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intermediate level science core curriculum grades 5-8 the university of the state of new york the state education department http www.nysed.gov

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the university of the state of new york regents of the university carl t hayden chancellor a.b j.d elmira diane o neill mcgivern vice chancellor b.s.n m.a ph.d bayside j edward meyer b.a ll.b chappaqua r carlos carballada chancellor emeritus b.s rochester adelaide l sanford b.a m.a p.d hollis saul b cohen b.a m.a ph.d new rochelle james c dawson a.a b.a m.s ph.d peru robert m bennett b.a m.s tonawanda robert m johnson b.s j.d lloyd harbor peter m pryor b.a ll.b j.d ll.d albany anthony s bottar b.a j.d syracuse merryl h tisch b.a m.a new york harold o levy b.s m.a oxon j.d new york ena l farley b.a m.a ph.d brockport geraldine d chapey b.a m.a ed.d belle harbor ricardo e oquendo b.a j.d bronx president of the university and commissioner of education richard p mills chief operating officer richard h cate deputy commissioner for elementary middle secondary and continuing education james a kadamus coordinator of curriculum and instruction roseanne defabio the state education department does not discriminate on the basis of age color religion creed disability marital status veteran status national origin race gender genetic predisposition or carrier status or sexual orientation in its educational programs services and activities portions of this publication can be made available in a variety of formats including braille large print or audio tape upon request inquiries concerning this policy of nondiscrimination should be directed to the department s office for diversity ethics and access room 152 education building albany ny 12234.

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contents acknowledgments .iv core curriculum .1 preface .3 standards 1 2 6 and 7 expanded process skills .4 process skills based on standard 4 .10 standard 4 the living environment .12 standard 4 the physical setting .21 appendix a intermediate level science examination description .29 appendix b examples of activities to build skills to support standards 1 and 4 .30 intermediate science iii

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acknowledgments the state education department acknowledges the assistance of teachers and school administrators from across new york state in particular the state education department would like to thank gioia b aldrich john bartsch bonnie bourdage karen brownell john-michael caldaro patrick chierichella edward denecke stacy douglas clifford fee raune anne hamilton molly heatherington nicholas j hejaily wilford hemans elaine jetty michelle kopp valentina krauss sandra latourelle mary marcinkowski lynn ocorr james overhiser odille santiago arnold serotsky ida swenson ann tebbutt joan wagner syosset central school district syosset amsterdam high school amsterdam johanna perrin middle school fairport wilbur h lynch middle school amsterdam shenendehowa junior high schools clifton park seneca junior high school sachem multidisciplinary resources center nyc community school district 6 nyc multidisciplinary resources center nyc ausable valley central school ausable valley ross middle school henrietta williamsville central schools williamsville middle school 143 bronx ravena-coeymans-selkirk central school district van antwerp middle school niskayuna van antwerp middle school niskayuna suny plattsburgh and clinton community college niagara falls central school district niagara fall canandaigua academy canandaigua groton central school groton community school district 6 nyc greece-athena middle school rochester east middle school binghamton sagamore junior high school sachem burnt hills-ballston lake central school burnt hills additionally thanks to our intermediate level editors dennis desain retired averill park high school averill park john kuzma sand creek middle school south colonie michael mosall greenville jr/sr high school greenville fran pilato rensselaer jr/sr high school rensselaer the project manager for the development of the intermediate level science core curriculum was diana k harding associate in science education with content and assessment support provided by judy pinsonnault associate in educational testing elise russo associate in science education and the intermediate science assessment liasons and their project managers rod doran and doug reynolds special thanks go to jan christman for technical expertise iv intermediate science

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intermediate level science core curriculum grades 5-8

