The History and Nature of Science
 

HNS1	Demonstrate that scientific investigations involve   - use of logic (e.g., scientific investigation using step-by-step thinking)   -respecting rules of evidence (e.g. generally use truthful, careful and accurate collection of evidence and information in a scientific investigation; follow the standards for keeping a  science notebook)  -openness to criticism (e.g. respectfully consider constructive criticism and peer review; respectfully offer constructive criticism and peer review.)  -public reporting of methods and procedures (e.g. peer review)/18.08.01	This will require at least some inquiry activities be extended, with in-depth discussion and assessment.
HNS2	Adequately model through scientific inquiry the methods used by scientists in a research setting./18.08.02	Provide authentic science inquiry experiences for students - it may be necessary to design a multi-year activity that students carry from grade level to grade level, starting in the sixth grade.
HNS3	Explain, using examples, that ancient peoples provided knowledge about the natural world that is still regarded as valid today, even though that knowledge may not have originated by scientific methods. /18.08.03	Have students use library, Internet or interview to research past cultures and provide three specific examples of ancient knowledge still valid today, such as: 6th grade:    native shamans -> ethnobotany 8th grade:    alchemists -> chemistry   astrologers -> astronomy
HNS4	Adequately model that scientists may work in teams and some may work alone, but all communicate extensively with each other.  (e.g., by doing investigations and sharing results with others doing similar work, students benefit by learning through communication.)/18.08.04
HNS5	Competently demonstrate scientific inquiry and technological design using multiple and related examples of research and the application of the research in technology.  (e.g. fish ladders, habitats and walkways for tortoises, handicap access, pace makers...)/18.08.05
HNS6	Critique results, techniques, and processes used in a scientific investigation, and redesign their experiment for continued study.	Have students design controlled experiments; for example, design a controlled experiment that investigates how energy is absorbed by different materials such as white surfaces vs. dark surfaces
HNS7	Identify and describe how science is subject to strengths and limitations related to other human social and intellectual activities, citing at least one example. /18.08.07	Have students use concensus to develop a set of rules which govern the way in which they conduct their investigations; compare their rules to rules used by scientists in areas of research such as medicine, animal studies, chemical research and cloning.

