Dont Know What Is This

05 -071 Chapter 132 - Science and Technology Section Page 1 of 24
SCIENCE AND TECHNOLOGY
Science and technology provide people with the knowledge and tools to understand and address many of the challenges. Students must be provided with
opportunities to access, understand, and evaluate current information and tools related to science and technology if they are to be ready to live in a 21st century
global society.
The study of science and technology includes both processes and bodies of knowledge. Scientific processes are the ways scientists investigate and communicate
about the natural world. The scientific body of knowledge includes concepts, principles, facts, laws, and theories about the way the world around us works.
Technology includes the technological design process and the body of knowledge related to the study of tools and the effect of technology on society.
Science and technology merge in the pursuit of knowledge and solutions to problems that require the application of scientific understanding and product design.
Solving technological problems demands scientific knowledge while modern technologies make it possible to discover new scientific knowledge. In a world shaped by
science and technology, it is important for students to learn how science and technology connect with the demands of society and the knowledge of all content areas.
It is equally important that students are provided with learning experiences that integrate tools, knowledge, and processes of science and technology.
The Science and Technology Standards outline the essential understandings of these disciplines. Standard A describes four themes that serve as a broad scaffold
for understanding and organizing student understanding of the content and processes of science and technology. Standard B describes the processes of scientific
inquiry and technological design. As a complement to the expectations of inquiry and design outlined in Standard B, Standard C describes the enterprises of science
and technology and the connection to society. Standards D and E have performance indicators that encompass the subject matter conventionally referred to as life,
physical, and earth and space science. It is essential that classroom instruction integrate the processes and ideas of Standards A, B, and C with the knowledge of
Standards D and E, rather than teach them separately. Instruction should support students in asking questions and making inquiries to help them, understand and
solve problems that require the integration of knowledge and processes in authentic contexts.
Unifying Themes - The proposed revised standards begin with a focus on four themes of science and technology: systems, models, and constancy and
change, and scale. These themes provide teachers and students with a scaffold on which to organize the details of the standards. National standards
documents identify these themes as critical knowledge for students in the 21st century.
The Skills of Scientific Inquiry and Technological Design Process - The Science and Technology Standards define both the student skills of scientific
inquiry and the student skills of technological design. The inclusion of scientific inquiry, the development of a coherent section on technological design and
the inclusion of a standard on scientific and technological enterprise highlight the importance of developing student understanding of the unique
characteristics of and relationships between science and technology. The scientific and technological enterprise standard outlines key understandings about
LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007

Highlighted = Maine Department of Education Regulation 131
Words in blue italics are 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 and
technology.

OUTLINE OF SCIENCE AND TECHNOLOGY STANDARDS AND PERFORMANCE INDICATOR LABELS
A. Unifying Themes
1. Systems
2. Models
3. Constancy and Change
4. Scale
B. The Skills and Traits of Scientific Inquiry and Technological Design
1. Skills and Traits of Scientific Inquiry
2. Skills and Traits of Technological Design
C. The Scientific and Technological Enterprise
1. Understandings of Inquiry
2. Understandings about Science and Technology
3. Science, Technology, and Society
4. History and Nature of Science
D. The Physical Setting
1. Universe and Solar System
2. Earth
3. Matter and Energy
4. Force and Motion
E. The Living Environment
1. Biodiversity
2. Ecosystems
3. Cells
4. Heredity and Reproduction
5. Evolution

A. Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.
A1 Systems
Performance Indicators & Descriptors
Pre-K-2 3-5 6-8 9-Diploma
Students recognize that parts work Students explain interactions Students describe and apply Students apply an understanding of
together, and make up whole man- between parts that make up whole principles of systems in man-made systems to explain and analyze
made and natural objects. man-made and natural things. things, natural things, and man-made and natural phenomena.
processes.
a. Explain that most man-made and a. Give examples that show how a. Analyze a system using the
natural objects are made of parts. individual parts of organisms, a. Explain how individual parts principles of boundaries,
b. Explain that when put together, ecosystems, or man-made working together in a system subsystems, inputs, outputs,
parts can do things they could not structures can influence one (including organisms, Earth feedback, or the system’s relation
do separately. another. systems, solar systems, or man- to other systems and design
b. Explain ways that things including made structures) can do more solutions to a system problem.
organisms, ecosystems, or man- than each part individually. b. Explain and provide examples that
made structures may not work as b. Explain how the output of one part illustrate how it may not always be
well (or at all) if a part is missing, of a system, including waste possible to predict the impact of
broken, worn out, mismatched, or products from manufacturing or changing some part of a man-
misconnected. organisms, can become the input made or natural system.
of another part of a system.
c. Describe how systems are nested
and that systems may be thought
of as containing subsystems (as
well as being a subsystem of a
larger system) and apply the
understanding to analyze
systems.

