millions of species of animals, plants, and microorganisms are alive today. |
| IV. |
C |
7 |
a) |
0 |
The student will understand that within ecosystems, complex interactions exist between organisms and the physical environment (MASS IV C 7 a 0) |
| IV. |
C |
7 |
a) |
1 |
1. The student will provide examples of the potentially irreversible effects of human activity on ecosystems. (MASS IV C 7 a 1) |
| IV. |
C |
7 |
a) |
2 |
2. The student will define a population as all individuals of a species that exist together at a given place and time. (MASS IV C 7 a 2) |
| IV. |
C |
7 |
a) |
3 |
3. The student will define an ecosystem as all populations living together and the physical factors with which they interact. (MASS IV C 7 a 3) |
| IV. |
C |
7 |
a) |
4 |
4. The student will explain the factors that affect the number and types of organisms an ecosystem can support, including available resources, abiotic and biotic factors and disease. (MASS IV C 7 a 4) |
| IV. |
D |
7 |
a) |
0 |
The student will understand that heredity information is contained in genes which are inherited through both sexual and asexual reproduction (MASS IV D 7 a 0) |
| IV. |
D |
7 |
a) |
0.5 |
0.5 Every organism requires a set of instructions for specifying its traits. Heredity is the passage of these instructions from one generation to another. |
| IV. |
D |
7 |
a) |
1 |
1. The student will recognize that inherited traits result from information contained in genes, which are located on chromosomes of each cell. (MASS IV D 7 a 1) |
| IV. |
D |
7 |
a) |
2 |
2. The student will recognize that each gene carries a single unit of information and can influence more than one trait. (MASS IV D 7 a 2) |
| IV. |
D |
7 |
a) |
3 |
3. The student will explain how inherited traits can be determined by one or many genes. (MASS IV D 7 a 3) |
| IV. |
D |
7 |
a) |
4 |
4. The student will comprehend that interactions with the environment affect some inherited traits. (MASS IV D 7 a 4) |
| IV. |
D |
7 |
a) |
5 |
5. The student will comprehend that reproduction is essential for the continuation of a species. (MASS IV D 7 a 5) |
| IV. |
D |
7 |
a) |
6 |
6. The student will compare and contrast the advantages and disadvantages of sexual and asexual reproduction. (MASS IV D 7 a 6) |
| IV. |
D |
7 |
a) |
7 |
7. The student will understand that, in sexual reproduction, a single specialized cell from a female merges with a specialized cell from a male. Where as in organisms that have sexes, typically half the genes come from each parent. |
| IV. |
D |
7 |
a) |
8 |
8. The student will understand that people control the characteristics of plants and animals they raise by selective breeding and by preserving varieties of seeds (old and new) to use if growing conditions change. (AAAS 8A/2) |
| IV. |
E |
7 |
a) |
0 |
The student will understand how biological evolution provides a scientific explanation for the fossil record of ancient life forms, as well as for the striking similarities observed among the diverse species of living organisms (MASS IV E 7 a 0) |
| IV. |
E |
7 |
a) |
0.5 |
0.5 The student will understand that for sexually reproducing organisms, a species comprises all organisms that can mate with one another to produce fertile offspring. |
| IV. |
E |
7 |
a) |
1 |
1. The student will recognize extinction is a common event. Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. (MASS IV E 7 a 1) |
| IV. |
E |
7 |
a) |
2 |
2. The student will describe how the fossil record documents the appearance and diversification of many life forms. (MASS IV E 7 a 2) |
| IV. |
E |
7 |
a) |
2.5 |
2.5 The student will understand that fossil evidence is consistent with the idea that human beings evolved from earlier species. |
| IV. |
E |
7 |
a) |
3 |
3. The student will explain how biological adaptations in structure, function and behavior enhance the reproductive success and survival of a species in a particular environment. (MASS IV E 7 a 3) |
| IV. |
E |
7 |
a) |
4 |
4. The student will recognize that scientific evidence can be used to infer common ancestry among some organisms. (MASS IV E 7 a 4) |
| IV. |
E |
7 |
a) |
5 |
5. The student will explain how diversity of species develops through gradual processes over generations as a result of small differences between parents and offspring (MASS IV E 7 a 5) (NSES 5F 6-8) |
| IV. |
E |
7 |
a) |
6 |
6. The student will understand that new varieties of cultivated plants and domestic animals have resulted from selected breeding for selected traits. |
| IV. |
F |
7 |
a) |
0 |
The student will understand how the flow of energy and recycling of matter contribute to a stable ecosystem. (IV F 7 a 0) |
| IV. |
F |
7 |
a) |
1 |
