Title: K-5 Science Standards "I can...statements"
Course: BPSS (SCI) Science Standards > Section: Archived Standards Work

SCI-11.1.01

Chemistry Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-11.1.01 Explain how scientists create and use models to address scientific knowledge
Student Learning Targets:
Knowledge Targets
I can identify an atom's valence electrons from electron configurations and orbital diagrams.
I can accurately express elements using chemical symbols.
Reasoning Targets
I can explain how scientists create and use models to address scientific knowledge and apply it in a variety of settings.
Skills (Performance) Targets
I can draw electron configurations for specific elements.
I can draw orbital diagrams for specific elements.
I can draw Lewis dot diagrams for specific elements.
I can draw Lewis structures for ionic compounds.
I can draw Lewis structures for covalent & polar covalent compounds.
I can use Hund's rule in orbital diagrams.
I can use the Aufbau principle in electron configurations, orbital diagrams and Lewis dot diagrams.
I can draw an atom with protons, neutrons, and electrons in their proper positions.
I can apply the mole concept to calculate using Avagadro's number.
I can calculate percent composition by mass of each element of a compound.
I can calculate the molar mass of a substance given one mole of that substance.
I can perform calculations involving mass, gas volume at STP, and number of particles utilizing the mole.
I can perform stoichiometric calculations with a variety of given information.
I can determine the percent composition when given a chemical formula.
I can determine the empirical formula given percent composition data.
I can determine the formula of a hydrate using composition data.
Product Targets
I can
I can
Rubric - Resources

SCI-11.1.02

Chemistry Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-11.1.02 Identify the structure, organization, and dynamics of components within a system (e.g., cells, tissues, organs, organ systems, reactants and products in chemical equilibrium)
Student Learning Targets:
Knowledge Targets
I can identify the reactants and products when given a chemical equation.
Reasoning Targets
I can determine the limiting reagent within a chemical reaction.
I can predict the product(s) of an equation given the reactants.
I can determine the shape and bond angle of a molecular compound.
Skills (Performance) Targets
I can calculate the amount of a product and/or reactant produced/needed in a chemical reaction (stoichiometry).
I can calculate the number of particles needed to balance a chemical reaction utilizing the law of conservation of mass.
I can calculate the amount excess within a chemical reaction.
I can calculate the percent yield of an experience.
Product Targets
I can physically produce an assigned amount of product by calculating the amount of one reactant required and excess of the other.
Rubric - Resources

SCI-11.1.04

Chemistry Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-11.1.04 Explain the relationship between form and function (e.g., atoms and ions, enzymes, aerodynamics)
Student Learning Targets:
Knowledge Targets
I can ...
Reasoning Targets
I can explain why an atom will display different chemical characteristics than an ion.
I can demonstrate an awareness of the fact that some elements may have two or more different molecular forms, called allotropes, in the same physical state.
I can calculate the gas laws (Boyle's, Gay-Lussac, Charles', Dalton's), including the ideal gas law.
I can interpret information provided about a solute's solubility on a standard solubility curve.
I can contrast slutions, colloids, and suspensions based on selected properties.
Skills (Performance) Targets
I can model a Lewis diagram of atoms and ions and explain how each will behave differently.
I can draw a model of the atom, including the protons, neutrons, and electrons and where they reside.
I can calculate solubility, molar concentration, molality, perform dilutions, etc of a solution.
I can calculate the freezing point depression resulting from adding a solute to a solution.
I can calculate the boiling point elevation resulting from adding a solute to a solution.
Product Targets
I can ...
Rubric - Resources

SCI-11.1.05

Chemistry Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-11.1.05 Explain how classification can be based on the relationship between form and function (e.g., polar vs. nonpolar molecules, structure of periodic table , DNA vs. RNA)
Student Learning Targets:
Knowledge Targets
I can identify chemical and physical properties of a substance.
I can classify matter based on its properties.
Reasoning Targets
I can explain how the periodic table is constructed based on properties of the elements.
I can explain how the periodic table is related to valence electron configurations.
I can explain the differences between cations and anions.
I can use the octet rule to explain how the oxidation number of a particle is determined.
I can explain how ionization energy, electronegativity, electron affinity, and atomic radius is related to the organization of hte periodic table.
I can explain how atomic and ionic radii are related in metals and non-metals.
I can explain how molecules will be classified as either polar or nonpolar based upon its Lewis diagram.
I can explain how shared and unshared pairs are alike/different. I can explain how elements can exist independently or combine in infinite ways to form all matter.
I can explain how bond type is determined using electronegativity.
Skills (Performance) Targets
I can predict the properties of an element based on the trends evident in the properties displayed in the organization of the periodic table.
I can investigate how classification is based on the relationship between form and function (e.g. polar vs. nonpolar molecules, structure of periodic table).
I can differentiate physical and chemical changes based on laboratory observations.
I can identify the type of chemical reaction and predict the products based on that knowledge (e.g. single replacement, double replacement, synthesis, combustion, and decomposition).
I can explain why water is called an amphoteric substance because it can act as either an acid or a base.
I can explain and predict the characteristics of atoms/elements based upon electron configurations.
I can draw Lewis structures of atoms.
I can use Lewis structures to determine polarity.
I can determine the 3D geometry of an atom based upon VSEPR theory. I can predict the likelihood of a bond between two atoms based upon the octet rule and electron affinity properties.
I can contrast ionic, covalent & polar covalent bonds.
Product Targets
I can ...
Rubric - Resources

SCI-11.2.02

Chemistry Targeted Benchmarks
Standard 2: Science Inquiry

SCI-11.2.02 Select and use appropriate instruments, measuring tools, and units of measure to improve scientific investigations
Student Learning Targets:
Knowledge Targets
I can identify the significant figures in a measurement.
I can label measurements correctly.
Reasoning Targets
I can...
Skills (Performance) Targets
I can use appropriate instruments, measuring tools, and units of measure to improve scientific investigations.
I can use appropriate safety equipment and precautions during investigations.
I can use dimensional analysis to convert within units of the metric system.
I can use a graph to interpet the results of an experiment.
Product Targets
I can measure scientific observations using common laboratory equipment.
Rubric - Resources

SCI-11.2.03

Chemistry Targeted Benchmarks
Standard 2: Science Inquiry

SCI-11.2.03 Use data from scientific investigations to accept or reject a hypothesis
Student Learning Targets:
Knowledge Targets
I can describe the difference between a qualititative and quantitative observation.
I can define the terms accuracy and precision.
Reasoning Targets
I can classify a measured value as a literature or experimental value
Skills (Performance) Targets
I can use data from scientific investigations to accept or reject a hypothesis.
Product Targets
I can...
Rubric - Resources

SCI-11.2.04

Chemistry Targeted Benchmarks
Standard 2: Science Inquiry

SCI-11.2.04 Formulate and revise explanations based upon scientific knowledge and experimental data
Student Learning Targets:
Knowledge Targets
I can....
Reasoning Targets
I can...
Skills (Performance) Targets
I can calculate an absolute error and a percent error.
Product Targets
I can construct and revise explanations based upon scientific knowledge and experimental.
Rubric - Resources

SCI-11.2.06

Chemistry Targeted Benchmarks
Standard 2: Science Inquiry

SCI-11.2.06 Analyze data using appropriate strategies (e.g., interpolation, and extrapolation of data, significant figures, dimensional analysis)
Student Learning Targets:
Knowledge Targets
I can label units of measure properly.
Reasoning Targets
I can analyze data using appropriate strategies (e.g. significatnt figures, dimensional analysis).
Skills (Performance) Targets
I can use a graph to interpolate and extrapolate data.
I can use dimensional anyalysis to convert between units of the metric system.
I can calculate a percent yield.
I can calculate a percent composition.
I can calculate the molar mass of a substance.
Product Targets
I can graph data to examine tendencies in experimentation.
Rubric - Resources

SCI-11.3.01

Chemistry Targeted Benchmarks
Standard 3: Physical Science

SCI-11.3.01 Explain how the structure of an atom, isotope, or ion relates to its properties
Student Learning Targets:
Knowledge Targets
I can describe the charges of the proton, neutron and electron.
I can label the parts of an atom.
I can identify ionic bonds.
I can identify covalent bonds..
Reasoning Targets
I can predict whether I have an atom, ion or isotope when given the number of subatomic particles.
I can predict the characteristics of an atom when given the electron configuration.
I can differentiate between a cation and an anion.
I can predict bond type based on the transfer or sharing of electrons.
I can determine the oxidation number of a particle.
Skills (Performance) Targets
I can calculate the number of each kind of subatomic particle in a given atom.
I can calculate atomic number, atomic mass and average atomic mass.
I can draw the electron configuration of an atom.
I can draw the electron configuration of an ion.
I can calculate the atomic number in an atom, ion, or isotope.
I can calculate the atomic mass of an atom, ion, or isotope.
Product Targets
I can...
Rubric - Resources

SCI-11.3.02

Chemistry Targeted Benchmarks
Standard 3: Physical Science

SCI-11.3.02 Identify the basic organization of the periodic table (e.g., elements are listed according to the number of protons [atomic number]; repeating patterns of physical and chemical properties
Student Learning Targets:
Knowledge Targets
I can label the groups/regions of the periodic table.
I can summarize the relationship between the organization of the periodic table and the properties of elements.
I understand that the peirodice table is related to valence electron configuration.
I can understand that the organization of the periodic table is related to repeating patterns of physical and chemical properties.
Reasoning Targets
I can explain how the organization of the periodic table is related to ionizatin energy.
I can explain how the organization of the periodic table is related to electronegativity.
I can explain how the organization of the periodic table is related to electron affinity.
I can explain how the organization of the periodic table is related to atomic radii.
I can predict the properties of an element based on the atomic numbers.
I can predict the properties of elements based on the trends observed on the periodic table.
Skills (Performance) Targets
I can investigate the periodic trends of the periodic table; repeating patterns of physical and chemical properties.
I can place the elements in the propler location on a chart when given a description of its properties.
I can estimate the reactivity of a metal after observing its property in a laboratory situation.
I can compare a metals activity to other metals within the same family and period.
Product Targets
I can produce a graph showing the relationship between the ionization energy and the atomic number of elements.
Rubric - Resources

SCI-11.3.03

Chemistry Targeted Benchmarks
Standard 3: Physical Science

SCI-11.3.03 Compare and contrast the role of electrons in ionic and covalent bonding
Student Learning Targets:
Knowledge Targets
I can define an octet.
I can define ions, cations and anions.
I can define oxidation number.
I can define valence electrons.
I can identify an atom's valence electrons given its electron configuration or orbital diagram.
I can identify electron pairs on Lewis dot diagrams and Lewis structures.
I can label shared pairs and unshared pairs of electrons on Lewis structures.
I can identify the electronegativity of individual elements from a periodic table.
I can describe why noble gases are unlikely to form bonds.
I can label the positive and negative regions of a polar molecule.
Reasoning Targets
I can compare and contrast the role of electrons in ionic and covalent bonding.
I can predict whether an element is more likely to gain or lose electrons during bonding based on the element's position on the periodic table.
I can predict an element's most likely oxidation number(s) based on its position on the periodic table and/or its number of valence electrons.
I can predict the ratio of cations to anions in a compound using oxidation numbers.
I can compare and contrast the effects of shared and unshared electron pairs on bond angles in a covalent molecule.
I can predict whether a molecule is polar or non-polar.
I can predict whether a compound is likely to contain single and/or double and/or triple bonds.
I can predict bond type based on electronegativity.
I can contrast electron sharing and electron transfer in bonding.
I can predict whether a compound will exist as a formula unit or as a molecule.
I can draw a dipole on a polar molecular Lewis structure.
Skills (Performance) Targets
I can draw Lewis structures for ionic compounds.
I can draw Lewis structures for covalent & polar covalent compounds.
Product Targets
I can...
Rubric - Resources

