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Mathematics 6th grade

CA- California K-12 Academic Content Standards
Subject: Mathematics
Grade: Grade SixBy the end of grade six, students have mastered the four arithmetic operations with whole numbers, positive fractions, positive decimals, and positive and negative integers; they accurately compute and solve problems. They apply their knowledge to statistics and probability. Students understand the concepts of mean, median, and mode of data sets and how to calculate the range. They analyze data and sampling processes for possible bias and misleading conclu-sions; they use addition and multiplication of fractions routinely to calculate the probabilities for compound events. Students conceptually understand and work with ratios and proportions; they compute percentages (e.g., tax, tips, interest). Students know about p and the formulas for the circumference and area of a circle. They use letters for numbers in formulas involving geometric shapes and in ratios to represent an unknown part of an expression. They solve one-step linear equations.
Area: Number Sense
Sub-Strand 1.0 (Key Standard): Students compare and order positive and negative fractions, decimals, and mixed numbers. Students solve problems involving fractions, ratios, proportions, and percentages:
Standard 1.1 (Key Standard): Compare and order positive and negative fractions, decimals, and mixed numbers and place them on a number line.
Standard 1.2 (Key Standard): Interpret and use ratios in different contexts (e.g., batting averages, miles per hour) to show the relative sizes of two quantities, using appropriate notations (a/b, a to b, a:b).
Standard 1.3 (Key Standard): Use proportions to solve problems (e.g., determine the value of N if 4/7 = N/21, find the length of a side of a polygon similar to a known polygon). Use cross-multiplication as a method for solving such problems, understanding it as the multiplication of both sides of an equation by a multiplicative inverse.
Standard 1.4 (Key Standard): Calculate given percentages of quantities and solve problems involving discounts at sales, interest earned, and tips.
Sub-Strand 2.0: Students calculate and solve problems involving addition, subtraction, multiplication, and division:
Standard 2.1: Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation.
Standard 2.2: Explain the meaning of multiplication and division of positive fractions and perform the calculations (e.g., 5 ⁄ 8 ¸ 15 ⁄ 16 = 5 ⁄ 8 ´ 16 ⁄15 = 2 ⁄3).
Standard 2.3 (Key Standard): Solve addition, subtraction, multiplication, and division problems, including those arising in concrete situations, that use positive and negative integers and combina-tions of these operations.
Standard 2.4: Determine the least common multiple and the greatest common divisor of whole numbers; use them to solve problems with fractions (e.g., to find a common denominator to add two fractions or to find the reduced form for a fraction).
Area: Algebra and Functions
Sub-Strand 1.0: Students write verbal expressions and sentences as algebraic expressions and equations; they evaluate algebraic expressions, solve simple linear equations, and graph and interpret their results:
Standard 1.1 (Key Standard): Write and solve one-step linear equations in one variable.
Standard 1.2: Write and evaluate an algebraic expression for a given situation, using up to three variables.
Standard 1.3: Apply algebraic order of operations and the commutative, associative, and distributive properties to evaluate expressions; and justify each step in the process.
Standard 1.4: Solve problems manually by using the correct order of operations or by using a scientific calculator.
Sub-Strand 2.0: Students analyze and use tables, graphs, and rules to solve problems involving rates and proportions:
Standard 2.1: Convert one unit of measurement to another (e.g., from feet to miles, from centime-ters to inches).
Standard 2.2 (Key Standard): Demonstrate an understanding that rate is a measure of one quantity per unit value of another quantity.
Standard 2.3: Solve problems involving rates, average speed, distance, and time.
Sub-Strand 3.0: Students investigate geometric patterns and describe them algebraically:
Standard 3.1: Use variables in expressions describing geometric quantities (e.g., P = 2w + 2l, AÊ = 1 ⁄2 bh, C = p d—the formulas for the perimeter of a rectangle, the area of a tri-angle, and the circumference of a circle, respectively).
Standard 3.2: Express in symbolic form simple relationships arising from geometry.
Area: Measurement and Geometry
Sub-Strand 1.0: Students deepen their understanding of the measurement of plane and solid shapes and use this understanding to solve problems:
Standard 1.1 (Key Standard): Understand the concept of a constant such as p; know the formulas for the circumference and area of a circle.
Standard 1.2: Know common estimates of p (3.14; 22 ⁄7) and use these values to estimate and calculate the circumference and the area of circles; compare with actual measurements.
Standard 1.3: Know and use the formulas for the volume of triangular prisms and cylinders (area of base x height); compare these formulas and explain the similarity between them and the formula for the volume of a rectangular solid.