A2 Models
Students identify models and the Students use models to represent Students use models to examine a Students evaluate the effectiveness
objects they represent to learn objects, processes, and events variety of real-world phenomena of a model by comparing its
about their features. from the physical setting, the living from the physical setting, the living predictions to actual observations
environment, and the technological environment, and the technological from the physical setting, the living
a. Describe ways in which toys and world. world and compare advantages and environment, and the technological
pictures are like the real things disadvantages of various models. world.
they model. a. Represent the features of a real
b. Use a model as a tool to describe object, event, or process using a. Compare different types of models
the motion of objects or the models including geometric that can be used to represent the
features of plants and animals. figures, number sequences, same thing (including models of
graphs, diagrams, sketches, chemical reactions, motion, or
maps, or three-dimensional cells) in order to match the
figures and note ways in which purpose and complexity of a
those representations do (and do model to its use.
not) match features of the b. Propose changes to models and
originals. explain how those changes may
better reflect the real thing.
A3 Constancy and Change

Students observe that in the Students identify and represent Students describe how patterns of Students identify and analyze
physical setting, the living basic patterns of change in the change vary in physical, biological, examples of constancy and change
environment, and the technological physical setting, the living and technological systems. that result from varying types and
world some things change over environment, and the technological rates of change in physical,
time and some things stay the world. a. Describe systems that are biological, and technological
same. changing including ecosystems, systems with and without
a. Recognize patterns of change Earth systems, and technologies. counterbalances.
a. Describe the size, weight, color, or including steady, repetitive, b. Give examples of systems

movement of things over varying irregular, or apparently including ecosystems, Earth
lengths of time and note qualities unpredictable change. systems, and technologies that
that change or remain the same. b. Make tables or graphs to appear to be unchanging (even
represent changes. though things may be changing
within the system) and identify any
feedback mechanisms that may
be modifying the changes.
c. Describe rates of change and
cyclic patterns using appropriate
grade-level mathematics.
A4 Scale
Students observe differences in Students use mathematics to Students use scale to describe Students apply understanding of
scale. describe scale for man-made and objects, phenomena, or processes scale to explain phenomena in
natural things. related to Earth, space, matter, and physical, biological, and
a. Compare significantly different mechanical and living systems. technological systems.
sizes, weights, ages, and speeds a. Measure things to compare sizes,
of objects. speeds, times, distances, and a. Describe how some things change a. Describe how large changes of
weights. or work differently at different scale may change how physical
b. Use fractions and multiples to scales. and biological systems work and
make comparisons of scale. b. Use proportions, averages, and provide examples.
ranges to describe small and large b. Mathematically represent large
extremes of scale. magnitudes of scale.

B. The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth
scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and
produce a solution or product to meet a specified need.
B1 Skills and Traits of Scientific Inquiry

Students conduct and Students plan, conduct, analyze Students plan, conduct, analyze Students methodically plan,
communicate results of simple data from, and communicate results data from, and communicate results conduct, analyze data from, and
investigations. of investigations, including fair of investigations, including simple communicate results of in-depth
tests. experiments. scientific investigations, including
a. Ask questions and make experiments guided by a testable
observations about objects, a. Pose investigable questions and a. Identify questions that can be hypothesis.
organisms, and events in the seek answers from reliable answered through scientific
environment. sources of scientific information investigations. a. Identify questions, concepts, and
b. Safely conduct simple and from their own investigations. b. Design and safely conduct testable hypotheses that guide
investigations to answer b. Plan and safely conduct scientific investigations including scientific investigations.
questions. investigations including simple experiments with controlled b. Design and safely conduct
c. Use simple instruments with basic experiments that involve a fair variables. methodical scientific
units of measurement to gather test. c. Use appropriate tools, metric investigations, including
data and extend the senses. c. Use simple equipment, tools, and units, and techniques to gather, experiments with controls.
d. Know what constitutes evidence appropriate metric units of analyze, and interpret data. c. Use statistics to summarize,
that can be used to construct a measurement to gather data and d. Use mathematics to gather, describe, analyze, and interpret
reasonable explanation. extend the senses. organize, and present data and results.
e. Use writing, speaking, and d. Use data to construct and support structure convincing explanations. d. Formulate and revise scientific
drawing to communicate a reasonable explanation. e. Use logic, critical reasoning and investigations and models using
investigations and explanations. e. Communicate scientific evidence to develop descriptions, logic and evidence.
procedures and explanations. explanations, predictions, and e. Use a variety of tools and
models. technologies to improve
f. Communicate, critique, and investigations and
analyze their own scientific work communications.
and the work of other students. f. Recognize and analyze alternative

