Saint Odilo Catholic School
Saint Odilo Curriculum 2005-06

Science - Grade 8

Science

The Illinois Learning Standards for Science were developed using the 1985 State Goals for Science, the National Science Education Standards, various other state and national works, and local education standards contributed by team members.

Science is a creative endeavor of the human mind. It offers a special perspective of the natural world in terms of understanding and interaction. The aim of science education is to develop in learners a rich and full understanding of the inquiry process; the key concepts and principles of life sciences, physical science, and earth and space sciences; and issues of science, technology, and society in historical and contemporary contexts. The National Science Education Standards present these understandings and their interactions with the natural world as eight science content standard categories. The Illinois Learning Standards for Science integrate these categories into a powerful resource for the design and evaluation of science curricula taught in Illinois schools.

The Illinois Learning Standards for Science are organized by goals that inform one another and depend upon one another for meaning. Expectations for learners related to the inquiry process are presented in standards addressing the doing of science and elements of technological design. Unifying concepts connect scientific understanding and process and are embedded in standards spanning life science, physical science, and earth and space science. The importance of this knowledge and its application is conveyed in standards describing the conventions and nature of the scientific enterprise and the interplay among science, technology and society in past, present and future contexts.

Through Applications of Learning, students demonstrate and deepen their understanding of basic knowledge and skills. These applied learning skills cross academic disciplines and reinforce the important learning of the disciplines. The ability to use these skills will greatly influence students' success in school, in the workplace and in the community.

SOLVING PROBLEMS - - Recognize and investigate problems; formulate and propose solutions supported by reason and evidence.

Asking questions and seeking answers are at the heart of scientific inquiry. Following the steps of scientific inquiry, students learn how to gather evidence, review and understand their findings, and compare their solutions with those of others. They learn that there can be differing solutions to the same problem, some more useful than others. In the process, they learn and apply scientific principles. They also learn to be objective in deciding whether their solutions meet specifications and perform as desired.

COMMUNICATING - - Express and interpret information and ideas.

Scientists must carefully describe their methods and results to a variety of audiences, including other scientists. This requires precise and complete descriptions and the presentation of conclusions supported by evidence. Young science students develop the powers of observation and description. Older students gain the ability to organize and study data, to determine its meaning, to translate their findings into clear understandable language and to compare their results with those of other investigators.

USING TECHNOLOGY - - Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results.

Technology is invented and improved by the use of scientific principles. In turn, scientists depend on technology in performing experiments, analyzing data and communicating the results. Science students learn to use a range of technologies: instruments, computer hardware and software, on-line services and equipment, primary source data and images, and communication networks. They learn how technology, in turn, is the result of a scientific design process that includes continual refinements and improvements.

WORKING ON TEAMS - - Learn and contribute productively as individuals and as members of groups.

The practical application of science requires both individual and group efforts. Individuals bring unique insight and focus to the work of inquiry and problem solving. Working in groups, scientists pose questions, share hypotheses, divide their experimental efforts, and share data and results. Science students have the opportunity to work both ways - - as individuals and as members of teams organized to conduct complex investigations and solve problems.

MAKING CONNECTIONS - - Recognize and apply connections of important information and ideas within and among learning areas.

Science has many disciplines, all interrelated. Understanding the functioning of living things depends on knowing chemistry; understanding chemistry depends on knowing physics. In the same way, science itself is highly dependent on mathematics - - and it also relates strongly to medicine, geography, physical development and health, social trends and issues, and many other topics. Science, at its best, provides knowledge and skills that improve the understanding of virtually all subjects. The Terra Nova Multiple Assessments Battery for Science "measures knowledge of key concepts and facility with science process skills. By applying scientific concepts to objects and situations that are familiar to them, students draw connections between what they learn in the classroom and what they find in their own lives. Engaging graphics, photographs, and page designs typify science instructional materials and invite students to participate fully in the test.

The test covers the traditional core areas of science - inquiry, physical science, life science, Earth and space sciences - and adds science and technology, science in personal and social perspectives, and the history and nature of science, as suggested in the National Science Education Standards. Implicit in many questions is the measurement of higher-order thinking skills - the student's ability to analyze, infer, synthesize, and evaluate." In Science, the goal is for all students to achieve scientific literacy. The objectives and competencies included in this curriculum deal with scientific concepts and the application of those concepts within the field of science and in other fields of study. The National Science Education Standards outline "what students should know, understand, and be able to do in the natural sciences over the course of K-12 education.

Grade 8

The Illinois Learning Standards for Science provides goals and standards at the Middle/Junior High School level. In the Eighth Grade Science course, students continue to improve their knowledge of science and scientific concepts. Student also apply their knowledge to solving real world problems.


Earth and Space Science
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.

Why This Goal Is Important:
This goal is comprised of key concepts and principles in the life, physical and earth/space sciences that have considerable explanatory and predictive power for scientists and non-scientists alike. These ideas have been thoroughly studied and have stood the test of time. Knowing and being able to apply these concepts, principles and processes help students understand what they observe in nature and through scientific experimentation. A working knowledge of these concepts and principles allows students to relate new subject matter to material previously learned and to create deeper and more meaningful levels of understanding.

As a result of their schooling students will be able to:
E. Know and apply concepts that describe the features and processes of the Earth and its resources.
    12.E.3a Analyze and explain large-scale dynamic forces, events and processes that affect the Earth's land, water and atmospheric systems (e.g., jetstream, hurricanes, plate tectonics).
    12.E.3b Describe interactions between solid earth, oceans, atmosphere and organisms that have resulted in ongoing changes of Earth (e.g., erosion, El Nino).
    12.E.3c Evaluate the biodegradability of renewable and nonrenewable natural resources.
F. Know and apply concepts that explain the composition and structure of the universe and Earth's place in it.
    12.F.3a Simulate, analyze and explain the effects of gravitational force in the solar system (e.g., orbital shape and speed, tides, spherical shape of the planets and moons).
    12.F.3b Describe the organization and physical characteristics of the solar system (e.g., sun, planets, satellites, asteroids, comets). The Earth and Space Science unit includes properties of the Earth, moon, sun, solar system, and universe.

    Universe: Measurement
The learner will be able to explore how the speed of light is used to measure distances in the Universe.
Strand Bloom's Scope Hours Source
Universe Master The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Sample: Earth and Space Science
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Earth Master IL: Learning Standards, July 1997, Middle/Junior High School
  
    Earth: Structure
The learner will be able to understand the structure of the Earth.
Strand Bloom's Scope Hours Source
Earth: Properties Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Earth: Organisms
The learner will be able to understand how living organisms have affected the Earth.
Strand Bloom's Scope Hours Source
Earth: Properties Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Rocks: Cycle
The learner will be able to explain the components of the rock cycle: erosion, transportation, deposition.
Strand Bloom's Scope Hours Source
Rocks Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Solar System: Components
The learner will be able to understand the components of the solar system: the sun, nine planets and their moons, asteroids, and comets.
Strand Bloom's Scope Hours Source
Solar System Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Solar System: Sun
The learner will be able to understand that our solar system is centered around the sun.
Strand Bloom's Scope Hours Source
Solar System Comprehension Master 0.5 National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Solar System: Earth's Position
The learner will be able to understand that the Earth is the third planet from the sun in the solar system.
Strand Bloom's Scope Hours Source
Solar System Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Solar System: Earth
The learner will be able to understand Earth as it exists in our solar system.
Strand Bloom's Scope Hours Source
Solar System Knowledge Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 19, Item#31 tested in week 36 of next year.; National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Solar System: Motion
The learner will be able to understand that most objects in the solar system, such as planets, are in regular and predictable motion.
Strand Bloom's Scope Hours Source
Solar System Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Solar System: Models
The learner will be able to develop a model of our solar system.
Strand Bloom's Scope Hours Source
Solar System Synthesis Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Solar System: Motion and Phenomena
The learner will be able to understand that the motions in the solar system explain certain phenomena, such as eclipses or phases of the moon.
Strand Bloom's Scope Hours Source
Solar System Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Gravity: Description
The learner will be able to understand that gravity is a force that pulls objects toward the center of the Earth.
Strand Bloom's Scope Hours Source
Gravity Comprehension Master 0.5 National Science Education Standards, 1996, Grades 5-8, p. 161
  
    Gravity: Solar System
The learner will be able to understand that gravity is the force that maintains the orbit of planets around the sun.
Strand Bloom's Scope Hours Source
Gravity Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 161
  
    Gravity: Tides
The learner will be able to understand that gravity explains the tides phenomena.
Strand Bloom's Scope Hours Source
Gravity Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 161
  
    Gravity: Planets, Stars, Solar System
The learner will be able to understand the function of gravity in the development and preservation of planets, stars, and the solar system.
Strand Bloom's Scope Hours Source
Gravity Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Systems: Understand
The learner will be able to understand that there are many different systems, such as the water cycle or solar system, that exist in our world.
Strand Bloom's Scope Hours Source
Systems Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 19, Item#16, #17, Item#22, Item#28 tested in week 36 of next year.
  