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2 intermediate sciencee

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preface this intermediate level science core curriculum has been written to assist teachers and supervisors as they prepare curriculum instruction and assessment for the intermediate level grades 5 6 7 and 8 content of standards 1 2 4 6 and 7 of the new york state learning standards for mathematics science and technology the learning standards for mathematics science and technology identify key ideas and performance indicators key ideas are broad unifying general statements of what students need to know the performance indicators for each key idea are statements of what students should be able to do to provide evidence that they understand the key idea as part of this continuum this core curriculum guide presents major understandings that give more specific detail to the concepts underlying each performance indicator this core curriculum is not a syllabus it addresses only the content and skills to be tested by the intermediate level science assessment the core curriculum has been prepared with the assumption that the content and skills as outlined in the learning standards for mathematics science and technology at the elementary level have been taught previously this is a guide for the preparation of intermediate level curriculum instruction and assessment the middle stage in a k-12 continuum of science education the lack of detail in the document should not be seen as a shortcoming rather the focus on conceptual understanding in the guide is consistent with the approaches recommended in the national science education standards and benchmarks of science literacy project 2061 it is essential that instruction focus on understanding important relationships processes mechanisms and applications of concepts less important is the memorization of specialized terminology and technical details future assessments will test studentsÕ ability to explain analyze and interpret scientific processes and phenomena more than their ability to recall specific facts it is hoped that the general nature of these statements will encourage the teaching of science for understanding instead of for memorization the question has been asked for each key idea what do students need to know to have science literacy within that broad theme the general nature of the major understandings in this guide will also permit teachers more flexibility in instruction and greater variation in assessment than would a more explicit syllabus the order of presentation and numbering of all statements in this guide are not meant to indicate any recommended sequence of instruction for example in the living environment section teachers may decide to deal with the concepts in key idea 4 before key ideas 2 and 3 major understandings have not been prioritized nor have they been organized in any manner to indicate time allotments teachers are encouraged to find and elaborate for students the conceptual cross-linkages that interconnect many of the key ideas to each other and to other mathematics science and technology learning standards the courses designed using this core curriculum will hopefully prepare our students to explain both accurately and with appropriate depth the most important ideas about our physical setting and our living environment students in attaining science literacy ought to be able to give these explanations in their own words by the time they graduate and long after they have completed their high school education the science educators throughout new york state who collaborated on the writing of this guide fervently hope that this goal is realized in the years ahead laboratory recommendations critical to understanding science concepts is the use of scientific inquiry to develop explanations of natural phenomena therefore it is recommended that students have the opportunity to develop their skills of analysis inquiry and design through active laboratory work on a regular basis in grades 5 6 7 and 8 prior to the written portion of the intermediate level science assessment students will be required to complete a laboratory performance test during which concepts and skills from standards 1 2 4 6 and 7 will be assessed intermediate science 3

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standards 1 2 6 and 7 expanded process skills science process skills should be based on a series of discoveries students learn most effectively when they have a central role in the discovery process to that end standards 1 2 6 and 7 incorporate in the intermediate core curriculum a studentcentered problem-solving approach to intermediate science the following is an expanded version of the skills found in standards 1 2 6 and 7 of the learning standards for mathematics science and technology this list is not intended to be an all-inclusive list of the content or skills that teachers are expected to incorporate into their curriculum it should be a goal of the instructor to encourage science process skills that will provide students with background and curiosity sufficient to prompt investigation of important issues in the world around them standard 1 analysis inquiry and design students will use mathematical analysis scientific inquiry and engineering design as appropriate to pose questions seek answers and develop solutions standard 1 analysis inquiry and design mathematical analysis key idea 1 abstraction and symbolic representation are used to communicate mathematically m1.1 extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships m1.1a identify independent and dependent variables m1.1b identify relationships among variables including direct indirect cyclic constant identify non-related material m1.1c apply mathematical equations to describe relationships among variables in the natural world key idea 2 deductive and inductive reasoning are used to reach mathematical conclusions m2.1 use inductive reasoning to construct evaluate and validate conjectures and arguments recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena m2.1a interpolate and extrapolate from data m2.1b quantify patterns and trends key idea 3 critical thinking skills are used in the solution of mathematical problems m3.1 apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas using representations such as pictures charts and tables m3.1a use appropriate scientific tools to solve problems about the natural world key idea 1 the central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing creative process s1.1 formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations scientific inquiry s1.1a formulate questions about natural phenomena s1.1b identify appropriate references to investigate a question s1.1c refine and clarify questions so that they are subject to scientific investigation s1.2 construct explanations independently for natural phenomena especially by proposing preliminary visual models of phenomena standard 1 analysis inquiry and design 4 intermediate science