1. The student will know that plants use the energy in light to make sugars out of carbon dioxide and water. For ecosystems, the major source of energy is sunlight. Animals get energy from oxidizing their food, releasing some of its energy as heat. (MASS IV F 7 a 1) |
| IV. |
F |
7 |
a) |
2 |
2. The student will explain how energy is transferred through food chains and food webs in an ecosystem. (MASS IV F 7 a 2) |
| IV. |
F |
7 |
a) |
3 |
3. The student will explain how the amount of useable energy available to organisms decreases as it passes through a food chain and/or food web. (MASS IV F 7 a 3) |
| IV. |
F |
7 |
a) |
4 |
4. The student will know that the total amount of matter in a closed system remains the same as it is transferred between organisms and the physical environment even though its location or form changes. (MASS IV F 7 a 4) |
| IV. |
F |
7 |
a) |
5 |
5. The student will compare and contrast predator/prey, parasite/host and producer/consumer/decomposer relationships. Relationships may be competitive or mutually beneficial. Some species have become so adapted to each other that neither could survive without the other.(MASS IV F 7 a 5) |
| IV. |
F |
7 |
a) |
6 |
6. In all environments - fresh water, marine, forest, desert, grassland, mountain, and others - organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter. |
| IV. |
G |
7 |
a) |
0 |
The student will understand the human body systems and their relationship to disease. (MASS IV G 7 a 0) |
| IV. |
G |
7 |
a) |
1 |
1. The student will recognize that disease can be caused by genetics, infection by other organisms, exposure to environmental factors or a combination of these. (MASS IV G 7 a 1) |
| IV. |
G |
7 |
a) |
2 |
2. The student will identify risks associated with natural, chemical and biological hazards. (MASS IV G 7 a 2) |
| IV. |
G |
7 |
a) |
2.5 |
2.5 The student will understand that like other animals, human beings have body systems for obtaining and providing energy, defense, reproduction, and the coordination of body functions. |
| IV. |
G |
7 |
a) |
3 |
3. The student will describe the structure and function of systems for digestion, respiration, reproduction, circulation, excretion, movement, control and coordination and for protection from disease, in the human organism. (MASS IV G 7 a 3) |
| I. |
A |
9 |
|
|
History and Nature of Science 9-12 |
| I. |
A |
9 |
a) |
0 |
The student will understand the nature of scientific ways of thinking and that scientific knowledge changes and accumulates over time. (MASS I A 9 a 0) |
| I. |
A |
9 |
a) |
1 |
1. The student will be able to distinguish among hypothesis, theory, and law as scientific terms and how they are used to answer a specific question. (MASS I A 9 a 1) |
| I. |
A |
9 |
a) |
2 |
2. The student will be able to explain how scientific and technological innovation as well as new evidence can challenge portions of or entire accepted theories and models including but not limited to cell theory, atomic theory, theory of evolution, plate tectonic theory. (MASS I A 9 a 2) |
| I. |
A |
9 |
a) |
3 |
2.5 The student will understand that in science, the testing, revising, and occasional discarding of theories, new and old, never ends. Usually, changes in science occur as small modifications in extant knowledge. Scientific knowledge changes by evolving over time, almost always building on earlier knowledge. (AAAS p. 8 Gr 9 1A/3, NSES p. 201 & 202 HP 2&4) |
| I. |
A |
9 |
a) |
3 |
3. The student will recognize that in order to be valid, scientific knowledge must meet certain criteria including that it: be consistent with experimental, observational, and inferential knowledge about nature; follow rules of logic and reporting both methods and procedure. (MASS I A 9 a3) |
| I. |
A |
9 |
a) |
4 |
4. The student will explain how traditions of ethics, (truthful reporting about the methods and outcomes of investigations, making public the results of work), peer review, conflict, and general consensus influences the conduct of science. (MASS I A 9 a 4) (NSES: Page 200-201) |
| I. |
A |
9 |
a) |
5 |
5. The student will recognize that some scientific ideas are incomplete, and opportunity exists in these areas for new advances. (MASS I A 9 a 5) |
| I. |
B |
9 |
a) |
0 |
The student will design and conduct scientific investigations. (MASS I B 9 a 0) |
| I. |
B |
9 |
a) |
1 |
1. The student will design and complete a scientific experiment using scientific methods by determining a testable question, making a hypothesis, designing a scientific investigation with appropriate controls, analyzing data, making conclusions based on evidence, and comparing conclusions to the original hypothesis and prior knowledge. Students should accurately and effectively communicate results. (MASS I B 9 a 1) |
