2007 Science Standards

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05 -071 Chapter 132 - Science and Technology Section Page 2 of 24

LEARNINGRESULTS: PARAMETERS FORESSENTIAL INSTRUCTION 2007Highlighted = Maine Department of Education Regulation 131Words in blue italicsare defined in the glossary.

the relationships among science, technology and society and underscores the role of citizens in the decision-making process related to science andtechnology.


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OUTLINE OF SCIENCE AND TECHNOLOGY STANDARDS AND PERFORMANCE INDICATOR LABELS

A. Unifying Themes1. Systems2. Models3. Constancy and Change4. Scale

B. The Skills and Traits of Scientific Inquiry and Technological Design1. Skills and Traits of Scientific Inquiry2. Skills and Traits of Technological Design

C. The Scientific and Technological Enterprise1. Understandings of Inquiry2. Understandings about Science and Technology3. Science, Technology, and Society4. History and Nature of Science

D. The Physical Setting1. Universe and Solar System2. Earth3. Matter and Energy4. Force and Motion

E. The Living Environment1. Biodiversity2. Ecosystems3. Cells4. Heredity and Reproduction

5. Evolution


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LEARNING

RESULTS

:P

ARAMETERS FORE

SSENTIALINSTRUCTION

2007Highlighted = Maine Department of Education Regulation 131Words in blue italicsare defined in the glossary.

A. Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.

A1 SystemsPerformance Indicators & Descriptors

Pre-K-2 3-5 6-8 9-Diploma

Students recognize that parts worktogether,and make up whole man-made and natural objects.

a. Explain that most man-made andnatural objects are made of parts.

b. Explain that when put together,parts can do things they could notdo separately.

Students explain interactionsbetween parts that make up wholeman-made and natural things.

a. Give examples that show howindividual parts of organisms,ecosystems, or man-madestructures can influence oneanother.

b. Explain ways that things includingorganisms, ecosystems, or man-made structures may not work as

well (or at all) if a part is missing,broken, worn out, mismatched, ormisconnected.

Students describe and applyprinciples of systemsin man-madethings, natural things, andprocesses.

a. Explain how individual partsworking together in a system(including organisms, Earthsystems, solar systems, or man-made structures) can do morethan each part individually.

b. Explain how the output of one part

of a system, includingwasteproducts from manufacturing ororganisms, can become the inputof another part of a system.

c. Describe how systemsare nestedand that systemsmay be thoughtof as containing subsystems (aswell as being a subsystem of a

largersystem) and apply theunderstanding to analyzesystems.

Students apply an understanding ofsystemsto explain and analyzeman-made and natural phenomena.

a. Analyze a system using theprinciples of boundaries,subsystems, inputs, outputs,feedback, or thesystemsrelationto othersystemsand designsolutions to a systemproblem.

b. Explain and provide examples thatillustrate how it may not always be

possible to predict the impact ofchanging some part of a man-made or natural system.


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Performance Indicators & Descriptors


movement of things over varyinglengths of time and note qualitiesthat change or remain the same.

irregular, or apparentlyunpredictable change.

b. Make tables or graphs torepresent changes.

including ecosystems, Earthsystems, and technologies thatappear to be unchanging (eventhough things may be changingwithin the system) and identify anyfeedback mechanisms that maybe modifying the changes.

c. Describe rates of change andcyclic patterns using appropriategrade-level mathematics.

A4 ScalePerformance Indicators & Descriptors


Students observe differences in

scale.

a. Compare significantly differentsizes, weights, ages, and speedsof objects.

Students use mathematics to

describe scale for man-made andnatural things.

a. Measure things to compare sizes,speeds, times, distances, andweights.

b. Use fractions and multiples tomake comparisons of scale.

Students use scale to describe

objects, phenomena, or processesrelated to Earth, space, matter, andmechanical and l iving systems.

a. Describe how some things changeor work differently at differentscales.

b. Use proportions, averages, and

ranges to describe small and largeextremes of scale.

Students apply understanding of

scale to explain phenomena inphysical, biological, andtechnological systems.

a. Describe how large changes ofscale may change how physicaland biological systemswork andprovide examples.

b. Mathematically represent largemagnitudes of scale.


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using logical arguments andverifiable results.