SCI-11.3.06

Chemistry Targeted Benchmarks
Standard 3: Physical Science

SCI-11.3.06 Write the chemical formula and name for compounds using a table of element names, symbols, and oxidation numbers
Student Learning Targets:
Knowledge Targets
I can identify the cations and anions in an ionic compound's name and formula.
I can name ionic compounds from their formulas.
I can name covalent compounds from their formulas.
I can write ionic compound formulas from their names.
I can write covalent compound formulas from their name.
Reasoning Targets
I can write and predict the chemical formula and name for compounds using a table of element names, symbols, and oxidation numbers.
I can determine the oxidation numbers of cations and anions from a chemical formula or name.
I can predict the oxidation number of transition metals with multiple oxidation numbers from its chemical formula.
I can predict the type of bond two elements are likely to form.
I can predict the formula of a polyatomic ion based on -ate and -ite suffixes, and hypo- and per- prefixes.
I can determine the ratio of cations and anions in neutral compounds.
Skills (Performance) Targets
I can use Greek prefixes in naming molecular compounds.
I can use Roman numerals in naming ionic compounds that contain transition metals.
I can use parantheses when applicable in chemical formulas.
I can use properly reduced subscripts in chemical formulas.
Product Targets
I can...
Rubric - Resources

SCI-11.3.07

Chemistry Targeted Benchmarks
Standard 3: Physical Science

SCI-11.3.07 Balance chemical equations
Student Learning Targets:
Knowledge Targets
I can define coefficient.
I can define and identify the reactants in a chemical reaction equation.
I can define and identify the products in a chemical reaction equation.
I can define the Law of Conservation of Mass.
I can define a mole (of a substance).
I can define molar mass.
I can recall Avogadro's number.
I can recall the equation for percent yield.
I can define limiting and excess reactants.
I can classify the five main types of reactions.
Reasoning Targets
I can solve mass-mass stoichiometry problems.
I can solve mass-volume stoichiometry problems.
I can solve volume-mass stoichiometry problems.
I can solve volume-volume stoichiometry problems.
I can determine the limiting reactant and excess reactant using a balanced chemical reaction.
I can solve limiting-excess reactant stoichiometry problems.
I can calculate percent yield using a balanced chemical equation.
Skills (Performance) Targets
I can justify the necessity of the law of conservation of mass when writing & balancing chemical equations.
I can demonstrate the law of conservation of mass by balancing chemical equations.
I can use the coefficients of a balanced chemical equation to determine mole ratios between substances in the equation.
I can calculate the molar mass of a substance.
Product Targets
I can...
Rubric - Resources

SCI-11.6.01

Chemistry Targeted Benchmarks
Standard 6: Science and Technology

SCI-11.6.01 Select and use appropriate technologies, tools, and techniques to solve a problem (e.g., computer-assisted tools, Internet, research skills, CBL, graphing calculators)
Student Learning Targets:
Knowledge Targets
I can identify each piece of laboratory equipment.
I can describe the function of laboratory equipment.
Reasoning Targets
I can determine the correct laboratory equipment to use for experiments.
Skills (Performance) Targets
I can read each measurment device in the laboratory setting.
I can perform all necessary calculations on my calculator.
I can follow all safety guidlines when performing experiments.
I can perform necessary laboratory techniques.
Product Targets
I can produce data with reproducible results.
Rubric - Resources

SCI-11.8.01

Chemistry Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-11.8.01 Identify the criteria that scientific explanations must meet to be considered valid (e.g., must be based on consistent and repeatable data, be consistent with experimental and observational evidence about nature, make accurate predictions about systems being studied, be logical, report methods and results, be open to question and reexamination, respect rules of evidence)
Student Learning Targets:
Knowledge Targets
I can understand that a theory becomes law when all attempts to falsify it fail.
Reasoning Targets
I can apply the scientific method. I can interpolate unknown information from given data.
Skills (Performance) Targets
I can perform an experiment and get reproducible results. I can report data in an organized and understandable manner.
Product Targets
I can...
Rubric - Resources

SCI-10.1.01

Biology Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-10.1.01 Explain how models can be used to illustrate scientific principles
Student Learning Targets:
Knowledge Targets
I can describe various models that are used to illustrate scientific principles.
I can understand the parts and functions of a scientific model.
Reasoning Targets
I can analyze a model to explain a scientific concept.
I can evaluate a model as to how it works similarly to the real working components.
Skills (Performance) Targets
I can use appropriate models to explain scientific concepts.
Product Targets
I can produce and explain a model to illustrate correct scientific principles (e.g. cell model, diffusion model, mitosis & meiosis simulations, molecular models like DNA.).
Rubric - Resources

SCI-10.1.02

Biology Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-10.1.02 Describe the interaction of components within a system (e.g., interactions between living and nonliving components of an ecosystem, interaction between organelles of a cell)
Student Learning Targets:
Knowledge Targets
I can describe how smaller components work together to form a larger system (for example, parts of a cell, nonliving & living factors in ecosystems, cells & tissues in living organisms, multicellular specialization).
Reasoning Targets
I can analyze how components of a system affect one another (how changing one component will affect others).
Skills (Performance) Targets
I can organize components into their appropriate roles in a system.
Product Targets
I can illustrate how components work together in a system (food web, water cycle, cell division).
Rubric - Resources

SCI-10.1.04

Biology Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-10.1.04 Describe the relationship between form and function (e.g., solids, liquids, gases, cell specialization, simple machines, and plate tectonics)
Student Learning Targets:
Knowledge Targets
I can understand that a structure's form is related to its function.
Reasoning Targets
I can rationalize why features need to be different shapes and sizes to best meet their function (cell types & sizes, bone structure, beak shapes, etc.).
I can draw conclusions on the function of a structure by analyzing its form.
Skills (Performance) Targets
I can investigate how form and function are related by analyzing anatomy (dissections).
Product Targets
I can produce a model to describe functions of biological structures. For example, drawings & diagrams, tests, written descriptions.
Rubric - Resources

SCI-10.2.06

Biology Targeted Benchmarks
Standard 2: Science Inquiry

SCI-10.2.06 Design and conduct a guided investigation
Student Learning Targets:
Knowledge Targets
I can define: independent and dependent variables, controls, constants.
I can identify a hypothesis and list data on tables, charts, and graphs.
I can identify the steps of the scientific method.
Reasoning Targets
I can distinguish between experimental components (controls/constants and independent/dependent variables).
I can formulate a hypothesis I can analyze data.
I can evaluate my hypothesis based on data.
I can draw conclusions based on my investigation.
Skills (Performance) Targets
I can conduct a lab experiment following a lab procedure.
I can demonstrate proper use of laboratory equipment.
I can collect data.
I can use new technologies that will be used in the job workforce to help scientific investigations.
Product Targets
I can design and conduct a guided investigation.
I can design a product to demonstrate my understanding of the lab investigation.
Rubric - Resources

SCI-10.4.01

Chemistry Targeted Benchmarks
Standard 4: Life Science

SCI-10.4.01 Relate cell function to cell structure (i.e., cell wall, cell membrane, nucleus, mitochondria, chloroplast)
Student Learning Targets:
Knowledge Targets
I can identify the cell stuctures and their functions.
Reasoning Targets
I can relate cell function to cell structure (i.e., cell wall, cell membrane, nucleus, mitochondria, chloroplast)
Skills (Performance) Targets
I can observe and identify cell structures using a microscope or diagrams.
Product Targets
I can draw a cell with appropriate structures or create a model of a cell.
Rubric - Resources

SCI-10.4.02

Biology Targeted Benchmarks
Standard 4: Life Science

SCI-10.4.02 Relate the functions of cells in multi-cellular organisms to their cell type (e.g., nerve cells, blood cells, guard cells)
Student Learning Targets:
Knowledge Targets
I can identify different cell types from multicellular organisms.
Reasoning Targets
I can relate the functions of cells in multi-cellular organisms to their cell type (e.g., nerve cells, blood cells, guard cells)
Skills (Performance) Targets
I can identify and state function of different cells using a microscope, diagram or model.
Product Targets
I can create a model that relates cell type and their functions.
Rubric - Resources

SCI-10.4.04

Biology Targeted Benchmarks
Standard 4: Life Science

SCI-10.4.04 Relate DNA, genes, and chromosomes
Student Learning Targets:
Knowledge Targets
I can understand that chromosomes are made up of DNA.
I can understand that genes are segments of DNA.
I can describe how traits are coded within a DNA molecule.
Reasoning Targets
I can compare and contrast DNA, RNA, genes, and chromosomes.
I can interpret the process of DNA replication.
I can interpret the process of transcription.
I can explain the process of translation.
Skills (Performance) Targets
I can collect samples of DNA.
I can model protein synthesis.
I can decipher the genetic code using the mRNA codon chart.
Product Targets
I can model DNA as a double helix.
Rubric - Resources

SCI-10.4.05

Biology Targeted Benchmarks
Standard 4: Life Science

SCI-10.4.05 Explain the relationship between spontaneous changes in DNA and a source of genetic variation
Student Learning Targets:
Knowledge Targets
I can understand that DNA mutations lead to variation.
Reasoning Targets
I can recognize the causes and effects and types of gene mutation.
Skills (Performance) Targets
I can model DNA mutations and the changes they may have.
Product Targets
I can construct DNA molecules and show the effects of a mutation.
Rubric - Resources

SCI-10.4.07

Biology Targeted Benchmarks
Standard 4: Life Science

SCI-10.4.07 Apply the basic concepts of genetics to predict inherited traits (i.e., segregation, independent assortment, dominant and recessive traits)
Student Learning Targets:
Knowledge Targets
I can understand the concept of dominant vs recessive traits. I can understand sex linked traits.
Reasoning Targets
I can apply the basic concepts of genetics to predict inherited traits (i.e., segregation, independent assortment, dominant and recessive traits)
Skills (Performance) Targets
I can create a Punnett square to predict the probability of inherited traites.
Product Targets
I can use the punnett square to predict probabilities of progeny characteristics.
Rubric - Resources

SCI-10.4.08

Biology Targeted Benchmarks
Standard 4: Life Science

SCI-10.4.08 Relate the concept of natural selection to its evolutionary consequences
Student Learning Targets:
Knowledge Targets
I can recognize the evolutionary changes that are a product of natural selection.
Reasoning Targets
I can relate the concept of natural selection to its evolutionary consequences.
Skills (Performance) Targets
I can model and dramatize the advantages for survival within a given species as it relates to natural selection.
Product Targets
I can create a presentation demonstrating natural section within a species.
Rubric - Resources

SCI-10.4.09

Biology Targeted Benchmarks
Standard 4: Life Science

SCI-10.4.09 Identify evidence for evolution (e.g., fossil records, vestigial structures, similarities between organisms, and DNA)
Student Learning Targets:
Knowledge Targets
I can list evidence of evolution.
I can understand the concepts behind the theory of evolution.
Reasoning Targets
I can distinguish between different pieces of evidence for evolution (vestigial structures, homologous structures, DNA, etc.).
Skills (Performance) Targets
I can collect examples of evidence and explore their support for evolution.
Product Targets
I can construct a model representing evolutionary changes over time.
Rubric - Resources

SCI-10.4.10

Biology Targeted Benchmarks
Standard 4: Life Science

SCI-10.4.10 Explain the energy and organization related to trophic pyramids
Student Learning Targets:
Knowledge Targets
I can describe the energy in a trophic pyramid.
Reasoning Targets
I can analyze the components of a trophic pyramid.
Skills (Performance) Targets
I can use a trophic pyramid to explain the energy and organization within an ecosystem.
Product Targets
I can produce a trophic pyramid for a specific ecosystem.
Rubric - Resources