explanations and models using
scientific criteria.
g. Communicate and defend
scientific ideas.
B2 Skills and Traits of Technological Design

Students use a simple design Students use a design process, Students use a systematic process, Students use a systematic process,
process and basic tools and simple tools, and a variety of tools, equipment, and a variety of tools and techniques, and a variety
materials to solve a problem or materials to solve a problem or materials to design and produce a of materials to design and produce
create a product. create a product, recognizing the solution or product to meet a a solution or product that meets
constraints that need to be specified need, using established new needs or improves existing
a. Describe a design problem in their considered. criteria. designs.
own words.
b. Propose a way to build something a. Identify and explain a simple a. Identify appropriate problems for a. Identify new problems or a current
or cause something to work better. design problem and a solution technological design. design in need of improvement.
c. Use suitable tools, materials, safe related to the problem. b. Design a solution or product. b. Generate alternative design
techniques, and measurements to b. Propose a solution to a design c. Communicate a proposed design solutions.
implement a proposed solution to problem that recognizes using drawings and simple c. Select the design that best meets
a design problem. constraints including cost, models. established criteria.
d. Judge how well a product or materials, time, space, or safety. d. Implement a proposed design. d. Use models and simulations as
design solved a problem. c. Use appropriate tools, materials, e. Evaluate a completed design or prototypes in the design planning
e. Present a design or solution to a safe techniques, and quantitative product. process.
problem using oral, written, or measurements to implement a f. Suggest improvements for their e. Implement the proposed design
pictorial means of communication. proposed solution to a design own and others’ designs and try solution.
problem. out proposed modifications. f. Evaluate the solution to a design
d. Balance simple constraints in g. Explain the design process problem and the consequences of
carrying out a proposed solution to including the stages of problem that solution.
a design problem. identification, solution design, g. Present the problem, design

e. Evaluate their own design results, implementation, and evaluation. process, and solution to a design
as well as those of others, using problem including models,
established criteria. diagrams, and demonstrations.
f. Modify designs based on results
of evaluations.
g. Present the design problem,
process, and design or solution
using oral, written, and/or pictorial
means of communication.
C. The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of
inquiry and technological design, and the impacts science and technology have on society and the environment.
C1 Understandings of Inquiry
Students describe the use of Students describe how scientific Students describe how scientists Students describe key aspects of
questions and accurate investigations result in use varied and systematic scientific investigations: that they
communication in scientists’ work. explanations that are approaches to investigations that are guided by scientific principles
communicated to other scientists. may lead to further investigations. and knowledge, that they are
a. Describe how scientific performed to test ideas, and that
investigations involve asking and a. Describe how scientists answer a. Explain how the type of question they are communicated and
answering a question. questions by developing informs the type of investigation. defended publicly.
b. Point out the importance of explanations based on b. Explain why it is important to
describing things and observations, evidence, and identify and control variables and a. Describe how hypotheses and
investigations accurately so others knowledge of the natural world. replicate trials in experiments. past and present knowledge guide
can learn about them or repeat b. Describe how scientists make c. Describe how scientists’ analyses and influence scientific
them. their explanations public. of findings can lead to new investigations.
investigations. b. Describe how scientists defend
their evidence and explanations

using logical arguments and
verifiable results.
C2 Understandings About Science and Technology