C2 Understandings About Science and TechnologyPerformance Indicators & Descriptors


Students recognize that peoplehave always engaged in scienceand technology and that there is adifference between the natural anddesigned worlds.

a. Recognize that people havealways had problems andinvented tools and ways of doing

things to solve problems.b. Distinguish between objects thatoccur in nature and objects thatare man-made.

Students describe why people usescience and technology and howscientists and engineers work.

a. Describe how scientists seek toanswer questions and explain thenatural world.

b. Describe how engineers seeksolutions to problems through the

design and production of products.

Students understand and comparethe similarities and differencesbetween scientific inquiry andtechnological design.

a. Compare the process of scientificinquiry to the process oftechnological design.

b. Explain how constraints and

consequences impact scientificinquiry and technological design.

Students explain how therelationship between scientificinquiry and technological designinfluences the advancement ofideas, products, and systems.

a. Provide an example that showshow science advances with theintroduction of new technologies

and how solving technologicalproblems often impacts newscientific knowledge.

b. Provide examples of howcreativity, imagination, and a goodknowledge base are required toadvance scientific ideas andtechnological design.

c. Provide examples that illustratehow technological solutions toproblems sometimes lead to newproblems or new fields of inquiry.


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describe how people use science intheir lives.

describe how science helps peopleunderstand the natural world.

about their work and the work ofothers.

a. Describe how women and men ofvarious backgrounds, working inteams or alone andcommunicating about their ideasextensively with others, engage in

science, engineering, and relatedfields.

b. Describe a breakthrough from thehistory of science that contributesto our current understanding ofscience.

c. Describe and provide examplesthat illustrate that science is ahuman endeavor that generatesexplanations based on verifiableevidence that are subject tochange when new evidence doesnot match existing explanations.

and society.

a. Describe the ethical traditions inscience including peer review,truthful reporting, and makingresults public.

b. Select and describe one of themajor episodes in the history of

science including how thescientific knowledge changed overtime and any important effects onscience and society.

c. Give examples that show howsocietal, cultural, and personalbeliefs and ways of viewing theworld can bias scientists.

d. Provide examples of criteria thatdistinguish scientific explanationsfrom pseudoscientific ones.

D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships areexhibited in Earth Systems, in the solar system, and throughout the universe.

D1 Universe and Solar SystemPerformance Indicators & Descriptors


Students describe the movement ofobjects across the sky, as seen

Students describe the posit ionsand apparent motions of dif ferent

Students explain the movementsand describe the location,

Students explain the physicalformation and changing nature of


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water, and land.b. Describe the way in which

weather changes over months.c. Describe what happens to water

left in an open container ascompared to water left in a closedcontainer.

a. Explain the effects of the rotationof Earth on the day/night cycle,and how that cycle affects localtemperature.

b. Describe the various forms watertakes in the air and how thatrelates to weather.

c. Explain how wind, waves, water,

and ice reshape the surface ofEarth.

d. Describe the kinds of materialsthat form rocks and soil.

e. Recognize that the sun is thesource of Earths surface heat andlight energy.

f. Explain how the substance calledair surrounds things, takes upspace, and its movement can befelt as wind.

term and long-term changes to theEarth.

a. Explain how the tilt of Earthsrotational axis relative to the planeof its yearly orbit around the sunaffects the day length and sunlightintensity to cause seasons.

b. Describe Earth Systems-biosphere, atmosphere,hydrosphere and lithosphere - andcycles and interactions withinthem (including water movingamong and between them, rocksforming and transforming, andweather formation).

c. Give several reasons why theclimate is different in differentregions of the Earth.

d. Describe significant Earthresources and how their limitedsupply affects how they are used.

e. Describe the effect of gravity on

objects on Earth.f. Give examples of abrupt changesand slow changes in EarthSystems.

a. Describe and analyze the effect ofsolar radiation, ocean currents,and atmospheric conditions on theEarths surface and the habitabilityof Earth.

b. Describe Earths internal energysources and their role in platetectonics.

c. Describe and analyze the effectsof biological and geophysicalinfluences on the origin andchanging nature of Earth Systems.

d. Describe and analyze the effectsof human influences on EarthSystems.