    Universe: Understand
The learner will be able to obtain an understanding of the universe.
Strand Bloom's Scope Hours Source
Universe Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 19, Item#14 tested in week 36 of next year.
  
    Universe: Relationship of Components
The learner will be able to define the components of the Universe and their relationship to one another.
Strand Bloom's Scope Hours Source
Universe Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Seasons: Cause
The learner will be able to understand that the tilt of the Earth's rotation on its axis and the length of the day cause the sun's energy to hit the Earth in varying amounts. This phenomena causes the different seasons.
Strand Bloom's Scope Hours Source
Seasons Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 161
  
    Soil: Components
The learner will be able to understand that soil consists of weathered rocks and decomposed organic material.
Strand Bloom's Scope Hours Source
Soil Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Soil: Layers
The learner will be able to understand that soil is often found in layers. Each layer of soil has a different chemical composition and texture.
Strand Bloom's Scope Hours Source
Soil Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Atmosphere: Components
The learner will be able to understand that a mixture of nitrogen, oxygen, and trace gases that include water vapor makes up the atmosphere.
Strand Bloom's Scope Hours Source
Atmosphere Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Water Cycle: Definition
The learner will be able to understand that the water cycle moves water from the Earth's surface, to the atmosphere, and back to the Earth's surface.
Strand Bloom's Scope Hours Source
Water: Cycle Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Water Cycle: Minerals and Gases
The learner will be able to understand that as water flows through the water cycle, it dissolves minerals and gases and carries them to the oceans.
Strand Bloom's Scope Hours Source
Water: Cycle Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Earth: Plates
The learner will be able to understand that convection currents in the mantle cause the plates of the Earth to move.
Strand Bloom's Scope Hours Source
Earth: Continental Drift/Plate Tectonics Knowledge Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Earth: History
The learner will be able to understand the Earth's history.
Strand Bloom's Scope Hours Source
Earth: History Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Earth: History/Influences
The learner will be able to understand how Earth's history has been influenced by catastrophes, such as the impact of a comet.
Strand Bloom's Scope Hours Source
Earth: History Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Meteors and Comets: Origins
The learner will be able to compare and contrast the origin of meteors and comets.
Strand Bloom's Scope Hours Source
Meteors and Comets Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Meteors and Comets: Properties
The learner will be able to compare and contrast the physical properties of meteors and comets.
Strand Bloom's Scope Hours Source
Meteors and Comets Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Natural Phenomena: Humans/Hazards
The learner will be able to understand that some natural phenomena may be a hazard to humans. Such phenomena include earthquakes, landslides, fires, volcanic eruptions, and floods.
Strand Bloom's Scope Hours Source
Natural Phenomena: Humans Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 168
  
    Natural Phenomena: Humans/Acceleration
The learner will be able to understand that human activities, such as urban growth or waste disposal, can accelerate natural phenomena.
Strand Bloom's Scope Hours Source
Natural Phenomena: Humans Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 168
  
    Natural Phenomena: Humans/Society
The learner will be able to understand that natural phenomena present societal challenges to humans.
Strand Bloom's Scope Hours Source
Natural Phenomena: Humans Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 168
  
    Natural Phenomena: Humans/Risk Analysis
The learner will be able to understand that risk analysis contemplates the type of natural phenomena (e.g., earthquake) and estimates the number of people that may be affected. The results of such an analysis are used to determine options for reducing risks.
Strand Bloom's Scope Hours Source
Natural Phenomena: Humans Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Landforms
The learner will be able to understand that constructive and destructive forces create landforms.
Strand Bloom's Scope Hours Source
Landforms Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Landforms: Constructive Forces
The learner will be able to identify constructive forces, such as crustal deformation, volcanic eruption, or deposition of sediments.
Strand Bloom's Scope Hours Source
Landforms Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Earth: Layers
The learner will be able to understand the layers of the Earth: lithosphere, mantel, and core.
Strand Bloom's Scope Hours Source
Earth: Layers Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 159
  
    Celestial Bodies: Compare/Contrast
The learner will be able to compare and contrast the celestial bodies within our own solar system.
Strand Bloom's Scope Hours Source
Solar System: Celestial Bodies Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Earth/Space Science: Concepts
The learner will be able to comprehend the most pertinent ideas and principles of Earth/Space science.
Strand Bloom's Scope Hours Source
Earth/Space Science Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 19, Obj Statement #22 tested in week 36 of next year.
  
    Earth/Space Science: Use
The learner will be able to use understanding of Earth/Space science in experiments and real world situations.
Strand Bloom's Scope Hours Source
Earth/Space Science Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 19, Obj Statement #22 tested in week 36 of next year.
  
    Weathering: Destructive
The learner will be able to identify destructive forces, such as weathering or erosion.
Strand Bloom's Scope Hours Source
Weathering Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Weather: Influences On/Understand/Oceans
The learner will be able to understand that oceans affect weather and climate.
Strand Bloom's Scope Hours Source
Weather: Influences On Comprehension Master 0.5 National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Weather: Clouds/Affect
The learner will be able to understand that clouds affect weather and climate.
Strand Bloom's Scope Hours Source
Weather: Clouds Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Weather: Clouds/Understand/Formed
The learner will be able to understand that clouds are formed by condensation of water vapor.
Strand Bloom's Scope Hours Source
Weather: Clouds Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 160
  

Life Science
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.

Why This Goal Is Important:
This goal is comprised of key concepts and principles in the life, physical and earth/space sciences that have considerable explanatory and predictive power for scientists and non-scientists alike. These ideas have been thoroughly studied and have stood the test of time. Knowing and being able to apply these concepts, principles and processes help students understand what they observe in nature and through scientific experimentation. A working knowledge of these concepts and principles allows students to relate new subject matter to material previously learned and to create deeper and more meaningful levels of understanding.

As a result of their schooling students will be able to:
A. Know and apply concepts that explain how living things function, adapt and change.
    12.A.3a Explain how cells function as "building blocks" of organisms and describe the requirements for cells to live.
    12.A.3b Compare characteristics of organisms produced from a single parent with those of organisms produced by two parents.
    12.A.3c Compare and contrast how different forms and structures reflect different functions (e.g., similarities and differences among animals that fly, walk or swim; structures of plant cells and animal cells).
B. Know and apply concepts that describe how living things interact with each other and with their environment.
    12.B.3a Identify and classify biotic and abiotic factors in an environment that affect population density, habitat and placement of organisms in an energy pyramid.
    12.B.3b Compare and assess features of organisms for their adaptive, competitive and survival potential (e.g., appendages, reproductive rates, camouflage, defensive structures). The Life Science unit includes organism characteristics, reproduction and heredity, human health, populations, life cycles, ecosystems, and the environment.

    Ecosystems: Understand
The learner will be able to begin to understand ecosystems.
Strand Bloom's Scope Hours Source
Ecosystems Master The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; Terra Nova, Multiple Assessments, 1997, Level 19, Item#27 tested in week 36 of next year.; National Science Education Standards, 1996, Grades 5-8, p. 155
  
    Sample: Life Science
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Biology Master IL: Learning Standards, July 1997, Middle/Junior High School
  
    Heredity: Explore Lineage
The learner will be able to explore the lineage of an organism for traits and other attributes.
Strand Bloom's Scope Hours Source
Heredity Master The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Living Things: Behavior
The learner will be able to explore how living things develop certain behaviors through both heredity and experience.
Strand Bloom's Scope Hours Source
Living Things: Behavior Master National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Organisms: Characteristics
The learner will be able to develop an understanding of organisms' characteristics.
Strand Bloom's Scope Hours Source
Organisms: Characteristics Master Terra Nova, Multiple Assessments, 1997, Level 19, Item#4 tested in week 36 of next year.
  
