3 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.
A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
B use models to represent aspects of the natural world such as a model of Earth's layers;
4 The student knows how to use a variety of tools and safety equipment to conduct science inquiry.
A use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum; and
B use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.
5 The student knows the differences between elements and compounds.
A know that an element is a pure substance represented by chemical symbols;
C test the physical properties of minerals, including hardness, color, luster, and streak.
7 The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable.
A research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources; and
B design a logical plan to manage energy resources in the home, school, or community.
8 The student knows force and motion are related to potential and kinetic energy.
A compare and contrast potential and kinetic energy;
B identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces;
C calculate average speed using distance and time measurements;
12 The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem.
A understand that all organisms are composed of one or more cells;
B recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic;
C recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains;
D identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms;
E describe biotic and abiotic parts of an ecosystem in which organisms interact; and
F diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem.