LAB-AIDS/SEPUP ALIGNMENT TO OKLAHOMA … alignment to oklahoma science standards grades 6-8 ... 51 introduction to & use of dichotomous key ... 403s classifying sedimentary,

LAB-AIDS/SEPUP ALIGNMENT TO OKLAHOMA SCIENCE STANDARDS

GRADES 6-8

With Assessment Guidelines information

Materials from the Science Education for Public Understanding Program (SEPUP) are developed at the Lawrence Hall of Science, at the University of California, Berkeley, and distributed nationally by LAB-AIDS, Inc. SEPUP materials are supported by grants from the National Science Foundation. All other materials developed by LAB-AIDS. This correlation is intended to show selected locations in SEPUP programs that support the Oklahoma Science Standards. It is not an exhaustive list; other locations may exist that are not listed here. This document was prepared by Mark Koker, Ph D, Director of Curriculum and Training at LAB-AIDS and Donna Parker, LAB-AIDS Senior Consultant. For more information about this correlation or for questions about review copies, presentations, or any matters related to sales or service, please contact Oralia Gil, LAB-AIDS Regional Manager at 281.528.6168 (direct line), at 800.381.8003 x143 (message only), or by e-mail at [email protected]; or visit us on the web at www.lab-aids.com. Key to P ro grams:

SEPUP programs are available as full year courses, or separately, as units, which are listed below. • IAES = Is sues and Earth Sc i ence

Studying Soils Scientifically, 1-11 Rocks and Minerals, 12-23 Erosion and Deposition, 24-35 Plate Tectonics, 36-49 Weather and Atmosphere, 50-70 The Earth in Space, 71-84 Earth and the Solar System, 85-98

• IALS = Issues and Lif e Sc ien ce Experimental Design: Studying People Scientifically, 1-10 Body Works, 11-29 Cell Biology and Disease, 30-53 Genetics, 54-71 Ecology, 72-88 Evolution, 89-101 Bioengineering, 102-108

• IAPS = I ssues and Phys ic al Sc ie nce Studying Materials Scientifically, 1-11 The Chemistry of Materials, 12-29 Water, 30 - 52 Energy, 53-72 Force and Motion, 73-88

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Supplementary Produc t Offerings The following LAB-AIDS kits and modules address one or more of your state science standards. This listing is primarily for customers not using core SEPUP programs, as most standards are addressed using the core SEPUP programs; however, in a few cases, SEPUP customers may wish to supplement their core programs with one or more of the following products from the LAB-AIDS catalog.

Key to Supplementary Products

LAB-AIDS Applied Science Concept Kits 12-01 MAKE-A-GAS OXYGEN GAS STUDY 12-02 MAKE-A-GAS HYDROGEN GAS STUDY 12-03 MAKE-A-GAS CARBON DIOXIDE GAS STUDY 22 OSMOSIS AND DIFFUSION 31 PHOTOSYNTHESIS, PLANTS, AND FOOD 32 BIOLOGY & CHEMISTRY OF SOIL EXPERIMENT 33 SOIL ORGANISM STUDY 34 NEMATODE STUDY 35 DECOMPOSITION 36 HYDROPONICS EXPERIMENT 37-A ADVANCED OWL PELLET STUDY 38 MODELING AND COMPARING FOSSIL FUEL & BIOFUEL COMBUSTION 51 INTRODUCTION TO & USE OF DICHOTOMOUS KEY 61 PLANT CELL STUDY 62 THE STUDY OF THE STRUCTURE & FUNCTION OF MITOCHONDRIA 63 DIFFERENTIATION OF CELLS EXPERIMENT 70 GENETICS CONCEPTS 71 MOLECULAR MODEL OF DNA & ITS REPLICATION 72 DNA-RNA PROTEIN SYNTHESIS MODEL 74R VARIATION, NORMAL DISTRIBUTION 76 GENETIC EQUILIBRIUM AND NATURAL SELECTION 77 HEREDITY & ENVIRONMENT 78 SICKLE CELL CONCEPTS 82 PROPERTIES OF ACIDS AND BASES EXPERIMENT 83 IDENTIFICATION OF SUBSTANCES 84 IDENTIFICATION OF CHEMICAL REACTIONS 85 DETERMINATION OF CHEMICAL FORMULAS 88 INTRODUCTION TO OXIDATION & REDUCTION 89 MODELING CHEMICAL EQUILIBRIUM 91 NATURAL SELECTION EXPERIMENT 92 IMMUNOLOGY AND EVOLUTION EXPERIMENT 93 ORGANIC EVOLUTION THEORY 110R FAMILIES OF ELEMENTS EXPERIMENT 111 FLAME TESTS AND EMISSION SPECTROSCOPY 114 DENSITY: LAYERS OF LIQUIDS 124-1 INDIVIDUAL ELEMENTARY MOLECULAR MODEL SET 125 INDIVIDUAL BASIC STUDENT MOLECULAR MODEL SET 125-1 INDIVIDUALIZED ORGANIC STUDENT MOLECULAR MODEL 129 FIRST INTRODUCTION TO MOLECULAR MODELS 130 MOLECULAR MODEL 131 ORGANIC CHEMISTRY MOLECULAR MODEL 132 ORGANIC CHEMISTRY (FUNCTIONAL GROUPS) MODEL

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133 ORGANIC CHEMISTRY (ISOMERS) MODEL 140 SUBLEVEL ORBITALS OF ATOM 160 BACTERIA STUDY 211 WAVES, SOUND AND LIGHT 213 ELECTRIC MOTORS AND GENERATORS 309 INTRODUCTION TO CONDUCTIVITY EXPERIMENT 402 MINERAL STRUCTURE-CLEAVAGE & FRACTURE 430 ROCK CYCLE: AN INTERACTIVE EXPLORATION THROUGH GEOLOGIC TIME 437 MODELING AND INVESTIGATING WATERSHEDS 442 MODELING STREAM EROSION AND DEPOSITION 450 INTRODUCTION TO RADIOACTIVITY & HALF LIFE 501 DIAMOND CRYSTAL MOLECULAR MODEL 502 GRAPHITE CRYSTAL MOLECULAR MODEL 505 MOLECULES OF LIFE 510 CHEMISTRY OF CARBOHYDRATES MODEL 511 CHEMISTRY OF FATS MODEL 512 CHEMISTRY OF PROTEINS MODEL 513 NUCLEIC ACID MOLECULAR STRUCTURE 520 MOLECULES OF METABOLISM: UNDERSTANDING DIGESTION & RESPIRATION 701 CHEMILUMINESCENCE DEMONSTRATION 701A CHEMILUMINESCENCE STUDENT 905 SELECTIVE BREEDING 1270 INVESTIGATING HUMAN HEREDITY

SEPUP Applied Science Concept Kits 39S BIOFUELS: INVESTIGATING ETHANOL PRODUCTION & COMBUSTION 86S INVESTIGATING THE CHEMISTRY OF CORROSION 109S ELEMENTS AND THE PERIODIC TABLE 205S INVESTIGATING THE DESIGN & OUTPUT OF WET CELL BATTERIES 206S MEASURING ENERGY EFFICIENCY 207S CONVERTING GRAVITATIONAL POTENTIAL ENERGY TO KINETIC ENERGY 220S INVESTIGATING PHOTOVOLTAIC CELLS 351S EXPLORING NEWTON”S FIRST LAW: INERTIA 352S CLASSIFYING OBJECTS IN THE SOLAR SYSTEM 403S CLASSIFYING SEDIMENTARY, METAMORPHIC & IGNEOUS ROCK 404S THE ROCK CYCLE ACTVITY 434S CONTAMINANTS AND THE WATER CYCLE 436S MODELING CONVECTION CURRENTS 438S PLATE TECTONICS: PLATE BOUNDARY COMPUTER SIMULATION 441S USING CHEMICAL REACTIONS TO REDUCE WASTE 445S PLATE TECTONICS: EXAMINING EVIDENCE FOR CONTINENTAL DRIFT 480S WEATHER FORECASTING 550S CLASSIFYING ANIMALS 603S INVESTIGATING AND APPLYING GENETICS 706S MAKING AND MODELING POLYMERS 904S NATURAL SELECTION AND ANTIBIOTIC RESISTANT BACTERIA LAB-AIDS Modules P210 FORCE AND MOTION P610 DENSITY: UNDERSTANDING THROUGH EXPERIMENTAL DESIGN SEPUP Modules FV-2 GROUNDWATER CONTAMINATION: TROUBLE IN FRUITVALE HM-2 HAZARDOUS MATERIALS INVESTIGATION: THE BARREL MYSTERY NEW Applied Science Content kits in progress

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[212] ENERGY TRANSFER: MOTION OF A PENDULUM [214] SIMPLE MACHINES [215] ELECTRICAL CONDUCTIVITY AND CIRCUITRY [405] IDENTIFYING ROCK FORMING MINERALS [xx1] MODELING & INVESTIGATING GRAVITY [xx2] INTERACTIVE INVESTIGATION OF SUCCESSIONAL COMMUNITIES

RECOMMENDED SCOPE AND SEQUENCE FOR THE MIDDLE GRADES Please contact Oralia Gil, LAB-AIDS Regional Manager for Oklahoma, for this information.