| I. |
B |
9 |
a) |
1.5 |
1.5 The student will understand that when similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, and it often takes further studies to decide. (AAAS Gr 9 1A/1) |
| I. |
B |
9 |
a) |
2 |
2. The student will distinguish between qualitative and quantitative data. (MASS I B 9 a 2) |
| I. |
B |
9 |
a) |
3 |
3. The student will, using logic and evidence, apply mathematics and models to analyze data and support conclusions. (MASS I B 9 a 3) (NSES page 175) |
| I. |
B |
9 |
a) |
4 |
4. The student will identify possible sources of error and their effects on results. (MASS I B 9 a 4) |
| I. |
B |
9 |
a) |
5 |
5. The student will know that professional scientists and engineers have ethical codes. (MASS I B 9 a 5) |
| I. |
B |
9 |
a) |
6 |
6. The student will give examples of how different domains of science use different bodies of scientific knowledge and employ different methods to investigate questions, knowing that many scientific investigations require the contributions of individuals from different disciplines, including engineering. |
| I. |
C |
9 |
a) |
0 |
The student will understand the relationship between science and technology and how both are used. (MASS I C 9 a 0) |
| I. |
C |
9 |
a) |
1 |
1. The student will compare and contrast the purposes and career opportunities of engineering, technology and science realizing that creativity and imagination play a vital role in these disciplines. (MASS I C 9 a 1) |
| I. |
C |
9 |
a) |
2 |
2. The student will provide an example of a need or problem identified by science and solved by engineering or technology. (MASS I C 9 a 2) |
| I. |
C |
9 |
a) |
3 |
3. The student will provide an example of how technology facilitates new discoveries and the development of scientific knowledge. (MASS I C 9 a 3) |
| I. |
C |
9 |
a) |
4 |
4. The student will know that technological changes and scientific advances are often accompanied by social, political, environmental and economic changes. (MASS I C 9 a 4) |
| I. |
C |
9 |
a) |
5 |
5. The student will recognize that science and technology are influenced by cultural backgrounds and beliefs and by social needs, attitudes, values and limitations. Funding influences the direction of science by virtue of the decisions that are made on which research to support. (MASS I C 9 a 5) |
| I. |
C |
9 |
a) |
6 |
6. The student will understand that scientific inquiry is driven by a desire to understand the world, and technological design is driven by the need to meet human needs and solve human problems. (MASS I C 9 a 6) |
| I. |
D |
9 |
a) |
0 |
The student will recognize the historical and social context of scientific endeavors and how they influence each other. (MASS I D 9 a 0) |
| I. |
D |
9 |
a) |
1 |
1. The student will be able to trace the development of a scientific advancement, invention or theory and its impact on society. (MASS I D 9 a 1) |
| I. |
D |
9 |
a) |
1.5 |
1.5 The student will know that in the short run, new ideas that do not mesh well with mainstream ideas in science oftenencounter vigorous criticism. In the long run, theories are judged by how they fit with other theories, the range of observations they explain, how well they explain observations, and how effective they are in predicting new findings. |
| I. |
D |
9 |
a) |
2 |
2. The student will provide examples of scientific advancements contributed by other civilizations and cultures, knowing that the early Egyptian, Greek, Chinese, Hindu, and Arabic cultures are responsible for many scientific and mathematical ideas and technological inventions. (MASS I D 9 a 2) |
| I. |
D |
9 |
a) |
3 |
3. The student will compare and contrast the differences between scientific theories and theories from other bodies of knowledge, and the importance of each in a science discussion. knowing that science distinguishes itself from other ways of knowing and from other bodies of knowledge through the use of empirical standards, logical arguments, and skepticism, as scientists strive for the best possible explanations about the natural world. Explanations on how the natural world changes based on myths, personal beliefs, religious values, mystical inspiration, superstition, or authority may be personally useful and socially relevant, but they are not scientific. (MASS I D 9 a 3) |
| I. |
D |
9 |
a) |
4 |
4. The student will know that scientists can bring information, insights, and analytical skills to bear on matters of public concern. Acting in their areas of expertise, scientists can help people understand the likely causes of events and estimate their possible effects. Outside of their areas of expertise, however, scientists should enjoy no special credibility. |