SCI-10.4.11

Biology Targeted Benchmarks
Standard 4: Life Science

SCI-10.4.11 Explain how matter and energy flow through living and nonliving components in an ecosystem (e.g., carbon cycle, water cycle, nitrogen cycle)
Student Learning Targets:
Knowledge Targets
I can identify various cycles and how they impact the environment.
Reasoning Targets
I can juxtapose the various cycles and their consequences.
Skills (Performance) Targets
I can apply human activities to the various cycles.
Product Targets
I can model a cycle and its effects on the environment.
Rubric - Resources

SCI-10.6.01

Biology Targeted Benchmarks
Standard 6: Science and Technology

SCI-10.6.01 Use appropriate technologies and techniques to solve a problem (e.g., computer-assisted tools, Internet, research skills)
Student Learning Targets:
Knowledge Targets
I can recognize reliable sources and questionable information.
Reasoning Targets
I can analyze information and interpret meaningful facts.
Skills (Performance) Targets
I can use appropriate technologies and techniques to solve a problem (e.g., computer-assisted tools, Internet, research skills).
Product Targets
I can construct a project based off scientific research.
Rubric - Resources

SCI-10.6.03

Biology Targeted Benchmarks
Standard 6: Science and Technology

SCI-10.6.03 Explain how emerging technologies (e.g., genetic manipulation, biofuels, and hydrogen fuels) may impact society and the environment
Student Learning Targets:
Knowledge Targets
I can identify different ways in which technology may affect our lives (genetic engineering - disease, food, medicine, fuel development, use of resources).
I can describe how technology can impact our lives (how genes can be manipulated, how resources can be used sustainably).
Reasoning Targets
I can explain how emerging technologies (e.g., genetic manipulation, biofuels, and hydrogen fuels) may impact society and the environment.
Skills (Performance) Targets
I can use genetic technology (electrophoresis) to conduct an investigation.
Product Targets
I can produce a model to show the effects of biotechnology (genetic engineering, cloning, climate change, etc.).
Rubric - Resources

SCI-10.7.02

Biology Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-10.7.02 Identify factors that affect populations (e.g., food webs, carrying capacity, overpopulation, disease, food supply, algal blooms, resources, conservation practices)
Student Learning Targets:
Knowledge Targets
I can Identify factors that affect populations (e.g., food webs, carrying capacity, overpopulation, disease, food supply, algal blooms, resources, conservation practices).
Reasoning Targets
I can interpret how factors affect populations (see examples above).
Skills (Performance) Targets
I can collect data that shows how factors affect populations (analyze graphs).
Product Targets
I can model how factors affect populations.
Rubric - Resources

SCI-10.8.05

Biology Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-10.8.05 Explain how views and attitudes have influenced the development of science (e.g., religion, previous knowledge, cultural tradition, superstition, folklore, legends)
Student Learning Targets:
Knowledge Targets
I can understand that their are a variety of opinions and influences that have both stymied and encouraged new discoveries.
Reasoning Targets
I can explain how views and attitudes have influenced the development of science (e.g., religion, previous knowledge, cultural tradition, superstition, folklore, legends).
Skills (Performance) Targets
I can demonstrate and model the contributions made by scientific icons.
I can identify important people and events involved in the discovery of DNA.
I can present these contributions to my classmates. (ex. power point, verbal speech).
Product Targets
I can develope a time line that relates the acceptance of science concepts as they became better understood.
Rubric - Resources

SCI-12.1.03

Physics Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-12.1.03 Explain how a system can be dynamic yet may remain in equilibrium (e.g., balance of forces, Le Chatelier’s Principle, acid base systems)
Student Learning Targets:
Knowledge Targets
I can understand the meaning of equilibrium and dynamic.
Reasoning Targets
I can determine when a moving object is at equilibrium.
Skills (Performance) Targets
I can add forces algebraically to show equilibrium during movement
I can add forces vectorally to show equilibrium during movement.
Product Targets
I can determine frictional or other opposing forces that cause equilibrium of a moving object in lab using parallel vectors.
I can determine frictional or other opposing forces that cause equilibrium in lab using angled ropes, rods, and inclined planes in lab using non-parallel vectors.
Rubric - Resources

SCI-12.2.02

Physics Targeted Benchmarks
Standard 2: Science Inquiry

SCI-12.2.02 Select and use appropriate instruments, measuring tools, and units of measure to improve scientific investigations
Student Learning Targets:
Knowledge Targets
I can select the proper instruments for making appropriate measurements in a lab.
I can select appropriate units for each measurement.
Reasoning Targets
I can determine what measurements to make in order to properly describe a physical event.
Skills (Performance) Targets
I can take measurements using LoggerPro and appropraite probeware.
Product Targets
I can use these measurements to make graphical represenations of laboratory phenomena.
Rubric - Resources

SCI-12.2.03

Physics Targeted Benchmarks
Standard 2: Science Inquiry

SCI-12.2.03 Use data from scientific investigations to accept or reject a hypothesis
Student Learning Targets:
Knowledge Targets
I can choose appropriate variables to measure in order to accept or reject a hypothesis.
Reasoning Targets
I can analyze a graph of variables to support or reject a hypothesis.
Skills (Performance) Targets
I can calculate percent difference or percent error in an investigation.
Product Targets
I can make a graph of relevant variables in order to support or reject a hypothesis.
I can design an experiment to test the validity of a hypothesis. (i.e. conversion of potential energy to kinetic energy).
Rubric - Resources

SCI-12.2.05

Physics Targeted Benchmarks
Standard 2: Science Inquiry

SCI-12.2.05 Use technology and mathematics to improve investigations and communications
Student Learning Targets:
Knowledge Targets
I can identify the independent and dependent variables in a graph.
Reasoning Targets
I can analyze a graph to determine the relationship between variables.
I can use the equation for a linear fit (y = mx + b) to determine a general equation bewteen variables.
Skills (Performance) Targets
I can enter and analyze data in a graphing program.
I can use a computer interface and probes to make laboratory measurements.
Product Targets
I can mathematically manipulate variables to produce a linear graph of data.
I can use a graphing program (Logger Pro) to create graphs.
I can create a data table of many variables by entering mathematical equations in a graphing program.
Rubric - Resources

SCI-12.2.06

Physics Targeted Benchmarks
Standard 2: Science Inquiry

SCI-12.2.06 Analyze data using appropriate strategies (e.g., interpolation, and extrapolation of data, significant figures, dimensional analysis)
Student Learning Targets:
Knowledge Targets
I can understand interpoation and extrapolation.
Reasoning Targets
I can determine the validity of data gathered in the laboratory by comparing with accepted values and/or other groups' data.
Skills (Performance) Targets
I can construct graphs of data and make predictions based on interpolation / extrapolation.
Product Targets
I can make a graph that displays the relationship between variables measured in the laboratory.
Rubric - Resources

SCI-12.3.08

Physics Targeted Benchmarks
Standard 3: Physical Science

SCI-12.3.08 Identify the principles and relationships influencing forces and motion (e.g., gravitational force, vectors, velocity, friction)
Student Learning Targets:
Knowledge Targets
I can identify Newton's Laws of Motion.
I can describe the Universal Law of Gravitation.
I can identify the Normal force on objects.
I can define the coefficient of friction.
I can understand the concepts of momentum and impulse.
Reasoning Targets
I can distinguish bewteen vectors and scalars.
I can resolve vectors into right angle components.
I can add several vectors to find the resultant.
I can solve problems involving velocities, acceleration, distance.
I can solve problems involving force, mass, and acceleration.
I can solve problems involving frictional force, normal force, and coefficient of friction.
I can solve problems involving gravitational force, masses, and distance between masses.
I can solve problems involving circular motion and centripetal force, and centripetal acceleration.
I can solve problems involving momentum and impulse.
Skills (Performance) Targets
I can conduct laboratory investigations to determine the effects of changing mass and force on acceleration in both linear and circular motion.
I can use lab equipment to measure momentum and impulse on objects in a collision.
Product Targets
I can draw free body diagrams representing forces on an object.
I can draw diagrams showing the components of the weight of an object on an incline.
Rubric - Resources

SCI-12.3.09

Physics Targeted Benchmarks
Standard 3: Physical Science

SCI-12.3.09 Explain the relationship among thermal energy, temperature, and the motion of particles
Student Learning Targets:
Knowledge Targets
I can explain the Kinetic Theory of Matter.
I can I can define specific heat.
Reasoning Targets
I can distinguish between temperature and heat.
I can determine when objects are at thermal equilibrium.
Skills (Performance) Targets
I can calculate heat transfer between objects of different temperatures.
Product Targets
I can create a graph of heat versus temperature during phase change.
Rubric - Resources

SCI-12.3.10

Physics Targeted Benchmarks
Standard 3: Physical Science

SCI-12.3.10 Apply the law of conservation of energy to a variety of situations
Student Learning Targets:
Knowledge Targets
I can describe the meaning of conservation laws.
I can identify the changes in energy of a swinging pendulum or a bouncing ball.
I can recognize energy as potential, kinetic, or electromagnetic.
Reasoning Targets
I can classify and give examples of different forms of energy.
I can predict the final temperature of a mixture of hot and cold water.
Skills (Performance) Targets
I can design an experiment to compare the loss of potential energy to the gain of kinetic energy.
Product Targets
I can produce a graph to show energy changes of a car as it rolls down an incline.
Rubric - Resources

SCI-12.3.11

Physics Targeted Benchmarks
Standard 3: Physical Science

SCI-12.3.11 Explain how energy is related to physical changes of matter (e.g., phase changes, temperature changes)
Student Learning Targets:
Knowledge Targets
I can...
Reasoning Targets
I can...
Skills (Performance) Targets
I can...
Product Targets
I can...
Rubric - Resources

SCI-12.3.12

Physics Targeted Benchmarks
Standard 3: Physical Science

SCI-12.3.12 Relate wave energy to wavelength and frequency
Student Learning Targets:
Knowledge Targets
I can describe the wavelength and frequency of waves.
I can identify wave interference patterns.
Reasoning Targets
I can classify waves as to different type.
I can evaluate an interference pattern and determine where constructive and destructive interference occurs.
I can compare wavelength and frequency of waves and relate it to energy.
Skills (Performance) Targets
I can add two waves together to produce the superposed wave.
Product Targets
I can build a wave machine to show wavelength frequency relationship.
I can make a graph showing the frequncey versus wavelength relationship.
Rubric - Resources

SCI-12.6.01

Physics Targeted Benchmarks
Standard 6: Science and Technology

SCI-12.6.01 Select and use appropriate technologies, tools, and techniques to solve a problem (e.g., computer-assisted tools, Internet, research skills, CBL, graphing calculators)
Student Learning Targets:
Knowledge Targets
I can identify the measurement tools available in the laboratory.
Reasoning Targets
I can choose an appropriate tool for making various types of measurement.
Skills (Performance) Targets
I can set up a computer interface with probes to make relevent measurements for a particular experiment.
Product Targets
I can create a graph with an electronic graphing program to show relationship between variables.
Rubric - Resources

Yellow Template

SCIENCE Targeted Benchmarks
Standard 0: DOMAIN

XXX-00.0.00 BENCHMARK-BENCHMARK
Student Learning Targets:
Knowledge Targets
I can...
Reasoning Targets
I can...
Skills (Performance) Targets
I can...
Product Targets
I can...
Rubric - Resources

SCI-09.1.01

Physical Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-09.1.01 Explain how models can be used to illustrate scientific principles
Student Learning Targets:
Knowledge Targets
I can understand the purpose of modeling (e.g. atomic structure, chemical bonds, Bernoulli's principle, Newton's Laws,).
Reasoning Targets
I can...
Skills (Performance) Targets
I can perform lab activities to illustrate a scientific principle.
Product Targets
I can construct a model representing a scientific principle.
Rubric - Resources