    Organisms: Environment/Understanding
The learner will be able to develop an understanding of organisms and the environments in which they live.
Strand Bloom's Scope Hours Source
Organisms: Environment Master Terra Nova, Multiple Assessments, 1997, Level 19, Item#33 tested in week 36 of next year.
  
    Cells: Living Organisms
The learner will be able to understand that the basic unit of structure for all living organisms is the cell.
Strand Bloom's Scope Hours Source
Cells Comprehension Master 0.5 National Science Education Standards, 1996, Grades 5-8, p. 156
  
    Cells: Production
The learner will be able to understand that cells produce additional cells by growing and dividing.
Strand Bloom's Scope Hours Source
Cells Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 156
  
    Living and Non-Living: Interaction
The learner will be able to discuss how living and non-living things interact with their environment.
Strand Bloom's Scope Hours Source
Living/Non-Living Things Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Living and Non-Living: Environment
The learner will be able to discuss how living and non-living things impact their environment.
Strand Bloom's Scope Hours Source
Living/Non-Living Things Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Living and Non-Living: Survival
The learner will be able to explain how the interaction of living and non-living things is necessary for the survival of living things.
Strand Bloom's Scope Hours Source
Living/Non-Living Things Synthesis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Living Things: Functions
The learner will be able to understand the functions of living things.
Strand Bloom's Scope Hours Source
Living Things Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 155
  
    Organisms
The learner will be able to understand that all organisms need to gather and process resources, grow, reproduce, and maintain stable internal conditions while the external environment constantly changes.
Strand Bloom's Scope Hours Source
Organisms Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Organisms: Adaptation and Diversity
The learner will be able to understand the adaptations and diversity of organisms.
Strand Bloom's Scope Hours Source
Organisms Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 155
  
    Organisms
The learner will be able to understand that millions of species of animals, plants, and microorganisms exist today.
Strand Bloom's Scope Hours Source
Organisms Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Reproduction
The learner will be able to understand that all living systems are able to reproduce.
Strand Bloom's Scope Hours Source
Reproduction Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 155, p. 157
  
    Reproduction: Asexual/Sexual
The learner will be able to understand that some organisms reproduce asexually, while others reproduce sexually.
Strand Bloom's Scope Hours Source
Reproduction Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Reproduction: Eggs and Sperm
The learner will be able to understand that in many species the female produces eggs and the male produces sperm.
Strand Bloom's Scope Hours Source
Reproduction Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Reproduction: Offspring Characteristics
The learner will be able to understand that a sexually produced offspring gets its characteristics from both the egg and sperm.
Strand Bloom's Scope Hours Source
Reproduction Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Ecosystems: Definition
The learner will be able to understand that an ecosystem is comprised of all populations living together and the physical interaction among them.
Strand Bloom's Scope Hours Source
Ecosystems Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Environment: Degradation
The learner will be able to understand that degradation of the environment varies depending on the region and country.
Strand Bloom's Scope Hours Source
Environment Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 168
  
    Environment: Quality
The learner will be able to develop an understanding about environmental quality.
Strand Bloom's Scope Hours Source
Environment Comprehension Master 1.5 Terra Nova, Multiple Assessments, 1997, Level 19, Item#20, Item#32 tested in week 36 of next year.
  
    Fossils: Evidence of Life & Environm
The learner will be able to understand how fossils provide evidence of prehistoric life and environmental conditions.
Strand Bloom's Scope Hours Source
Fossils Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 160
  
    Fossils: Evidence of Extinct Species
The learner will be able to understand how fossils provide evidence of organisms that lived many years ago and are now extinct.
Strand Bloom's Scope Hours Source
Fossils Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Fossils: Evidence of Change
The learner will be able to analyze fossils to provide evidence of organism changes over time.
Strand Bloom's Scope Hours Source
Fossils Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Biology: Concepts
The learner will be able to comprehend the most pertinent ideas and principles of biology.
Strand Bloom's Scope Hours Source
Biology Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 19, Obj Statement #21 tested in week 36 of next year.
  
    Biology: Use
The learner will be able to use understanding of biology in experiments and real world situations.
Strand Bloom's Scope Hours Source
Biology Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 19, Obj Statement #21 tested in week 36 of next year.
  
    Heredity: Reproduction
The learner will be able to understand that heredity involves the passing of traits from the parents to their offspring.
Strand Bloom's Scope Hours Source
Heredity Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Heredity: Living Things
The learner will be able to understand the heredity of living things.
Strand Bloom's Scope Hours Source
Heredity Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 155
  
    Heredity: Breeding and Gregor Mendel
The learner will be able to associate the experiments of Gregor Mendel with selective breeding.
Strand Bloom's Scope Hours Source
Heredity Synthesis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Heredity: Probability
The learner will be able to explain probability relative to the study of heredity.
Strand Bloom's Scope Hours Source
Heredity Synthesis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Diseases: Causes
The learner will be able to understand that a disease is caused by the breakdown in structures or functions of an organism.
Strand Bloom's Scope Hours Source
Human: Diseases Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Diseases: Microorganisms
The learner will be able to associate human disease with microorganisms, such as bacteria, that invade the body.
Strand Bloom's Scope Hours Source
Human: Diseases Synthesis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Diseases: Transmitting
The learner will be able to understand how communicable diseases may be transmitted.
Strand Bloom's Scope Hours Source
Human: Diseases Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Diseases: Sexually Transmitted
The learner will be able to understand that many diseases can be transmitted through sexual intercourse, but that precautions exist to limit exposure.
Strand Bloom's Scope Hours Source
Human: Diseases Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 168
  
    Humans: Systems
The learner will be able to understand the different systems of the human organism: digestion, respiration, reproduction, circulation, excretion, coordination, and immune system.
Strand Bloom's Scope Hours Source
Human: Systems Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 156
  
    Cells: Energy
The learner will be able to understand that cells release or produce energy which organisms need to live.
Strand Bloom's Scope Hours Source
Cells: Energy and Food Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 156
  
    Systems: Components
The learner will be able to understand that a system contains organs, organs contain tissues, and tissues contain cells.
Strand Bloom's Scope Hours Source
Systems Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 156
  
    Systems: Function and Structure
The learner will be able to understand the relationship between a system's function and structure.
Strand Bloom's Scope Hours Source
Systems Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 156
  
    Systems: Organization
The learner will be able to understand the levels of organization for a system's functions and structure: cells, tissues, organs, organ systems, whole organisms, and ecosystems.
Strand Bloom's Scope Hours Source
Systems Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 156
  
    Food Web: Definition
The learner will be able to understand that a food web is the relationship between producers, consumers, and decomposers.
Strand Bloom's Scope Hours Source
Food Webs Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Species: Development and Survival
The learner will be able to understand how the development and survival of species is affected by different variables, such as natural selection or genetic defects.
Strand Bloom's Scope Hours Source
Species Comprehension Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Species: Characteristics
The learner will be able to understand that many characteristics of a species are acquired through biological adaptation, such as changes to structure or behaviors.
Strand Bloom's Scope Hours Source
Species Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Species: Extinction
The learner will be able to understand that environmental changes and poor adaptation characteristics of a species may lead to extinction.
Strand Bloom's Scope Hours Source
Species Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Evolution: Species/Diversity
The learner will be able to understand that evolution accounts for the diversity of species, which change and develop through gradual processes over many generations.
Strand Bloom's Scope Hours Source
Evolution Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Evolution: Theory
The learner will be able to analyze how Charles Darwin developed the theory of evolution.
Strand Bloom's Scope Hours Source
Evolution Analysis Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Circulatory System: Compare
The learner will be able to compare the circulatory system of a worm, a frog, and a human.
Strand Bloom's Scope Hours Source
Circulatory System Application Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Nervous System: Compare
The learner will be able to compare the nervous system of a worm, a frog, and a human.
Strand Bloom's Scope Hours Source
Nervous System Application Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Human Hazards: Environmental
The learner will be able to understand that the environment contains substances, such as lead, that are harmful to humans.
Strand Bloom's Scope Hours Source
Human Hazards Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 168
  
    Human Hazards: Environmental
The learner will be able to understand that environment hazards can be contained through careful monitoring of soil, water, and air.
Strand Bloom's Scope Hours Source
Human Hazards Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 168
  