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Key to assessment terms The SEPUP assessment system uses analysis questions (AQ) in the student book activities, short answer or brief constructed response (BCR) to prompts in the student book activities, and item bank test questions in the Teacher’s Guide (TG), most of which are selected-response (SR) type. All SEPUP lessons feature analysis questions designed to assess student mastery of concepts. In addition, the SEPUP programs contain additional embedded assessment tools. The following key can be used to interpret how the program works for the following citation: IALS 75 AQ4 ET; IB E-2, 3, 5, 6-8

IALS 75 AQ4 ET; IB E-2, 3, 5, 6-8

For more information, consult the Teacher’s Guides.

IB = Test item bank questions, this citation means questions 2, 3, 5, and 6-8 from SALI item bank E measure student performance

UC, AD, ET, etc. represent SEPUP assessment variables (UC = Understanding concepts; AD = analyzing data; ET = Using evidence and tradeoffs; DI = Designing and conducting investigations; GI = Group interactions; CM = Communication scientific information). The above citation means that analysis question 4 of the activity can be used to measure student performance on the ET variable, and assessment item bank E, questions 2, 3, 5, 6-8 can also be used for this purpose.

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GRADE 6

SEPUP

6 SCIENCE STANDARDS LOCATION ASSESSMENT LAB-AIDS

KITS SCIENCE PROCESSES AND INQUIRY Asterisks (*) have been used to identify standards and objectives that must be assessed by the local school district. All other skills may be assessed by the Oklahoma School Testing Program (OSTP).

Process Standard 1: Observe and Measure - Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard.

1. Identify qualitative and/or quantitative changes given conditions (e.g., temperature, mass, volume, time, position, length) before, during, and after an event.

IAES 48, 72 IALS 17, 51 IAPS 70, 75

48 AQ4 UC; [IB] D14, D16 17 [IB] B1, B8, B21 70 Proc GI; [IB] D12, D-15

2. Use appropriate tools (e.g., metric ruler, graduated cylinder, thermometer, balances, spring scales, stopwatches) to measure objects, organisms, and/or events.

IAES 4, 55 IALS 19, 36 IAPS 9, 81 TR II: Science Skills Sheet 1, 2

4 Q1-3 19 [IB] B14 9 AQ3 UC, [IB] A10-12

3. Use appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e. micro-, milli-, centi-, and kilo-) when measuring objects, organisms and/or events.

IAES 10, 55 IALS 17, 92 IAPS 10, 75

10 Proc GI 17 [IB] B1, B8, B21 10 AQ1 AD, Proc DI; [IB] A10-12

Process Standard 2: Classify - Classifying establishes order. Objects, organisms, and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard.

1. Using observable properties, place an object, organism, and/or event into a classification system (e.g., dichotomous keys).

IAES 39, 88 IALS 44, 75 IAPS 15, 35

39 [IB] D5, D13 44 Act GI, [IB] C2, C35 15 AQ5 UC [IB] B7-11

2. Identify properties by which a set of objects, organisms, or events could be ordered.

IAES 7, 15 IALS 38, 75 IAPS 2, 16

7 [IB] A9 38 Q1-6 2 AQ2 UC

Process Standard 3: Experiment - Experimenting is a method of discovering

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SEPUP 6 SCIENCE STANDARDS LOCATION ASSESSMENT

LAB-AIDS KITS

information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard. *1. Ask questions about the world and design investigations that lead to scientific inquiry.

IAES 16, 55 IALS 8, 83 IAPS 3, 38

16 AQ3 RE; [IB] B7-10 8 [IB] A11-16 3 Proc DI; [IB] A16

2. Evaluate the design of a scientific investigation.

IAES 67, 72 IALS 10, 47 IAPS 10, 38 TR II: Science Skills Sheet 5

67 Proc DI 10 Act UC, AQ 3 ET, [IB] A18-20 10 AQ1 AD, Proc DI; [IB] A10-12

3. Identify variables and/or controls in an experimental setup: independent (tested/ experimental) variable and dependent (measured) variable.

