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Grade 2 Air and Water Worksheets document sample
Grade 2 Air and Water Worksheets document sample
Earth and Space Sciences Bryan City School District Curriculum Map Science Grade Processes Within and On the Earth; Earth’s History through Geologic Evidence; Resources 9 Students demonstrate an understanding of how Earth systems and processes interact to sustain the habitability of Earth. This includes students demonstrating an understanding of the composition and formation of the universe, the solar system and Earth; properties and the interconnected nature of Earth’s systems; energy transfer in Earth systems; processes that shape Earth and Earth’s history; and how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Benchmark Grade Level Indicator / Topic / Content Evidence of Learning (student work sample) Resource Qrtr Checkpoint that What the student shall know and How do I measure what the student knows and/or can do? The Universe A. Explain how evidence from stars and 1. Describe that stars produce energy from nuclear reactions, chem 9 - discuss how H and He combine to form Li and other celestial objects provide and that processes in stars have led to the formation of all other elements form similarly. information about the processes that elements beyond hydrogen and helium. phys. 9 - domino lab and fission/fusion wksht. cause changes in the composition and scale of the physical universe. (9-10) A. Explain how evidence from stars …. 2. Describe the current scientific evidence that supports the phys. 9 - discussed theory of the explosive expansion of the universe, the Big Bang, over 10 billion years ago. A. Explain how evidence from stars …. 3. Explain that gravitational forces govern the characteristics phys. 9 - Kepler's Law - lab activity/discussion Looking for this and movement patterns of the planets, comets and asteroids information. in the Solar System. The Earth System B. Explain that many processes occur in 4. Explain the relationships of the oceans to the lithosphere env.9 - discuss winds and weather with relation to the patterns within the Earth’s systems. (9- and atmosphere (e.g., transfer of energy, ocean currents, atmosphere, convection current lab, air pressure demo, 10) landforms). wind demo, cloud demo, air masses discussion, transfer of energy worksheets dealing with plate tectonic C. Explain the 4.5 billion-year-history NO INDICATOR NO INDICATOR NO INDICATOR of Earth and the 4 billion-year-history of life on Earth based on observable scientific evidence in the geologic record. (9-10) D. Describe the finite nature of Earth’s NO INDICATOR NO INDICATOR NO INDICATOR resources and those human activities that can conserve or deplete Earth’s resources. (9-10) Processes that Shape the Earth E. Explain the processes that move and 5. Explain how the slow movement of material within Earth env 9 - convection current lab, questions, and plate tectonic shape Earth’s surface. (9-10) results from a. thermal energy transfer (conduction and notes, worksheets convection) from the deep interior b. the action of gravitational forces on regions of different density E. Explain the processes that move and 6. Explain the results of plate tectonic activity (e.g., magma env. 9 - rock lab, mineral lab, rock notes, mineral notes, shape Earth’s surface. (9-10) generation, igneous intrusion, metamorphism, volcanic plate tectonic notes and worksheets, earthquake notes, action, earthquakes, faulting, and folding). earthquake search activity E. Explain the processes that move and 7. Explain sea-floor spreading and continental drift using env. 9 - notes for sea floor spreading and cont. drift, shape Earth’s surface. (9-10) scientific evidence (e.g., fossil distributions, magnetic worksheets, worksheet on magnetic reversals reversals, and radiometric dating). Historical Perspectives and Scientific Revolutions F. Summarize the historical 8. Use historical examples to explain how new ideas are env. 9 - Continental drift theory with Wegener and how it development of scientific theories and limited by the context in which they are conceived; are often developed into plate tectonics theory based on new ideas, and describe emerging issues in rejected by the scientific establishment; sometimes spring scientific evidence the study of Earth and space sciences. from unexpected findings; and usually grow slowly, through (9-10) contributions from many different investigators (e.g., heliocentric theory and plate tectonics theory). Life Sciences Bryan City School District Curriculum Map Science Grade Not a focus at Grade 9 9 Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes students demonstrating an understanding of the flow of matter and energy in living systems; the characteristics, structure, and function of cells and organisms; principles of heredity; and biological evolution and the diversity and interdependence of life. Benchmark Grade Level Indicator / Topic / Content Evidence of Learning (student work sample) Resource Qrtr Checkpoint that What the student shall know and How do I measure what the student knows and/or can do? monitors progress toward