    Human Hazards: Natural/Risks
The learner will be able to understand the risks associated with natural hazards: fires, floods, tornadoes, volcanic eruption, earthquakes, etc.
Strand Bloom's Scope Hours Source
Human Hazards Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Human Hazards: Chemical/Risks
The learner will be able to understand the risks associated with chemical hazards: pollutants in the air, water, soil and food.
Strand Bloom's Scope Hours Source
Human Hazards Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Human Hazards: Biological/Risks
The learner will be able to understand the risks associated with biological hazards: pollen, viruses, bacterial, etc.
Strand Bloom's Scope Hours Source
Human Hazards Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Human Hazards: Social/Risks
The learner will be able to understand the risks associated with social hazards (e.g., transportation).
Strand Bloom's Scope Hours Source
Human Hazards Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Human Hazards: Personal/Risks
The learner will be able to understand the risks associated with personal hazards: smoking, drinking, dieting, etc.
Strand Bloom's Scope Hours Source
Human Hazards Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Heredity: DNA/Explain
The learner will be able to explain how the traits and characteristics of an organism are transmitted through DNA.
Strand Bloom's Scope Hours Source
Heredity: DNA Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Human Health: Safety Precautions
The learner will be able to understand the need for safety precautions and an awareness of potentially dangerous situations.
Strand Bloom's Scope Hours Source
Human Health: Safety Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 168
  
    Human Nutrition: Food
The learner will be able to understand that food supplies the energy a body needs to live and grow.
Strand Bloom's Scope Hours Source
Human Health: Food/Nutrition Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 168
  
    Human Nutrition: Requirements
The learner will be able to understand that the nutritional requirements of humans varies based on weight, age, gender, activity, and other body functions.
Strand Bloom's Scope Hours Source
Human Health: Food/Nutrition Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 168
  
    Human Substances: Abuse
The learner will be able to understand that certain substances, such as tobacco and alcohol, can damage the body and its functions.
Strand Bloom's Scope Hours Source
Human Health: Substances Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 168
  
    Human Substances: Tobacco
The learner will be able to understand that the use of tobacco increases the risk of illness in humans.
Strand Bloom's Scope Hours Source
Human Health: Substances Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 168
  
    Human Exercise: Importance
The learner will be able to understand that regular exercise is an important factor in the health of humans.
Strand Bloom's Scope Hours Source
Human Health: Exercise Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 168
  
    Human Exercise: Benefits
The learner will be able to understand the benefits of exercise to the human body: healthy weight, energy, strong bones and muscles, strong heart and lungs, improved mental health.
Strand Bloom's Scope Hours Source
Human Health: Exercise Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 168
  
    Human Health: Personal
The learner will be able to develop an understanding of personal health.
Strand Bloom's Scope Hours Source
Human Health: Personal & Community Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 166
  
    Human Health: Personal/Community
The learner will be able to develop an understanding of personal and community health.
Strand Bloom's Scope Hours Source
Human Health: Personal & Community Knowledge Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 19, Item#35 tested in week 36 of next year.
  
    Living Things: Behavior and Regulation
The learner will be able to understand the behavior and regulation of living things.
Strand Bloom's Scope Hours Source
Living Things: Behavior Comprehension Master 1.5 Terra Nova, Multiple Assessments, 1997, Level 19, Item#11 tested in week 36 of next year.; National Science Education Standards, 1996, Grades 5-8, p. 155
  
    Living Things: Regulation
The learner will be able to understand that regulation of a living thing's internal environment involves awareness of the internal environment and subsequent changing of physiological activities to keep conditions within the range required to survive.
Strand Bloom's Scope Hours Source
Living Things: Behavior Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Living Things: Behavior
The learner will be able to understand that behavior is a response to an internal or environmental stimulus.
Strand Bloom's Scope Hours Source
Living Things: Behavior Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Living Things: Behavior and Response
The learner will be able to understand that a behavioral response requires internal coordination and communication.
Strand Bloom's Scope Hours Source
Living Things: Behavior Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Living Things: Behavior and Environment
The learner will be able to understand that a living thing evolves through its adaptation to the environment. For example, the way a species moves or gathers food is often based on the species' evolutionary history.
Strand Bloom's Scope Hours Source
Living Things: Behavior Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Living Things: Population
The learner will be able to begin to understand populations.
Strand Bloom's Scope Hours Source
Living Things: Population Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 155
  
    Living Things: Population
The learner will be able to understand that a population consists of all members of a species in a particular place at a particular time.
Strand Bloom's Scope Hours Source
Living Things: Population Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Cells: Functions
The learner will be able to recognize that cells are specialized based on their function.
Strand Bloom's Scope Hours Source
Cells: Function and Structure Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 156
  
    Cells: Single Cell Organisms
The learner will be able to understand that most organisms are single cells, but that humans are multicellular.
Strand Bloom's Scope Hours Source
Cells: Single and Multiple Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 156
  
    Ecosystems: Producers
The learner will be able to understand that the producers in an ecosystem make their own food.
Strand Bloom's Scope Hours Source
Ecosystems: Consumer/Decomposer/Producer Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Ecosystems: Consumers
The learner will be able to understand that the consumers in an ecosystem obtain food by eating other organisms.
Strand Bloom's Scope Hours Source
Ecosystems: Consumer/Decomposer/Producer Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Ecosystems: Decomposers
The learner will be able to understand that the decomposers in an ecosystem use waste materials and dead organisms for food.
Strand Bloom's Scope Hours Source
Ecosystems: Consumer/Decomposer/Producer Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Ecosystems: Energy Source
The learner will be able to understand that the major source of energy for an ecosystem is sunlight.
Strand Bloom's Scope Hours Source
Ecosystems: Energy Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Ecosystems: Energy Transfer
The learner will be able to understand that sunlight entering an ecosystem is transferred by producers into chemical energy through photosynthesis. That energy then moves through the food web to all members of the ecosystem.
Strand Bloom's Scope Hours Source
Ecosystems: Energy Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Environment: Population
The learner will be able to understand that overpopulation can degrade the environment by depleting resources.
Strand Bloom's Scope Hours Source
Environment: Population Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 168
  
    Environment: Population
The learner will be able to show that s/he knows populations.
Strand Bloom's Scope Hours Source
Environment: Population Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 19, Item#27 tested in week 36 of next year.
  
    Living Things: Structure
The learner will be able to understand the structure of living things.
Strand Bloom's Scope Hours Source
Living Things: Characteristics Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 155
  
    Organisms: Similarities
The learner will be able to understand that organisms that appear dissimilar may be very similar in internal structures, chemical processes, and ancestry.
Strand Bloom's Scope Hours Source
Organisms: Characteristics Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Structure and Function: Comprehend
The learner will be able to comprehend the relationship between an organisms structure and function.
Strand Bloom's Scope Hours Source
Organisms: Function and Structure Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 19, Item#8, Item#12 tested in week 36 of next year.
  
    Ecosystems: Organisms/Number
The learner will be able to understand that the number of organisms that can survive in an ecosystem is dependent upon the available resources and abiotic factors, such as temperature or quality of water.
Strand Bloom's Scope Hours Source
Ecosystems: Organism Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Ecosystems: Population/Categorized
The learner will be able to understand that populations can be categorized by the function they serve in an ecosystem.
Strand Bloom's Scope Hours Source
Ecosystems: Population Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Ecosystems: Population Functions
The learner will be able to understand that each population serves a function in the ecosystem: producer, consumer, decomposer.
Strand Bloom's Scope Hours Source
Ecosystems: Population Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Ecosystems: Population Growth
The learner will be able to understand that populations within an ecosystem may grow rapidly when adequate biotic and abiotic resources are available.
Strand Bloom's Scope Hours Source
Ecosystems: Population Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Ecosystems: Population Decline
The learner will be able to understand that populations within an ecosystem may stop growing or decrease in size when there are inadequate resources or other negative factors, such as predation or dramatic climate changes.
Strand Bloom's Scope Hours Source
Ecosystems: Population Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 158
  
    Heredity: Traits/Understand/Influence
The learner will be able to understand that the properties of living organisms are influenced by heredity and environment.
Strand Bloom's Scope Hours Source
Heredity: Traits Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Genes: Understand/Located
The learner will be able to understand that genes are located in the chromosomes of each cell.
Strand Bloom's Scope Hours Source
Genes Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Genes: Understand/Information
The learner will be able to understand that genes contain hereditary information.
Strand Bloom's Scope Hours Source
Genes Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Genes: Understand/Unit of Information
The learner will be able to understand that a single gene carries a single unit of hereditary information.
Strand Bloom's Scope Hours Source
Genes Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 157
  
    Immune: Explain/Components/Attack
The learner will be able to explain how the various components of the human immune system attack blood-borne pathogens and other foreign substances.
Strand Bloom's Scope Hours Source
Immune System Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Immune: Understand/Disease
The learner will be able to understand that the body's defense system, or immune system, can aid in preventing or overcoming a disease.
Strand Bloom's Scope Hours Source
Immune System Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Tissues: Understand/Cells/Group
The learner will be able to understand that a group of cells with similar structure and function are called tissues.
Strand Bloom's Scope Hours Source
Tissues Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 156
  

Physical Science
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.