| II. |
A |
9 |
a) |
|
Physical Science 9-12 |
| II. |
A |
9 |
a) |
0 |
The student will understand the nature of matter including its forms, properties, and interactions. (MASS II A 9 a 0) |
| II. |
A |
9 |
a) |
1 |
1. The student will identify protons, neutrons and electrons as the major components of the atom, their mass relative to one another, their arrangement and their charge. (MASS II A 9 a 1) |
| II. |
A |
9 |
a) |
2 |
2. The student will be able to explain the relationship of an element’s position on the periodic table to its atomic number and atomic mass. (MASS II A 9 a 2) |
| II. |
A |
9 |
a) |
3 |
3. The student will compare and contrast the properties of an element and its isotopes, and describe how isotopes can be used in research, medicine and industry. (MASS II A 9 a 3) |
| II. |
A |
9 |
a) |
4 |
4. The student will use the periodic table to identify regions, families, groups and periods. (MASS II A 9 a 4) |
| II. |
A |
9 |
a) |
5 |
5. The student will explain how neutral atoms become ions. (MASS II A 9 a 5) |
| II. |
A |
9 |
a) |
6 |
6. The student will be able to explain how atoms form compounds through bonding. (MASS II A 9 a 6) |
| II. |
A |
9 |
a) |
7 |
7. The student will compare and contrast the states of matter in terms of interactions between particles. (MASS II A 9 a 7) |
| II. |
A |
9 |
a) |
8 |
8. The student will differentiate between an atom and a molecule. (MASS II A 9 a 8) |
| II. |
A |
9 |
a) |
9 |
9. The student will differentiate between an element and compound. (MASS II A 9 a 9) |
| II. |
A |
9 |
a) |
10 |
10. The student will understand that different energy levels are associated with different configurations of atoms and molecules and changes in the configuration require an input or release of energy. (MASS II A 9 a 10) |
| II. |
A |
9 |
a) |
11 |
11. The student will understand that when the energy of an atom/molecule changes, it does so in a definite jump from one value to another. Explain that this change in energy occurs when radiation is absorbed or emitted. |
| II. |
B |
9 |
a) |
0 |
The student will describe chemical reactions and the factors that influence them. (MASS II B 9 a 0) |
| II. |
B |
9 |
a) |
1 |
1. The student will describe chemical reactions using words and symbolic equations. (MASS II B 9 a 1) |
| II. |
B |
9 |
a) |
2 |
2. The student will explain the influence of temperature, surface area, agitation and catalysts on the rate of a reaction. (MASS II B 9 a 2) |
| II. |
B |
9 |
a) |
3 |
3. The student will distinguish between a chemical reaction and a nuclear reaction. (MASS II B 9 a 3) |
| II. |
B |
9 |
a) |
4 |
4. The student will explain how the rearrangement of atoms and molecules in a chemical reaction illustrates conservation of mass. (MASS II B 9 a 4) |
| II. |
B |
9 |
a) |
5 |
5. The student will describe how combining acids and bases produce a neutral solution. (MASS II B 9 a 5) |
| II. |
C |
9 |
a) |
0 |
The student will understand energy forms, transformations, and transfers. (MASS II C 9 a 0) |
| II. |
C |
9 |
a) |
1 |
1. The student will know that potential energy is stored energy and is associated with gravitational or electrical force, mechanical position or chemical composition. (MASS II C 9 a 1) |
| II. |
C |
9 |
a) |
2 |
2. The student will differentiate between kinetic and potential energy and identify situations where kinetic energy is converted into potential energy and vice versa. (MASS II C 9 a 2) |
| II. |
C |
9 |
a) |
3 |
3. The student will differentiate between AC and DC current. (MASS II C 9 a 3) |
| II. |
C |
9 |
a) |
4 |
4. The student will describe the production, storage and transmission of electricity. (MASS II C 9 a 4) |
| II. |
C |
9 |
a) |
5 |
5. The student will be able to describe physical and chemical changes in terms of the law of conservation of energy. (MASS II C 9 a 5) |
| II. |
C |
9 |
a) |
6 |
6. The student will compare and contrast the amount of energy released through chemical reactions and nuclear fission and fusion. (MASS II C 9 a 6) |
| II. |
C |
9 |
a) |
7 |
7. The student will describe the risks and benefits of fossil fuels, renewable sources and nuclear power as sources of usable energy. (MASS II C 9 a 7) |
| II. |
C |
9 |
a) |
8 |
8. The student will describe applications of the different wavelengths of the electromagnetic spectrum. (MASS II C 9 a 8) |
| II. |
C |
9 |
a) |
9 |
9. The student will describe energy, work and power both conceptually and quantitatively. (MASS II C 9 a 9) |
| II. |
C |
9 |
a) |
10 |
10. The student will understand that waves can superimpose on another, bend around corners, reflect off surfaces, be absorbed by materials and change direction and speed when entering a new material. |