IAES 32, 71 IALS 8, 14 IAPS 40, 82 Literacy Student Sheet 1a

32 Proc GI; [IB] C11, C12 8 [IB] A11-16 40 AQ1 ET; [IB] C5-7, C19

*4. Identify a testable hypothesis for an experiment.

IAES 16, 55 IALS 8, 14 IAPS 3, 38


*5. Design and conduct experiments. IAES 67, 72 IALS 5, 64 IAPS 10, 65 TR II: Science Skills Sheets 1-5

67 Proc DI 5 [IB] A11-14 10 AQ1 AD, Proc DI; [IB] A10-12

6. Recognize potential hazards and practice safety procedures in all science activities.

IAES 10, 43 IALS 16, 47 IAPS 24, 65

10 Proc GI 16 AQ4 UC, [IB] B6 24 [IB] B14-16

Process Standard 4: Interpret and Communicate - Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard.

*1. Report data in an appropriate method when given an experimental procedure or data.

IAES 27, 51 IALS 51, 98 IAPS 22, 83 Science Skill Sheets 3, 4

27 Proc OD; [IB] C8 51 AQ4 UC, [IB] C28 22 Proc OD

2. Interpret data tables, line, bar, trend, and/or circle graphs.

IAES 16, 75 IALS 4, 77 IAPS 64, 75

16 AQ3 RE; [IB] B7-10 4 AQ 5 UC, [IB] A17 64 AQ3 ET, AQ4 AD, [IB] D7

3. Evaluate data to develop IAES 10, 28 10 Proc GI

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LAB-AIDS KITS

reasonable explanation, and/or predictions.

IALS 27, 83 IAPS 38, 68

27 [IB] B32 38 AQ 1-3 AD [IB] C2

*4. Accept or reject hypotheses when given results of an investigation.

IAES 16, 61 IALS 21, 64 IAPS 8, 38

16 AQ3 RE; [IB] B7-10 21 [IB] B19 8 AQ6 UC; [IB] A9

*5. Communicate scientific procedures and explanations.

IAES 67, 72 IALS 5, 81 IAPS 27, 51

67 Proc DI 5 [IB] A11-14 27 AQ2 CS, AQ3 ET

Process Standard 5: Inquiry - Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe phenomena. The student will accomplish these objectives to meet this process standard.

*1. Use systematic observations, make accurate measurements, and identify and control variables.

IAES 4, 72 IALS 38, 54 IAPS 6, 76

4 Q1-3 38 Q1-6 6 AQ1 AD [IB] A3, A4

*2. Use technology to gather data and analyze results of investigations.

IAES 68, 94 IALS 38, 70 IAPS 13, 68

68 Q2 38 Q1-6 13 Proc RE, GI; [IB] B2-3

*3. Review data, summarize data, and form logical conclusions.

IAES 35, 62 IALS 5, 37 IAPS 27, 33

35 AQ1 ET; [IB] C13 5 [IB] A11-14 27 AQ2 CS, AQ3 ET

4. Formulate and evaluate explanations proposed by examining and comparing evidence, pointing out statements that go beyond evidence, and suggesting alternative explanations.

IAES 11, 35 IALS 53, 88 IAPS 52, 72

11 AQ2 RE, ET; [IB] A11-14 53 AQ2-3 ET 52 AQ1 ET

Standard 1: Physical Properties in Matter - Physical characteristics of objects can be described using shape, size, and mass whereas the materials from which objects are made can be described using color and texture. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

1. Matter has physical properties that can be measured (i.e., mass, volume, temperature, color, and texture). Changes in physical properties of objects can be observed, described, and measured using tools such as simple microscopes, gram spring scales, metric rulers, metric balances, and Celsius thermometers.

IAPS 9, 14, 62 9 AQ3 UC, [IB] A10-12 14 [IB] B4-6 62 [IB] D6, D19, D20

2. The mass of an object is not altered due to changes in shape.

IAPS 9 9 AQ3 UC, [IB] A10-12

Standard 2: Transfer of Energy -

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LAB-AIDS KITS

Change from one form of energy to another (i.e., electrical energy to light energy). The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Energy exists in many forms such as, heat, light, electricity, mechanical motion, and sound. Energy can be transferred in various ways.