Why This Goal Is Important:
This goal is comprised of key concepts and principles in the life, physical and earth/space sciences that have considerable explanatory and predictive power for scientists and non-scientists alike. These ideas have been thoroughly studied and have stood the test of time. Knowing and being able to apply these concepts, principles and processes help students understand what they observe in nature and through scientific experimentation. A working knowledge of these concepts and principles allows students to relate new subject matter to material previously learned and to create deeper and more meaningful levels of understanding.

As a result of their schooling students will be able to:
C. Know and apply concepts that describe properties of matter and energy and the interactions between them.
    12.C.3a Explain interactions of energy with matter including changes of state and conservation of mass and energy.
    12.C.3b Model and describe the chemical and physical characteristics of matter (e.g., atoms, molecules, elements, compounds, mixtures).
D. Know and apply concepts that describe force and motion and the principles that explain them.
    12.D.3a Explain and demonstrate how forces affect motion (e.g., action/reaction, equilibrium conditions, free-falling objects).
    12.D.3b Explain the factors that affect the gravitational forces on objects (e.g., changes in mass, distance). The Physical Science unit includes atoms, chemical reactions, properties of objects, motion of objects, matter, chemical substances, energy, light, heat, electricity, magnetism, and force.

    Light: Understand
The learner will be able to develop an understanding of light.
Strand Bloom's Scope Hours Source
Light Master Terra Nova, Multiple Assessments, 1997, Level 19, Item#7 tested in week 36 of next year.
  
    Electricity: Understand
The learner will be able to develop an understanding of electricity.
Strand Bloom's Scope Hours Source
Electricity Master Terra Nova, Multiple Assessments, 1997, Level 19, Item#7 tested in week 36 of next year.
  
    Sample: Physical Science
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Physics Master IL: Learning Standards, July 1997, Middle/Junior High School
  
    Substances: Grouping
The learner will be able to understand that substances are grouped according to the way they react to certain elements.
Strand Bloom's Scope Hours Source
Substances Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 154
  
    Atoms: Structure
The learner will be able to understand the structure of atoms.
Strand Bloom's Scope Hours Source
Atoms Knowledge Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 19, Item#19 tested in week 36 of next year.
  
    Matter: Uses
The learner will be able to analyze the properties of matter in relation to its use. For example, analyze the properties of tungsten in a light bulb filament.
Strand Bloom's Scope Hours Source
Matter Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Chemical Reactions: Understand
The learner will be able to understand chemical reactions.
Strand Bloom's Scope Hours Source
Chemical Reactions Knowledge Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 19, Item#13, Item#30 tested in week 36 of next year.
  
    Chemical Reactions: Word Equations
The learner will be able to explain chemical reactions in terms of word equations.
Strand Bloom's Scope Hours Source
Chemical Reactions Synthesis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Forces: Constant
The learner will be able to understand that an object not subjected to a force will move at a constant speed in a straight line.
Strand Bloom's Scope Hours Source
Forces Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 154
  
    Forces: Unbalanced
The learner will be able to understand that unbalanced forces will cause a change in an object's speed or direction.
Strand Bloom's Scope Hours Source
Forces Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 154
  
    Motion: Description
The learner will be able to understand that motion can be described by its position, direction, and/or speed.
Strand Bloom's Scope Hours Source
Motion Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 154
  
    Heat: Understand
The learner will be able to develop an understanding of heat.
Strand Bloom's Scope Hours Source
Heat Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 19, Item#7 tested in week 36 of next year.
  
    Friction: Motion of Solids and Liquids
The learner will be able to associate friction to the motion of solids and liquids.
Strand Bloom's Scope Hours Source
Friction Synthesis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Elements: Reactions
The learner will be able to understand that chemical elements do not break down during exposure to normal laboratory reactions involving heat, electrical current, or acids.
Strand Bloom's Scope Hours Source
Elements Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 154
  
    Elements: Over 100
The learner will be able to understand that there are over one hundred known elements.
Strand Bloom's Scope Hours Source
Elements Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 154
  
    Elements: Combining
The learner will be able to understand that combining elements produces compounds.
Strand Bloom's Scope Hours Source
Elements Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 154
  
    Elements: Classify
The learner will be able to use atomic electron configuration to classify elements.
Strand Bloom's Scope Hours Source
Elements Knowledge Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Solubility Curves
The learner will be able to describe and apply information from solubility curves.
Strand Bloom's Scope Hours Source
Solubility Application Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Electricity: Circuits/Transfer Energy
The learner will be able to understand that electrical circuits transfer electrical energy when heat, light, sound, and chemical change are produced.
Strand Bloom's Scope Hours Source
Electricity: Circuits Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 155
  
    Heat: Movement/Understand
The learner will be able to understand that heat moves in a predictable pattern, from warmer objects to cooler objects until one common temperature is reached.
Strand Bloom's Scope Hours Source
Heat: Movement Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 155
  
    Substances: Properties
The learner will be able to understand that a substance has certain properties, such as density or solubility.
Strand Bloom's Scope Hours Source
Substances: Properties Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 154
  
    Substances: Mixture
The learner will be able to understand that the original substances of a mixture can often be identified based on the substances' different properties.
Strand Bloom's Scope Hours Source
Substances: Properties Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 154
  
    Substances: New
The learner will be able to understand that substances can be combined to create new substances.
Strand Bloom's Scope Hours Source
Substances: New Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 154
  
    Substances: New
The learner will be able to understand that a new substance will have new physical and chemical properties.
Strand Bloom's Scope Hours Source
Substances: New Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 154
  
    Sound: Speed
The learner will be able to associate different variables to the speed of sound waves.
Strand Bloom's Scope Hours Source
Sound: Travel Synthesis Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Periodic Table
The learner will be able to understand the relationship between the organization of the periodic table and its predictive nature.
Strand Bloom's Scope Hours Source
Periodic Table Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Light: Object/Sight
The learner will be able to understand that in order to see an object, light must be emitted by it or scattered from it.
Strand Bloom's Scope Hours Source
Light: Matter/Objects Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 155
  
    Light: Matter/Interaction
The learner will be able to understand how light interacts with matter via transmission (including refraction), absorption, or scattering (including refraction).
Strand Bloom's Scope Hours Source
Light: Matter/Objects Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 155
  
    Electrons: Bonding
The learner will be able to compare the functions of electrons in covalent, ionic, and metallic bonding.
Strand Bloom's Scope Hours Source
Electrons Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Reactions
The learner will be able to identify the factors that affect the rate of reaction, such as temperature or surface area.
Strand Bloom's Scope Hours Source
Reactions Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Bases: Identify
The learner will be able to identify bases.
Strand Bloom's Scope Hours Source
Bases Knowledge Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Salts: Identify
The learner will be able to identify salts.
Strand Bloom's Scope Hours Source
Salts Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Acids: Identify
The learner will be able to identify acids.
Strand Bloom's Scope Hours Source
Acids Knowledge Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Energy: Transfer
The learner will be able to understand the transfer of energy.
Strand Bloom's Scope Hours Source
Energy: Transfer Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 149
  
    Energy: Transfer/Reactions
The learner will be able to understand that energy is transferred into or out of a system in most chemical and nuclear reactions.
Strand Bloom's Scope Hours Source
Energy: Transfer Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 155
  
    Forces: Motion/Relationship
The learner will be able to understand that there exists a relationship between force and motion.
Strand Bloom's Scope Hours Source
Forces: Motion Application Master 1.5 Terra Nova, Multiple Assessments, 1997, Level 19, Item#23 tested in week 36 of next year.
  