Sub-Strand 2.0: Students identify and describe the properties of two-dimensional figures:
Standard 2.1: Identify angles as vertical, adjacent, complementary, or supplementary and provide descriptions of these terms.
Standard 2.2 (Key Standard): Use the properties of complementary and supplementary angles and the sum of the angles of a triangle to solve problems involving an unknown angle.
Standard 2.3: Draw quadrilaterals and triangles from given information about them (e.g., a quadrilateral having equal sides but no right angles, a right isosceles triangle).
Area: Statistics, Data Analysis, and Probability
Sub-Strand 1.0: Students compute and analyze statistical measurements for data sets:
Standard 1.1: Compute the range, mean, median, and mode of data sets.
Standard 1.2: Understand how additional data added to data sets may affect these computations of measures of central tendency.
Standard 1.3: Understand how the inclusion or exclusion of outliers affects measures of central tendency.
Standard 1.4: Know why a specific measure of central tendency (mean, median, mode) provides the most useful information in a given context.
Sub-Strand 2.0: Students use data samples of a population and describe the characteristics and limitations of the samples:
Standard 2.1: Compare different samples of a population with the data from the entire popula-tion and identify a situation in which it makes sense to use a sample.
Standard 2.2 (Key Standard): Identify different ways of selecting a sample (e.g., convenience sampling, responses to a survey, random sampling) and which method makes a sample more represen-tative for a population.
Standard 2.3 (Key Standard): Analyze data displays and explain why the way in which the question was asked might have influenced the results obtained and why the way in which the results were displayed might have influenced the conclusions reached.
Standard 2.4 (Key Standard): Identify data that represent sampling errors and explain why the sample (and the display) might be biased.
Standard 2.5 (Key Standard): Identify claims based on statistical data and, in simple cases, evaluate the validity of the claims.
Sub-Strand 3.0: Students determine theoretical and experimental probabilities and use these to make predictions about events:
Standard 3.1 (Key Standard): Represent all possible outcomes for compound events in an organized way (e.g., tables, grids, tree diagrams) and express the theoretical probability of each outcome.
Standard 3.2: Use data to estimate the probability of future events (e.g., batting averages or number of accidents per mile driven).
Standard 3.3 (Key Standard): Represent probabilities as ratios, proportions, decimals between 0 and 1, and percentages between 0 and 100 and verify that the probabilities computed are reasonable; know that if P is the probability of an event, 1-P is the probability of an event not occurring.
Standard 3.4: Understand that the probability of either of two disjoint events occurring is the sum of the two individual probabilities and that the probability of one event following another, in independent trials, is the product of the two probabilities.
Standard 3.5 (Key Standard): Understand the difference between independent and dependent events.
Area: Mathematical Reasoning
Sub-Strand 1.0: Students make decisions about how to approach problems:
Standard 1.1: Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns.
Standard 1.2: Formulate and justify mathematical conjectures based on a general description of the mathematical question or problem posed.
Standard 1.3: Determine when and how to break a problem into simpler parts.
Sub-Strand 2.0: Students use strategies, skills, and concepts in finding solutions:
Standard 2.1: Use estimation to verify the reasonableness of calculated results.
Standard 2.2: Apply strategies and results from simpler problems to more complex problems.
Standard 2.3: Estimate unknown quantities graphically and solve for them by using logical reasoning and arithmetic and algebraic techniques.
Standard 2.4: Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
Standard 2.5: Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.
Standard 2.6: Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.
Standard 2.7: Make precise calculations and check the validity of the results from the context of the problem.
Sub-Strand 3.0: Students move beyond a particular problem by generalizing to other situations:
Standard 3.1: Evaluate the reasonableness of the solution in the context of the original situation.
Standard 3.2: Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.
Standard 3.3: Develop generalizations of the results obtained and the strategies used and apply them in new problem situations.

Mathematics 7th grade

CA- California K-12 Academic Content Standards
Subject: Mathematics
Grade: Grade SevenBy the end of grade seven, students are adept at manipulating numbers and equations and understand the general principles at work. Students understand and use factoring of numerators and denominators and properties of exponents. They know the Pythagorean theorem and solve problems in which they compute the length of an unknown side. Students know how to compute the surface area and volume of basic three-dimensional objects and understand how area and volume change with a change in scale. Students make conversions between different units of measurement. They know and use different representations of fractional numbers (fractions, decimals, and percents) and are proficient at changing from one to another. They increase their facility with ratio and propor-tion, compute percents of increase and decrease, and compute simple and com-pound interest. They graph linear functions and understand the idea of slope and its relation to ratio.