IAPS 58, 64, 66 58 AQ2 UC, [IB] D4-5, D8 64 AQ3 ET, AQ4 AD, [IB] D7 66 Proc DI; [IB] D16

2. Electrical circuits provide a means of transferring electrical energy when heat, light, and sound are produced (e.g., open and closed circuits).

IAPS 65, 66

65 Proc DI; D13 66 Proc DI; [IB] D16

3. Electric currents and magnets can exert a force on each other.

N/C

LIFE SCIENCE

Standard 3: Structure and Function in Living Systems - Living systems at all levels of organization demonstrate the complementary nature of structure and function. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

1. Cells are the building blocks of all organisms (both plants and animals).

IALS 38, 40, 42 38 AQ 1-3 AD [IB] C2 40 AQ1 ET; [IB] C5-7, C19 42 Q2-4

2. Living systems are organized by levels of complexity (i.e., cells, organisms, and ecosystems).

IALS 12, 15, 42 12 AQ5 ET; [IB] B1 15 AQ5 UC [IB] B7-11 42 Q2-4

Standard 4: Populations and Ecosystems - Populations consist of individuals of a species that occur together at a given place and time. All populations living together and the physical factor with which they interact compose an ecosystem. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

1. Organisms within an ecosystem are dependent on one another and on nonliving components of the environment. Some source of energy is needed for all organisms to stay alive and grow. Energy transfer can be followed in food chains and webs.

IALS 78, 79, 83 78 [IB] E7-10, E16 79 AQ1 UC, [IB] E2-3, E7-11, E16, E35 83 AQ3 DCI

2. In all environments, organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter. Other relationships may be beneficial.

IALS 72, 84, 83 72 AQ1 ET, [IB] D17 83 AQ3 DCI 84 [IB] E16

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LAB-AIDS KITS

EARTH/SPACE SCIENCE

Standard 5: Structures of the Earth and the Solar System - The earth is mostly rock, three-fourths of its surface is covered by a relatively thin layer of water, and the entire planet is surrounded by a relatively thin blanket of air, and is able to support life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

*1. Earth has four main systems that interact: the atmosphere, the hydrosphere, the biosphere, and the geosphere.

IAES 38, 64, 66 38 AQ5 UC; [IB] D1, D15 64 [IB] E5 66 AQ2 UC; [IB] E12-13

2. Water, which covers the majority of the Earth’s surface, circulates through the crust, oceans, and atmosphere in what is known as the water cycle.

IAES 54, 61, 62 54 Q2 61 Q1-3 62 AQ4 SI; [IB] E3, 9, 11, 15

3. The sun provides the light and heat necessary to maintain life on Earth and is the ultimate source of energy (i.e., producers receive their energy from the sun).

IAES 55, 77, 78 55 Proc DI 77 [IB] F10-12 78 AQ2 UC


LAB-AIDS KITS

SCIENCE PROCESSES AND INQUIRY Asterisks (*) have been used to identify standards and objectives that must be assessed by the local school district. All other skills may be assessed by the Oklahoma School Testing Program (OSTP).

Process Standard 1: Observe and Measure - Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard.

1. Identify qualitative and/or quantitative changes given conditions (e.g., temperature, mass,

IAES 48, 72 IALS 17, 51 IAPS 70, 75


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LAB-AIDS KITS

volume, time, position, length) before, during, and after an event. 2. Use appropriate tools (e.g., metric ruler, graduated cylinder, thermometer, balances, spring scales, stopwatches) when measuring objects, organisms, and/or events.


4 Q1-3 19 [IB] B14 9 AQ3 UC, [IB] A10-12

3. Use appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring objects, organisms, and/or events.

IAES 10, 55 IALS 17, 92 IAPS 10, 75


Process Standard 2: Classify - Classifying establishes order. Objects, organisms, and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard.

1. Use observable properties to place an object, organism, and/or event into a classification system (e.g., dichotomous keys).

IAES 39, 88 IALS 44, 75 IAPS 15, 35


2. Identify properties by which a set of objects, organisms, and/or events could be ordered.

IAES 7, 15 IALS 38, 75 IAPS 2, 16

7 [IB] A9 38 Q1-6 2 AQ2 UC

Process Standard 3: Experiment - Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard.

*1. Ask questions about the world and design investigations that lead to scientific inquiry.

IAES 16, 55 IALS 8, 83 IAPS 3, 38





3. Identify variables and/or controls in an experimental setup: independent (tested/ experimental) variable and dependent (measured) variable.




