TABLE OF CONTENTS - Lindbergh School District

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Strand 6: Composition and Structure of the Universe and the Motion of the Objects within It 2. Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces Major Objectives IS Suggested Activities These samples activities offer ideas and are not meant to limit teacher or student Concept A: The positions of the Sun and other stars, as seen from Earth, appear to change in observable patterns Grade 7 resourcefulness Suggested Assessments These samples assessments offer ideas and are not meant to limit teacher or student resourcefulnes Concept B: The appearance of the moon that can be seen from Earth and its position relative to Earth changes in observable patterns Concept C: The regular and predictable motions of the Earth and moon relative to the sun explain natural phenomena on Earth such as the day, the month, the year, shadows, moon phases, eclipses, tides, and seasons Concept D: Gravity is a force of attraction between objects in the solar system that governs their motion Grade 7 Grade 7 Grade 7 210 of 367
Strand 7: Scientific Inquiry 1. Science understanding is developed through the use of science process skills and scientific knowledge in combination with scientific investigation, reasoning, and critical thinking Major Objectives IS Suggested Activities These samples activities offer ideas and are not meant to limit teacher or student Concept A: Scientific inquiry includes the ability of students to formulate a testable question and explanation and to select appropriate investigative methods in order to obtain evidence relevant to the explanation Scope and Sequence: All Units resourcefulness Suggested Assessments These samples assessments offer ideas and are not meant to limit teacher or student resourcefulness a. Formulate testable questions and hypotheses R a. Students will design and conduct investigations that includes an adequate number of repeated trials, unbiased sampling, accurate measurement and record-keeping, and a comparison to a control. (1.3; 3.1; 3.2; 3.3; 3.4) a. Students will observe a discrepant event, such as two balls of similar mass and size that do not bounce the same height, and formulate questions that might lead to an explanation. b. Recognize the importance of the independent variable, dependent variables, control of constants, and multiple trials to the design of a valid experiment R b. Students will design and conduct investigations that include an adequate number of repeated trials, unbiased sampling, accurate measurement and record-keeping, and a comparison to a control. (1.3; 3.1; 3.2; 3.3; 3.4) b. Students will observe a discrepant event, such as two balls of similar mass and size that do not bounce the same height, and formulate questions that might lead to an explanation. c. Design and conduct a valid experiment C1 C2 c. Students will design and conduct investigations that include an adequate number of repeated trials, unbiased sampling, accurate measurement and record-keeping, and a comparison to a control. (1.3; 3.1; 3.2; 3.3; 3.4) c. Students will observe a discrepant event, such as two balls of similar mass and size that do not bounce the same height, and formulate questions that might lead to an explanation. d. Evaluate the design of an experiment and make suggestions for reasonable improvements or extensions of an experiment R d. Students will analyze and evaluate arguments based on very small sets of data, experiments with few repeated trials, biased samples, or samples for which there was no control sample. (1.5; 1.7; 3.4; 3.7) d. Students will design two paper airplanes, identical except for one attribute. They will measure and compare the distance thrown and discuss whether this is a fair test of how far the planes fly or of which plane is better. 211 of 367
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TABLE OF CONTENTS SCIENCE K-12 CURR
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LINDBERGH SCHOOL DISTRICT Rationale
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Show-Me Performance Standards Goal
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Elementary School Rationale: The te
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Strand 1: Properties and Principles
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Strand 4: Changes in Ecosystems and
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Strand 6: Composition and Structure
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Strand 7: Scientific Inquiry 1. Sci
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Strand 8: Impact of Science, Techno
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First Grade Rationale: The teaching
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Concept D: Plants and animals have
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Strand 5: Processes and Interaction
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. Plan and conduct a simple investi
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Concept E: The nature of science re
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Second Grade Rationale: The teachin
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Concept D: The interaction of mass
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Strand 3: Characteristic and Intera
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Standard 8: Impact of Science, Tech
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Strand 3: Characteristic and Intera
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Concept C: Evidence is used to form
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. Work with a group to solve a prob
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objects (attract or repel). desktop
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Concept C: Natural selection is the
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a. Use quantitative and qualitative
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Concept E: The nature of science re
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Fifth Grade Rationale: The teaching
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Concept D: The interaction of mass
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Concept E: Biological classificatio
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Concept C: The regular and predicta
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Concept B: Advances in technology o
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Middle School Rationale: The import
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Major Objectives IS Suggested Activ
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Concept H: Chemical bonding is the
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away from the source through a medi
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Concept C: Cells are the fundamenta
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synthesis or breakdown of organic c
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Concept B: Living organisms have th
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Concept B: The hydrosphere is compo
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constants, multiple trials, a valid
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C1-12 average and compare. (1.1, 1.