ACS be able to do? Characteristics and Structure of Life A. Explain that cells are the basic unit (No 9th grade Life Science indicators.) See 10th grade of structure and function of living organisms, that once life originated all cells come from pre-existing cells, and that there are a variety of cell types. (9- 10) B. Explain the characteristics of life as (No 9th grade Life Science indicators.) See 10th grade indicated by cellular processes and describe the process of cell division and development. (9-10) Heredity C. Explain the genetic mechanisms and (No 9th grade Life Science indicators.) See 10th grade molecular basis of inheritance. (9-10) D. Explain the flow of energy and the (No 9th grade Life Science indicators.) See 10th grade cycling of matter through biological and ecological systems (cellular, organismal and ecological). (9-10) E. Explain how evolutionary (No 9th grade Life Science indicators.) See 10th grade relationships contribute to an understanding of the unity and diversity of life. (9-10) ** present evolution / intelligent design F. Explain the structure and function of (No 9th grade Life Science indicators.) See 10th grade ecosystems and relate how ecosystems change over time. (9-10) G. Describe how human activities can (No 9th grade Life Science indicators.) See 10th grade impact the status of natural systems. (9- 10) Evolution Theory H. Describe a foundation of biological (No 9th grade Life Science indicators.) See 10th grade evolution as the change in gene frequency of a population over time. Explain the historical and current scientific developments, mechanisms and processes of biological evolution. Describe how scientists continue to investigate and critically analyze aspects of evolutionary theory. (9-10) (The intent of this benchmark does not mandate the teaching or testing of I. Explain how natural selection and (No 9th grade Life Science indicators.) See 10th grade other evolutionary mechanisms account for the unity and diversity of past and present life forms. (9-10) Historical Perspectives and Scientific Revolution J. Summarize the historical (No 9th grade Life Science indicators.) See 10th grade development of scientific theories and ideas, and describe emerging issues in the study of life sciences. (9-10) Physical Sciences Bryan City School District Curriculum Map Science Grade Atoms; Chemical Reactions; Physical Properties; Mixtures and Solutions; Laws of Motion; Forces; Energy; Waves 9 Students demonstrate an understanding of how physical systems are put together and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes students demonstrating an understanding of the structure and properties of matter and the properties of materials and objects; chemical reactions and the conservation of matter; nature, transfer and conservation of energy; motions and the forces causing motions; nature of waves and interactions of matter and energy. Benchmark Grade Level Indicator / Topic / Content Evidence of Learning (student work sample) Resource Qrtr Checkpoint that What the student shall know and How do I measure what the student knows and/or can do? monitors progress toward ACS be able to do? Nature of Matter A. Describe that matter is made of 1. Recognize that all atoms of the same element contain the chem 9 - discuss periodic table and worksheets chem 10 - Isotope lab minute particles called atoms and atoms same number of protons and elements with the same number chem 10 - review periodic table, isotopes, protons with are comprised of even smaller of protons may or may not have the same mass. Those with worksheets, periodic table, isotope, valance electons, components. Explain the structure and different masses (different numbers of neutrons) are called subatomic properties of atoms. (9-10) isotopes. A. Describe that matter is made …. 2. Illustrate that atoms with the same number of positively chem.9 - intro to periodic table, matter discussion chem 10 - Lab - isotope charged protons and negatively charged electrons are chem 10 - review periodic table, isotopes, protons with electrically neutral. worksheets, periodic table, isotype, valance electron, subatomic A. Describe that matter is made …. 3. Describe radioactive substances as unstable nuclei that phys. 11 - radioactive decay lab - half-life and discussion undergo random spontaneous nuclear decay emitting env. 9 - Radioactive decay lab w/ candy corn, absolute time particles and/or high energy wavelike radiation. & radioactive decay notes A. Describe that matter is made …. 4. Show that when elements are listed in order according to chem 9 - intro to atomic number, group and period Chem 9 - lab element the number of protons (called the atomic number), the numbers, group properties properties repeating patterns of physical and chemical properties chem 10 - illistrate Bohr's model, chem 10 - demo identify families of elements. Recognize that the Periodic discuss patterns of periodic table, reviewed periodic table potassaium and lithium Table was formed as a result of the repeating pattern of and Bohr's model electron configurations. B. Explain how atoms react with each 6. Explain that the electric force between the nucleus and the chem. 10 - discuss ionic/covalent bonds, discuss p+/e- and chem 10 - draw Lewis other to form other substances and how electrons hold an atom together. Relate that on a larger how they attract, worksheets with nomenclature dots molecules react with each other or other scale, electric forces hold solid and liquid materials together phys 10 - calculating electric force atoms to form even different substances. (e.g., salt crystals, water). (9-10) B. Explain how atoms react with …. 