Students recognize that people Students describe why people use Students understand and compare Students explain how the
have always engaged in science science and technology and how the similarities and differences relationship between scientific
and technology and that there is a scientists and engineers work. between scientific inquiry and inquiry and technological design
difference between the natural and technological design. influences the advancement of
designed worlds. a. Describe how scientists seek to ideas, products, and systems.
answer questions and explain the a. Compare the process of scientific
a. Recognize that people have natural world. inquiry to the process of a. Provide an example that shows
always had problems and b. Describe how engineers seek technological design. how science advances with the
invented tools and ways of doing solutions to problems through the b. Explain how constraints and introduction of new technologies
things to solve problems. design and production of products. consequences impact scientific and how solving technological
b. Distinguish between objects that inquiry and technological design. problems often impacts new
occur in nature and objects that scientific knowledge.
are man-made. b. Provide examples of how
creativity, imagination, and a good
knowledge base are required to
advance scientific ideas and
technological design.
c. Provide examples that illustrate
how technological solutions to
problems sometimes lead to new
problems or new fields of inquiry.

C3 Science, Technology, and Society

No performance indicator. Students identify and describe the Students identify and describe the Students describe the role of
influences of science and role of science and technology in science and technology in creating
Although no performance indicators technology on people and the addressing personal and societal and solving contemporary issues
are stated, students are expected to environment. challenges. and challenges.
have instructional experiences that
describe influences of science and a. Explain how scientific and a. Describe how science and a. Explain how science and
technology on their own lives. technological information can help technology can help address technology influence the carrying
people make safe and healthy societal challenges including capacity and sustainability of the
decisions. population, natural hazards, planet.
b. Give examples of changes in the sustainability, personal health and b. Explain how ethical, societal,
environment caused by natural or safety, and environmental quality. political, economic, and cultural
man-made influences. b. Identify personal choices that can factors influence personal health,
c. Explain that natural resources are either positively or negatively safety, and the quality of the
limited, and that reusing, impact society including environment.
recycling, and reducing materials population, ecosystem c. Explain how ethical, societal,
and using renewable resources is sustainability, personal health, and political, economic, religious, and
important. environmental quality. cultural factors influence the
c. Identify factors that influence the development and use of science
development and use of science and technology.
and technology.
C4 History and Nature of Science

No performance indicator. No performance indicator. Students describe historical Students describe the human
examples that illustrate how dimensions and traditions of
Although no performance indicators Although no performance indicators science advances knowledge science, the nature of scientific
are stated, students are expected to are stated, students are expected to through the scientists involved and knowledge, and historical episodes
have instructional experiences that have instructional experiences that through the ways scientists think in science that impacted science

describe how people use science in describe how science helps people about their work and the work of and society.
their lives. understand the natural world. others.
a. Describe the ethical traditions in
a. Describe how women and men of science including peer review,
various backgrounds, working in truthful reporting, and making
teams or alone and results public.
communicating about their ideas b. Select and describe one of the
extensively with others, engage in major episodes in the history of
science, engineering, and related science including how the
fields. scientific knowledge changed over
b. Describe a breakthrough from the time and any important effects on
history of science that contributes science and society.
to our current understanding of c. Give examples that show how
science. societal, cultural, and personal
c. Describe and provide examples beliefs and ways of viewing the
that illustrate that science is a world can bias scientists.
human endeavor that generates d. Provide examples of criteria that
explanations based on verifiable distinguish scientific explanations
evidence that are subject to from pseudoscientific ones.
change when new evidence does
not match existing explanations.
D. The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are
exhibited in Earth Systems, in the solar system, and throughout the universe.
D1 Universe and Solar System

Students describe the movement of Students describe the positions Students explain the movements Students explain the physical
objects across the sky, as seen and apparent motions of different and describe the location, formation and changing nature of

from Earth. objects in and beyond our solar composition, and characteristics of our universe and solar system, and
system and how these objects can our solar system and universe, how our past and present
a. Describe how the sun and moon be viewed from Earth. including planets, the sun, and knowledge of the universe and
seem to move across the sky. galaxies. solar system developed.
b. Describe the changes in the a. Show the locations of the sun,
appearance of the moon from day Earth, moon, and planets and their a. Describe the different kinds of a. Explain why the unit of light years
to day. orbits. objects in the solar system can be used to describe distances
b. Observe and report on including planets, sun, moons, to objects in the universe and use
observations that the sun appears asteroids, and comets. light years to describe distances.
to move across the sky in the b. Explain the motions that cause b. Explain the role of gravity in
same way every day, but its path days, years, phases of the moon, forming and maintaining planets,
changes slowly over the seasons. and eclipses. stars, and the solar system.
c. Recognize that the sun is a star c. Describe the location of our solar c. Outline the age, origin, and
and is similar to other stars in the system in its galaxy and explain process of formation of the
universe. that other galaxies exist and that universe as currently understood
they include stars and planets. by science.
d. Describe the major events that
have led to our current
understanding of the universe and
the current technologies used to
further our understanding.
D2 Earth
Students describe Earth’s weather Students describe the properties of Students describe the various Students describe and analyze the
and surface materials and the Earth’s surface materials, the cycles, physical and biological biological, physical, energy, and
different ways they change. processes that change them, and forces and processes, position in human influences that shape and
cycles that affect the Earth. space, energy transformations, and alter Earth Systems.
a. Explain that the sun warms the air, human actions that affect the short-