IAES 16, 55 IALS 8, 14 IAPS 3, 38


*5. Design and conduct experiments. IAES 67, 72 IALS 5, 64 IAPS 10, 65 TR II: Science Skills


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LAB-AIDS KITS

Sheets 1-5


IAES 10, 43 IALS 16, 47 IAPS 24, 65


Process Standard 4: Interpret and Communicate - Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard.

*1. Report data in an appropriate method when given an experimental procedure or data.

IAES 27, 51 IALS 51, 98 IAPS 22, 83 Science Skill Sheets 3, 4

27 Proc OD; [IB] C8 51 AQ4 UC, [IB] C28 22 Proc OD

2. Interpret data tables, line, bar, trend, and/or circle graphs.

IAES 16, 75 IALS 4, 77 IAPS 64, 75

16 AQ3 RE; [IB] B7-10 4 AQ 5 UC, [IB] A17 64 AQ3 ET, AQ4 AD, [IB] D7

3. Evaluate data to develop reasonable explanations, and/or predictions.

IAES 10, 28 IALS 27, 83 IAPS 38, 68

10 Proc GI 27 [IB] B32 38 AQ 1-3 AD [IB] C2


IAES 16, 61 IALS 21, 64 IAPS 8, 38



IAES 67, 72 IALS 5, 81 IAPS 27, 51


Process Standard 5: Inquiry - Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe phenomena. The student will accomplish these objectives to meet this process standard.


IAES 4, 72 IALS 38, 54 IAPS 6, 76

4 Q1-3 38 Q1-6 6 AQ1 AD [IB] A3, A4


IAES 68, 94 IALS 38, 70 IAPS 13, 68

68 Q2 38 Q1-6 13 Proc RE, GI; [IB] B2-3

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LAB-AIDS KITS


IAES 35, 62 IALS 5, 37 IAPS 27, 33


*4. Formulate and evaluate explanations proposed by examining and comparing evidence, pointing out statements that go beyond evidence, and suggesting alternative explanations.

IAES 11, 35 IALS 53, 88 IAPS 52, 72


PHYSICAL SCIENCE

Standard 1: Properties and Physical Changes in Matter - Physical characteristics of objects can be described using shape, size, and mass whereas the materials from which objects are made can be described using color and texture. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

1. Matter has physical properties that can be measured (i.e., mass, volume, temperature, color, texture, and density). Physical changes of a substance do not alter the chemical nature of a substance (e.g., phase changes of water and/or sanding wood).

IAPS 5, 6, 14 5 Proc GI 6 AQ1 AD [IB] A3, A4 14 [IB] B4-6

2. A mixture of substances often can be separated into the original substance using one or more of the physical properties.

IAPS 3, 5 3 Proc DI; [IB] A16 5 Proc GI

LIFE SCIENCE

Standard 2: Structure and Function in Living Systems - Living systems at all levels of organization demonstrate the complementary nature of structure and function. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

1. Living systems are organized by levels of complexity (i.e., cells, tissues, organs, and/or systems).

IALS 12, 15, 42 12 [IB] B12, B15 15 AQ3 UC, [IB] B2, B5, B25-28 42 [IB] D3, D7, D16-10, C23

2. Specialized structures perform specific functions at all levels of complexity (e.g., leaves on trees and wings on birds).

IALS 15, 16, 17 15 AQ5 UC [IB] B7-11 16 [IB] B7-11 17 AQ6 UC

Standard 3: Reproduction and Heredity - Reproduction is the process by which organisms give rise to offspring.

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LAB-AIDS KITS

Heredity is the passing of traits to offspring. All organisms must be able to grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Characteristics of an organism result from inheritance and from interactions with the environment.

IALS 54, 64, 65 54 Act DCI, [IB] D2 64 AQ 1 DCI 65 AQ8 UC

2. Reproduction is essential for species survival. Individual organisms with certain traits are more likely to survive and produce offspring.

IALS 95, 96, 97 95 [IB] F18-21 96 AQ2 DCI 97 AQ2 CM, [IB] F15, F22-25, F27-28, F30-31

Standard 4: Behavior and Regulations - All organisms must be able to grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. Behavioral response is a set of actions determined in part by heredity and in part by experience. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

1. Living organisms strive to maintain a constant internal environment (i.e., temperature regulation).

N/C

2. Living organisms have physical and/or behavioral responses to external stimuli (e.g., hibernation, migration, plant growth).