5. Describe how ions are formed when an atom or a group of chem. 10 - draw Bohr's models and discuss, draw Lewis chem 10 - lab ionic atoms acquire an unbalanced charge by gaining or losing one Dot structures, students then draw their own formula writing, Micro or more electrons. chem 10 - begin to write and balance equations mole lab chem. 11 - electron conf. Problems, orbital notation problems, writing and balancing equations B. Explain how atoms react with …. 7. Show how atoms may be bonded together by losing, chem 10 - stoichiometry and writing and balancing Chem 10 - lab single gaining, or sharing electrons and that in a chemical reaction, equations (discussion and worksheets) replacement the number, type of atoms and total mass must be the same chem.11 - writing and balancing equations and before and after the reaction (e.g., writing correct chemical stoichiometry with discussion and worksheets formulas and writing balanced chemical equations. C. Describe the identifiable physical 8. Demonstrate that the pH scale (0-14) is used to measure chem 10 - Molurity of acid and bases properties of substances (e.g., color, acidity and classify substances or solutions as acidic, basic, env. 10 - taught this year hardness, conductivity, density, or neutral but not next concentration, ductility). Explain how bio 9 - intro to acid and bases changes in these properties can occur without changing the chemical nature of the substance.(9-10) C. Describe the identifiable physical…. 9. Investigate the properties of a pure substances and chem 9 - density lab, disucussion on density, physical and Chem 9 - lab 2 - properties of elements mixtures. chem. Properties disucssion and lab (e.g., density, conductivity, hardness, properties of alloys, superconductors and semiconductor) C. Describe the identifiable physical…. 10. Compare the conductivity of different materials and phys. 10 - circuit labs and electrostatics lab and discussion explain the role of electrons in the ability to conduct electricity. phys. 10 - current electricity labs and discussion Physical Sciences Bryan City School District Curriculum Map Science Grade Atoms; Chemical Reactions; Physical Properties; Mixtures and Solutions; Laws of Motion; Forces; Energy; Waves 9 Students demonstrate an understanding of how physical systems are put together and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes students demonstrating an understanding of the structure and properties of matter and the properties of materials and objects; chemical reactions and the conservation of matter; nature, transfer and conservation of energy; motions and the forces causing motions; nature of waves and interactions of matter and energy. Benchmark Grade Level Indicator / Topic / Content Evidence of Learning (student work sample) Resource Qrtr Checkpoint that What the student shall know and How do I measure what the student knows and/or can do? monitors progress toward ACS be able to do? Forces and Motion D. Explain the movement of objects by 21. Demonstrate that motion is a measurable quantity that phys. 9 - Newton's 2nd law discussion and worksheets, applying Newton’s three laws of motion. depends on the observer's frame of reference and describe acceleration lab, speed of toy car lab, and discussion (9-10) the object's motion in terms of the measurable quantities of position, velocity, acceleration, and time. D. Explain the movement of objects 22. Demonstrate that any object does not accelerate (remains phys. 9 - newton's 1st law discussion and demos, by…. at rest or maintains a constant speed and direction of motion) discussion of Newton's 1st law, fettuccini lab unless an unbalanced (net) force acts on it. phys. 11 - addition of vectors lab dealing with forces D. Explain the movement of objects by 23. Explain the change in motion (acceleration) of an object. phys. 9 - demo and discussion ofNewton's 2nd law, applying Newton’s three laws of motion. Demonstrate understanding that the change is proportional acceleration lab and discussion, weight lab, work problems (9-10) to the net force acting on the object and inversely proportional to the mass of the object, Fnet = ma. Note that weight is the gravitational force on a mass.) D. Explain the movement of objects 24. Demonstrate that whenever one object exerts a force on phys. 9 - demo and discussion and worksheets for 3rd law by…. another, an equal amount of force is exerted back on the first object. D. Explain the movement of objects 25. Demonstrate the ways in which frictional forces phys. 9 - Friction lab, word problems by…. constrain the motion of objects (e.g., a car traveling around a curve, a block on an inclined plane, a person running, an airplane in flight Nature of Energy E. Demonstrate that energy can be 11. Explain how thermal energy exists in the random motion chem. 9 - Chem 9 - lab 8, lab 9, lab considered to be either kinetic (motion) and vibrations of atoms and molecules. Recognize that the phys 11 - 10, lab 11 or potential (stored). higher the temperature, the greater the average atomic or (9-10) molecular motion and during changes of state the temperature remains constant. E. Demonstrate that energy can be…. 