water, and land. a. Explain the effects of the rotation term and long-term changes to the a. Describe and analyze the effect of
b. Describe the way in which of Earth on the day/night cycle, Earth. solar radiation, ocean currents,
weather changes over months. and how that cycle affects local and atmospheric conditions on the
c. Describe what happens to water temperature. a. Explain how the tilt of Earth’s Earth’s surface and the habitability
left in an open container as b. Describe the various forms water rotational axis relative to the plane of Earth.
compared to water left in a closed takes in the air and how that of its yearly orbit around the sun b. Describe Earth’s internal energy
container. relates to weather. affects the day length and sunlight sources and their role in plate
c. Explain how wind, waves, water, intensity to cause seasons. tectonics.
and ice reshape the surface of b. Describe Earth Systems - c. Describe and analyze the effects
Earth. biosphere, atmosphere, of biological and geophysical
d. Describe the kinds of materials hydrosphere and lithosphere - and influences on the origin and
that form rocks and soil. cycles and interactions within changing nature of Earth Systems.
e. Recognize that the sun is the them (including water moving d. Describe and analyze the effects
source of Earth’s surface heat and among and between them, rocks of human influences on Earth
light energy. forming and transforming, and Systems.
f. Explain how the substance called weather formation).
air surrounds things, takes up c. Give several reasons why the
space, and its movement can be climate is different in different
felt as wind. regions of the Earth.
d. Describe significant Earth
resources and how their limited
supply affects how they are used.
e. Describe the effect of gravity on
objects on Earth.
f. Give examples of abrupt changes
and slow changes in Earth
Systems.

D3 Matter and Energy

Students use observable Students describe properties of Students describe physical and Students describe the structure,
characteristics to describe objects objects and materials before and chemical properties of matter, behavior, and interactions of matter
and materials and changes to after they undergo a change or interactions and changes in matter, at the atomic level and the
physical properties of materials. interaction. and transfer of energy through relationship between matter and
matter. energy.
a. Describe objects in terms of what a. Describe how the weight of an
they are made of and their object compares to the sum of the a. Describe that all matter is made a. Describe the structure of atoms in
physical properties. weight of its parts. up of atoms and distinguish terms of neutrons, protons, and
b. Describe changes in properties of b. Illustrate how many different between/among elements, atoms, electrons and the role of the
materials when mixed, heated, substances can be made from a and molecules. atomic structure in determining
frozen, or cut. small number of basic ingredients. b. Describe how physical chemical properties.
c. Describe properties of original characteristics of elements and b. Describe how the number and
materials, and the new material(s) types of reactions they undergo arrangement of atoms in a
formed, to demonstrate that a have been used to create the molecule determine a molecule’s
change has occurred. Periodic Table. properties, including the types of
d. Describe what happens to the c. Describe the difference between bonds it makes with other
temperatures of objects when a physical and chemical change. molecules and its mass, and apply
warmer object is near a cooler d. Explain the relationship of the this to predictions about chemical
object. motion of atoms and molecules to reactions.
e. Describe how the heating and the states of matter for gases, c. Explain the essential roles of
cooling of water and other liquids, and solids. carbon and water in life
materials can change the e. Explain how atoms are packed processes.
properties of the materials. together in arrangements that d. Describe how light is emitted and
f. Explain that the properties of a compose all substances including absorbed by atoms’ changing
material may change but the total elements, compounds, mixtures, energy levels, and how the results
amount of material remains the and solutions. can be used to identify a
same. f. Explain and apply the substance.
g. Explain that materials can be understanding that substances e. Describe factors that affect the
composed of parts too small to be have characteristic properties, rate of chemical reactions