Area: Number Sense
Sub-Strand 1.0: Students know the properties of, and compute with, rational numbers expressed in a variety of forms:
Standard 1.1: Read, write, and compare rational numbers in scientific notation (positive and negative powers of 10) with approximate numbers using scientific notation.
Standard 1.2 (Key Standard): Add, subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimals) and take positive rational numbers to whole-number powers.
Standard 1.3: Convert fractions to decimals and percents and use these representations in estimations, computations, and applications.
Standard 1.4 (Key Standard): Differentiate between rational and irrational numbers.
Standard 1.5 (Key Standard): Know that every rational number is either a terminating or repeating decimal and be able to convert terminating decimals into reduced fractions.
Standard 1.6: Calculate the percentage of increases and decreases of a quantity.
Standard 1.7 (Key Standard): Solve problems that involve discounts, markups, commissions, and profit and compute simple and compound interest.
Sub-Strand 2.0: Students use exponents, powers, and roots and use exponents in working with fractions:
Standard 2.1: Understand negative whole-number exponents. Multiply and divide expressions involving exponents with a common base.
Standard 2.2 (Key Standard): Add and subtract fractions by using factoring to find common denominators.
Standard 2.3 (Key Standard): Multiply, divide, and simplify rational numbers by using exponent rules.
Standard 2.4: Use the inverse relationship between raising to a power and extracting the root of a perfect square integer; for an integer that is not square, determine without a calculator the two integers between which its square root lies and explain why.
Standard 2.5 (Key Standard): Understand the meaning of the absolute value of a number; interpret the absolute value as the distance of the number from zero on a number line; and determine the absolute value of real numbers.
Area: Algebra and Functions
Sub-Strand 1.0: Students express quantitative relationships by using algebraic terminology, expressions, equations, inequalities, and graphs:
Standard 1.1: Use variables and appropriate operations to write an expression, an equation, an inequality, or a system of equations or inequalities that represents a verbal description (e.g., three less than a number, half as large as area A).
Standard 1.2: Use the correct order of operations to evaluate algebraic expressions such as 3(2x + (1/2)^2 5)
Standard 1.3 (Key Standard): Simplify numerical expressions by applying properties of rational numbers (e.g., identity, inverse, distributive, associative, commutative) and justify the process used.
Standard 1.4: Use algebraic terminology (e.g., variable, equation, term, coefficient, inequality, expression, constant) correctly.
Standard 1.5: Represent quantitative relationships graphically and interpret the meaning of a specific part of a graph in the situation represented by the graph.
Sub-Strand 2.0: Students interpret and evaluate expressions involving integer powers and simple roots:
Standard 2.2: Multiply and divide monomials; extend the process of taking powers and extracting roots to monomials when the latter results in a monomial with an integer exponent.
Standard 2.1: Interpret positive whole-number powers as repeated multiplication and negative whole-number powers as repeated division or multiplication by the multiplicative inverse. Simplify and evaluate expressions that include exponents.
Sub-Strand 3.0: Students graph and interpret linear and some nonlinear functions:
Standard 3.1: Graph functions of the form y = nx 2 and y = nx 3 and use in solving problems.
Standard 3.2: Plot the values from the volumes of three-dimensional shapes for various values of the edge lengths (e.g., cubes with varying edge lengths or a triangle prism with a fixed height and an equilateral triangle base of varying lengths).
Standard 3.3 (Key Standard): Graph linear functions, noting that the vertical change (change in y-value) per unit of horizontal change (change in x-value) is always the same and know that the ratio (“rise over run”) is called the slope of a graph.
Standard 3.4 (Key Standard): Plot the values of quantities whose ratios are always the same (e.g., cost to the number of an item, feet to inches, circumference to diameter of a circle). Fit a line to the plot and understand that the slope of the line equals the quantities.
Sub-Strand 4.0 (Key Standard): Students solve simple linear equations and inequalities over the rational numbers:
Standard 4.1 (Key Standard): Solve two-step linear equations and inequalities in one variable over the rational numbers, interpret the solution or solutions in the context from which they arose, and verify the reasonableness of the results.
Standard 4.2 (Key Standard): Solve multistep problems involving rate, average speed, distance, and time or a direct variation.
Area: Measurement and Geometry
Sub-Strand 1.0: Students choose appropriate units of measure and use ratios to convert within and between measurement systems to solve problems:
Standard 1.1: Compare weights, capacities, geometric measures, times, and temperatures within and between measurement systems (e.g., miles per hour and feet per second, cubic inches to cubic centimeters).