SCI-09.1.04

Physical Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-09.1.04 Describe the relationship between form and function (e.g., solids, liquids, gases, cell specialization, simple machines, and plate tectonics)
Student Learning Targets:
Knowledge Targets
I can describe how the arrangement of the particles relate to the properties of a substance.
I can relate work to the amount of energy consumed.
I can relate phase changes to particle motion.
Reasoning Targets
I can compare and contrast the different types of energy (e.g. heat, light, sound, magnetic, electronic, potential and mechanical, endothermic and exothermic)
Skills (Performance) Targets
I can demonstrate how simple machines make work easier by changing the magnitude or direction of the force.
Product Targets
I can...
Rubric - Resources

SCI-09.1.05

Physical Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-09.1.05 Explain how classification can be based on the relationship between form and function (e.g., elements and compounds, biological classifications, types of clouds)
Student Learning Targets:
Knowledge Targets
I can relate states of matter to their kinetic energy
I can recognize the difference between a parallel and series circuit.
Reasoning Targets
I can classify a substance as element, compound or mixture
I can categorize compounds as either ionic or covalent.
I can compare/contrast metallic bonds with ionic and covalent bonds.
I can compare/contrast properties of homogeneous and heterogeneous mixtures.
I can explain how temperature, volume, and pressure affect the properties of a gas.
Skills (Performance) Targets
I can recognize the factors that affect solubility.
Product Targets
I can...
Rubric - Resources

SCI-09.2.03

Physical Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-09.2.03 Identify questions and concepts that guide scientific investigations
Student Learning Targets:
Knowledge Targets
I can describe the scientific process for solving problems.
Reasoning Targets
I can...
Skills (Performance) Targets
I can use the scientific method to perform scientific investigations.
Product Targets
I can develop an investigation based on the scientific method.
Rubric - Resources

SCI-09.2.04

Physical Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-09.2.04 Formulate a testable hypothesis for a simple investigation
Student Learning Targets:
Knowledge Targets
I can...
Reasoning Targets
I can...
Skills (Performance) Targets
I can conduct investigations for different reasons. (eg. for exploring new phenomena, to check on previous results, to test a theory and to compare different theories)
I can use the scientific method to solve problems.
Product Targets
I can write a testable hypothesis for a simple investigation.
Rubric - Resources

SCI-09.2.05

Physical Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-09.2.05 Identify the independent and dependent variables, the control, and the constants when conducting an experiment
Student Learning Targets:
Knowledge Targets
I can explain the purpose of an controlled experiment.
Reasoning Targets
I can distinguish between the components of a controlled experiment (i.e. independent variable, dependent variable, control, and constants).
Skills (Performance) Targets
I can select the correct instrument to take measurements with accuracy and precision.
Product Targets
I can...
Rubric - Resources

SCI-09.2.08

Physical Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-09.2.08 Analyze data found in tables, charts, and graphs to formulate conclusions
Student Learning Targets:
Knowledge Targets
I can identify methods and tools used to organize scientific data.
Reasoning Targets
I can interpret a graph based on variables.
I can analyze data for patterns of change.
Skills (Performance) Targets
I can read data tables and graphs.
Product Targets
I can write a conclusion for a controlled experiment.
I can create the appropriate graph based on data from a controlled experiment.
I can develop a data table based on results from a controlled experiment.
Rubric - Resources

SCI-09.3.01

Physical Science Targeted Benchmarks
Standard 3: Physical Science

SCI-09.3.01 Classify elements according to similar properties. (e.g., metal, nonmetal, solids, liquids, gases)
Student Learning Targets:
Knowledge Targets
I can describe the basic properties of solids, liquids and gases.
Reasoning Targets
I can classify elements as either a metal or a nonmetal.
I can compare and contrast the properties of metals and nonmetals.
Skills (Performance) Targets
I can observe and predict the chemical properties of an element based on its location on the periodic table.
Product Targets
I can...
Rubric - Resources

SCI-09.3.04

Physical Science Targeted Benchmarks
Standard 3: Physical Science

SCI-09.3.04 Construct a model of an atom (e.g., protons, neutrons, electrons, nucleus, electron cloud)
Student Learning Targets:
Knowledge Targets
I can identify the location of protons, neutrons and electrons in an atom.
Reasoning Targets
I can identify differences and similarities of valence electrons.
Skills (Performance) Targets
I can...
Product Targets
I can construct a model of an atom.
Rubric - Resources

SCI-09.3.05

Physical Science Targeted Benchmarks
Standard 3: Physical Science

SCI-09.3.05 Identify the reactants and products in a chemical reaction
Student Learning Targets:
Knowledge Targets
I can identify reactants in a chemical reaction
I can identify products in a chemical reaction
Reasoning Targets
I can classify types of chemical reactions
Skills (Performance) Targets
I can write chemical formulas for binary compounds.
Product Targets
I can produce evidence of a chemical reaction (eg: color change, temperature change, production of a gas, change of pH)
Rubric - Resources

SCI-09.3.06

Physical Science Targeted Benchmarks
Standard 3: Physical Science

SCI-09.3.06 Distinguish between balanced and unbalanced chemical equations
Student Learning Targets:
Knowledge Targets
I can explain the difference between a coefficient and a subscript.
Reasoning Targets
I can compare and contrast balanced and unbalanced chemical reactions
I can relate the law of conservation of mass and energy to balancing chemical equations.
I can classify single replacement, double replacement, synthesis, decomposition, and neutralization reactions.
Skills (Performance) Targets
I can balance chemical equations using coefficients.
Product Targets
I can construct a balanced chemical equation from a teacher guided experiment.
Rubric - Resources

SCI-09.3.07

Physical Science Targeted Benchmarks
Standard 3: Physical Science

SCI-09.3.07 Use Newton’s Laws to describe the motion of an object
Student Learning Targets:
Knowledge Targets
I can define a force.
I can understand the difference between balanced and unbalanced forces.
Reasoning Targets
I can predict if a force will change the position of an object.
I can relate Newton's 1st Law of motion to inertia.
Skills (Performance) Targets
I can observe the motion of an object using Newton's Laws of Motion.
I can perform an activity using Newtons 2nd Law of Motion.
Product Targets
I can...
Rubric - Resources

SCI-09.3.09

Physical Science Targeted Benchmarks
Standard 3: Physical Science

SCI-09.3.09 Compare and contrast electromagnetic and mechanical waves (i.e. energy, energy transfer, medium)
Student Learning Targets:
Knowledge Targets
I can identify the difference between longitudinal and transverse waves.
Reasoning Targets
I can compare and contrast electromagnetic and mechanical waves
I can compare and contrast wave interference and wave interaction
Skills (Performance) Targets
I can...
Product Targets
I can...
Rubric - Resources

SCI-09.6.01

Physical Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-09.6.01 Use appropriate technologies and techniques to solve a problem (e.g., computer-assisted tools, Internet, research skills)
Student Learning Targets:
Knowledge Targets
I can understand the connection between science and technology.
Reasoning Targets
I can...
Skills (Performance) Targets
I can use appropriate technology when performing lab experiments.
I can use technology to organize scientific data.
Product Targets
I can...
Rubric - Resources

SCI-05.5.1

Science Targeted Benchmarks
Standard 5:  Earth and Space Science

SCI-05.5.01 Measure weather conditions (i.e., temperature, wind direction and speed, and precipitation
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can compare/contrast the Celsius scale versus Fahrenheit scale.
Skills (Performance) Targets
I can choose appropriate tools for measurement (eg. temperature, precipitation, wind speed, etc.)
Product Targets
I can create a graph that displays average precipitation for a geographical area.
Rubric - Resources

SCI-05.5.4

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-05.5.04 Identify the characteristics of the Earth (i.e., spherical in shape, orbits the Sun, rotates on tilted axis)
Student Learning Targets:
Knowledge Targets
I can explain how the Earth rotates on a tilted axis. (Astronomy Activity 2 and 5)
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can draw a diagram depicting Earth's orbit around the sun. (Astronomy Activity 2 and 5)
I can construct a model of the Earth and sky. (Standard 6.1.1 - Astonomy Activity 2)
Rubric - Resources

SCI-05.5.5

Science Targeted Benchmarks
Standard 5: Earth  and Space Science

SCI-05.5.05 Identify the objects in the sky that have predictable patterns of movement (e.g., sun, planets, moons, stars) (moved from 5th grade).
Student Learning Targets:
Knowledge Targets
I can describe how Earth's rotation causes the stars and sun to change position. (Astronomy Activity 1)
I can recognize circumpolar constellations. (Astronomy Activity 1-3, 7)
I can recognize Polaris' position in Ursa Minor. (Astronomy Activity 3)
Reasoning Targets
I can identify celestial objects that have predictable patterns of movement. (Astronomy Activity 1-4)
I can explain how and why the sky changes as an observer moves from the Equator to the Poles. (Astronomy Activity 3)
I can explain why Polaris does not appear to move. (Astronomy Activity 3)
Skills (Performance) Targets
I can observe and describe how the stars move across the sky during the night and day. (Astronomy Activity 1)
I can describe how Polaris changes its position in the sky as an observer moves north or south. (Astronomy Activity 3)
Product Targets
I can construct a model of the Earth and sky. (Standard 6.1.1 - Astronomy Activity 2)
Rubric - Resources

SCI-05.1.1

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-05.1.01 Use an appropriate model (e.g., drawing, equation, computer program, diagram, or 3-D device) to convey scientific information
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can use a model to convey scientific information.
Product Targets
I can ...
Rubric - Resources

SCI-05.1.2

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-05.1.02 Explain how changes alter the balance within a system (e.g., the effects of limited resources on populations, global climate change, flood, drought).
Student Learning Targets:
Knowledge Targets
I can explain how changes alter the balance within a system.
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-05.2.1

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-05.2.01 Communicate scientific procedures (e.g. visual display, graph, journal, oral presentation) that enable others to repeat the investigation.
Student Learning Targets:
Knowledge Targets
I can explain scientific procedures to others.
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-05.2.2

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-05.2.02 Formulate an explanation supported by data.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can make conclusions from scientific data.
Product Targets
I can ...
Rubric - Resources

SCI-05.3.1

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-05.3.01 Identify physical properties of substances before and after they are combined.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can compare and contrast physical properties of substances before and after they are combined.
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-05.3.2

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-05.3.02 Identify new substances formed in a chemical change (i.e., rusting, burning).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can observe new substances formed in a chemical change.
Product Targets
I can ...
Rubric - Resources

SCI-05.3.3

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-05.3.03 Compare and contrast properties of solids, liquids, and gases.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can compare and contrast the properties of solids, liquids, and gases.
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-05.4.1

Science Targeted Benchmarks
Standard 4: Life Science

SCI-05.4.01 Identify components of a human organ system (e.g., digestive system, respiratory system, circulatory system, muscular system, skeletal system).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can make a model of the human body system.
Rubric - Resources

SCI-05.4.2

Science Targeted Benchmarks
Standard 4: Life Science

SCI-05.4.02 Explain the function of a human organ system (e.g., digestive system, respiratory system, circulatory system, muscular system, skeletal system)
Student Learning Targets:
Knowledge Targets
I can explain the functions of the human body.
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-05.6.1

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-05.6.01 Use technology to design a solution to a problem
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can use technology to solve a problem.
Product Targets
I can ...
Rubric - Resources

SCI-05.6.2

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-05.6.02 Evaluate a product or design using established criteria
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can evaluate a product.
Skills (Performance) Targets
I can SKILLS
Product Targets
I can develop a product.
Rubric - Resources