seen without magnification. including density, boiling point, (including concentration, pressure,
and solubility and these properties temperature, and the presence of
are not dependent on the amount molecules that encourage
of matter present. interaction with other molecules).
g. Use the idea of atoms to explain f. Apply an understanding of the
the conservation of matter. factors that affect the rate of
h. Describe several different types of chemical reaction to predictions
energy forms including heat about the rate of chemical
energy, chemical energy, and reactions.
mechanical energy. g. Describe nuclear reactions,
i. Use examples of energy including fusion and fission, and
transformations from one form to the energy they release.
another to explain that energy h. Describe radioactive decay and
cannot be created or destroyed. half-life.
j. Describe how heat is transferred i. Explain the relationship between
from one object to another by kinetic and potential energy and
conduction, convection, and/or apply the knowledge to solve
radiation. problems.
k. Describe the properties of solar j. Describe how in energy
radiation and its interaction with transformations the total amount
objects on Earth. of energy remains the same, but
because of inefficiencies (heat,
sound, and vibration) useful
energy is often lost through
radiation or conduction.
k. Apply an understanding of energy
transformations to solve problems.
l. Describe the relationship among
heat, temperature, and pressure in
terms of the actions of atoms,

molecules, and ions.
D4 Force and Motion

Students describe how objects Students summarize how various Students describe the force of Students understand that the laws
move in different ways. forces affect the motion of objects. gravity, the motion of objects, the of force and motion are the same
properties of waves, and the across the universe.
a. Describe different ways things a. Predict the effect of a given force wavelike property of energy in light
move and what it takes to start on the motion of an object. waves. a. Describe the contribution of
objects moving, keep objects b. Describe how fast things move by Newton to our understanding of
moving, or stop objects. how long it takes them to go a a. Describe the similarities and force and motion, and give
b. Give examples of things that make certain distance. differences in the motion of sound examples of and apply Newton’s
sound by vibrating. c. Describe the path of an object. vibrations, earthquakes, and light three laws of motion and his
d. Give examples of how gravity, waves. theory of gravitation.
magnets, and electrically charged b. Explain the relationship among b. Explain and apply the ideas of
materials push and pull objects. visible light, the electromagnetic relative motion and frame of
spectrum, and sight. reference.
c. Describe and apply an c. Describe the relationship between
understanding of how the electric and magnetic fields and
gravitational force between any forces, and give examples of how
two objects would change if their this relationship is used in modern
mass or the distance between technologies.
them changed. d. Describe and apply characteristics
d. Describe and apply an of waves including wavelength,
understanding of how electric frequency, and amplitude.
currents and magnets can exert e. Describe and apply an
force on each other. understanding of how waves
e. Describe and apply an interact with other waves and with
understanding of the effects of materials including reflection,

multiple forces on an object, and refraction, and absorption.
how unbalanced forces will cause f. Describe kinetic energy (the
changes in the speed or direction. energy of motion), potential
energy (dependent on relative
position), and energy contained by
a field (including electromagnetic
waves) and apply these
understandings to energy
problems.
E. The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and
natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy
flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.
E1 Biodiversity
Students describe similarities and Students compare living things Students differentiate among Students describe and analyze the
differences in the observable based on their behaviors, external organisms based on biological evidence for relatedness among
behaviors, features, and needs of features, and environmental needs. characteristics and identify patterns and within diverse populations of
plants and animals. of similarity. organisms and the importance of
a. Describe how living things can be biodiversity.
a. Describe similarities and sorted in many ways, depending a. Compare physical characteristics
differences in the way plants and on which features or behaviors are that differentiate organisms into a. Explain how the variation in
animals look and the things that used to sort them, and apply this groups (including plants that use structure and behavior of a
they do. understanding to sort living things. sunlight to make their own food, population of organisms may
b. Describe some features of plants b. Describe the changes in external animals that consume energy-rich influence the likelihood that some
and animals that help them live in features and behaviors of an food, and organisms that cannot members of the species will have
different environments. organism during its life cycle. easily be classified as either). adaptations that allow them to
c. Describe how organisms change b. Explain how biologists use internal survive in a changing