Standard 1.2: Construct and read drawings and models made to scale.
Standard 1.3 (Key Standard): Use measures expressed as rates (e.g., speed, density) and measures expressed as products (e.g., person-days) to solve problems; check the units of the solutions; and use dimensional analysis to check the reasonableness of the answer.
Sub-Strand 2.0: Students compute the perimeter, area, and volume of common geometric objects and use the results to find measures of less common objects. They know how perimeter, area, and volume are affected by changes of scale:
Standard 2.1: Use formulas routinely for finding the perimeter and area of basic two-dimensional figures and the surface area and volume of basic three-dimensional figures, includ-ing rectangles, parallelograms, trapezoids, squares, triangles, circles, prisms, and cylinders.
Standard 2.2: Estimate and compute the area of more complex or irregular two- and three-dimensional figures by breaking the figures down into more basic geometric objects.
Standard 2.3: Compute the length of the perimeter, the surface area of the faces, and the volume of a three-dimensional object built from rectangular solids. Understand that when the lengths of all dimensions are multiplied by a scale factor, the surface area is multiplied by the square of the scale factor and the volume is multiplied by the cube of the scale factor.
Standard 2.4: Relate the changes in measurement with a change of scale to the units used (e.g., square inches, cubic feet) and to conversions between units (1 square foot = 144 square inches or [1 ft^2] = [144 in^2], 1 cubic inch is approximately 16.38 cubic centimeters or [1 in^3] = [16.38 cm^3]).
Sub-Strand 3.0: Students know the Pythagorean theorem and deepen their understanding of plane and solid geometric shapes by constructing figures that meet given conditions and by identifying attributes of figures:
Standard 3.1: Identify and construct basic elements of geometric figures (e.g., altitudes, mid-points, diagonals, angle bisectors, and perpendicular bisectors; central angles, radii, diameters, and chords of circles) by using a compass and straightedge.
Standard 3.2: Understand and use coordinate graphs to plot simple figures, determine lengths and areas related to them, and determine their image under translations and reflections.
Standard 3.3 (Key Standard): Know and understand the Pythagorean theorem and its converse and use it to find the length of the missing side of a right triangle and the lengths of other line segments and, in some situations, empirically verify the Pythagorean theorem by direct measurement.
Standard 3.4 (Key Standard): Demonstrate an understanding of conditions that indicate two geometrical figures are congruent and what congruence means about the relationships between the sides and angles of the two figures.
Standard 3.5: Construct two-dimensional patterns for three-dimensional models, such as cylinders, prisms, and cones.
Standard 3.6 (Key Standard): Identify elements of three-dimensional geometric objects (e.g., diagonals of rectangular solids) and describe how two or more objects are related in space (e.g., skew lines, the possible ways three planes might intersect).
Area: Statistics, Data Analysis, and Probability
Sub-Strand 1.0: Students collect, organize, and represent data sets that have one or more variables and identify relationships among variables within a data set by hand and through the use of an electronic spreadsheet software program:
Standard 1.1: Know various forms of display for data sets, including a "stem-and-leaf" plot or "box-and-whisker" plot; use the forms to display a single set of data or to compare two sets of data.
Standard 1.2: Represent two numerical variables on a scatterplot and informally describe how the data points are distributed and any apparent relationship that exists between the two variables (e.g., between time spent on homework and grade level).
Standard 1.3 (Key Standard): Understand the meaning of, and be able to compute, the minimum, the lower quartile, the median, the upper quartile, and the maximum of a data set.
Area: Mathematical Reasoning
Sub-Strand 1.0: Students make decisions about how to approach problems:
Standard 1.1: Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns.
Standard 1.2: Formulate and justify mathematical conjectures based on a general description of the mathematical question or problem posed.
Standard 1.3: Determine when and how to break a problem into simpler parts.
Sub-Strand 2.0: Students use strategies, skills, and concepts in finding solutions:
Standard 2.1: Use estimation to verify the reasonableness of calculated results.
Standard 2.2: Apply strategies and results from simpler problems to more complex problems.
Standard 2.3: Estimate unknown quantities graphically and solve for them by using logical reasoning and arithmetic and algebraic techniques.
Standard 2.4: Make and test conjectures by using both inductive and deductive reasoning.
Standard 2.5: Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
Standard 2.6: Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.
Standard 2.7: Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.