SCI-05.7.1

Science Targeted Benchmarks
Standard 7: Science And Other Areas

SCI-05.7.01 Identify risks or benefits of personal health choices (e.g., tobacco, alcohol, prescription and illegal drugs, fast foods)
Student Learning Targets:
Knowledge Targets
I can identify risks and benefits of my choices.
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-05.8.1

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-05.8.01 Explain why results of similar scientific investigations may turn out differently (i.e., inconsistencies in methods, materials, and observations).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can compare and contrast scientific investigations.
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-04.2.2

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-04.2.02 Conduct simple investigations to answer questions based on observations.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-04.2.3

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-04.2.03 Use scientific tools (i.e., thermometers, rulers, balances) during simple investigations.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-04.3.3

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-04.3.03 Explain that matter is made up of parts that are too small to see without magnification
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can create a model that shows the parts of matter that are too small to see without magnification.
Rubric - Resources

SCI-03.3.3

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-03.3.03 Describe how magnets attract iron and repel or attract other magnets.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can demonstrate how magnets attract to certain materials.
Product Targets
I can ...
Rubric - Resources

SCI-05.3.6

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-05.3.06 Demonstrate a simple electrical circuit by completing a continuous loop (i.e., battery, light, wire)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can assemble a simple electrical circuit by completing a loop using a wire, light bulb and d cell.
Product Targets
I can ...
Rubric - Resources

SCI-05.3.7

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-05.3.07 Identify materials that are good conductors of heat.
Student Learning Targets:
Knowledge Targets
I can identify materials that are good conductors of electricity such as copper, iron and other materials.
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-04.4.1

Science Targeted Benchmarks
Standard 4: Life Science

SCI-04.4.01 Classify plants and animals according to common physical characteristics.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can group plants by their similarites and differences.
I can group animals by their similarities and differences.
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-04.4.2

Science Targeted Benchmarks
Standard 4: Life Science

SCI-04.4.02 Identify adaptations that help plants and animals survive and grow in their environment.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-04.4.4

Science Targeted Benchmarks
Standard : Life Science

SCI-04.4.04 Identify ways that an organism’s pattern of behavior is related to the nature of the organism’s environment (e.g., the availability of food, space, and resources).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can compare and contrast an organism's (e.g. earthworm, cricket, anole) behavior within its habitat.
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-05.4.3

Science Targeted Benchmarks
Standard 4: Life Science

SCI-05.4.03 Identify the producers, consumers, and decomposers in a food web.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-03.5.4

Science Targeted Benchmarks
Standard 5:  Earth and Space Science

SCI-03.5.04 Identify the properties of soil (e.g., color, texture, ability to support plant growth, capacity to retain water)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can compare and contrast different types of soil, finding the one that is best for growing plants.
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-04.5.2

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-04.5.02 Identify slow and rapid processes (e.g., wind, water, waves, ice, volcano, earthquake) that are constantly changing Earth’s surface.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performnce) Targets
I can investigate the ways that are constantly changing the earth's surface by slow and rapid processes such as water erosion and wind erosion.
Product Targets
I can ...
Rubric - Resources

SCI-04.5.5

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-04.5.05 Identify components of our solar system (e.g., planets, moons, Sun).
Student Learning Targets:
Knowledge Targets
I can explain how the moon and sun affect our daily lives such as day, night and the seasons.
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-04.5.6

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-04.5.06 Identify tools that are used to study the universe (e.g., telescopes, space probes, satellites, space craft).
Student Learning Targets:
Knowledge Targets
I can identify tools that are used to study the universe such as a telescope, space probes, satellites and space craft.
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-04.6.1

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-04.6.01 Evaluate the effects of technology on people and the environment (e.g., new construction, oil drilling, electric cars)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-03.1.1

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-03.1.01 Identify changes that are repetitive (e.g., seasons, day and night, water cycle).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can explain repetitive changes.
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-03.2.1

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-03.2.01 Select appropriate scientific tools (i.e., magnifiers, thermometers, rulers, balances) for investigations
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can ask questions about an investigation.
Product Targets
I can ...
Rubric - Resources

SCI-03.2.2

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-03.2.02 Ask questions directly related to a scientific investigation
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can ask questions about an investigation.
Product Targets
I can ...
Rubric - Resources

SCI-03.2.3

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-03.2.03 Record observations (e.g., journals, drawings, charts) based on simple investigations.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-02.3.02

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-02.3.02 Explain why water left in an open container disappears, but water in a closed container does not disappear
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-03.3.4

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-03.3.04 Explain how sound is produced by vibration.
Student Learning Targets:
Knowledge Targets
I can explain how sound is made.
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-03.4.3

Science Targeted Benchmarks
Standard 4: Life Science

SCI-03.4.03 Identify the needs of living things (e.g., food, shelter, soil, space, water).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-03.7.1

Science Targeted Benchmarks
Standard 7:  Science and Other Areas

SCI-03.7.01 Identify ways to prevent the spread of germs.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can ask questions about an investigation.
Product Targets
I can ...
Rubric - Resources

SCI-03.7.2

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-03.7.02 Identify the benefits of recycling, reusing, and reducing.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-02.2.01

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-02.2.01 Ask questions and seek answers about the world (e.g., Why do we have seasons?)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can ask questions and find answers about the world.
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-02.2.02

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-02.2.02 Communicate (e.g., verbal, written, graphic) observations to others.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can explain my observations by telling, drawing, and writing.
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-01.3.01

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-01.3.01 Identify matter that can be a liquid or solid (e.g., water)
Student Learning Targets:
Knowledge Targets
I can name solids and liquids.
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-03.3.1

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-03.3.01 Identify the physical properties of solids and liquids
Student Learning Targets:
Knowledge Targets
I can name some properties of solids and liquids.
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-02.4.01

Science Targeted Benchmarks
Standard 4: Life Science

SCI-02.4.01 Identify how plants and animals are alike and different (e.g., in the way they look, in their behaviors).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can sort how plants and animals are the same or different.
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-02.4.02

Science Targeted Benchmarks
Standard 4: Life Science

SCI-02.4.02 Identify various things that are found in different environments (e.g., cactus, lizard – desert; shark, coral- ocean).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can explore things that are found in different environments.
Product Targets
I can ...
Rubric - Resources

SCI-03.4.2

Science Targeted Benchmarks
Standard 4: Life Science

SCI-03.4.02 Describe the life cycles of plants and animals (e.g., birds, mammals, grasses, trees, insects, flowers)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can create the life cycles of plants and animals.
Rubric - Resources

SCI-02.5.01

Science Targeted Benchmarks
Standard 5:  Earth and Space Science

SCI-02.5.01 Describe the patterns and characteristics of the four seasons, and how these changes in weather influence plant, animal, and human activities.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can create the four seasons and how the weather in the seasons change plant, animal, and human activities.
Rubric - Resources

SCI-03.5.1

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-03.5.01 Identify weather conditions that can be measured (e.g., temperature, wind direction and speed, and precipitation).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-02.6.01

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-02.6.01 Identify tools (e.g., ruler, hand lens, thermometer, balance) that are used to observe, measure, and investigate things they could not otherwise see, measure and do.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can use scientific tools to observe, measure, and investigate.
Product Targets
I can ...
Rubric - Resources

SCI-02.7.01

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-02.7.01 Identify personal choices (e.g., personal hygiene, nutrition, fitness, safety) that contribute to individual wellness.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can make positive choices that keep me healthy.
Product Targets
I can ...
Rubric - Resources

SCI-01.1.02

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-01.1.02 Identify objects (e.g., toy vehicles, dolls, human body, plants) that are made of parts.
Student Learning Targets:
Knowledge Targets
I can identify parts of an object.
I can describe different ways that things can change.
I can identify attributes of objects.
I can recognize plants and animals that resemble their parents and one another.
Reasoning Targets
I can explain how weather affects people's daily activities.
I can compare/contrast ways humans influence their environment.
I can compare different kinds of motion that objects have.
Skills (Performance) Targets
I can use pictures, numbers, or words to describe things.
I can explain that short weather conditions can change daily.
I can explore ways people can do science.
Product Targets
I can draw a picture to represent characteristics of living things.
I can make healthy choices.
Rubric - Resources

SCI-01.1.03

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-01.1.03 Describe different ways that things can change (e.g., size, mass, color, movement).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-01.2.01

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-01.2.01 Record and describe observations with pictures, numbers, or words.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-01.3.02

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-01.3.02 Identify observable properties (e.g., size, weight, shape, color, movement) of objects.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-01.4.01

Science Targeted Benchmarks
Standard 4: Life Science

SCI-01.4.01 Identify plants and animals that closely resemble their parents and one another.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-01.4.02

Science Targeted Benchmarks
Standard 4: Life Science

SCI-01.4.02 Identify characteristics of living things (e.g., grow, sometimes reproduce, change, and die over time).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-02.5.02

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-02.5.02 Identify different physical properties (e.g., size, shape, texture) of earth materials (e.g., rocks, sand, water)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-01.7.01

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-01.7.01 Identify personal care practices (e.g., dental care, hand washing, exercise, nutrition) that contribute to a healthy life.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-01.7.02

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-01.7.02 Describe ways that humans influence their environment (e.g., littering, recycling, car pooling).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-00.1.02

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-00.1.02 Identify things that can change (e.g., weather, people, water).
Student Learning Targets:
Knowledge Targets
I can name things that can change e.g., weather, people, water.
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-00.2.01

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-00.2.01 Use senses (i.e., sight, hearing, touch, smell, taste) to make observations about the world around them.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can use my five senses to make observations e.g., sight, hearing, touch, smell, taste.
Product Targets
I can ...
Rubric - Resources

SCI-00.2.02

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-00.2.02 Use simple tools (e.g., hand lens, balance, funnel, strainer) to extend the senses.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can use tools make discoveries with my senses e.g., hand lens, balance, funnel, strainer, sewing needles.
Product Targets
I can ...
Rubric - Resources

SCI-00.4.01

Science Targeted Benchmarks
Standard 4:  Life Science

SCI-00.4.01 Identify animals eat plants or other animals for food.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can explain that animals eat plants or other animals for food.
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-00.5.01

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-00.5.01 Describe day-to-day weather changes (e.g., sunny, rainy, cloudy, snowy).
Student Learning Targets:
Knowledge Targets
I can describe daily weather changes e.g., sunny rainy, cloudy, snowy.
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-00.7.01

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-00.7.01 Identify safety rules for school and home.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can model safety rules for school and home.
Rubric - Resources

SCI-12.1.01

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-12.1.01 Explain how scientists create and use models to address scientific knowledge
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.1.02

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-12.1.02 Identify the structure, organization, and dynamics of components within a system (e.g., cells, tissues, organs, organ systems, reactants and products in chemical equilibrium)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.1.04

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-12.1.04 Explain the relationship between form and function (e.g., atoms and ions, enzymes, aerodynamics)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.1.05

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-12.1.05 Explain how classification can be based on the relationship between form and function (e.g., polar vs. nonpolar molecules, structure of periodic table , DNA vs. RNA)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.2.01

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-12.2.01 Explain how new knowledge and methods emerge from different types of investigations and public communication among scientists.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.2.04

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-12.2.04 Formulate and revise explanations based upon scientific knowledge and experimental data
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.2.07

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-12.2.07 Design and conduct an independent investigation.
Student LearningTargets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can determine what measurements to take and the adequate number of trials and evaluate whether the values are reasonable.
I can interpret the data and determine what it suggests.
Skills (Performance) Targets
I can perform necessary operations to obtain data.
I can work collaboratively with others in the group.
Product Targets
I can produce a lab report which may include predictions, data tables, graphs, conclusions, and other appropriate information.
Rubric - Resources

SCI-12.2.08

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-12.2.08 Communicate and defend a scientific argument
Student Learning Targets:
Knowledge Targets
I can identify a scientific problem in today's world.
Reasoning Targets
I can conduct research to appraise each side.
Skills (Performance) Targets
I can SKILLS
Product Targets
I can complete a research paper on a scientific argument.
Rubric - Resources