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. Interpret data in order to make a
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Concept B: Scientific theories are
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Concept D: Scientific information i
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n. Identify advantages and disadvan
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c. Compare the amount of gravitatio
Page 159 and 160: Strand 3: Characteristic and Intera
Page 161 and 162: . Identify some common diseases (i.
Page 163 and 164: Strand 4: Changes in Ecosystems and
Page 165 and 166: Strand 5: Processes and Interaction
Page 167 and 168: a. Explain and trace the possible p
Page 169 and 170: predict the next day’s weather f.
Page 171 and 172: a. Describe how the Earth’s place
Page 173 and 174: Strand 6: Composition and Structure
Page 175 and 176: e. Relate the apparent change in th
Page 177 and 178: f. Recognize that the phases of the
Page 179 and 180: d. Evaluate the design of an experi
Page 181 and 182: measured data and check to see if t
Page 183 and 184: communication and defense of logica
Page 185 and 186: Describe how the contributions of s
Page 187 and 188: in society think about themselves,
Page 189 and 190: Strand 1: Properties and Principles
Page 199 and 200: into the blood stream, and exits th
Page 203 and 204: Strand 4: Changes in Ecosystems and
Page 209: Strand 5: Processes and Interaction
Page 213 and 214: Strand 7: Scientific Inquiry 1. Sci
Page 215 and 216: c. Recognize the possible effects o
Page 217 and 218: Strand 8: Impact of Science, Techno
Page 219 and 220: Strand 8: Impact of Science, Techno
Page 221 and 222: Concept C: Scientific ethics requir
Page 223 and 224: Biology Rationale: The Lindbergh Sc
Page 225 and 226: Concept C: Energy Flow in Ecosystem
Page 227 and 228: Standard 2: Life of a Cell Major Ob
Page 229 and 230: Standard 3: Reproduction Major Obje
Page 231 and 232: Standard 4: DNA & Protein Synthesis
Page 233 and 234: Concept C: Genetics Explain how sex
Page 235 and 236: Concept D: Microevolution Identify
Page 237 and 238: Strand 1: Major Objectives IS Sugge
Page 239 and 240: Concept B: Enzymes Discuss enzyme s
Page 241 and 242: Concept B: Embryological Developmen
Page 243 and 244: expression of a genetic disorder (h
Page 245 and 246: Concept D: Microevolution Identify
Page 247 and 248: Concept A: Interdependence of Organ
Page 249 and 250: Physical Science Rationale: The Lin
Page 251 and 252: 2.1.B.b Calculate the acceleration
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Objects within It 3. Regular and pr
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Concept A: The apparent position of
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4. Human activity is dependent upon
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5.2.B.e & f Describe the effects of
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Physical Science - Honors Rationale
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made of, have properties that can b
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force on every other object Compare
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Concept B: Newton’s Laws of Motio
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(e.g., car moving on rollercoaster
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Concept A: Forms of energy have a s
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made of, have properties that can b
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Concept E: The atomic model describ
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Concept H: Chemical bonding is the
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Strand 1: Matter, Atoms, and the Pe
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Concept: Electromagnetic Energy and
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Strand 4: Chemical Quantities and S
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concentrations, properties, and int
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Concept: Nuclear Contrast the diffe
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AP/IB Chemistry 1 Rationale: The Li
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Standard 4: Reactions in Aqueous So
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Standard 9: Liquids and Solids Majo
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AP/IB Biology 1 Rationale: The Lind
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Standard 4: Molecular Biology Measu
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Strand 1: Circular Motion Major Obj
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Strand 3: Electrostatics Major Obje
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Apply vector addition to conditions
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Strand 8: Linear Momentum Major Obj
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Prove independence of vertical and
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Astronomy Rationale: The Lindbergh
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Standard 3: Solar System Major Obje
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Strand 1: Botony Major Objectives I
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AP/IB Chemistry 2 Rationale: The Li
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Strand 4: Acid-Base Equilibria Majo
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Earth Science Rationale: The Lindbe
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Objective: Changes in the Earth ove
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Concept C: The atmosphere (air) is
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Strand 1: Atmosphere Major Objectiv
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Strand 5: Resource Management Major
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Strand 1: Blood and Heart Major Obj
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Strand 5: Cell Structures and Funct
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Strand 8: How the Human Body is Org
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Strand 11: Human Reproductive Syste
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Strand 14: Muscular System Major Ob
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Strand 21: Tissues, Glands, and Mem
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Strand 1: Circular Motion Major Obj
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Strand 3: Forces and Vectors Major
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Strand 5: Linear Momentum Major Obj
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AP Physics 2 Rationale: The Lindber
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Major Objectives IS Suggested Activ
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Calculate the energy required to ra
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TABLE OF CONTENTS - Lindbergh School District

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