Science Processes and Skills
 

SPS1	Identify and evaluate the use of statistics, data and graphs in a variety of scientific work./19.08.01	Whenever quantitative data is gathered, use computers to calculate averages, plot graphs.
SPS2	Give examples of human activities with their associated benefits, costs and risks.  (e.g. cloning, use of automobiles and factories...) 19.08.02	8 - Sexual responsibility (i.e., Human reproduction); genetic engineering
SPS3	Analyze and describe a simple system (e.g., pendulum, aquarium, toilet) in terms of its efficiency, optimal function, and possible sources of malfunction./19.08.03	Design competitions (build vehicles from rubber bands, 2-liter soda bottles, mousetraps, etc.); apply physical concepts to design of Connectix roller coasters.
SPS4	Evaluate information to distinguish between fact and opinion when problem solving.  ./19.08.04	8- Analyze foods and compare laboratory analysis with claims on labels (weight of product, amount of fat, calories, etc.)
SPS5	Use two different models to demonstrate the same thing./20.08.01	Globes versus maps. 8 - historical models of the atom (which are still useful today to describe which aspect oft the atom?)
SPS6	Use a model to predict change.  (e.g. a stream table)/20.08.02	7 - River Cutters (GEMS)
SPS7	Identify and illustrate natural cycles within systems (e.g. water, planetary motion, climate, geological changes...)./20.08.03	7 - The rock cycle.  8 - The water cycle; cycles within circulatory/digestive systems (have students do a role-play where they act out the gross processes of human respiration/digestion); planetary motion; tides; reproductive cycles
SPS8	Analyze data from two groups, comparing both their means, medians, modes and ranges and why these statistics are important./20.08.04	Image Processing activities
SPS9	Use a systematic approach to describe the risks and benefits of a situation./20.08.05	Have students evaluate the following issues in terms of costs and benefits. 6 - purity of water (Foul Water lab) 7 - living in areas prone to natural disasters 8 - nuclear power and nuclear waste disposal (Science, Society, and America's Nuclear Waste)
SPS10	Clearly state reasons for keeping honest, clear and accurate records./21.08.01	Lab notebook/journal requirements (see below) Conduct a "word-of-mouth" activity, in which one student is told a complex piece of information verbally, told to pass it on to another person and so on until every person in the class has been told this information.  See how far the final telling is from the original information. Have students research the details and consequences of rare but significant episodes of scientific dishonesty (e.g., Piltdown man, cold fusion, false pharmaceutical claims).
SPS11	Adequately explain that hypotheses are valuable even if they turn out to be incorrect, if they lead to fruitful investigations./21.08.02	8 - development of atomic theory
SPS12	Compare varying explanations given for a particular phenomena, event or result./21.08.03	8 - continental drift symposia
SPS13	Write clear, step-by-step instructions for a procedure./22.08.01	Have students design and conduct a controlled experiments, including writing detailed procedures.
SPS14	Organize information in tables, graphs and describe the relationships they reveal./22.08.02	8 - Molecules in Motion 1
SPS15	Discuss scientific topics by paraphrasing, asking for clarification or elaboration, and expressing alternative positions using available print, Internet, and  multimedia resources./22.08.03	8 - continental drift symposia
SPS16	With minor errors, mathematically show that quantities can vary in proportion to one another.  (e.g. the ratio of mass to volume in the calculation of density...)/23.08.01	6 - mass, volume, and density  7 - force, mass, and acceleration  8 - Current and Resistance, Voltage and Resistance, Concept Sheet 1-3/1-4
SPS17	Adequately demonstrate, orally or in writing, what steps need to be taken for the solution to be found./23.08.02	All activities
SPS18	Adequately estimate probabilities of outcomes in familiar situations. (e.g.  probability of being born a boy or girl, where trees grow, being struck by lightening, earthquakes)/23.08.03	6 - in context of disease  7 - in context of earthquakes/volcanoes  8 - apply in context of heredity
SPS19	Generally select and use the appropriate SI unit for a particular measurement.  (e.g. meters for length, seconds for time and kilograms for mass)./23.08.04	In every inquiry activity where quantitative observations are made, emphasize the use of the SI system. As an alternative to one huge, tedious unit on measurement at the start of the year, spread measurement teaching through the entire year, emphasizing the ability to visualize/ estimate SI quantities.
SPS20	Provide an acceptable evaluation as to whether repeated measurements and computations of quantities are reasonably precise and accurate./23.08.05	For any lab activity where multiple groups of students are collecting the same measurements repeatedly, compile all measurements on the overhead and evaluate the precision of those measurements. Discuss the quality of high/low values.
SPS21	Acceptably make predictions based on all known data from similar conditions./23.08.06	Science Interactions 8 pg. 224 "Ballooning Size" - plot temperature versus volume; extrapolate backward to find absolute zero
SPS22	Consistently use instruments and laboratory safety equipment properly./24.08.01	All lab activities - be sure that students where goggles/aprons when appropriate; clearly communicate and enforce all safety precautions that are specific to each activity.  At start of year, go over general lab safety precautions and how to use safety equipment.  Safety contract.
SPS23	Consistently handle and dispose of chemicals according to established standards./24.08.02	All chemistry activities
SPS24	Satisfactorily choose appropriate available materials for making or repairing simple mechanical constructions.  (e.g.  designing an apparatus using simple machines)/24.08.03	7 - King of the Hill (Scientific American Frontiers)
SPS25	Satisfactorily keep an organized record of scientific investigations./24.08.04	Require a Mead composition book to be used as a lab notebook (and activities journal if desired). Require all lab activities be recorded in pen, and all changes made by lining through errors and replacing them.
SPS26	Satisfactorily use appropriate technology in laboratory procedures for measuring, recording, and analyzing data (e.g. computers, graphing calculators, and probes)/24.08.05	Make graphs in Excel or graph-specific software  Use calculators to calculate derived quantities (force, speed, density, rates, etc.)  Use balances, thermometers, meter sticks/rulers, microscopes, and graduated cylinders.
SPS27	Design a controlled experiment./24.08.06	Plant growth and reproduction labs.