SCI-12.3.01

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-12.3.01 Explain how the structure of an atom, isotope, or ion relates to its properties
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.3.02

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-12.3.02 Identify the basic organization of the periodic table (e.g., elements are listed according to the number of protons {atomic number}; repeating patterns of physical and chemical properties
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.3.03

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-12.3.03 Compare and contrast the role of electrons in ionic and covalent bonding
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.3.04

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-12.3.04 Identify the basic bonding characteristics of carbon which lead to a large variety of structures
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.3.05

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-12.3.05 Identify the effect of concentration, temperature, surface area, pressure, and catalysts on reaction rates as it relates to the Kinetic Theory.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.3.06

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-12.3.06 Write the chemical formula and name for compounds using a table of element names, symbols, and oxidation numbers
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.3.07

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-12.3.07 Balance chemical equations
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.3.13

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-12.3.13 Explain how magnetic forces relate to electric forces
Student Learning Targets:
Knowledge Targets
I can identify the equations that show the relationships between magnetic and electrical forces.
I can define: Magnetic flux and electromotive force.
Reasoning Targets
I can predict the effect that changing current and/or distance will have on magnetic forces.
I can identify how the rate of change in magnetic flux will change the rate of emf.
I can identify how flux is affected by the are perpendicular to the magnetic field, and the strength of the field.
Skills (Performance) Targets
I can use laboratory equipment to investigate and explain appropriate right hand rules.
Product Targets
I can ...
Rubric - Resources

SCI-12.4.01

Science Targeted Benchmarks
Standard 4: Life Science

SCI-12.4.01 Explain the importance of cell differentiation in the development of tissues, organs, organ systems, and multi-cellular organisms.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.4.02

Science Targeted Benchmarks
Standard 4: Life Science

SCI-12.4.02 Explain how types of DNA technology (e.g., genetic engineering, forensic science, cloning) may impact society now and in the future.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.4.03

Science Targeted Benchmarks
Standard 4: Life Science

SCI-12.4.03 Explain how change through time has ensured adaptation to changing environments
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.5.01

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-12.5.01 Explain how the Sun and other stars are powered by nuclear reactions (e.g., the fusion of hydrogen to form helium, formation of elements)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.5.02

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-12.5.02 Explain how Earth systems are in dynamic equilibrium (e.g., cycling of energy and matter through the atmosphere, hydrosphere, and lithosphere)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.5.03

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-12.5.03 Explain the short-term and long-term effects of chemical processes (e.g., acid rain, CO2 emissions, ozone depletion, run-off) on the environment and society
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.6.02

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-12.6.02 Identify examples of how new technologies advance science
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.6.03

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-12.6.03 Explain how designing and implementing technology requires weighing trade-offs between positive and negative impacts on humans and the environment
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.7.01

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-12.7.01 Explain the impact of environmental laws and policies on the environment and society (e.g., waste/pollutants from industry, carbon dioxide emissions, location and number of animals in a feedlot versus water supply)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.7.02

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-12.7.02 Explain ways renewable and nonrenewable resources are managed (e.g., land reclamation, forest management, CRP, hunting licenses, energy –conserving technologies)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.7.03

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-12.7.03 Explain the economic and social impact of using alternative energy resources
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.7.04

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-12.7.04 Explain how science and technology can influence personal, industrial, and cultural decision-making (e.g., organ transplants, cloning, stem cell research, genetic manipulation, use of genetic profile, archeological discoveries, land management, resource management)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-12.8.01

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-12.8.01 Identify the criteria that scientific explanations must meet to be considered valid (e.g., must be based on consistent and repeatable data, be consistent with experimental and observational evidence about nature, make accurate predictions about systems being studied, be logical, report methods and results, be open to question and reexamination, respect rules of evidence)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.1.03

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-11.1.03 Explain how a system can be dynamic yet may remain in equilibrium (e.g., balance of forces, Le Chatelier’s Principle, acid base systems)
Student Learning Targets:
Knowledge Targets
I can identify the factors that affect equilibrium.
I can understand that Le/chatelier's principle governs the ability of a reaction at equilibrium to adjust to the application of a stress and reestablish equilibrium.
I can describe the difference between end reactions and reversible reactions.
I can explain LeChatelier's Principle.
I can define a catalyst.
I can explain how a catalyst is used to increase a reaction's efficiency.
I can provide a general definition of an acid and a base and some properties of each.
Reasoning Targets
I can perform acid-base calculations (e.g. - [H+], [OH-], pH, pOH).
I can analyze a chemical reaction and contrast the forward reaction and reverse reaction.
I can distinguish between an endothermic and exothermic reaction.
I can contrast strong and weak acids.
I can contrast strong and weak bases.
Skills (Performance) Targets
I can apply LaChatelier's principle to a reaction to maximize the production of the desired product.
I can calculate the reaction equilibrium constant.
I can calculate pH and pOH.
Product Targets
I can ...
Rubric - Resources

SCI-11.2.01

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-11.2.01 Explain how new knowledge and methods emerge from different types of investigations and public communication among scientists
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.2.05

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-11.2.05 Use technology and mathematics to improve investigations and communications
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can consistently gather appropriate data for investigations, utilize significant figures, and the rules for rounding in every problem.
I can use the factor-label method of dimensional analysis to solve problems in chemistry (stoichiometry, conversions, etc)
I can utilize the components of the combined gas laws to determine values of pressure, temperature, and volume.
I can utilize the ideal gas law to determine values of pressure, volume, temperature, and amount (moles and grams alike).
I can calculate the hydrogen and hydroxide concentrations of acids and bases when given pH and pOH values, and vice versa.
I can utilize data tables to determine properties of atoms, and
I can create data tables to organize and best display information.
I can use graphs to gather unique data about properties, and I can create graphs to analyze properties.
Product Targets
I can ...
Rubric - Resources

SCI-11.2.07

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-11.2.07 Design and conduct an independent investigation
Student Learning Targets:
Knowledge Targets
I can identify the steps to the scientific method.
I can recognize the differences between inferences and observations supported by scientific fact.
I can understand the differences between qualitative and quantitative data.
I can recognize and name essential lab equipment and provide their uses.
Reasoning Targets
I can analyze data and categorize it as being qualitative and quantitative.
Skills (Performance) Targets
I can perform an inquiry-based lab to separate and determine percent composition of a mixture.
I can determine the identity of unknown solutions, mixtures, and substances utilizing observation skills and comparing known properties.
When given a problem, I can design and conduct an experiment to test my hypothesis.
I can draw conclusions from data obtained from completing a lab experiment.
I can calculate percent error.
I can convert from one unit to another or one measurement to another by using dimensional analysis.
I can determine the number of significant digits in a measurement.
Product Targets
I can write a scientific lab report.
Rubric - Resources

SCI-11.2.08

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-11.2.08 Communicate and defend a scientific argument
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.3.04

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-11.3.04 Identify the basic bonding characteristics of carbon which lead to a large variety of structures
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.3.05

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-11.3.05 Identify the effect of concentration, temperature, surface area, pressure, and catalysts on reaction rates as it relates to the Kinetic Theory.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.3.08

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-11.3.08 Identify the principles and relationships influencing forces and motion (e.g., gravitational force, vectors, velocity, friction)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.3.09

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-11.3.09 Explain the relationship among thermal energy, temperature, and the motion of particles
Student Learning Targets:
Knowledge Targets
I can identify the assumptions of the kinetic theory.
I can summarize the relationship between a change in the thermal energy of particles and their motion.
I can describe how a change in thermal energy creates a change in liquid-vapor equilibrium.
I can understand that if any one of the following, temperature, pressure or volume are kept constant while one of the other variables is changed there will be resulting change in the third variable.
Reasoning Targets
I can determine the amount of kilojoules required for an endothermic reaction to take place.
I can determine the amount of kilojoules emitted from an exothermic reaction.
I can calculate energy utilizing the mass, specific heat, and temperature change (and variations of calculations e.g. - finding specific heat).
I can perform gas law calculations utilizing temperature data, volume, and pressure variables.
I can perform gas law calculations utilizing amount of a gas, volume, pressure, and temperature variables.
Skills (Performance) Targets
I can calculate pressure conversion problems.
I can perform laboratory experiments demonstrating Boyle's Law.
I can perform laboratory experiments demonstrating the affects of Charles' Law.
I can perform laboratory experiments demonstrating the affects of Gay-Lussac's Law involving changes in pressure and temperature.
Product Targets
I can determine molar mass by completing a lab involving the Ideal Gas Law.
Rubric - Resources

SCI-11.3.10

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-11.3.10 Apply the law of conservation of energy to a variety of situations
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.3.11

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-11.3.11 Explain how energy is related to physical changes of matter (e.g., phase changes, temperature changes)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.3.12

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-11.3.12 Relate wave energy to wave length and frequency
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.3.13

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-11.3.13 Explain how magnetic forces relate to electric forces
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.4.01

Science Targeted Benchmarks
Standard 4: Life Science

SCI-11.4.01 Explain the importance of cell differentiation in the development of tissues, organs, organ systems, and multi-cellular organisms.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.4.02

Science Targeted Benchmarks
Standard 4: Life Science

SCI-11.4.02 Explain how types of DNA technology (e.g., genetic engineering, forensic science, cloning) may impact society now and in the future.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.4.03

Science Targeted Benchmarks
Standard 4: Life Science

SCI-11.4.03 Explain how change through time has ensured adaptation to changing environments
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.5.01

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-11.5.01 Explain how the Sun and other stars are powered by nuclear reactions (e.g., the fusion of hydrogen to form helium, formation of elements)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.5.02

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-11.5.02 Explain how Earth systems are in dynamic equilibrium (e.g., cycling of energy and matter through the atmosphere, hydrosphere, and lithosphere)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.5.03

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-11.5.03 Explain the short-term and long-term effects of chemical processes (e.g., acid rain, CO2 emissions, ozone depletion, run-off) on the environment and society
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.6.02

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-11.6.02 Identify examples of how new technologies advance science
Student Learning Targets:
Knowledge Targets
I can explain how the theory of the atom has evolved through the development of more sophisticated technologies.
I can articulate the awareness of nanotechnology and its use in  the practical applications of chemistry.
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.6.03

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-11.6.03 Explain how designing and implementing technology requires weighing trade-offs between positive and negative impacts on humans and the environment
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.7.01

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-11.7.01 Explain the impact of environmental laws and policies on the environment and society (e.g., waste/pollutants from industry, carbon dioxide emissions, location and number of animals in a feedlot versus water supply)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.7.02

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-11.7.02 Explain ways renewable and nonrenewable resources are managed (e.g., land reclamation, forest management, CRP, hunting licenses, energy –conserving technologies)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.7.03

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-11.7.03 Explain the economic and social impact of using alternative energy resources
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-11.7.04

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-11.7.04 Explain how science and technology can influence personal, industrial, and cultural decision-making (e.g., organ transplants, cloning, stem cell research, genetic manipulation, use of genetic profile, archeological discoveries, land management, resource management)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.1.03

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-10.1.03 Explain how a system can be dynamic yet may remain in equilibrium (e.g., water cycle, rock cycle, population)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.1.05

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-10.1.05 Explain how classification can be based on the relationship between form and function (e.g., elements and compounds, biological classifications, types of clouds)
Student Learning Targets:
Knowledge Targets
I can understand that classification is based upon physical and molecular differences.
Reasoning Targets
I can explain a classification scheme.
Skills (Performance) Targets
I can classify based on the relationship between form and function (for example, biological compounds, cell types, taxonomy of organisms.).
Product Targets
I can design a classification scheme of multiple objects.
Rubric - Resources