| II. |
C |
9 |
a) |
11 |
11. The student will be able to explain the observed wavelength of a wave depends upon the relative motion of the source and the observer. This should be explained for both light and sound waves. |
| II. |
C |
9 |
a) |
12 |
12. The student will be able to describe through energy transformations that heat energy spreads around by conduction or radiation to cooler places. (entropy) |
| II. |
D |
9 |
a) |
0 |
The student will understand the nature of force and motion |
| II. |
D |
9 |
a) |
1 |
1. The student will use Newton’s three laws of motion to qualitatively and quantitatively describe the interaction of objects. (MASS II D 9 a 1) |
| II. |
D |
9 |
a) |
2 |
2. The student will describe the effect of friction and gravity on the motion of an object. (MASS II D 9 a 2) |
| II. |
E |
9 |
a) |
3 |
3. The student will understand that all motion is relative to whatever frame of reference is chosen. |
| II. |
E |
9 |
a) |
0 |
The student will understand the forces of nature and their application (MASS II E 9 a ) |
| II. |
E |
9 |
a) |
1 |
1. The student will recognize the factors that affect the presence and magnitude of gravitational, electromagnetic, weak and strong nuclear forces. (MASS II E 9 a 1) |
| II. |
E |
9 |
a) |
2 |
2. The student will identify the dominant force or forces in a variety of interactions. (MASS II E 9 a 2 ) |
| III. |
A |
9 |
a) |
|
Earth and Space 9-12 |
| III. |
A |
9 |
a) |
0 |
The student will understand that the interactions of the atmosphere, biosphere, lithosphere, hydrosphere, and space have resulted in ongoing change of the Earth system over geologic time. (MASS III A 9 a 0) |
| III. |
A |
9 |
a) |
1 |
1. The student will identify the internal and external sources of energy for the Earth. (MASS III A 9 a 1) |
| III. |
A |
9 |
a) |
2 |
2. The student will apply the laws of thermodynamics to explain the cycling of materials between reservoirs and how this cycling changes the physical and chemical properties of the material. Identify the transfers of energy involved. (MASS III A 9 a 2) (NSES p189 9GC2). |
| III. |
A |
9 |
a) |
3 |
3. The student will illustrate how biological processes have played significant roles in determining the character of the atmosphere, biosphere, hydrosphere and lithosphere over time. (MASS III A 9 a 3) |
| III. |
A |
9 |
a) |
4 |
4.The student will use the theory of plate tectonics to analyze relationships among earthquakes, volcanoes, mountains fossil deposits, rock layers and ocean features. (MASS III A 9 a 4) |
| III. |
A |
9 |
a) |
5 |
5. The student will describe how glaciers, gravity, wind, temperature changes, waves and rivers cause weathering and erosion. (MASS III A 9 a 5) |
| III. |
A |
9 |
a) |
6 |
6.The student will describe the rock cycle and compare and contrast the processes responsible for the formation of igneous, sedimentary and metamorphic rocks. (MASS III A 9 a 6) |
| III. |
A |
9 |
a) |
7 |
7. The student will explain how a geologic time scale can be constructed and show how Earth has changed through time by using evidence found in fossils, rock layers, ice cores, radiometric dating and globally gathered data. (MASS III A 9 a 7) |
| III. |
A |
9 |
b) |
0 |
The student will investigate the impact humans have on the environment. (MASS III A 9 b 0) |
| III. |
A |
9 |
b) |
1 |
1. The student will identify and research an environmental issue and evaluate its impact. Factors that students might investigate include population growth, resource use, population distribution, over consumption, the capacity of technology to solve problems, poverty, the role of economic political and religious views, and different ways humans view the earth. (MASS III A 9 b 1) (NSES p.198 ) |
| III. |
B |
9 |
a) |
0 |
The student will explain the causes and effects of the Earth's atmospheric and hydrologic processes. (MASS III B 9 a 0) |
| III. |
B |
9 |
a) |
1 |
1. The student will explain how the transfer of energy and motions of the Earth contribute to global climatic processes including wind, waves and ocean currents. (MASS III B 9 a 1) |
| III. |
B |
9 |
a) |
2 |
2. The student will trace the cyclical movement of carbon and water through the lithosphere, hydrosphere, atmosphere and biosphere. Identify the reservoirs and energy sources involved. (MASS III B 9 a 2) (NSES p189 9GC2) |
| III. |
B |
9 |
a) |
3 |
3. The student will demonstrate the effect of the Earth’s tilt, rotation and revolution on the seasons, day length and (tides). (MASS III B 9 a 3) (Gravity alone…explains the phenomena of the tides NSES p.. 161 5EES3 ) |
| III. |
B |
9 |
a) |
4 |
4. The student will identify, predict and investigate the factors that influence the quality of water and how it can be reused, recycled and conserved. (MASS III B 9 a 4) |