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standard 1 analysis inquiry and design scientific inquiry s1.2a independently formulate a hypothesis s1.2b propose a model of a natural phenomenon s1.2c differentiate among observations inferences predictions and explanations s1.3 represent present and defend their proposed explanations of everyday observations so that they can be understood and assessed by others s1.4 seek to clarify to assess critically and to reconcile with their own thinking the ideas presented by others including peers teachers authors and scientists key idea 2 beyond the use of reasoning and consensus scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity s2.1 use conventional techniques and those of their own design to make further observations and refine their explanations guided by a need for more information s2.1a demonstrate appropriate safety techniques s2.1b conduct an experiment designed by others s2.1c design and conduct an experiment to test a hypothesis s2.1d use appropriate tools and conventional techniques to solve problems about the natural world including ¥ measuring ¥ observing ¥ describing ¥ classifying ¥ sequencing s2.2 develop present and defend formal research proposals for testing their own explanations of common phenomena including ways of obtaining needed observations and ways of conducting simple controlled experiments s2.2a include appropriate safety procedures s2.2b design scientific investigations e.g observing describing and comparing collecting samples seeking more information conducting a controlled experiment discovering new objects or phenomena making models s2.2c design a simple controlled experiment s2.2d identify independent variables manipulated dependent variables responding and constants in a simple controlled experiment s2.2e choose appropriate sample size and number of trials s2.3 carry out their research proposals recording observations and measurements e.g lab notes audiotape computer disk videotape to help assess the explanation s2.3a use appropriate safety procedures s2.3b conduct a scientific investigation s2.3c collect quantitative and qualitative data key idea 3 the observations made while testing proposed explanations when analyzed using conventional and invented methods provide new insights into phenomena s3.1 design charts tables graphs and other representations of observations in conventional and creative ways to help them address their research question or hypothesis s3.1a organize results using appropriate graphs diagrams data tables and other models to show relationships s3.1b generate and use scales create legends and appropriately label axes s3.2 interpret the organized data to answer the research question or hypothesis and to gain insight into the problem s3.2a accurately describe the procedures used and the data gathered s3.2b identify sources of error and the limitations of data collected s3.2c evaluate the original hypothesis in light of the data continued intermediate science 5

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standard 1 analysis inquiry and design scientific inquiry continued formulate and defend explanations and conclusions as they relate to scientific phenomena s3.2e form and defend a logical argument about cause-and-effect relationships in an investigation s3.2f make predictions based on experimental data s3.2g suggest improvements and recommendations for further studying s3.2h use and interpret graphs and data tables s3.3 modify their personal understanding of phenomena based on evaluation of their hypothesis s3.2d standard 1 analysis inquiry and design engineering design key idea 1 engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints this process is used to develop technological solutions to problems within given constraints t1.1 identify needs and opportunities for technical solutions from an investigation of situations of general or social interest t1.1a identify a scientific or human need that is subject to a technological solution which applies scientific principles t1.2 locate and utilize a range of printed electronic and human information resources to obtain ideas t1.2a use all available information systems for a preliminary search that addresses the need t1.3 consider constraints and generate several ideas for alternative solutions using group and individual ideation techniques group discussion brainstorming forced connections role play defer judgment until a number of ideas have been generated evaluate critique ideas and explain why the chosen solution is optimal t1.3a generate ideas for alternative solutions t1.3b evaluate alternatives based on the constraints of design t1.4 develop plans including drawings with measurements and details of construction and construct a model of the solution exhibiting a degree of craftsmanship t1.4a design and construct a model of the product or process t1.4b construct a model of the product or process t1.5 in a group setting test their solution against design specifications present and evaluate results describe how the solution might have been modified for different or better results and discuss trade-offs that might have to be made t1.5a test a design t1.5b evaluate a design standard 2 information systems students will access generate process and transfer information using appropriate technologies standard 2 information systems key idea 1 information technology is used to retrieve process and communicate information as a tool to enhance learning 1.1 use a range of equipment and software to integrate several forms of information in order to create good-quality audio video graphic and text-based presentations 6 intermediate science