IALS 74, 81, 83 74 AQ3 CM, [IB] E6, E18 81 AQ5 UC, [IB] E2, 3, E5, E13-14 83 AQ3 DCI

EARTH/SPACE SCIENCE

Standard 5: Structures of the Earth System - The earth is mostly rock, three-fourths of its surface is covered by a relatively thin layer of water, and the entire planet is surrounded by a relatively thin blanket of air, and is able to support life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

1. Global patterns of atmospheric movement influence local weather such as oceans' effect on climate.

IAES 53, 57, 68 53 [IB] E2, E7 57 [IB] E10 68 Q2

2. Clouds, formed by the condensation of water vapor, affect local weather and climate.

IAES 60, 66 60 [IB] E3, E8-9 66 AQ2 UC; [IB] E12-13

Standard 6: Earth and the Solar

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LAB-AIDS KITS

System – The earth is the third planet from the sun in a system that includes the moon, the sun, eight other planets and their moons, and smaller objects, such as, asteroids and comets. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Most objects in the solar system are in regular and predictable motion. Those motions explain such phenomena as the day, the year, phases of the moon, and eclipses.

IAES 74, 76, 79 74 [IB] F1-2 76 AQ4 AD 79 [IB] F10-12, F14-16

*2. Seasons result from variations in the amount of the sun’s energy hitting the surface, due to the tilt of the earth’s rotation on its axis and the length of the day.

IAES 75, 76, 77 75 AQ1-5 76 AQ4 AD 77 [IB] F10-12

GRADE 8


LAB-AIDS KITS

SCIENCE PROCESSES AND INQUIRY Asterisks (*) have been used to identify standards and objectives that must be assessed by the local school district. All other skills may be assessed by the Oklahoma School Testing Program (OSTP).

Process Standard 1: Observe and Measure—Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard.

1. Identify qualitative and/or quantitative changes given conditions (e.g., temperature, mass, volume, time, position, length) before, during, and after an event.

IAES 48, 72 IALS 17, 51 IAPS 70, 75


2. Use appropriate tools (e.g., metric ruler, graduated cylinder, thermometer, balances, spring scales, stopwatches) when measuring objects, organisms, and/or events.


4 Q1-3 19 [IB] B14 9 AQ3 UC, [IB] A10-12

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LAB-AIDS KITS

3. Use appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring objects, organisms, and/or events.

IAES 10, 55 IALS 17, 92 IAPS 10, 75


Process Standard 2: Classify—Classifying establishes order. Objects, organisms, and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard.

1. Using observable properties, place an object, organism, and/or event into a classification system (e.g., dichotomous keys).

IAES 39, 88 IALS 44, 75 IAPS 15, 35


2. Identify properties by which a set of objects, organisms, and/or events could be ordered.

IAES 7, 15 IALS 38, 75 IAPS 2, 16

7 [IB] A9 38 Q1-6 2 AQ2 UC

Process Standard 3: Experiment—Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard.

*1. Ask questions about the world and design investigations that lead to scientific inquiry.

IAES 16, 55 IALS 8, 83 IAPS 3, 38





3. Identify variables and/or controls in an experimental setup: independent (tested/experimental) variable and dependent (measured) variable.




IAES 16, 55 IALS 8, 14 IAPS 3, 38


*5. Design and conduct experiments. IAES 67, 72 IALS 5, 64 IAPS 10, 65 TR II: Science Skills Sheets 1-5



IAES 10, 43 IALS 16, 47 IAPS 24, 65


Process Standard 4: Interpret and

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LAB-AIDS KITS

Communicate—Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard. *1. Report data in an appropriate method when given an experimental procedure or data.



2. Interpret data tables, line, bar, trend and/or circle graphs.



3. Evaluate data to develop reasonable explanations, and/or predictions.

IAES 10, 28 IALS 27, 83 IAPS 38, 68



IAES 16, 61 IALS 21, 64 IAPS 8, 38



IAES 67, 72 IALS 5, 81 IAPS 27, 51


Process Standard 5: Inquiry—Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe phenomena. The student will accomplish these objectives to meet this process standard.


