Science As Inquiry – Students will do science by engaging in partial and full inquiries that are within their developmental capabilities

Life Science – The student will become aware of the characteristics of life cycles of organisms and understand their relationship to each other and their environment.

Science and the Environment – In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.

SI-H-A1, SI-H-A2, SI-H-A3, SI-H-B3

LS-H-A3, LS-H-D4

SE-H-A11, SE-H-B2, SE-H-C1, SE-H-C2, SE-H-C3, SE-H-C4, SE-H-C5, SE-H-D2, SE-H-D3, SE-H-D6

SI-H-A1- identifying questions and concepts that guide scientific investigations
SI-H-A2 – designing and conducting a scientific investigation

SI-H-A3 – using technology and mathematics to improve investigations and communications
SI-H-B3 – communicating that scientists rely on technology to enhance the gathering and manipulation of data

LS-H-A3 – investigating cell differentiation and describing stages of embryological development in representative organisms; plant and animal structures and their function
LS-H-D4 – exploring how humans have impacted the ecosystem and the need for societies to plan for the future
SE-H-A11 – understanding how pollutants can affect living systems
SE-H-B2 – comparing and contrasting conserving and preserving resources
SE-H-C1 – evaluating the dynamic interaction of land, water, and air and its relationship to living things in maintaining a healthy environment
SE-H-C2 – evaluating the relationships between the quality of life and environmental quality
SE-H-C3 – investigating and communicating how environmental policy is formed by the interaction of social, economic, technological, and political considerations
SE-H-C4 - demonstrate that environmental decisions include analyses that incorporate ecological, health, social and economic factors.
SE-H-C5 – analyze how public support affects the creation and enforcement of environmental laws and regulations.
SE-H-D2 – analyze how individuals are capable of reducing or reversing their impact on the environment through thinking, planning, education, collaboration, and action
SE-H-D3 – demonstrate that the most important factor in prevention and control of pollution is education
SE-H-D6 – develop an awareness of personal responsibility as stewards of the local and global environment.

Technology Performance Indicators with Guidelines:
C. Demonstrate knowledge and skills of Internet use and other resources consistent with acceptable use policies including the legal consequences of plagiarism and the need for authenticity in student work through an understanding of copyright issues. (5)
E. Explain and use advanced terminology, tools, and concepts associated with software applications, telecommunications, and emerging technologies. (1,3)
F. Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (1,3)
G. Refine knowledge and enhance skills in keyboarding, word processing, desktop publishing, spreadsheets, databases, multimedia, and telecommunications in preparing and presenting classroom projects. (3,6)
J. Use appropriate technology to locate, retrieve, organize, analyze, evaluate, and communicate information for problem solving and decision making. (1,2,4)
K. Evaluate the usage of technology and the processes involved during and upon completion of individual and group projects. (2,5)

Math

D-2-H - recognizing data that relate two variables as linear, exponential, or otherwise in nature (e.g., match a data set, linear or non-linear, to a graph and vice versa) (1,2,3, 4)

D-8-H - using logical thinking procedures, such as flow charts, Venn diagrams, and truth tables (2, 3, 4)

P-1-H - modeling the concepts of variables, functions, and relations as they occur in the real world and using the appropriate notation and terminology (1, 3, 4)

P-2-H - translating between tabular, symbolic, or graphic representations of functions (1, 3, 4)

P-5-H - analyzing real-world relationships that can be modeled by elementary functions.

M-1-H - selecting and using appropriate units, techniques, and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and error (or tolerance) of measurements (3)

M-2-H - demonstrating an intuitive sense of measurement (e.g., estimating and determining reasonableness of results as related to area, volume, mass, rate, and distance) (1, 2, 4)

M-4-H - demonstrating the concept of measurement as it applies to real-world experiences (1, 2, 3, 4, 5)

English language arts

ELA-3-H2 - using the grammatical and mechanical conventions of standard English (1, 4, 5)

Social Studies

C-1D-H3 - explaining and evaluating the various forms of political participation that citizens can use to monitor and shape the formation and implementation of public policy