12. Explain how an object’s kinetic energy depends on its phys. 10 - Roller Coaster Lab and problems mass and its speed (KE = 1/2 mv squared). E. Demonstrate that energy can be…. 13. Demonstrate that near the earth’s surface an object’s phys. 10 - RollerCoaster lab, discussion, and word gravitational potential energy depends upon its weight (mg problems where (m) is the objects’ mass and (g0 is the acceleration due to gravity) and height (h) above a reference surface, (PE = mgh). F. Explain how energy may change 14. Summarize how nuclear reactions convert a small phys. 9 - fission /fusion worksheet and discussion, sun form or be redistributed but the total amount of matter into a large amount of energy. (Fission quantity of energy is conserved. (9-10) involves the splitting of a large nucleus into smaller nuclei; fusion is the joining of two small nuclei into a larger nucleus at extremely high energies.) F. Explain how energy may change…. 15. Trace the transformations of forms of energy within a phys. 10 - discusson of energy transformations, system (e.g., chemical to electrical to mechanical) and conservation of energy problems, Roller Coaster Lab recognize that energy is conserved. Show that these env. 10 - food chains and food web discussion & notes transformations involve the release of some thermal energy. F. Explain how energy may change…. 16. Illustrate that chemical reactions are either endothermic chem 10 - hydrate lab shows exothermic rxns or exothermic (e.g., cold packs and hot packs and the burning of fossil fuels. F. Explain how energy may change…. 17. Demonstrate that thermal energy can be transferred by env. 9 - convection current notes and lab, air mass notes conduction/radiation conduction, convection, or radiation (e.g., through materials and activity chem 9 - Multiple labs , 8, 9, 10 & 11 ?????? by the collision of particles, moving air masses or across empty space by electromagnetic radiation). G. Demonstrate that waves (e.g., sound, 18. Demonstrate that electromagnetic radiation is a form of env. 9 - seismic wave notes seismic, water, light) have energy and energy. Recognize that light acts like a wave. Show that env. 10 - discussion of sunlight and green house waves can transfer energy when they visible light is a part of the electromagnetic spectrum, (e.g., effect interact with matter. (9-10) radiowaves, microwaves, infrared, (visible light) ultraviolet, phys. 11 - discussion and vocabulary X-rays and gamma rays. chem 10 - Flame test lab phys. 9 - notes & EM worksheet, video G. Demonstrate that waves…. 19. Show how the properties of a wave depends on the phys. 9 - transverse wave lab properties of the medium through which it travels. phys. 11 - Snell's law lab Recognize that electromagnetic waves can be propagated without a medium. G. Demonstrate that waves…. 20. Describe how waves can superimpose on one another phys. 9 - superpositioning slinky lab and discussion Chem 10/11 - lab 2 when propagated in the same medium. Analyze conditions chem 10/11 - Lab #3 Atomic target practice in which waves can bend around corners, reflect off surfaces, are absorbed by materials they enter, and change direction and speed when entering a different material. Historical Perspectives and Scientific Revolution H. Trace the historical development of 26. Use historical examples to explain how new ideas are chem. 10/11 - discuss and draw how electrons, protons, Need to come up with scientific theories and ideas, and limited by the context in which they are conceived; are often and nucleus were discovered (rutherford, thomson) info. For history of describe emerging issues in the study of initially rejected by the scientific establishment; sometimes env. 9 - continental drift theory w/ Wegener Newtons Laws. physical sciences. spring from unexpected findings; and usually grow slowly, bio. 9 - Spontaneous Generation/Biogenesis theory, (9-10) through contributions from many different investigators. discussion of cell theory and how it has been added to over (e.g., atomic theory, quantum theory, Newtonian mechanics) the years. bio. 10 - Mendelian genetics H. Trace the historical development …. 