Standard 2.8: Make precise calculations and check the validity of the results from the context of the problem.
Sub-Strand 3.0: Students determine a solution is complete and move beyond a particular problem by generalizing to other situations:
Standard 3.1: Evaluate the reasonableness of the solution in the context of the original situation.
Standard 3.2: Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.
Standard 3.3: Develop generalizations of the results obtained and the strategies used and apply them to new problem situations.

Science 6th grade

CA- California K-12 Academic Content Standards
Subject: Science
Grade: Grade Six
Area: Focus on Earth Science
Sub-Strand: Plate Tectonics and Earth’s Structure
Concept 1: Plate tectonics accounts for important features of Earth’s surface and major geologic events. As a basis for understanding this concept:
Standard a: Students know evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock types, and ancient climatic zones.
Standard b: Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core.
Standard c: Students know lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to movements in the mantle.
Standard d: Students know that earthquakes are sudden motions along breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the surface.
Standard e: Students know major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions.
Standard f: Students know how to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate tectonics.
Standard g: Students know how to determine the epicenter of an earthquake and know that the effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region from the epicenter, the local geology, and the type of construction in the region.
Sub-Strand: Shaping Earth’s Surface
Concept 2: Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept:
Standard a: Students know water running downhill is the dominant process in shaping the landscape, including California’s landscape.
Standard b: Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns.
Standard c: Students know beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of waves.
Standard d: Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.
Sub-Strand: Heat (Thermal Energy) (Physical Science)
Concept 3: Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same temperature. As a basis for understanding this concept:
Standard a: Students know energy can be carried from one place to another by heat flow or by waves, including water, light and sound waves, or by moving objects.
Standard b: Students know that when fuel is consumed, most of the energy released becomes heat energy.
Standard c: Students know heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and by convection (which involves flow of matter).
Standard d: Students know heat energy is also transferred between objects by radiation (radiation can travel through space).
Sub-Strand: Energy in the Earth System
Concept 4: Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection currents. As a basis for understanding this concept:
Standard a: Students know the sun is the major source of energy for phenomena on Earth’s surface; it powers winds, ocean currents, and the water cycle.
Standard b: Students know solar energy reaches Earth through radiation, mostly in the form of visible light.
Standard c: Students know heat from Earth’s interior reaches the surface primarily through convection.
Standard d: Students know convection currents distribute heat in the atmosphere and oceans.
Standard e: Students know differences in pressure, heat, air movement, and humidity result in changes of weather.
Sub-Strand: Ecology (Life Science)
Concept 5: Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept:
Standard a: Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.
Standard b: Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment.
Standard c: Students know populations of organisms can be categorized by the functions they serve in an ecosystem.
Standard d: Students know different kinds of organisms may play similar ecological roles in similar biomes.
Standard e: Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition.
Sub-Strand: Resources
Concept 6: Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept:
Standard a: Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.
Standard b: Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.
Standard c: Students know the natural origin of the materials used to make common objects.
Area: Investigation and Experimentation
Sub-Strand 7: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
Standard a: Develop a hypothesis.
Standard b: Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.
Standard c: Construct appropriate graphs from data and develop qualitative statements about the relationships between variables.
Standard d: Communicate the steps and results from an investigation in written reports and oral presentations.
Standard e: Recognize whether evidence is consistent with a proposed explanation.
Standard f: Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map.
Standard g: Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions).
Standard h: Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hillslope).

Science 7th grade

CA- California K-12 Academic Content Standards
Subject: Science
Grade: Grade Seven
Area: Focus on Life Science
Sub-Strand: Cell Biology
Concept 1: All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only through a microscope. As a basis for understanding this concept:
Standard a: Students know cells function similarly in all living organisms.
Standard b: Students know the characteristics that distinguish plant cells from animal cells, including chloroplasts and cell walls.
Standard c: Students know the nucleus is the repository for genetic information in plant and animal cells.
Standard d: Students know that mitochondria liberate energy for the work that cells do and that chloroplasts capture sunlight energy for photosynthesis.
Standard e: Students know cells divide to increase their numbers through a process of mitosis, which results in two daughter cells with identical sets of chromosomes.
Standard f: Students know that as multicellular organisms develop, their cells differentiate.
Sub-Strand: Genetics
Concept 2: A typical cell of any organism contains genetic instructions that specify its traits. Those traits may be modified by environmental influences. As a basis for under-standing this concept:
Standard a: Students know the differences between the life cycles and reproduction methods of sexual and asexual organisms.
Standard b: Students know sexual reproduction produces offspring that inherit half their genes from each parent.