during their lifetime. and external anatomical features environment.
to determine relatedness among b. Describe the role of DNA
organisms and to form the basis sequences in determining the
for classification systems. degree of kinship among
c. Explain ways to determine organisms and the identification of
whether organisms are the same species.
species. c. Analyze the relatedness among
d. Describe how external and organisms using structural and
internal structures of animals and molecular evidence.
plants contribute to the variety of d. Analyze the effects of changes in
ways organisms are able to find biodiversity and predict possible
food and reproduce. consequences.
E2 Ecosystems
Students understand how plants Students describe ways organisms Students examine how the Students describe and analyze the
and animals depend on each other depend upon, interact within, and characteristics of the physical, non- interactions, cycles, and factors
and the environment in which they change the living and non-living living (abiotic) environment, the that affect short-term and long-
live. environment as well as ways the types and behaviors of living term ecosystem stability and
environment affects organisms. (biotic) organisms, and the flow of change.
a. Explain that animals use plants matter and energy affect organisms
and other animals for food, a. Explain how changes in an and the ecosystem of which they a. Explain why ecosystems can be
shelter, and nesting. organism's habitat can are part. reasonably stable over hundreds
b. Compare different animals and influence its survival. or thousands of years, even
plants that live in different b. Describe that organisms all a. List various kinds of resources though populations may fluctuate.
environments of the world. over the Earth are living, within different biomes for which b. Describe dynamic equilibrium in
dying, and decaying and new organisms compete. ecosystems and factors that can,
organisms are being produced b. Describe ways in which two types in the long run, lead to change in
by the old ones. of organisms may interact the normal pattern of cyclic

c. Describe some of the ways in (including competition, fluctuations and apply that
which organisms depend on predator/prey, knowledge to actual situations.
one another, including producer/consumer/decomposer, c. Explain the concept of carrying
animals carrying pollen and parasitism, and mutualism) and capacity and list factors that
dispersing seeds. describe the positive and negative determine the amount of life that
d. Explain how the food of most consequences of such any environment can support.
animals can be traced back to interactions. d. Describe the critical role of
plants and how animals use c. Describe the source and flow of photosynthesis and how energy
food for energy and repair. energy in the two major food and the chemical elements that
e. Explain how organisms can webs, terrestrial and marine. make up molecules are
affect the environment in d. Describe how matter and energy transformed in ecosystems and
different ways. change from one form to another obey basic conservation laws.
in living things and in the physical
environment.
e. Explain that the total amount of
matter in the environment stays
the same even as its form and
location change.

E3 Cells
Students describe parts and wholes Students describe how living things Students describe the hierarchy of Students describe structure and
of living things, their basic needs, are made up of one or more cells organization and function in function of cells at the intracellular
and the structures and processes and the ways cells help organisms organisms, and the similarities and and molecular level including
that help them stay alive. meet their basic needs. differences in structure, function, differentiation to form systems,
and needs among and within interactions between cells and their
a. List living things and their parts. a. Give examples of organisms that organisms. environment, and the impact of
Explain that parts of living are so consist of a single cell and cellular processes and changes on
small we can only see them using organisms that are made of a a. Describe the basic functions of individuals.
magnifiers. collection of cells. organisms carried out within cells
b. List the basic things that most b. Compare how needs of living including the extracting of energy a. Describe the similarities and
organisms need to survive. things are met in single-celled and from food and the elimination of differences in the basic functions
c. Identify structures that help multi-celled organisms. wastes. of cell membranes and of the
organisms do things to stay alive. b. Explain the relationship among specialized parts within cells that
cells, tissues, organs, and organ allow them to transport materials,
systems, including how tissues capture and release energy, build
and organs serve the needs of proteins, dispose of waste,
cells and organisms. communicate, and move.
c. Compare the structures, systems, b. Describe the relationship among
and interactions that allow single- DNA, protein molecules, and
celled organisms and multi-celled amino acids in carrying out the
plants and animals, including work of cells and how this is
humans, to defend themselves, similar among all organisms.
acquire and use energy, self- c. Describe the interactions that lead
regulate, reproduce, and to cell growth and division
coordinate movement. (mitosis) and allow new cells to
d. Explain that all living things are carry the same information as the
composed of cells numbering from original cell (meiosis).
just one to millions. d. Describe ways in which cells can
malfunction and put an organism

at risk.
e. Describe the role of regulation and
the processes that maintain an
internal environment amidst
changes in the external
environment.
f. Describe the process of
metabolism that allows a few key
biomolecules to provide cells with
necessary materials to perform
their functions.
g. Describe how cells differentiate to
form specialized systems for
carrying out life functions.
E4 Heredity and Reproduction