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LEARNINGRESULTS: PARAMETERS FORESSENTIAL INSTRUCTION 2007

Highlighted = Maine Department of Education Regulation 131Words in blue italicsare defined in the glossary.



seen without magnification. including density, boiling point,and solubility and these propertiesare not dependent on the amountof matter present.

g. Use the idea of atoms to explainthe conservation of matter.

h. Describe several different types ofenergy forms including heat

energy, chemical energy, andmechanical energy.

i. Use examples of energytransformations from one form toanother to explain that energycannot be created or destroyed.

j. Describe how heatis transferredfrom one object to another byconduction, convection, and/orradiation.

k. Describe the properties of solarradiation and its interaction withobjects on Earth.

(including concentration, pressuretemperature, and the presence ofmolecules that encourageinteraction with other molecules).

f. Apply an understanding of thefactors that affect the rate ofchemical reaction to predictionsabout the rate of chemical

reactions.g. Describe nuclear reactions,

including fusion and fission, andthe energy they release.

h. Describe radioactive decay andhalf-life.

i. Explain the relationship betweenkinetic and potential energy andapply the knowledge to solveproblems.

j. Describe how in energytransformations the total amountof energy remains the same, butbecause of inefficiencies (heat,sound, and vibration) useful

energy is often lost throughradiation or conduction.k. Apply an understanding of energy

transformations to solve problems.l. Describe the relationship among

heat, temperature, and pressure interms of the actions of atoms,


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c. Describe some of the ways inwhich organisms depend onone another, includinganimals carrying pollen anddispersing seeds.

d. Explain how the food of mostanimals can be traced back toplants and how animals use

food for energy and repair.e. Explain how organisms can

affect the environment indifferent ways.

(including competition,predator/prey,producer/consumer/decomposer,parasitism, and mutualism) anddescribe the positive and negativeconsequences of suchinteractions.

c. Describe the source and flow of

energy in the two major foodwebs, terrestrial and marine.

d. Describe how matter and energychange from one form to anotherin living things and in the physicalenvironment.

e. Explain that the total amount ofmatter in the environment staysthe same even as its form andlocation change.

fluctuations and apply thatknowledge to actual situations.

c. Explain the concept ofcarryingcapacityand list factors thatdetermine the amount of life thatany environment can support.

d. Describe the critical role ofphotosynthesis and how energy

and the chemical elements thatmake up molecules aretransformed in ecosystems andobey basic conservation laws.


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at risk.e. Describe the role of regulation and

the processes that maintain aninternal environment amidstchanges in the externalenvironment.

f. Describe the process ofmetabolism that allows a few key

biomolecules to provide cells withnecessary materials to performtheir functions.

g. Describe how cells differentiate toform specialized systemsforcarrying out life functions.

E4 Heredity and ReproductionPerformance Indicators & Descriptors


Students describe the cycle ofbirth, development, and death indifferent organisms and the ways inwhich organisms resemble their

parents.

a. Give examples of how organismsare like their parents and not likethem.

b. Describe the life cycle of a plant oranimal (including being born,

Students describe characteristicsof organisms, and the reasons whyorganisms differ from or are similarto their parents.

a. Name some likenesses betweenchildren and parents that areinherited, and some that are not.

b. Explain that in order for offspringto look like their parents,information related to inherited

Students describe the generalcharacteristics and mechanisms ofreproduction and heredity inorganisms, including humans, and

ways in which organisms areaffected by their genetic traits.

a. Explain that sexual reproductionincludes fertilization that results inthe inclusion of geneticinformation from each parent and

Students examine the role of DNAin transferring traits fromgeneration to generation, indifferentiating cells, and in

evolving new species.

a. Explain some of the effects of thesorting and recombination ofgenes in sexual reproduction.

b. Describe genes as segments ofDNA that contain instructions for


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to their similarities anddifferences.

lead to descendants who are verydifferent from their ancestors.

c. Describe how variations in thebehavior and traits of an offspringmay permit some of them tosurvive a changing environment.

d. Explain that new varieties ofcultivated plants and domestic

animals can be developed throughgenetic modification and describethe impacts of the new varieties ofplants and animals.

selection provides a mechanismfor evolution that can beadvantageous or disadvantageousto the next generation.

c. Explain why some organisms mayhave characteristics that have noapparent survival or reproductionadvantage.

d. Relate structural and behavioraladaptations of an organism to itssurvival in the environment.

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2007 Science Standards