Standard c: Students know an inherited trait can be determined by one or more genes.
Standard d: Students know plant and animal cells contain many thousands of different genes and typically have two copies of every gene. The two copies (or alleles) of the gene may or may not be identical, and one may be dominant in determining the phenotype while the other is recessive.
Standard e: Students know DNA (deoxyribonucleic acid) is the genetic material of living organisms and is located in the chromosomes of each cell.
Sub-Strand: Evolution
Concept 3: Biological evolution accounts for the diversity of species developed through gradual processes over many generations. As a basis for understanding this concept:
Standard a: Students know both genetic variation and environmental factors are causes of evolution and diversity of organisms.
Standard b: Students know the reasoning used by Charles Darwin in reaching his conclusion that natural selection is the mechanism of evolution.
Standard c: Students know how independent lines of evidence from geology, fossils, and comparative anatomy provide the bases for the theory of evolution.
Standard d: Students know how to construct a simple branching diagram to classify living groups of organisms by shared derived characteristics and how to expand the diagram to include fossil organisms.
Standard e: Students know that extinction of a species occurs when the environment changes and that the adaptive characteristics of a species are insufficient for its survival.
Sub-Strand: Earth and Life History (Earth Science)
Concept 4: Evidence from rocks allows us to understand the evolution of life on Earth. As a basis for understanding this concept:
Standard a: Students know Earth processes today are similar to those that occurred in the past and slow geologic processes have large cumulative effects over long periods of time.
Standard b: Students know the history of life on Earth has been disrupted by major catastrophic events, such as major volcanic eruptions or the impacts of asteroids.
Standard c: Students know that the rock cycle includes the formation of new sediment and rocks and that rocks are often found in layers, with the oldest generally on the bottom.
Standard d: Students know that evidence from geologic layers and radioactive dating indicates Earth is approximately 4.6 billion years old and that life on this planet has existed for more than 3 billion years.
Standard e: Students know fossils provide evidence of how life and environmental conditions have changed.
Standard f: Students know how movements of Earth’s continental and oceanic plates through time, with associated changes in climate and geographic connections, have affected the past and present distribution of organisms.
Standard g: Students know how to explain significant developments and extinctions of plant and animal life on the geologic time scale.
Sub-Strand: Structure and Function in Living Systems
Concept 5: The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. As a basis for understanding this concept:
Standard a: Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism.
Standard b: Students know organ systems function because of the contributions of individual organs, tissues, and cells. The failure of any part can affect the entire system.
Standard c: Students know how bones and muscles work together to provide a structural framework for movement.
Standard d: Students know how the reproductive organs of the human female and male generate eggs and sperm and how sexual activity may lead to fertilization and pregnancy.
Standard e: Students know the function of the umbilicus and placenta during pregnancy.
Standard f: Students know the structures and processes by which flowering plants generate pollen, ovules, seeds, and fruit.
Standard g: Students know how to relate the structures of the eye and ear to their functions.
Sub-Strand: Physical Principles in Living Systems (Physical Science)
Concept 6: Physical principles underlie biological structures and functions. As a basis for understanding this concept:
Standard a: Students know visible light is a small band within a very broad electromagnetic spectrum.
Standard b: Students know that for an object to be seen, light emitted by or scattered from it must be detected by the eye.
Standard c: Students know light travels in straight lines if the medium it travels through does not change.
Standard d: Students know how simple lenses are used in a magnifying glass, the eye, a camera, a telescope, and a microscope.
Standard e: Students know that white light is a mixture of many wavelengths (colors) and that retinal cells react differently to different wavelengths.
Standard f: Students know light can be reflected, refracted, transmitted, and absorbed by matter.
Standard g: Students know the angle of reflection of a light beam is equal to the angle of incidence.
Standard h: Students know how to compare joints in the body (wrist, shoulder, thigh) with structures used in machines and simple devices (hinge, ball-and-socket, and sliding joints).
Standard i: Students know how levers confer mechanical advantage and how the application of this principle applies to the musculoskeletal system.
Standard j: Students know that contractions of the heart generate blood pressure and that heart valves prevent backflow of blood in the circulatory system.
Area: Investigation and Experimentation
Sub-Strand 7: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
Standard a.: Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.
Standard b: Use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project.
Standard c: Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence.
Standard d: Construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth’s plates and cell structure).
Standard e: Communicate the steps and results from an investigation in written reports and oral presentations.
Author: Richard Feay
Last modified: 2/28/2006 12:12 PM (EST)