| III. |
B |
9 |
a) |
5 |
5. The student will discuss the impact of the use of natural resources and other human activities on the Earth’s climate. By burning these fossil fuels, people are passing most of the stored energy back into the environment as heat and releasing large amounts of carbon dioxide. (MASS III B 9 a 5) (AAAS 5E/1) |
| III. |
C |
9 |
a) |
0 |
The student will relate the formation and components of our solar system to the condition necessary for life. (MASS III C 9 a 0) |
| III. |
C |
9 |
a) |
1 |
1. The student will explain how the sun, Earth and solar system formed. (MASS III C 9 a 1) |
| III. |
C |
9 |
a) |
2 |
2. The student will compare the characteristics of Earth with the characteristics and movement patterns of the other planets, their satellites and other objects in our solar system. (MASS III C 9 a 2) |
| III. |
C |
9 |
a) |
3 |
3. The student will compare and contrast the environmental parameters that make life possible on Earth with conditions found on the other planets of our solar system. (MASS III C 9 b 3) |
| III. |
C |
9 |
b) |
0 |
The student will use astronomical data to reveal the structure, scale, and changes in the stars, galaxies, and universe over time. (MASS III C 9 b 0) |
| III. |
C |
9 |
b) |
1 |
1. The student will identify different types of stars and galaxies and describe how stars, galaxies and the universe change over time. (MASS III C 9 b 1) |
| III. |
C |
9 |
b) |
2 |
2. The student will explain how nuclear fusion produces energy and other elements. (MASS III C 9 b 2) |
| III. |
C |
9 |
b) |
3 |
3. The student will describe the evidence from current technologies that has been used to understand the composition and the early history of the universe. (MASS III C 9 b 3) |
| III. |
C |
9 |
b) |
4 |
4. The student will explain how Doppler evidence indicates our universe is expanding in all directions. (MASS III C 9 b 4) |
| III. |
C |
9 |
b) |
5 |
5. The student will understand that the "big bang" theory places the origin between 10 and 20 billion years ago, when the universe began in a hot dense state; the universe has been expanding ever since. (NSES p. 190) |
| III. |
C |
9 |
b) |
6 |
6. The student will understand that gravitational force is an attraction between masses. The strength of the force is proportional to the masses and weakens rapidly with increasing distance between them. (AAAS 4G/1) |
| IV. |
A |
9 |
a) |
|
Life Science 9-12 |
| IV. |
A |
9 |
a) |
0 |
The student will comprehend that all living things are composed of cells, and that the life processes in a cell are based on molecular interactions. (MASS IV A 9 a 0) |
| IV. |
A |
9 |
a) |
0.3 |
0.3 The student will understand that a living cell is composed of a small number of chemical elements mainly carbon, hydrogen, nitrogen, oxygen, phosphorous, and sulfur which form large and complex molecules. The work of the cell is carried out by the many different types of molecules it assembles, mostly proteins. (AAAS P 114 5C/8, 3) |
| IV. |
A |
9 |
a) |
0.7 |
0.7 The student will understand that the rate of reactions among atoms and molecules depends on how often they encounter one another, which is affected by the concentration, pressure, and temperature of the reacting materials. (AAAS P 80 4D/9; P114 5C/7) |
| IV. |
A |
9 |
a) |
1 |
1. The student will relate cellular structures to their functions. (MASS IV A 9 a 1) |
| IV. |
A |
9 |
a) |
1.5 |
1.5 The student will understand that cells can differentiate, and complex multicellular organisms are formed as a highly organized arrangement of differentiated cells. The differentiation is regulated through the expression of different genes. (NSES p 184-185) |
| IV. |
A |
9 |
a) |
2 |
2. The student will compare and contrast the structures found in typicalplant, animal and bacterial cells. (MASS IV A 9 a 2) |
| IV. |
A |
9 |
a) |
3 |
3. The student will explain the role of the cell membrane as a highly selective barrier in diffusion, osmosis and active transport. (MASS IV A 9 a 3) |
| IV. |
A |
9 |
a) |
4 |
4. The student will describe the role of enzymes as catalysts in metabolism and cellular synthesis of new molecules. (MASS IV A 9 a 4) |
| IV. |
A |
9 |
a) |
5 |
5. The student will differentiate between the processes of photosynthesis and respiration in terms of energy flow, reactants and products. (MASS IV A 9 a 5) |
| IV. |
A |
9 |
a) |
6 |
6. The student will describe and compare the processes of mitosis and meiosis and their roles in the cell cycle. (MASS IV A 9 a 6) |
| IV. |
B |
9 |
a) |
0 |
classify, compare and contrast the diversity of organisms on Earth and their modes of accommodating the requirements for life. (MASS IV B 9 a 0) Benchmarks moved to other locations. |