Students describe the cycle of Students describe characteristics Students describe the general Students examine the role of DNA
birth, development, and death in of organisms, and the reasons why characteristics and mechanisms of in transferring traits from
different organisms and the ways in organisms differ from or are similar reproduction and heredity in generation to generation, in
which organisms resemble their to their parents. organisms, including humans, and differentiating cells, and in
parents. ways in which organisms are evolving new species.
a. Name some likenesses between affected by their genetic traits.
a. Give examples of how organisms children and parents that are a. Explain some of the effects of the
are like their parents and not like inherited, and some that are not. a. Explain that sexual reproduction sorting and recombination of
them. b. Explain that in order for offspring includes fertilization that results in genes in sexual reproduction.
b. Describe the life cycle of a plant or to look like their parents, the inclusion of genetic b. Describe genes as segments of
animal (including being born, information related to inherited information from each parent and DNA that contain instructions for

growing, reproducing, and dying). likenesses must be handed from determines the inherited traits that the cells and include information
parents to offspring in a reliable are a part of every cell. that leads to the differentiation of
manner. b. Identify some of the risks to the cells.
healthy development of an embryo c. Explain how the instructions in
including mother’s diet, lifestyle, DNA that lead to cell
and hygiene. differentiation result in varied cell
c. Describe asexual reproduction as functions in the organism and
a process by which all genetic DNA.
information comes from one d. Describe the possible causes and
parent and determines the effects of gene mutations.
inherited traits that are a part of
every cell.
E5 Evolution
Students describe similarities and Students describe the fossil Students describe the evidence Students describe the interactions
differences between present day evidence and present that evolution occurs over many between and among species,
and past organisms that helped the explanations that help us generations, allowing species to populations, and environments
organisms live in their environment. understand why there are acquire many of their unique that lead to natural selection and
differences among and between characteristics or adaptations. evolution.
a. Describe some organisms’ present and past organisms.
features that allow the organisms a. Explain how the layers of a. Describe the premise of biological
to live in places others cannot. a. Explain advantages and sedimentary rock and their evolution, citing evidence from the
b. Explain how some kinds of disadvantages gained when some contained fossils provide evidence fossil record and evidence based
organisms that once lived on individuals of the same kind are for the long history of Earth and on the observation of similarities
Earth have completely different in their characteristics for the long history of changing within the diversity of existing
disappeared, although they were and behavior. life. organisms.
similar to some that are alive b. Compare fossils to one another b. Describe how small differences b. Describe the origins of life and
today. and to living organisms according between parents and offspring can how the concept of natural

to their similarities and lead to descendants who are very selection provides a mechanism
differences. different from their ancestors. for evolution that can be
c. Describe how variations in the advantageous or disadvantageous
behavior and traits of an offspring to the next generation.
may permit some of them to c. Explain why some organisms may
survive a changing environment. have characteristics that have no
d. Explain that new varieties of apparent survival or reproduction
cultivated plants and domestic advantage.
animals can be developed through d. Relate structural and behavioral
genetic modification and describe adaptations of an organism to its
the impacts of the new varieties of survival in the environment.
plants and animals.


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05 -071 Chapter 132 - Science and Technology Section Page 1 of 24

SCIENCE AND TECHNOLOGY

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007

OUTLINE OF SCIENCE AND TECHNOLOGY STANDARDS AND PERFORMANCE INDICATOR LABELS

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007

A3 Constancy and Change

Performance Indicators & Descriptors

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007

B1 Skills and Traits of Scientific Inquiry

Performance Indicators & Descriptors

B2 Skills and Traits of Technological Design

Performance Indicators & Descriptors

Performance Indicators & Descriptors

C2 Understandings About Science and Technology

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007

C3 Science, Technology, and Society

C4 History and Nature of Science

Performance Indicators & Descriptors

D1 Universe and Solar System

Performance Indicators & Descriptors

Performance Indicators & Descriptors

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007

D3 Matter and Energy

Performance Indicators & Descriptors

Performance Indicators & Descriptors

D4 Force and Motion

Performance Indicators & Descriptors

Performance Indicators & Descriptors

Performance Indicators & Descriptors

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007

Performance Indicators & Descriptors

E4 Heredity and Reproduction

Performance Indicators & Descriptors

Performance Indicators & Descriptors

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007

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