    Forces: Motion
The learner will be able to understand forces and motion.
Strand Bloom's Scope Hours Source
Forces: Motion Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 149
  
    Forces: Motion/Multiple Forces
The learner will be able to understand that multiple forces on an object will either reinforce or cancel each other, depending on the direction and magnitude of the forces.
Strand Bloom's Scope Hours Source
Forces: Motion Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 154
  
    Energy: Source/Sun
The learner will be able to understand that the sun is a major source of energy.
Strand Bloom's Scope Hours Source
Energy: Sources Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 155, p. 161
  
    Physical Science: Concepts
The learner will be able to comprehend the most pertinent ideas and principles of physical science.
Strand Bloom's Scope Hours Source
Physical Science Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 19, Obj Statement #20, Item#1, Item#34 tested in week 36 of next year.
  
    Physical Science: Use
The learner will be able to use understanding of physical science in experiments and real world situations.
Strand Bloom's Scope Hours Source
Physical Science Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 19, Obj Statement #20 tested in week 36 of next year.
  
    Matter: Properties and Change
The learner will be able to understand the properties of matter and how those properties change.
Strand Bloom's Scope Hours Source
Matter: Properties Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 149
  
    Energy: Develop/Understanding
The learner will be able to develop an understanding of energy.
Strand Bloom's Scope Hours Source
Energy Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 19, Item#6 tested in week 36 of next year.
  
    Energy: Understand/Associated
The learner will be able to understand that energy is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical.
Strand Bloom's Scope Hours Source
Energy Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 155
  
    Energy: Types/Understand/Sunlight
The learner will be able to understand that the sun's energy arrives at earth in the form of light.
Strand Bloom's Scope Hours Source
Energy: Types Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 155
  

Research and Inquiry
STATE GOAL 11: Understand the processes of scientific inquiry and technological design  to investigate questions, conduct experiments and solve problems.

Why This Goal Is Important:
The inquiry process prepares learners to engage in science and apply methods of technological design. This understanding will enable students to pose questions, use models to enhance understanding, make predictions, gather and work with data, use appropriate measurement methods, analyze results, draw conclusions based on evidence, communicate their methods and results, and think about the implications of scientific research and technological problem solving.

As a result of their schooling students will be able to:
A. Know and apply the concepts, principles and processes of scientific inquiry.
    11.A.3a Formulate hypotheses that can be tested by collecting data.
    11.A.3b Conduct scientific experiments that control all but one variable.
    11.A.3c Collect and record data accurately using consistent measuring and recording techniques and media.
    11.A.3d Explain the existence of unexpected results in a data set.
    11.A.3e Use data manipulation tools and quantitative (e.g., mean, mode, simple equations) and representational methods (e.g., simulations, image processing) to analyze measurements.
    11.A.3f Interpret and represent results of analysis to produce findings.
    11.A.3g Report and display the process and results of a scientific investigation.
B. Know and apply the concepts, principles and processes of technological design.
    11.B.3a Identify an actual design problem and establish criteria for determining the success of a solution.
    11.B.3b Sketch, propose and compare design solutions to the problem considering available materials, tools, cost effectiveness and safety.
    11.B.3c Select the most appropriate design and build a prototype or simulation.
    11.B.3d Test the prototype using available materials, instruments and technology and record the data.
    11.B.3e Evaluate the test results based on established criteria, note sources of error and recommend improvements.
    11.B.3f Using available technology, report the relative success of the design based on the test results and criteria.

STATE GOAL 13: Understand the relationships among science, technology and society in historical and contemporary contexts.

Why This Goal Is Important:
Understanding the nature and practices of science such as ensuring the validity and replicability of results, building upon the work of others and recognizing risks involved in experimentation gives learners a useful sense of the scientific enterprise. In addition, the relationships among science, technology and society give humans the ability to change and improve their surroundings. Learners who understand this relationship will be able to appreciate the efforts and effects of scientific discovery and applications of technology on their own lives and on the society in which we live.

As a result of their schooling students will be able to:
A. Know and apply the accepted practices of science.
    13.A.3a Identify and reduce potential hazards in science activities (e.g., ventilation, handling chemicals).
    13.A.3b Analyze historical and contemporary cases in which the work of science has been affected by both valid and biased scientific practices.
    13.A.3c Explain what is similar and different about observational and experimental investigations
B. Know and apply concepts that describe the interaction between science, technology and society.
    13.B.3a Identify and explain ways that scientific knowledge and economics drive technological development.
    13.B.3b Identify important contributions to science and technology that have been made by individuals and groups from various cultures.
    13.B.3c Describe how occupations use scientific and technological knowledge and skills.
    13.B.3d Analyze the interaction of resource acquisition, technological development and ecosystem impact (e.g., diamond, coal or gold mining; deforestation).
    13.B.3e Identify advantages and disadvantages of natural resource conservation and management programs.
    13.B.3f Apply classroom-developed criteria to determine the effects of policies on local science and technology issues (e.g., energy consumption, landfills, water quality). The Research and Inquiry unit includes the history and development of science and scientists, investigation techniques, the use of instruments in science, communication of scientific concepts, and real world issues that surround science, technology, and mathematics.

    Explanations: Definition
The learner will be able to understand the components of a scientific explanation: experimental evidence, consistent arguments, scientific principles, models, and theories.
Strand Bloom's Scope Hours Source
Explanations Master The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 148
  
    Sample: Research and Inquiry
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Research Master IL: Learning Standards, July 1997, Middle/Junior High School
  
    Careers
The learner will be able to investigate how scientific inquiry may affect future career choices.
Strand Bloom's Scope Hours Source
Careers Master The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Inquiry: Understanding
The learner will be able to begin to develop an understanding of scientific inquiries.
Strand Bloom's Scope Hours Source
Scientific Inquiry Master Terra Nova, Multiple Assessments, 1997, Level 19, Item#9 tested in week 36 of next year.; National Science Education Standards, 1996, Grades 5-8, p. 143
  
    Inquiry: Skills
The learner will be able to begin to develop the skills necessary to perform scientific inquiries.
Strand Bloom's Scope Hours Source
Scientific Inquiry Master Terra Nova, Multiple Assessments, 1997, Level 19, Item#2, #3, Item#10, Item#21, Item#25 tested in week 36 of next year.; National Science Education Standards, 1996, Grades 5-8, p. 143
  
    Evaluation: Components
The learner will be able to understand the components of an evaluation: review experimental procedures, examine the evidence, identify faulty reasoning, point out statements that exceed the evidence, suggest alternative explanations for the same observations.
Strand Bloom's Scope Hours Source
Evaluation Master The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 171
  
    Science, Tech. & Society: Limits/Ris
The learner will be able to accept the limitations of science and technology. Likewise, students should understand that new technologies may decrease some risks while increasing other risks.
Strand Bloom's Scope Hours Source
Science, Tech. & Society: Limits Master The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 170
  
    Science: Perspectives/Human Endeavor
The learner will be able to view science as a human endeavor.
Strand Bloom's Scope Hours Source
Science: Perspectives Master National Science Education Standards, 1996, Grades 5-8, p. 170
  
    Attitudes/Values: Develop/Endeavor
The learner will be able to develop an appreciation for science as a human endeavor.
Strand Bloom's Scope Hours Source
Attitudes/Values Master Terra Nova, Multiple Assessments, 1997, Level 19, Obj Statement #25, Item#26 tested in week 36 of next year.
  