| IV. |
B |
9 |
a) |
1 |
1. relate the structure, complexity and organization of organ systems to the methods of obtaining, transforming, releasing and eliminating the matter and energy used to sustain the organism. (moved to IV G 9a1) |
| IV. |
B |
9 |
a) |
2 |
2. recognize that organisms have both innate and learned behavioral responses to internal and external stimuli, including the tropic responses in plants. (moved to IV C a 6) |
| IV. |
B |
9 |
a) |
3 |
3. use scientific evidence, including the fossil record, homologous structures, embryological development or biochemical similarities, to classify organisms in order to show probable evolutionary relationships and common ancestry. (moved to IV E 9 a 5) |
| IV. |
C |
9 |
a) |
0 |
The student will describe how the environment and interactions between organisms can affect the number of species and the diversity of species in an ecosystem. (MASS IV C 9 a 0) |
| IV. |
C |
9 |
a) |
1 |
1. The student will describe the factors related to matter and energy in an ecosystem that both influence fluctuations in population size and determine the carrying capacity of a population. The amount of life any environment can support is limited by food availability, predation, competition, population density, and waste removal. (MASS IV C 9 a 1) (NSES p 198) |
| IV. |
C |
9 |
a) |
1.5 |
1.5 The student will understand that populations can increase through linear or exponential growth, with effects on resource use and environmental pollution. (NSES p.198 Populations) |
| IV. |
C |
9 |
a) |
2 |
2. The student will explain how adaptations of species and co-evolution with other species are related to success in an ecosystem. (MASS IV C 9 a 2) |
| IV. |
C |
9 |
a) |
3 |
3. The student will identify examples of mutualism, commensalism, and parasitism in a stable ecosystem. (MASS IV C 9 a 3) |
| IV. |
C |
9 |
a) |
4 |
4. The student will predict and analyze how a change in an ecosystem, resulting from natural causes, changes in climate, human activity or introduction of invasive species, can affect both the number of organisms in a population and the biodiversity of species in the ecosystem. (MASS IV C 9 a 4) |
| IV. |
C |
9 |
a) |
5 |
5. The student will understand that ecosystems can be reasonably stable over hundreds or thousands of years. If a disaster such as flood or fire occurs, the damaged ecosystem is likely to recover in stages that eventually result in a system similar to the original one. (AAAS 5D/1) |
| IV. |
C |
9 |
a) |
6 |
6. The student will recognize that organisms have both innate and learned behavioral responses to internal and external stimuli, including the tropic responses in plants. (moved from MASS IV B 9 a 2) |
| IV. |
D |
9 |
a) |
0 |
The student will explain how inherited characteristics are encoded in genes. (MASS IV D 9 a 0) |
| IV. |
D |
9 |
a) |
1 |
1. The student will explain that the instructions for the characteristics of all organisms are carried in nucleic acids. (MASS IV D 9 a 1) |
| IV. |
D |
9 |
a) |
2 |
2. The student will define the relationship between DNA, genes and chromosomes. (MASS IV D 9 a 2) |
| IV. |
D |
9 |
a) |
3 |
3. The student will describe the structure and function of DNA and distinguish between replication, transcription and translation. (MASS IV D 9 a 3) |
| IV. |
D |
9 |
a) |
4 |
4. The student will know that different species of multicellular organisms have a characteristic number of chromosomes, and that in typical humans there are 22 autosomal pairs and 2 sex chromosomes. (MASS IV D 9 a 4) |
| IV. |
D |
9 |
a) |
5 |
5. The student will describe how genetic information is transmitted from parents to offspring through the processes of meiosis and fertilization as they relate to chromosome recombination and sexual reproduction. (MASS IV D 9 a 5) |
| IV. |
D |
9 |
a) |
6 |
6. The student will use Mendel’s laws of segregation and independent assortment to determine the genotype and phenotype of a monohybrid cross. (MASS IV D 9 a 6) |
| IV. |
D |
9 |
a) |
7 |
7. The student will differentiate between dominant, recessive, co- dominant, incompletely dominant, polygenic and sex-linked traits. (MASS IV D 9 a 7) |
| IV. |
D |
9 |
a) |
8 |
8. The student will understand that faulty genes can cause body parts or systems to work poorly. Some genetic diseases appear only when an individual has inherited a certain faulty gene from both parents. |
| IV. |
D |
9 |
a) |
9 |
9. The student will understand that inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be passed on to every cell that develops from it. The resulting features may help, harm, or have little or no effect on the offspring's success in its environment. |
