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KS (1) Flipchart Inquiry Standard S.7.1.1.1
The student identifies questions that can be answered through scientific investigations.
2099 PADI acolker  
KS (2) Flipchart Inquiry Standard S.7.1.1.2
The student designs and conducts scientific investigations safely using appropriate tools, mathematics, technology, and techniques to gather, analyze, and interpret data.
2100 PADI acolker  
KS (3) Flipchart Inquiry Standard S.7.1.1.3
The student identifies the relationship between evidence and logical conclusions.
2101 PADI acolker  
KS (4) Flipchart Inquiry Standard S.7.1.1.4
The student communicates scientific procedures, results, and explanations.
2103 PADI acolker  
KS (5) Flipchart Inquiry Standard S.7.1.3.2
The student evaluates the work of others to determine evidence which scientifically supports or contradicts the results, identifying faulty reasoning or conclusions that go beyond the evidence and/or are not supported by data.
2104 PADI acolker  
KS (6) Flipchart Physical Science Standard S.7.2.1.1
The student compares and classifies the states of matter: solids, liquids, gases, and plasma.
2105 PADI acolker  
KY (1) Related Core Content for Assessment SC-07-1.2.1
Students will explain the cause and effect relationship between simple observable motion and unbalanced forces. An object remains at rest or maintains a constant speed and direction of motion unless an unbalanced force acts on it (e.g., gravity). When an unbalanced force acts on an object, the change in speed or direction depends on the size and direction of the force. (DOK 3)
2075 PADI acolker  
KY (10) Big Idea: Structure and Transformation of Matter (Physical Science) Grade 7
A basic understanding of matter is essential to the conceptual development of other big ideas in science. During the middle years, physical and chemical changes in matter or observed, and students begin to related these changes to the smaller constituents of matter - namely, atoms and molecules. The use of models (and an understanding of their scales and limitations) is an effective means of learning about the structure of matter. Looking for patterns in properties is also critical to comparing and explaining differences in matter.
2114 PADI acolker  
KY (11) Program of Studies: Skills and Concepts SC-7-STM-S-3
Students will generaate investigable questions and conduct experiments or non-experimental research to address them
2116 PADI acolker  
KY (2) Program of Studies: Understandings SC-7-MF-U-1
Students will understand that an object remains at rest or maintains a constant speed and direction of motion unless an unbalanced force acts on it (inertia).
2076 PADI acolker  
KY (3) Program of Studies: Understandings SC-7-MF-U-2
Students will understand that forces acting against each other can be balanced, canceling each other out and having no net effect.
2077 PADI acolker  
KY (4) Program of Studies: Skills and Concepts SC-7-MF-S-2
Students will test the cause and effect relationship between straight-line motion and unbalanced forces.
2078 PADI acolker  
KY (5) Program of Studeis: Skills and Concepts SC-7-MF-S-4
Students will make inferences and draw conclusions about the motion of objects, and predict changes in position and motion as related to the mass or force.
2079 PADI acolker  
KY (6) Academic Expectations 2.1
Students understand scientific ways of thinking and working and use those methods to solve real-life problems.
2080 PADI acolker  
KY (7) Big Idea: Motion and Forces (Physical Science) Grade 7
Whether observing airplanes, baseballs, planets, or people, the motion of all bodies is governed by the same basic rules. At the middle level, qualitative descriptions of the relationship between forces and motion will provide the foundation for quantitative applications of Newton's laws.
2074 PADI acolker  
KY (8) Related Core Content for Assessment SC-07-1.1.1
Students will: a)classify substances according to their chemical/reactive properties; and b) infer real life applications based on chemical/reactive properties. In chemical reactions, the total mass is conserved. Substances are often classified into groups if they react in similar ways. The patterns which allow classification can be used to infer or understand real life applications for those substances.
2112 PADI acolker  
KY (9) Academic Expectations 2.4
Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed.