27. Describe advances and issues in physical science that env. 10 - Alternative energy sources Need to come up with have important long-lasting effects on science and society. info. For this discussion. (e.g., atomic theory, quantum theory, Newtonian mechanics nuclear energy, nanotechnology, plastics and ceramics and communication technology) Science and Technology Bryan City School District Curriculum Map Science Grade Relationship between Technology and Science; Relationship between Technology and Society 9 Science and Technology Students demonstrate an understanding of how scientific knowledge is used to create needed technologies to solve everyday problems and how technologies are used to expand scientific knowledge. This includes students demonstrating an understanding of the differences between natural and human-made objects; how scientific knowledge is used to create and improve design; technology design and implementing technological problem-solving procedures using appropriate tools and methods; analyzing risks and benefits; and tradeoffs of using technology. Benchmark Grade Level Indicator / Topic / Content Evidence of Learning (student work sample) Resource Qrtr Checkpoint that What the student shall know and How do I measure what the student knows and/or can do? monitors progress toward ACS be able to do? Understanding Technology A. Explain the ways in which the 1. Describe means of comparing the benefits with the risks bio 10 Video (Clone Age) and discussion of genetic processes of technological design of technology and how science can inform public policy. engineering and CSI Wsebsite for crime scene respond to the needs of society. investigation, TMT/TMQ (9-10) env. 10 - global warming acivity with computers to show temperture data, alt. energy notes, research activity env. 11 - discussion, notes, worksheet, debate on pros and cons of building a dam Abilities To Do Technological Design B. Explain that science and technology 2. Identify a problem or need, propose designs and choose env. 10 - research all alternative energies & choose one for are interdependent; each drives the among alternative solutions for the problem. world energy and explain why. other. (9-10) B. Explain that science and technology 3. Explain why a design must be continually assessed and chem. 9 - Density Lab are interdependent; each drives the the ideas of the design must be tested, adapted, and refined. adv. chem. - titration lab, spectroscopy lab other. ** Discussed -NOT taught phys. 9 - Fettucini Lab (9-10) bio. 9 - Review/discussion of scientific method Scientific Inquiry Bryan City School District Curriculum Map Science Grade Modeling Investigations 9 Students demonstrate an understanding of the use of the processes of scientific inquiry to ask questions, gather and analyze information, make inferences and predictions, and create, modify, and possibly discard some explanations. This includes students demonstrating an understanding of how to ask valid questions that can be investigated scientifically about the natural world and develop an action plan to discover the answers. Benchmark Grade Level Indicator / Topic / Content Evidence of Learning (student work sample) Resource Qrtr Checkpoint that What the student shall know and How do I measure what the student knows and/or can do? monitors progress toward ACS be able to do? Scientific Inquiry A. Participate in and apply the 1. Distinguish between observations and inferences given a chem. 9, 10, 11, 12 - show demos and do labs that make processes of scientific investigation to complex scientific situation. them observe and make inferences, discuss difference create models and to design, conduct, between observation and inference evaluate and communicate the results of phys. 9,10,11,12 - show demos and do labs that make them these investigations. observe and make inferences, discuss differences between (9-10) observations and inference A. Participate in and apply the …. 2. Research and apply appropriate safety precautions when bio 9/10 Microscope and dissection safety measures designing and conducting scientific investigations (e.g., anatomy - microscope and dissection safety measures OSHA, Material Safety Data Sheets [MSDS], eyewash, chem. 9 - show all apparatus's and discuss goggles, ventilation). chem 10 - MSDS activity chem 9,10,11,12 - discuss safety procedures, goggles env. 9,10 - mention safety for labs A. Participate in and apply the …. 3. Construct, interpret and apply physical and conceptual bio 9 Construct cells, Egg demonstration, Mitosis?meiosis models that represent or explain systems, objects, events or construction, make up own dicotomous keys concepts. bio 10 Constuct Human Pedigree, Karyotype Anamomy - make cells, egg lab, skeletons, make sarcomeres, kidney models chem 9/10 - make atomic models with kits chem 11 - make orbital balloon models chem 12 - molecular models demos phys. 9 - Newton's law demos phys. 9 - fettucini structures lab phys. 12 - construct bridges, boats, and catapults, egg drop lab A. Participate in and apply the …. 4. Decide what degree of precision, based on the data, is chem 9 - using scales, rules, balances, graduated cylinders adequate and round off the results of calculator operations to and being able to measure and round off, percent error the proper number of significant figures to reasonably reflect problems those of the inputs. chem 10 - significant figure worksheets and using measuring devices, percent error problems A. Participate in and apply the …. 5. Develop oral and written presentations using clear chem 9, 10,11 - fill out lab sheets , construct data table, language, accurate data, appropriate graphs, tables, (maps) and read data table, read and make graphs and available technology. phys. 9 - Planet presentations env. 10 - global warmin activity wth excell graphs env. 11 - research paper and presentation env. 12 - presentations of info throughout the year A. Participate in and apply the …. 6. Draw logical conclusions based on scientific knowledge bio 9 Cell Lab, Egg Demo, Cotton Swab lab, TMT/TMQ and evidence from investigations. bio 10 All genetic labs and dissections anatomy - dissections, respirometer lab, circulatory lab chem 9,10,11,12 - draw conclusions from labs performed phys. 9,10,11,12 - draw conclusions from labs performed env. 10 - discussion of global warming data env. 9 - drawing conclusions with questions from various labs Scientific Ways of Knowing Bryan City School District Curriculum Map Science Grade Scientific Inquiry; Scientific Theories; Scientific Literacy; Scientific Conclusions 9 Students demonstrate an understanding of how social and historical perspectives relate to the contributions that many people make to the development of more reliable and comprehensive understandings of the natural world. This includes demonstrating an understanding that there are different ways to carry out scientific investigation; valid investigations can be repeated by many people with similar results; and scientific discovery is an ongoing process that will change ideas with new discoveries. Benchmark Grade Level Indicator / Topic / Content Evidence of Learning (student work sample) Resource Qrtr Checkpoint that What the student shall know and How do I measure what the student knows and/or can do? monitors progress toward ACS The Nature of Scientific Inquiry be able to do? A. Explain that scientific knowledge 1. Comprehend that many scientific investigations require bio 9 Discuss the men that contributed to biology and cell must be based on evidence, be the contributions of women and men from different theory, TMT/TMQ predictive, logical, subject to disciplines in and out of science. These people study bio 10 Discuss careers involved with genetics (Ex. CSI) modification and limited to the natural different topics, use different techniques, and have different world. (9-10) standards of evidence, but share a common purpose- to better understand a portion of our universe. A. Explain that scientific knowledge …. 2. Illustrate that the methods and procedures used to obtain bio 9 Draw cells, draw slides as viewed through the evidence must be clearly reported to enhance opportunities microscope for further investigations. bio 10 Draw pedigrees, facial characteristics, vertebrates/invertebrates as seen through the microscope anatomy - draw cell, tissues as viewed through microscope, draw skeletons A. Explain that scientific knowledge …. Ethical Practices C. Describe the ethical practices and 4. Explain how support of ethical practices in science (e.g., bio 9 Discuss virus/bacteria and it's uses as biological guidelines in which science operates. (9- individual observations and confirmations, accurate weapons 10) reporting, peer review and publication) are required to bio 10 Discuss Human genetics vs genetic engineering, reduce bias. TMT/TMQ env. 11 - sequoia tree video Scientific Theories B. Explain how scientific inquiry is 5. Justify that scientific theories are explanations of large bio 9 Discuss Biogenesis, TMT/TMQ guided by knowledge, observations, bodies of information and/or observations that withstand bio 10 Discuss Chromosome theory of Heredity, ideas and questions. (9-10) repeated testing. TMT/TMQ env. 9 - Discuss evolution and intelligent design B. Explain how scientific inquiry is …. 6. Explain that inquiry fuels observation and phys. 10 - Electric Circuit Lab experimentation that produce data that are the foundation of phys. 9 - Friction Lab, acceleration lab scientific disciplines. Theories are explanations of these data. B. Explain how scientific inquiry is …. 7. Recognize that scientific knowledge and explanations bio 9 Discuss Aristotle vs Pasteur's Biogenesis Discuss have changed over time, almost always building on earlier Aristiotle vs Linneaus's classification system, Virus and knowledge. Bacteria changes vs antibiotics, TMT/TMQ bio 10 Genetic Engineering, TMT/TMQ env. 9 - cont. drift to sea floor spreading spreading to plate tectonics and how it has changed Science and Society D. Recognize that scientific literacy is 8. Illustrate the understanding that much can be learned bio 9 / 10 Weekly current event summaries part of being a knowledgable citizen. (9- about the internal workings of science and the nature of env. 9 - weekly current events, discuss several scientists 10) science from the study of scientists, their daily work, and and their work their efforts to advance scientific knowledge in their area of study. D. Recognize that scientific literacy…. 9. Investigate how the knowledge, skills, and interests bio 9 / 10 Weekly current event summaries learned in science classes apply to the careers students plan anatomy - discussion of medical careers with each system to pursue.
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