| IV. |
D |
9 |
a) |
10 |
10. The student will understand that gene mutation in a cell can result in uncontrolled cell division called cancer. Exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer. |
| IV. |
E |
9 |
a) |
0 |
The student will understand how biological evolution provides a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms. (MASS IV E 9 a 0) |
| IV. |
E |
9 |
a) |
1 |
1. The student will understand that species change over time and the term biological evolution is used to describe this process. (MASS IV E 9 a 1) |
| IV. |
E |
9 |
a) |
2 |
2. The student will use the principles of natural selection to explain the differential survival of groups of organisms as a consequence of:
i. The potential for a species to increase its numbers;
ii. The genetic variability of offspring due to mutation and recombination (MASS IV E 9 a 2) |
| IV. |
E |
9 |
a) |
3 |
3. The student will describe how genetic variation between populations is due to different selective pressures acting on each population, which can lead to a new species. (MASS IV E 9 a 3) |
| IV. |
E |
9 |
a) |
4 |
4. The student will use biological evolution to explain the diversity of species. (MASS IV E 9 a 4) |
| IV. |
E |
9 |
a) |
5 |
5. The student will use scientific evidence, including the fossil record, homologous structures, embryological development or biochemical similarities, to classify organisms in order to show probable evolutionary relationships and common ancestry (Moved from MASS IV B 9 a 3) |
| IV. |
E |
9 |
a) |
6 |
6. The student will understand that life on earth is thought to have begun as simple, one-celled organisms. |
| IV. |
F |
9 |
a) |
0 |
The student will describe and explain the cycling of matter and flow of energy through an ecosystem's living and non-living components. (MASS IV F 9 a 0) |
| IV. |
F |
9 |
a) |
1 |
1. The student will explain the relationship between abiotic and biotic components of an ecosystem in terms of the cycling of water, carbon, oxygen and nitrogen. (MASS IV F 9 a 1) |
| IV. |
F |
9 |
a) |
2 |
2. The student will know that all matter tends to become more disorganized over time, and that living systems require a continuous input of energy in order to maintain their chemical and physical organizations and prevent death. (MASS IV F 9 a 2) |
| IV. |
F |
9 |
a) |
3 |
3. The student will explain that sunlight is transformed into chemical energy by photosynthetic organisms. (MASS IV F 9 a 3) |
| IV. |
F |
9 |
a) |
4 |
4. The student will explain that respiration releases chemical energy through the breakdown of molecules. (MASS IV F 9 a 4) |
| IV. |
F |
9 |
a) |
5 |
5. The student will understand that matter and energy flow through different levels of organization of living systems, from cells to communities, as well as between living systems and the physical environment as chemical elements are recombined in different ways. (MASS IV F 9 a 5) |
| IV. |
F |
9 |
a) |
6 |
5. 6. The student will understand that at each link in a food web, some energy is stored in newly made structures but much is dissipated into the environment as heat. Continual input of energy from sunlight keeps the process going. (AAAS 5E/3) |
| IV. |
G |
9 |
a) |
0 |
The student will understand how all organ systems, including the nervous system, interact to maintain homeostasis. (MASS IV G 9 a 0) |
| IV. |
G |
9 |
a) |
1 |
1.The student will understand and describe the basic anatomy and physiology of the nervous system and sense organs. (MASS IV G 9 a 1) |
| IV. |
G |
9 |
a) |
1.5 |
1.5 The student will understand that the hormonal system exerts its influences by chemicals that circulate in the blood. These two systems affect each other in coordinating body systems. |
| IV. |
G |
9 |
a) |
2 |
2. The student will describe how the functions of individual organ systems are integrated to maintain a homeostatic balance in the body. (MASS IV G 9 a 2) |
| IV. |
G |
9 |
a) |
3 |
3. The student will relate the structure, complexity and organization of organ systems to the methods of obtaining, transforming, releasing and eliminating the matter and energy used to sustain the organism. |
| IV. |
G |
9 |
a) |
4 |
4. The student will understand that the immune system is designed to protect against microscopic organisms and foreign substances that enter from outside the body and against some cancer cells that arise from within. Sometimes the immune system may attack some of the body's own cells. (AAAS P138 6C/1; P146 6E/1) |
| IV. |
G |
9 |
a) |
5 |
5. Some viral diseases, such as AIDS, destroy critical cells of the immune system, leaving the body unable to deal with multiple infection agents and cancer cells. (AAAS P146 6E/4) |