IAES 4, 72 IALS 38, 54 IAPS 6, 76

4 Q1-3 38 Q1-6 6 AQ1 AD [IB] A3, A4


IAES 68, 94 IALS 38, 70 IAPS 13, 68

68 Q2 38 Q1-6 13 Proc RE, GI; [IB] B2-3


IAES 35, 62 IALS 5, 37 IAPS 27, 33


*4. Formulate and evaluate explanations proposed by examining and comparing evidence, pointing out statements that go beyond evidence, and suggesting alternative

IAES 11, 35 IALS 53, 88 IAPS 52, 72


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explanations PHYSICAL SCIENCE

Process Standard 1: Properties and Chemical Changes in Matter—Physical characteristics of objects can be described using shape, size, and mass. The materials from which objects are made can be described using color, texture, and hardness. These properties can be used to distinguish and separate one substance from another. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

1. Substances react chemically with other substances to form new substances with different characteristics (e.g., rusting, burning, reaction between baking soda and vinegar).

IAPS 19, 26, 27 19 [IB] B12-14 26 Q2-3 27 AQ2 CS, AQ3 ET

2. Matter has physical properties that can be measured (i.e., mass, volume, temperature, color, texture, density, and hardness). In chemical reactions and physical changes, matter is conserved (e.g., compare and contrast physical and chemical changes).

IAPS 14, 25, 28 14 [IB] B4-6 25 Q2-3 28 AQ3 ET

Process Standard 2: Motions and Forces—The motion of an object can be described by its position, direction of motion, and speed. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

1. The motion of an object can be measured. The position of an object, its speed and direction can be represented on a graph.

IAPS 74, 75, 82 74 Proc DI; [IB] E1-2, 5-6 75 AQ2 UC, [IB] E2, 4-6, 7, 14 82 AQ3 RE; [IB] E3, 9, 12

2. An object that is not being subjected to a net force will continue to move at a constant velocity (in a straight line and at a constant speed).

IAPS 79, 80, 81 79 [IB] E10 80 AQ2; [IB] E2, 3, 11, 20 81 [IB] E3, 13, 15

LIFE SCIENCE

Standard 3: Diversity and Adaptations of Organisms—Millions of species of animals, plants, and microorganisms are alive today. Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal and external structures. Adaptation involves the selection of naturally occurring variations in

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LAB-AIDS KITS

populations. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. By classifying organisms, biologists consider details of internal and external structure.

IALS 45, 75, 76 45 [IB] C8, C20 75 AQ2 UC, [IB] E2, 4-6, 7, 14 76 [IB] E2

2. Organisms have a great variety of internal and external structures that enable them to survive in a specific habitat such as echolocation of bats and seed dispersal methods.

IALS 73, 79, 101 73 [IB] E1, E12, E24 79 AQ1 UC, [IB] E2-3, E7-11, E16, E35

EARTH/SPACE SCIENCE

Standard 4: Structures and Forces of the Earth and Solar System—The earth is mostly rock, three-fourths of its surface is covered by a relatively thin layer of water, and the entire planet is surrounded by a relatively thin blanket of air, and is able to support life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

1. Landforms result from constructive forces such as crustal deformation, volcanic eruption, and deposition of sediment and destructive forces such as weathering and erosion.

IAES 28, 29, 37 28 Proc GI; [IB] C2, C7 29 AQ2 UC; [IB] C1, C3 37 Q1, 3

2. The formation, weathering, sedimentation, and reformation of rock constitute a continuing “rock cycle” in which the total amount of material stays the same as its form changes.

IAES 19, 21, 22 19 Q1, 4, 5 21 Q3, 5 22 AQ7 UC; [IB] B4-6, B11

*3. Gravity is the force that governs the motion of the solar system and holds us to the earth’s surface.

IAES 95, 96 95 AQ4 AD; [IB] G10, 12 96 [IB] G 4, 7, 19

Standard 5: Earth’s History—The Earth’s history involves periodic changes in the structures of the earth over time. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

1. Earth’s history has been punctuated by occasional catastrophic events, such as the impact of asteroids or comets, enormous volcanic eruptions, periods of continental glaciation, and the rise and fall of sea level.

IAES 28, 37, 39 28 Proc GI; [IB] C2, C7 37 Q1, 3 39 [IB] D5, D13

2. Fossils provide important evidence of how life and

IAES 39, 40 IALS 90, 92, 93

39 [IB] D5, D13 40 Q1, 3, 4

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LAB-AIDS KITS

environmental conditions have changed.

90 [IB] G9, 16, 18 92 [IB] G2, G11 93 [IB] G5

Documents

LAB-AIDS/SEPUP ALIGNMENT TO OKLAHOMA … alignment to oklahoma science standards grades 6-8 ... 51 introduction to & use of dichotomous key ... 403s classifying sedimentary,