    Communicate: Procedures
The learner will be able to communicate scientific procedures.
Strand Bloom's Scope Hours Source
Communication Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 148
  
    Communicate: Explanations
The learner will be able to communicate scientific explanations.
Strand Bloom's Scope Hours Source
Communication Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 148
  
    Communicate: Problem Solving Process
The learner will be able to communicate the problem solving process: identification of problem, solution design, implementation, and evaluation.
Strand Bloom's Scope Hours Source
Communication Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 166
  
    Data: Gathering
The learner will be able to gather scientific data.
Strand Bloom's Scope Hours Source
Scientific Data Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 145
  
    Data: Tools & Technology for Gatheri
The learner will be able to understand that gathering data may require using tools and technology.
Strand Bloom's Scope Hours Source
Scientific Data Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 145
  
    Data: Interpreting
The learner will be able to interpret scientific data.
Strand Bloom's Scope Hours Source
Scientific Data Analysis Master 2.0 National Science Education Standards, 1996, Grades 5-8, p. 145
  
    Data: Analyze
The learner will be able to analyze scientific data to formulate a solution.
Strand Bloom's Scope Hours Source
Scientific Data Analysis Master 2.0 National Science Education Standards, 1996, Grades 5-8, p. 145
  
    Evidence and Explanations
The learner will be able to employ critical thinking skills to determine the relationship between evidence and explanations.
Strand Bloom's Scope Hours Source
Evidence and Explanations Application Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 145
  
    Evidence and Explanations
The learner will be able to use scientific evidence to reach explanations.
Strand Bloom's Scope Hours Source
Evidence and Explanations Evaluation Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 145
  
    Evidence: Descriptions/Develop
The learner will be able to use scientific evidence to develop descriptions.
Strand Bloom's Scope Hours Source
Evidence Synthesis Master 2.0 National Science Education Standards, 1996, Grades 5-8, p. 145
  
    Evidence: Predictions
The learner will be able to use scientific evidence to make predictions.
Strand Bloom's Scope Hours Source
Evidence Analysis Master 2.0 National Science Education Standards, 1996, Grades 5-8, p. 145
  
    Evidence: Models
The learner will be able to use scientific evidence to develop models.
Strand Bloom's Scope Hours Source
Evidence Synthesis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 145
  
    Explanations: Alternatives/Identify
The learner will be able to identify alternative explanations.
Strand Bloom's Scope Hours Source
Explanations Knowledge Master 0.5 National Science Education Standards, 1996, Grades 5-8, p. 148
  
    Explanations: Use and Change
The learner will be able to understand that scientists use an explanation until a new explanation is discovered.
Strand Bloom's Scope Hours Source
Explanations Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 148
  
    Explanations: Alternatives/Analyze
The learner will be able to analyze alternative explanations.
Strand Bloom's Scope Hours Source
Explanations Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 148
  
    Investigations: Scientific Knowledge
The learner will be able to understand that scientific investigations are driven by current knowledge.
Strand Bloom's Scope Hours Source
Investigations Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 148
  
    Investigations: Attributes
The learner will be able to understand the different attributes involved in an investigation, such as gathering, observing, or experimenting.
Strand Bloom's Scope Hours Source
Investigations Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 148
  
    Investigations: Understand/Lead to/New
The learner will be able to understand that scientific investigations often lead to new ideas and theories.
Strand Bloom's Scope Hours Source
Investigations Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 148
  
    Investigations: Planning/Scientific
The learner will be able to plan a scientific investigation.
Strand Bloom's Scope Hours Source
Investigations: Planning/Design Synthesis Master 2.0 National Science Education Standards, 1996, Grades 5-8, p. 145
  
    Questioning: Types
The learner will be able to understand the difference between scientific questions and other types of questions.
Strand Bloom's Scope Hours Source
Questioning Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 170
  
    Questioning: Skepticism
The learner will be able to understand that constructive skepticism is helpful in the advancement of science.
Strand Bloom's Scope Hours Source
Questioning Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 148
  
    Questioning: Investigations
The learner will be able to identify questions that may be answered through scientific investigations.
Strand Bloom's Scope Hours Source
Questioning Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 145
  
    Math & Science: Importance
The learner will be able to understand the importance of mathematics in all aspects of scientific inquiries.
Strand Bloom's Scope Hours Source
Math & Science Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 148
  
    Math & Science: Investigations/Apply
The learner will be able to use mathematics throughout scientific investigations.
Strand Bloom's Scope Hours Source
Math & Science Synthesis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 148
  
    Math & Science: Thinking and Reasoni
The learner will be able to use thinking and reasoning skills to understand mathematical and scientific concepts.
Strand Bloom's Scope Hours Source
Math & Science Synthesis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Problem Solving: Solution
The learner will be able to propose a solution to a real-world problem.
Strand Bloom's Scope Hours Source
Problem Solving Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 165
  
    Problem Solving: Implementation
The learner will be able to implement a proposed solution or design using the necessary steps: organize materials and resources, plan out their work, work as a team and/or individually, select and use appropriate instruments and techniques, and work with appropriate measurement methods.
Strand Bloom's Scope Hours Source
Problem Solving Application Master 2.0 National Science Education Standards, 1996, Grades 5-8, p. 165
  
    Problem Solving: Constraints
The learner will be able to recognize that solutions to a problem may have restrictions or constraints, such as costs or materials.
Strand Bloom's Scope Hours Source
Problem Solving Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 165
  
    Problem Solving: Constraints/Communicate
The learner will be able to use drawings and models to communicate the constraints of a proposed solution.
Strand Bloom's Scope Hours Source
Problem Solving Application Master 2.0 National Science Education Standards, 1996, Grades 5-8, p. 165
  
    Problem Solving: Modifications
The learner will be able to evaluate the results of a problem and offer improvements or modifications when appropriate.
Strand Bloom's Scope Hours Source
Problem Solving Evaluation Master 3.0 National Science Education Standards, 1996, Grades 5-8, p. 165
  
    Problem Solving: Evaluation
The learner will be able to evaluate the results of a problem based on the relevance to original purpose of the design, the factors that may affect acceptability and suitability for intended users, and the measures of quality.
Strand Bloom's Scope Hours Source
Problem Solving Evaluation Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 165
  
    Science
The learner will be able to begin to develop an understanding of the nature of science.
Strand Bloom's Scope Hours Source
Science Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 170
  
    Science, Tech. & Society: Men/Women
The learner will be able to understand that both men and woman have contributed to science and technology.
Strand Bloom's Scope Hours Source
Science, Tech. & Society Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Society
The learner will be able to understand the societal perspective of populations, resources, and environments.
Strand Bloom's Scope Hours Source
Science & Society Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 166
  
    Society: Natural Hazards
The learner will be able to understand how natural hazards affect society.
Strand Bloom's Scope Hours Source
Science & Society Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 166
  
    Society: Concepts
The learner will be able to comprehend the most pertinent ideas and principles of science that effect society.
Strand Bloom's Scope Hours Source
Science & Society Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 19, Obj Statement #24 tested in week 36 of next year.
  
    Society
The learner will be able to apply scientific discoveries to social and ethical perspectives.
Strand Bloom's Scope Hours Source
Science & Society Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Inquiry: Principles
The learner will be able to understand the principles of scientific inquiry.
Strand Bloom's Scope Hours Source
Scientific Inquiry Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 19, Obj Statement #19 tested in week 36 of next year.
  
    Inquiry: Components
The learner will be able to understand the different components of a scientific inquiry: evaluate results of investigations, experiments, observations, theoretical models, and scientific theories.
Strand Bloom's Scope Hours Source
Scientific Inquiry Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 171
  
    Inquiry: Exhibit/Ability/Conduct
The learner will be able to exhibit the ability to conduct science inquiry.
Strand Bloom's Scope Hours Source
Scientific Inquiry Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 19, Obj Statement #19 tested in week 36 of next year.
  
    Science & Technology: Understanding
The learner will be able to begin to develop an understanding of the relationship between science and technology.
Strand Bloom's Scope Hours Source
Science and Technology Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 161
  
    Science & Technology: Relate
The learner will be able to understand how science and technology relate to each other.
Strand Bloom's Scope Hours Source
Science and Technology Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 19, Obj Statement #23, Item#5, Item#29 tested in week 36 of next year.
  
    Science & Technology: Working Togeth
The learner will be able to understand how science and technology work together. Science helps drive technology by proposing more complicated questions that require new equipment and instruments. Technology is essential to science because it provides the instruments and techniques that enable scientists to observe objects and phenomena that were once unobservable due to size, quantity, speed, location, or distance.
Strand Bloom's Scope Hours Source
Science and Technology Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 166
  
    Science & Technology: Compare/Contra
The learner will be able to understand the similarities and differences between scientific inquiry and technological design.
Strand Bloom's Scope Hours Source
Science and Technology Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 166
  
    Scientists: Description/Background
The learner will be able to understand that scientists are of different backgrounds, interests, races, and genders.
Strand Bloom's Scope Hours Source
Scientists Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 166, p. 169, p. 170, p. 171
  
    Scientists: Qualities
The learner will be able to understand the qualities necessary for scientists: insight, reasoning, energy, skill, and creativity. In addition, scientists must be open minded, honest, and have a tolerance for ambiguity and skepticism.
Strand Bloom's Scope Hours Source
Scientists Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 170
  
    Scientists: Learn From
The learner will be able to study individual scientists to learn more about inquiry, the nature of science, and the relationship between science and society.
Strand Bloom's Scope Hours Source
Scientists Application Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 171
  
    Science: History
The learner will be able to begin to develop an understanding of the history of science.
Strand Bloom's Scope Hours Source
Science: History Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 170
  
    Science: History/Comprehend
The learner will be able to comprehend the history of science.
Strand Bloom's Scope Hours Source
Science: History Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 19, Obj Statement #25, Item#18 tested in week 36 of next year.
  