SCI-10.1.06

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-10.1.06 Identify principles governing evolution and equilibrium within systems (e.g., cause and effect, positive and negative feedback)
Student Learning Targets:
Knowledge Targets
I can define key terms: homeostasis, natural selection.
I can identify principles governing evolution.
Reasoning Targets
I can compare and contrast between positive and negative feedback mechanisms.
I can justify principles of evolution and equilibrium.
Skills (Performance) Targets
I can explore dynamics of a system.
Product Targets
I can create a working model of a system.
Rubric - Resources

SCI-10.2.01

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-10.2.01 Explain how scientific investigations can result in new ideas
Student Learning Targets:
Knowledge Targets
I can recall historic events that have resulted in scientific knowledge and advancements.  (examples:  Results from Watson and Crick, Mendel, Hook, Darwin vs. Lamarck)
Reasoning Targets
I can deduce new ideas given scientific data.
I can create new questions after completing a scientific investigation.
Skills (Performance) Targets
I can perform an experiment to form new ideas.
I can perform skills necessary for college readiness.
Product Targets
I can clearly communicate how new ideas are formed from previous scientific knowledge and experiments.
Rubric - Resources

SCI-10.2.02

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-10.2.02 Use appropriate safety equipment and precautions during investigations (e.g., goggles, apron, eye wash station)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.2.03

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-10.2.03 Identify questions and concepts that guide scientific investigations
Student Learning Targets:
Knowledge Targets
I can identify the purpose of a scientific investigation.
Reasoning Targets
I can evaluate questions that guide a scientific investigation.
Skills (Performance) Targets
I can use a scientific investigation to help answer questions.
Product Targets
I can create questions and concepts that guide scientific investigations.
Rubric - Resources

SCI-10.2.04

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-10.2.04 Formulate a testable hypothesis for a simple investigation
Student Learning Targets:
Knowledge Targets
I can define hypothesis.
Reasoning Targets
I can justify why a hypothesis may or may not be testable.
Skills (Performance) Targets
I can perform a controlled experiment to test a hypothesis.
Product Targets
I can formulate a testable hypothesis for a scientific investigation.
Rubric - Resources

SCI-10.2.05

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-10.2.05 Identify the independent and dependent variables, the control, and the constants when conducting an experiment
Student Learning Targets:
Knowledge Targets
I can define terms identified in the benchmark.
I can identify the control and experimental group.
Reasoning Targets
I can I can distinguish between many different types of variables and controls.
I can use collected evidence to understand dependent variables.
Skills (Performance) Targets
I design an appropriate experiement using variables.
Product Targets
I can recreate an experiment.
Rubric - Resources

SCI-10.2.07

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-10.2.07 Maintain clear and accurate records of scientific investigations
Student Learning Targets:
Knowledge Targets
I can choose appropriate methods of record keeping.
I can distinguish between qualitative and quantitative data.
Reasoning Targets
I can compare and contrast qualitative and quantitative measurements.
Skills (Performance) Targets
I can collect and record pertinent data accurately.
Product Targets
I can create and share clear and accurate records of scientific investigations.
I can display data through appropriate means (tables, charts, descriptions).
Rubric - Resources

SCI-10.2.08

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-10.2.08 Analyze data found in tables, charts, and graphs to formulate conclusions
Student Learning Targets:
Knowledge Targets
I can select pertinent information from tables, charts, and graphs.
Reasoning Targets
I can analyze data found in tables, charts, and graphs to formulate conclusions.
Skills (Performance) Targets
I can use data to validate outcomes and establish trends.
I can use data to support or reject a hypothesis.
Product Targets
I can use data to design a new question.
Rubric - Resources

SCI-10.3.01

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-10.3.01 Explain how scientific investigations can result in new ideas
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.3.02

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-10.3.02 Classify changes in matter as physical or chemical
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.3.03

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-10.3.03 EIdentify the Law of Conservation of Matter in physical and chemical changes.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.3.04

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-10.3.04 Construct a model of an atom (e.g., protons, neutrons, electrons, nucleus, electron cloud)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.3.05

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-10.3.05 Identify the reactants and products in a chemical reaction
Student Learning Targets:
Knowledge Targets
I can identify reactants and products in a chemical reaction.
I can recall the chemical equations for photosynthesis and cellular respiration.
Reasoning Targets
I can understand how biological processes are dependent on chemistry.
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.3.06

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-10.3.06 Distinguish between balanced and unbalanced chemical equations
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.3.07

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-10.3.07 Use Newton’s Laws to describe the motion of an object
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.3.08

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-10.3.08 Describe the relationships between kinetic and potential energy in basic transformations (e.g., physical and chemical changes)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.3.09

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-10.3.09 Compare and contrast electromagnetic and mechanical waves (i.e. energy, energy transfer, medium)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.3.10

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-10.3.10 Describe the differences between series and parallel circuits
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.4.03

Science Targeted Benchmarks
Standard 4: Life Science

SCI-10.4.03 Explain the relationship between protein structure and function
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.4.06

Science Targeted Benchmarks
Standard 4: Life Science

SCI-10.4.06 Compare and contrast the results of mitosis and meiosis (i.e., mitosis involves a nuclear division that results in two daughter nuclei that are identical to the parent nucleus; meiosis involves two nuclear divisions that result in gametes cells containing half the number of chromosomes)
Student Learning Targets:
Knowledge Targets
I can define key terms involved with mitosis.
I can define key terms involved with meiosis.
Reasoning Targets
I can understand and defend importance of chomosome numbers in organisms.
I can compare and contrast mitosis and meiosis.
I can differentiate between phases of mitosis and meiosis.
Skills (Performance) Targets
I can investigate phases of mitosis and meiosis.
I can utilize current technologies to investigate mitosis and meiosis.
Product Targets
I can create a model of chomosomes within a cell during mitosis and meiosis.
Rubric - Resources

SCI-10.4.12

Science Targeted Benchmarks
Standard 4: Life Science

SCI-10.4.12 Compare and contrast photosynthesis and cellular respiration
Student Learning Targets:
Knowledge Targets
I can understand photosynthesis.
Reasoning Targets
I can compare and contrast photosynthesis and cellular respiration
Skills (Performance) Targets
I can demonstrate the importance of photosynthesis and cellular respiration to metabolism of organisms.
Product Targets
I can collect evidence that photosynthesis and cellular respiration has occured using different techniques.
Rubric - Resources

SCI-10.5.01

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-10.5.01 Explain the relationship between the Big Bang Theory and the origin and evolution of the universe
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.5.02

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-10.5.02 Relate the changes in the Earth’s atmosphere to the evolution of photosynthetic life forms
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.5.03

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-10.5.03 Explain how energy in the Earth system is governed by convection, conduction, and radiation (e.g., heat moves in the Earth’s mantle by convection, conduction occurs along the mid-oceanic ridges, energy from the Sun reaches the Earth through radiation)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.5.04

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-10.5.04 Identify the short-term and long-term effects of physical processes (e.g., plate tectonics, extreme weather phenomenon) on the environment and society
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.5.05

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-10.5.05 Analyze how evidence of past natural hazards and geologic events has predicted subsequent hazards and events (e.g. Gap time method to predict earthquakes and tsunamis)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.5.06

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-10.5.06 Explain the effects of human activities (e.g., dams, levees, farming practices, deforestation, land-use practices, land-management strategies) on the environment
Student Learning Targets:
Knowledge Targets
I can recognize how human activities can affect the environment.
Reasoning Targets
I can evaluate evidence of human activities on the environment.
Skills (Performance) Targets
I can utilize technology to investigate environmental conditions.
Product Targets
I can develop ideas to improve the environment.
Rubric - Resources

SCI-10.6.02

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-10.6.02 Explain how scientific principles have been used to create common technologies (e.g., household appliances, automotive parts, agricultural equipment, textiles, fabrics, computers, Internet resources, CD-ROMs)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can ...
Rubric - Resources

SCI-10.7.01

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-10.7.01 Explain how personal health is related to fitness, substance abuse, sexual activity, and nutrition
Student Learning Targets:
Knowledge Targets
I can define key terms.
Reasoning Targets
I can explain how personal health is related to fitness, substance abuse, sexual activity, and nutrition
Skills (Performance) Targets
I can demonstrate ways to improve personal health.
Product Targets
I can live a healthy lifestyle.
Rubric - Resources

SCI-10.8.01

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-10.8.01 Identify the role of scientists in theoretical and applied science (e.g., careers, employment possibilities)
Student Learning Targets:
Knowledge Targets
I canidentify some science careers.
Reasoning Targets
I can evalute science and technology in future careers.
I can compare careers based on science backgrounds.
Skills (Performance) Targets
I can utilize science and technology skills to understand the roles of scientists in future careers.
Product Targets
I can...
Rubric - Resources

SCI-10.8.02

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-10.8.02 Identify the human characteristics that influence scientific advancement (e.g., intellectual honesty, openness, objectivity, curiosity, skepticism, ethical conduct, cooperation)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-10.8.03

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-10.8.03 Explain how individuals and groups, from different disciplines in and outside of science, contribute to science at different levels of complexity
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-10.8.04

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-10.8.04 Identify theories that have changed over time (e.g., alchemy, atomic structure, model of the solar system)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.1.02

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-09.1.02 Describe the interaction of components within a system (e.g., interactions between living and nonliving components of an ecosystem, interaction between organelles of a cell)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.1.03

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-09.1.03 Explain how a system can be dynamic yet may remain in equilibrium (e.g., water cycle, rock cycle, population)Form And Function
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.1.06

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-09.1.06 Identify principles governing evolution and equilibrium within systems (e.g., cause and effect, positive and negative feedback)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.2.01

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-09.2.01 Explain how scientific investigations can result in new ideas
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.2.02

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-09.2.02 Use appropriate safety equipment and precautions during investigations (e.g., goggles, apron, eye wash station)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.2.06

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-09.2.06 Design and conduct a guided investigation
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.2.07

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-09.2.07 Maintain clear and accurate records of scientific investigations
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.3.02

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-09.3.02 Classify changes in matter as physical or chemical
Student Learning Targets:
Knowledge Targets
I can describe the difference between a physical and chemical change.
Reasoning Targets
I can categorize a change as physical or chemical.
Skills (Performance) Targets
I can observe the difference between a physical and chemical change.
I can perform a lab that represents a physical and chemical change.
Product Targets
I can...
Rubric - Resources

SCI-09.3.03

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-09.3.03 Identify the Law of Conservation of Matter in physical and chemical changes
Student Learning Targets:
Knowledge Targets
I can understand mass is conserved in physical and chemical changes.
Reasoning Targets
I can compare and contrast an open and close system in relation to the Law of Conservation.
Skills (Performance) Targets
I can measure the amount of matter before and after a chemical and physical change.
Product Targets
I can balance a chemical equation based on the Law of Conservation.
Rubric - Resources

SCI-09.3.08

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-09.3.08 Describe the relationships between kinetic and potential energy in basic transformations (e.g., physical and chemical changes)
Student Learning Targets:
Knowledge Targets
I can understrand how kinetic energy relates to temperature.
Reasoning Targets
I can explain how energy is tranferred from one object to another.
Skills (Performance) Targets
I can SKILLS
Product Targets
I can design an energy system to explain potential energy and kinetic energy.
Rubric - Resources

SCI-09.3.10

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-09.3.10 Classify changes in matter as physical or chemical
Student Learning Targets:
Knowledge Targets
I can identify items that are wired in series or parallel.
Reasoning Targets
I can distinguish the difference between a parallel and series circuit.
Skills (Performance) Targets
I can SKILLS
Product Targets
I can construct a parallel circuit and series circuit .
Rubric - Resources

SCI-09.4.01

Science Targeted Benchmarks
Standard 4: Life Science

SCI-09.4.01 Relate cell function to cell structure (i.e., cell wall, cell membrane, nucleus, mitochondria, chloroplast)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.4.02