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1.2 standard 2 information systems 1.3 1.4 continued 1.5 use spreadsheets and database software to collect process display and analyze information students access needed information from electronic databases and on-line telecommunication services systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources including local and national media libraries museums governmental agencies industries and individuals collect data from probes to measure events and phenomena 1.4a collect the data using the appropriate available tool 1.4b organize the data 1.4c use the collected data to communicate a scientific concept use simple modeling programs to make predictions key idea 2 knowledge of the impacts and limitations of information systems is essential to its effectiveness and ethical use 2.1 understand the need to question the accuracy of information displayed on a computer because the results produced by a computer may be affected by incorrect data entry 2.1a critically analyze data to exclude erroneous information 2.1b identify and explain sources of error in a data collection 2.2 identify advantages and limitations of data-handling programs and graphics programs 2.3 understand why electronically stored personal information has greater potential for misuse than records kept in conventional form key idea 3 information technology can have positive and negative impacts on society depending upon how it is used 3.1 use graphical statistical and presentation software to present projects to fellow classmates 3.2 describe applications of information technology in mathematics science and other technologies that address needs and solve problems in the community 3.3 explain the impact of the use and abuse of electronically generated information on individuals and families standard 6 interconnectedness common themes students will understand the relationships and common themes that connect mathematics science and technology and apply the themes to these and other areas of learning key idea 1 through systems thinking people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific interconnectedness common themes functions 1.1 describe the differences between dynamic systems and organizational systems systems 1.2 describe the differences and similarities among engineering systems natural systhinking tems and social systems 1.3 describe the differences between open and closed-loop systems 1.4 describe how the output from one part of a system which can include material energy or information can become the input to other parts standard 6 intermediate science 7

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key idea 2 models are simplified representations of objects structures or systems used in analysis interconnectedness explanation interpretation or design common themes 2.1 select an appropriate model to begin the search for answers or solutions to a question or problem models 2.2 use models to study processes that cannot be studied directly e.g when the real process is too slow too fast or too dangerous for direct observation 2.3 demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things standard 6 key idea 3 the grouping of magnitudes of size time frequency and pressures or other units of interconnectedness measurement into a series of relative order provides a useful way to deal with the common themes immense range and the changes in scale that affect the behavior and design of systems 3.1 cite examples of how different aspects of natural and designed systems change at magnitude and different rates with changes in scale scale 3.2 use powers of ten notation to represent very small and very large numbers standard 6 key idea 4 equilibrium is a state of stability due either to a lack of change static equilibrium or a balance between opposing forces dynamic equilibrium interconnectedness 4.1 describe how feedback mechanisms are used in both designed and natural syscommon themes tems to keep changes within desired limits 4.2 describe changes within equilibrium cycles in terms of frequency or cycle length equilibrium and and determine the highest and lowest values and when they occur stability standard 6 key idea 5 identifying patterns of change is necessary for making predictions about future interconnectedness behavior and conditions common themes 5.1 use simple linear equations to represent how a parameter changes with time 5.2 observe patterns of change in trends or cycles and make predictions on what patterns of might happen in the future change standard 6 key idea 6 in order to arrive at the best solution that meets criteria within constraints it is often necesinterconnectedness sary to make trade-offs 6.1 determine the criteria and constraints and make trade-offs to determine the best common themes decision 6.2 use graphs of information for a decision-making problem to determine the optioptimization mum solution standard 6 8 intermediate science