2113 PADI acolker  
NSES 8ASI1.1
Identify questions that can be answered through scientific investigations. Students should develop the ability to refine and refocus broad and ill-defined questions. An important aspect of this ability consists of students' ability to clarify questions and inquiries and direct them toward objects and phenomena that can be described, explained, or predicted by scientific investigations. Students should develop the ability to identify their questions with scientific ideas, concepts, and quantitative relationships that guide investigation.
2044   Admin  
NSES 8ASI1.2
Design and conduct a scientific investigation. Students should develop general abilities, such as systematic observation, making accurate measurements, and identifying and controlling variables. They should also develop the ability to clarify their ideas that are influencing and guiding the inquiry, and to understand how those ideas compare with current scientific knowledge. Students can learn to formulate questions, design investigations, execute investigations, interpret data, use evidence to generate explanations, propose alternative explanations, and critique explanations and procedures.
2045   Admin  
NSES 8ASI1.3
Use appropriate tools and techniques to gather, analyze, and interpret data. The use of tools and techniques, including mathematics, will be guided by the question asked and the investigations students design. The use of computers for the collection, summary, and display of evidence is part of this standard. Students should be able to access, gather, store, retrieve, and organize data, using hardware and software designed for these purposes.
2046   Admin  
NSES 8ASI1.4
Develop descriptions, explanations, predictions, and models using evidence. Students should base their explanation on what they observed, and as they develop cognitive skills, they should be able to differentiate explanation from description, providing causes for effects and establishing relationships based on evidence and logical argument. This standards requires a subject knowledge base so the students can effectively conduct investigations, because developing explanations establishes connections between the content of science and the contexts within which students develop new knowledge.
2047   Admin  
NSES 8ASI1.5
Think critically and logically to make the relationships between evidence and explanations. Thinking critically about evidence includes deciding what evidence should be used and accounting for anomalous data. Specifically, students should be able to review data from a simple experiment, summarize the data, and form a logical argument about the cause-and-effect relationships in the experiment. Students should begin to state some explanations in terms of the relationship between two or more variables.
2048   Admin  
NSES 8ASI1.6
Recognize and analyze alternative explanations and predictions. Students should develop the ability to listen and to respect the explanations proposed by other students. They should remain open to and acknowledge different ideas and explanations, be able to accept the skepticism of others, and consider alternative explanations.
2049   Admin  
NSES 8ASI1.7
Communicate scientific procedures and explanations. With practice, students should become competent at communicating experimental methods, following instructions, describing observations, summarizing the results of other groups, and telling other students about investigations and explanations.
2050   Admin  
NSES 8ASI1.8
Use mathematics in all aspects of scientific inquiry. Mathematics is essential to asking and answering questions about the natural world. Mathematics can be used to ask questions; to gather, organize, and present data; and to structure convincing explanations.
2051   Admin  
NV (1) Standard P.8.A.5
Students know mass is conserved in physical and chemical changes.
2082 PADI acolker  
NV (2) Unifying Concept A
Scientific inquiry is the process by which humans systematically examine the natural world. Scientific inquiry is used to formulate and test explanations of nature through observation, experiments, and theoretical or mathematical models.
2083 PADI acolker  
NV (3) Inquiry Standard N.8.A.1
Students know how to identify and critically evaluate information in data, tables, and graphs
2121 PADI acolker  
SC (1) Indicator 7-5.4
Use the periodic table to identify the basic organization of elements and groups of elements (including metals, non-metals, and families).
2085 PADI acolker  
SC (2) Content Standard 7-5
The student will demonstrate an understanding of the classifications and properties of matter and the changes that matter undergoes.
2086 PADI acolker  
SC (3) Scientific Inquiry Standard 7-1
The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving
2125 PADI acolker  
SC (4) Scientific Inquiry Indicator 7-1.1
Use appropriate tools and instruments (including a microscope) safely and accurately when conducting a controlled scientific investigation
2124 PADI acolker  
SC (5) Scientific Inquiry Indicator 7-1.5
Explain the relationships between independent and dependent variables in a controlled scientific investigation through the use of appropriate graphs, tables, and charts
2126 PADI acolker  
Unifying Concepts 1.2
Evidence, models, and explanation
2070 PADI lhamel  


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