    Science: History
The learner will be able to review the history of science to see how difficult it was for scientific innovators to change the accepted ideas of their time to reach the conclusions we now applaud.
Strand Bloom's Scope Hours Source
Science: History Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 171
  
    Society: Benefits & Risks/Analyze
The learner will be able to understand how society analyzes risks and benefits.
Strand Bloom's Scope Hours Source
Science & Society: Benefits and Risk Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 166
  
    Society: Benefits & Risks/Analyze
The learner will be able to understand that individuals use critical thinking to analyze risks and benefits.
Strand Bloom's Scope Hours Source
Science & Society: Benefits and Risk Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Society: Benefits & Risks/Decisions
The learner will be able to understand that personal and societal decisions are based on perceptions of risks and benefits.
Strand Bloom's Scope Hours Source
Science & Society: Benefits and Risk Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Impact on Society: Understand/Knowledge
The learner will be able to understand how science influences society though knowledge.
Strand Bloom's Scope Hours Source
Science & Tech.: Impact on Society Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Impact on Society: Understand/Effects
The learner will be able to understand that science has both beneficial and detrimental effects on society.
Strand Bloom's Scope Hours Source
Science & Tech.: Impact on Society Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Impact on Society: Understand
The learner will be able to understand how technology's products and processes influence society.
Strand Bloom's Scope Hours Source
Science & Tech.: Impact on Society Comprehension Master 0.5 National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Science, Tech. & Society: Limits
The learner will be able to understand that science and technology cannot solve all human problems nor meet all human needs.
Strand Bloom's Scope Hours Source
Science, Tech. & Society: Limits Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Technology: Design/Comprehend
The learner will be able to comprehend technological design.
Strand Bloom's Scope Hours Source
Technology: Design Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 19, Obj Statement #23, Item#15, Item#24 tested in week 36 of next year.
  
    Technology: Design
The learner will be able to begin to develop the abilities necessary for technological design.
Strand Bloom's Scope Hours Source
Technology: Design Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 161
  
    Technology: Design/Problems
The learner will be able to identify problems associated with a technological design.
Strand Bloom's Scope Hours Source
Technology: Design Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 165
  
    Technology: Design Constraints
The learner will be able to understand that technological designs have constraints, such as properties of materials or human safety.
Strand Bloom's Scope Hours Source
Technology: Design Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 166
  
    Technology: Design/Analyze/Limit
The learner will be able to analyze the limitation on design of technology, including physical, ethical and social limitations.
Strand Bloom's Scope Hours Source
Technology: Design Analysis Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 166
  
    Technology: Investigation
The learner will be able to understand how scientists use technology to analyze and quantify the results of an investigation.
Strand Bloom's Scope Hours Source
Technology: Investigations Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 148
  
    Technology: Solutions/Temporary
The learner will be able to understand that due to natural forces, technological solutions are temporary.
Strand Bloom's Scope Hours Source
Technology: Solutions Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 166
  
    Technology: Solutions/Understand/Perfect
The learner will be able to understand that technological solutions are not perfect. All technological solutions are plagued by various factors, such as safety, cost, efficiency, and appearance.
Strand Bloom's Scope Hours Source
Technology: Solutions Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 166
  
    Scientific Theories: Understand/Change
The learner will be able to understand that scientific theories and results continually change based on new investigations.
Strand Bloom's Scope Hours Source
Investigations: Scientific Theories Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 171
  
    Investigations: Perform
The learner will be able to perform a scientific investigation.
Strand Bloom's Scope Hours Source
Investigations: Conducting Synthesis Master 3.0 National Science Education Standards, 1996, Grades 5-8, p. 145
  
    Science: Areas/Scientists/Abilities
The learner will be able to understand that different fields of science require their scientists to possess different abilities.
Strand Bloom's Scope Hours Source
Science: Areas of Study Comprehension Master 0.5 National Science Education Standards, 1996, Grades 5-8, p. 170
  
    Scientists: Engineers
The learner will be able to understand that a scientist proposes explanations for questions about the natural world. Engineers, on the other hand, propose solutions relating to human problems, needs, and ambitions.
Strand Bloom's Scope Hours Source
Scientists: Engineers Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 166
  
    Scientists: Engineers/Work Environment
The learner will be able to understand the different work environments of scientists and engineers: colleges and universities, business, research institutions, and government agencies.
Strand Bloom's Scope Hours Source
Scientists: Engineers Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Scientists: Engineers/Understand/Culture
The learner will be able to understand that many cultures highly regard scientists and engineers.
Strand Bloom's Scope Hours Source
Scientists: Engineers Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 171
  
    Science: Knowledge/Understand/Nature
The learner will be able to understand the nature of scientific understandings.
Strand Bloom's Scope Hours Source
Science: Knowledge Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 19, Obj Statement #25 tested in week 36 of next year.
  
    Technology: Benefits/Consequences
The learner will be able to understand that technological solutions have benefits and consequences. Some consequences can be predicted, while others cannot.
Strand Bloom's Scope Hours Source
Technology: Benefits and Risks Comprehension Master 1.5 National Science Education Standards, 1996, Grades 5-8, p. 166
  
    Predictions: Alternative/Identify
The learner will be able to identify alternative predictions.
Strand Bloom's Scope Hours Source
Predictions Knowledge Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 148
  
    Predictions: Alternative/Analyze
The learner will be able to analyze alternative predictions.
Strand Bloom's Scope Hours Source
Predictions Analysis Master 2.0 National Science Education Standards, 1996, Grades 5-8, p. 148
  
    Ethics: Understand/Humans
The learner will be able to understand the ethical codes scientists and engineers adhere to regarding the use of humans in experiments and research.
Strand Bloom's Scope Hours Source
Ethics Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Technology: Data/Understand/Accuracy
The learner will be able to understand that technology used to gather data often improves the accuracy.
Strand Bloom's Scope Hours Source
Technology: Data Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 148
  
    Society: Research/Understand
The learner will be able to understand how societal challenges and priorities often influence scientific research.
Strand Bloom's Scope Hours Source
Society: Impact on Research/Development Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Economics: Understand/Contributed/Growth
The learner will be able to understand that science and technology have contributed to the economic growth of societies.
Strand Bloom's Scope Hours Source
Science, Tech. & Society: Economics Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Quality of Life: Understand/Interact
The learner will be able to understand how technology influences the quality of life and the way people interact with one another.
Strand Bloom's Scope Hours Source
Science, Tech & Society: Quality of Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 169
  
    Scientists: Methodology/Communicate
The learner will be able to understand that scientists work both individually and as teams, but all communicate extensively with one another.
Strand Bloom's Scope Hours Source
Scientists: Methodology Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 170
  
    Scientists: Methodology/Disagree
The learner will be able to understand that scientists often disagree on the explanations of natural phenomena, interpretations of data, and theories. Scientists do agree that questioning, responding to criticism, and communication are vital to the scientific process.
Strand Bloom's Scope Hours Source
Scientists: Methodology Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 171
  
    Scientists: Methodology/Conflicts
The learner will be able to understand that scientists often differ with one another regarding the interpretation of evidence. These conflicts often lead to more extensive research in hopes of resolving the disagreement.
Strand Bloom's Scope Hours Source
Scientists: Methodology Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 171
  
    Scientists: Methodology/Use
The learner will be able to understand that scientists use observation, experiments, and theoretical and mathematical models to formulate and test their explanations of nature.
Strand Bloom's Scope Hours Source
Scientists: Methodology Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 171
  
    Science: Daily Life/Investigate/Affect
The learner will be able to investigate how scientific inquiry may affect everyday life.
Strand Bloom's Scope Hours Source
Science: Daily Life Analysis Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade
  
    Relationship: Understand
The learner will be able to understand the relationship between science, technology and society.
Strand Bloom's Scope Hours Source
Science, Tech. & Society: Relationsh Comprehension Master 1.0 National Science Education Standards, 1996, Grades 5-8, p. 166
  
    Tech. & Society: Understand/Changes
The learner will be able to understand that technological changes are often accompanied by social, political, and economical changes.
Strand Bloom's Scope Hours Source
Technology & Society Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1997, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 169
  

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