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standard 7 interdisciplinary problem solving students will apply the knowledge and thinking skills of mathematics science and technology to address real-life problems and make informed decisions standard 7 interdisciplinary problem solving connections key idea 1 the knowledge and skills of mathematics science and technology are used together to make informed decisions and solve problems especially those relating to issues of science/technology/society consumer decision making design and inquiry into phenomena 1.1 analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action 1.2 make informed consumer decisions by seeking answers to appropriate questions about products services and systems determining the cost/benefit and risk/benefit tradeoffs and applying this knowledge to a potential purchase 1.3 design solutions to real-world problems of general social interest related to home school or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution 1.4 describe and explain phenomena by designing and conducting investigations involving systematic observations accurate measurements and the identification and control of variables by inquiring into relevant mathematical ideas and by using mathematical and technological tools and procedures to assist in the investigation standard 7 interdisciplinary problem solving strategies key idea 2 solving interdisciplinary problems involves a variety of skills and strategies including effective work habits gathering and processing information generating and analyzing ideas realizing ideas making connections among the common themes of mathematics science and technology and presenting results 2.1 students participate in an extended culminating mathematics science and technology project the project would require students to ¥ working effectively contributing to the work of a brainstorming group laboratory partnership cooperative learning group or project team planning procedures identify and managing responsibilities of team members and staying on task whether working alone or as part of a group ¥ gathering and processing information accessing information from printed media electronic data bases and community resources and using the information to develop a definition of the problem and to research possible solutions ¥ generating and analyzing ideas developing ideas for proposed solutions investigating ideas collecting data and showing relationships and patterns in the data ¥ common themes observing examples of common unifying themes applying them to the problem and using them to better understand the dimensions of the problem ¥ realizing ideas constructing components or models arriving at a solution and evaluating the result ¥ presenting results using a variety of media to present the solution and to communicate the results intermediate science 9

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process skills based on standard 4 general skills 1 2 follow safety procedures in the classroom and laboratory safely and accurately use the following measurement tools ¥ metric ruler ¥ balance ¥ stopwatch ¥ graduated cylinder ¥ thermometer ¥ spring scale ¥ voltmeter use appropriate units for measured or calculated values recognize and analyze patterns and trends classify objects according to an established scheme and a student-generated scheme develop and use a dichotomous key sequence events identify cause-and-effect relationships use indicators and interpret results 3 4 5 6 7 8 9 living environment skills 1 2 3 4 5 6 7 8 9 manipulate a compound microscope to view microscopic objects determine the size of a microscopic object using a compound microscope prepare a wet mount slide use appropriate staining techniques design and use a punnett square or a pedigree chart to predict the probability of certain traits classify living things according to a student-generated scheme and an established scheme interpret and/or illustrate the energy flow in a food chain energy pyramid or food web identify pulse points and pulse rates identify structure and function relationships in organisms 10 intermediate science

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physical setting skills 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 given the latitude and longitude of a location indicate its position on a map and determine the latitude and longitude of a given location on a map using identification tests and a flow chart identify mineral samples use a diagram of the rock cycle to determine geological processes that led to the formation of a specific rock type plot the location of recent earthquake and volcanic activity on a map and identify patterns of distribution use a magnetic compass to find cardinal directions measure the angular elevation of an object using appropriate instruments generate and interpret field maps including topographic and weather maps predict the characteristics of an air mass based on the origin of the air mass measure weather variables such as wind speed and direction relative humidity barometric pressure etc determine the density of liquids and regular and irregular-shaped solids determine the volume of a regular and an irregular-shaped solid using water displacement using the periodic table identify an element as a metal nonmetal or noble gas determine the identity of an unknown element using physical and chemical properties using appropriate resources separate the parts of a mixture determine the electrical conductivity of a material using a simple circuit determine the speed and acceleration of a moving object intermediate science 11

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