Science Targeted Benchmarks
Standard 4: Life Science

SCI-09.4.02 Relate the functions of cells in multi-cellular organisms to their cell type (e.g., nerve cells, blood cells, guard cells)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.4.03

Science Targeted Benchmarks
Standard 4: Life Science

SCI-09.4.03 Explain the relationship between protein structure and function
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.4.04

Science Targeted Benchmarks
Standard 4: Life Science

SCI-09.4.04 Relate DNA, genes, and chromosomes
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.4.05

Science Targeted Benchmarks
Standard 4: Life Science

SCI-09.4.05 Explain the relationship between spontaneous changes in DNA and a source of genetic variation
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.4.06

Science Targeted Benchmarks
Standard 4: Life Science

SCI-09.4.06 Compare and contrast the results of mitosis and meiosis (i.e., mitosis involves a nuclear division that results in two daughter nuclei that are identical to the parent nucleus; meiosis involves two nuclear divisions that result in gametes cells containing half the number of chromosomes)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.4.07

Science Targeted Benchmarks
Standard 4: Life Science

SCI-09.4.07 Apply the basic concepts of genetics to predict inherited traits (i.e., segregation, independent assortment, dominant and recessive traits)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.4.08

Science Targeted Benchmarks
Standard 4: Life Science

SCI-09.4.08 Relate the concept of natural selection to its evolutionary consequences
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.4.09

Science Targeted Benchmarks
Standard 4: Life Science

SCI-09.4.09 Identify evidence for evolution (e.g., fossil records, vestigial structures, similarities between organisms, and DNA)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.4.10

Science Targeted Benchmarks
Standard 4: Life Science

SCI-09.4.10 Explain the energy and organization related to trophic pyramids
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.4.11

Science Targeted Benchmarks
Standard 4: Life Science

SCI-09.4.11 Explain how matter and energy flow through living and nonliving components in an ecosystem (e.g., carbon cycle, water cycle, nitrogen cycle)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.4.12

Science Targeted Benchmarks
Standard 4: Life Science

SCI-09.4.12 Compare and contrast photosynthesis and cellular respiration.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.5.01

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-09.5.01 Explain the relationship between the Big Bang Theory and the origin and evolution of the universe
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.5.02

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-09.5.02 Relate the changes in the Earth’s atmosphere to the evolution of photosynthetic life forms
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.5.03

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-09.5.03 Explain how energy in the Earth system is governed by convection, conduction, and radiation (e.g., heat moves in the Earth’s mantle by convection, conduction occurs along the mid-oceanic ridges, energy from the Sun reaches the Earth through radiation)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.5.04

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-09.5.04 Identify the short-term and long-term effects of physical processes (e.g., plate tectonics, extreme weather phenomenon) on the environment and society
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.5.05

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-09.5.05 Analyze how evidence of past natural hazards and geologic events has predicted subsequent hazards and events (e.g. Gap time method to predict earthquakes and tsunamis)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.5.06

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-09.5.06 Explain the effects of human activities (e.g., dams, levees, farming practices, deforestation, land-use practices, land-management strategies) on the environment
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.6.02

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-09.6.02 Explain how scientific principles have been used to create common technologies (e.g., household appliances, automotive parts, agricultural equipment, textiles, fabrics, computers, Internet resources, CD-ROMs)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.6.03

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-09.6.03 Explain how emerging technologies (e.g., genetic manipulation, biofuels, and hydrogen fuels) may impact society and the environment
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.7.01

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-09.7.01 Explain how personal health is related to fitness, substance abuse, sexual activity, and nutrition
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.7.02

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-09.7.02 Identify factors that affect populations (e.g., food webs, carrying capacity, overpopulation, disease, food supply, algal blooms, resources, conservation practices)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.8.01

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-09.8.01 Identify the role of scientists in theoretical and applied science (e.g., careers, employment possibilities)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.8.02

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-09.8.02 Identify the human characteristics that influence scientific advancement (e.g., intellectual honesty, openness, objectivity, curiosity, skepticism, ethical conduct, cooperation)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.8.03

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-09.8.03 Explain how individuals and groups, from different disciplines in and outside of science, contribute to science at different levels of complexity
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.8.04

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-09.8.04 Identify theories that have changed over time (e.g., alchemy, atomic structure, model of the solar system)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-09.8.05

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-09.8.05 Explain how views and attitudes have influenced the development of science (e.g., religion, previous knowledge, cultural tradition, superstition, folklore, legends)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-06.6.02

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-06.6.02 Design a product or solution to a problem given constraints (e.g., limits of time, costs, materials and environmental factors)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-06.6.03

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-06.6.03 Explain the relationship between science and technology
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-06.7.01

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-06.7.01 Explain how natural hazards affect populations, resources, and the environment (e.g., floods, storms, hurricanes, volcanoes, earthquakes)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-06.7.02

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-06.7.02 Explain how recycling and conservation affect populations, resources, and the environment
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-06.8.01

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-06.8.01 Identify various settings in which scientists may work alone or in a team (e.g., industries, laboratories, field work)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-06.8.02

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-06.8.02 Identify scientific advances that have resulted in new ideas and further advance.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-05.1.3

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-05.1.03 Identify details of an object’s form which determine its function (e.g., webbed feet for use in water, human feet for walking, shovel for scooping dirt, a rake for collecting leaves, tape measure and ruler to measure distance).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-05.3.4

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-05.3.04 Identify the effects force and mass have on the motion of an object
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-05.3.5

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-05.3.05 Explain why gravity is called an attracting force.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-05.5.2

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-05.5.02 Identify characteristics of different clouds (i.e., cumulus, stratus, cirrus)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-05.5.3

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-05.5.03 Identify how the components of soil (e.g., plant roots, bacteria, weathered rock) influence the properties of soil (e.g., texture, fertility, capacity to hold water)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-05.7.2

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-05.7.02 Explain ways humans benefit from Earth’s resources (e.g., air, water, soil, food, fuel, building materials)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONINGas
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.1.1

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-04.1.01 Explain changes in the real world using a model (e.g., erosion, volcano, stream table, wing designs for airplanes)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.1.2

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-04.1.02 Identify changes that can be steady or irregular (e.g., floods, earthquakes, erosion, tooth decay).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.2.1

Science Targeted Benchmarks
Standard 2: Science Inquiry

SCI-04.2.01 Review and ask questions about the scientific investigations of others
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.3.1

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-04.3.01 Identify the forms in which water appears when heated and cooled (i.e., water vapor, liquid, solid)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.3.2

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-04.3.02 Explain the relationship between the mass of an object and the sum of its parts.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.3.4

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-04.3.04 Identify the effects forces may have when applied to objects (i.e., start, stop, change direction)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.3.5

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-04.3.05 Describe how the path of light changes (i.e., reflected, absorbed, or allowed to pass through) when it encounters a variety of objects
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.3.6

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-04.3.06 Explain how the pitch of a sound is related to the rate of vibrations.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.3.7

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-04.3.07 Identify ways friction or burning produces heat (e.g., magnifying glass, carpet burn, sunburn)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.4.3

Science Targeted Benchmarks
Standard 4: Life Science

SCI-04.4.03 Identify behaviors of animals as instinctive or learned
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.5.1

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-04.5.01 Describe how as water condenses small droplets of water form clouds and fog
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.5.3

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-04.5.03 Use characteristics to classify Earth’s materials (i.e. rocks, soil)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.5.4

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-04.5.04 Compare fossil evidence to existing organisms
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.6.2

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-04.6.02 Explain how an invention may lead to other inventions
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.7.1

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-04.7.01 Identify consequences of natural and human-induced environmental changes (e.g., erosion, tsunami, deforestation)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.7.2

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-04.7.02 Identify ways in which science and technology have greatly improved human lives (e.g., food quality and quantity, transportation, health, sanitation, communication)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.8.1

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-04.8.01 Identify a variety of careers in the field of science
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-04.8.2

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-04.8.02 Identify scientific advances that changed popular beliefs (e.g., Earth was center of universe, world was flat, man was incapable of flight)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-03.3.2

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-03.3.02 Identify a force as push or pull
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-03.3.5

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-03.3.05 Describe how the path of light tends to maintain its direction and motion until it encounters an object.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-03.4.1

Science Targeted Benchmarks
Standard 4: Life Science

SCI-03.4.01 Identify parts of an organism that have specific functions (e.g., roots absorb water, heart pumps blood)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-03.5.2

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-03.5.02 Identify different uses (e.g., building materials, sources of fuel) of Earth’s materials based on their properties
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-03.5.3

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-03.5.03 Identify ways (e.g., wind, rain, people) that larger rocks break down into smaller rocks
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-03.5.5

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-03.5.05 Explain how stars are like the Sun, but because they are at a great distance, they look like small points of light.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-03.6.1

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-03.6.01 Identify ways technology (e.g., zippers, Velcro, measuring instruments, computers) can be used to solve problems at home and school
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-03.8.1

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-03.8.01 Identify ways people of all ages, genders, and backgrounds use science in their careers and in daily life (e.g., children check temperature conditions to decide what to wear, farmer uses genetic grains, hikers use GPS, depth-finder in boat).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-02.1.01

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-02.1.01 Explain ways models are like (e.g., globe and Earth are both round) and unlike (e.g., different sizes, missing details and functions) real things
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-02.1.02

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-02.1.02 Identify some things that may not work if some of their parts are missing, broken, or assembled incorrectly (e.g., batteries are necessary for some toys to operate, wheels are necessary for a car to function)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-02.1.03

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-02.1.03 Identify changes that are slow (e.g., human development) or fast (e.g., plant growth).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-02.3.01

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-02.3.01 Identify ways (e.g., mixing, heating, cooling, cutting) to make changes in matter
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-02.3.03

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-02.3.03 Sort matter by observable properties (e.g., size, shape, texture, color)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-02.3.04

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-02.3.04 Describe an object’s location (e.g., further than, beside, under, over) relative to another object
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-02.3.05

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-02.3.05 Describe how objects fall unless something holds them up (e.g., apple on a tree, coat on a hook, pencil rolling off a desk)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-02.3.06

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-02.3.06 Identify whether sources of heat and light are natural or human-made (e.g., sunlight, light bulb).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-02.5.03

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-02.5.03 Explain how fossils provide evidence about plants and animals and their environments that lived long ago (e.g., wooly mammoth, fern, ice age).
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-02.5.04

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-02.5.04 Describe how the sun provides light and heat to warm the earth (e.g., land, air, and water)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-02.5.05

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-02.5.05 Explain how the moon appears slightly different every day, but looks nearly the same every four weeks.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-02.6.02

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-02.6.02 Explain how models (e.g., plastic animal figures, skeletal models) can be used to understand science
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-02.7.02

Science Targeted Benchmarks
Standard 7: Science and Other Areas

SCI-02.7.02 Describe some things (e.g., UV Rays, second-hand smoke, pollution) from our environment that are harmful to people
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-02.8.01

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-02.8.01 Identify ways scientists work together to solve problems (e.g., share results, teamwork, investigate)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-01.1.01

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-01.1.01 Identify models that represent real objects (e.g., globe represents the Earth, doll represents a real baby)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-01.3.03

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-01.3.03 Identify different kinds of motion (e.g., straight, circular, back-and-forth) that objects can have.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-01.5.01

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-01.5.01 Explain that short-term weather conditions can change daily, and how weather affects people’s daily activities
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-01.5.02

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-01.5.02 Explain why the sun can only be seen in the daytime, but the moon can be seen sometimes during the day and sometimes at night.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-01.6.01

Science Targeted Benchmarks
Standard 6: Science and Other Areas

SCI-01.6.01 Identify tools/inventions (e.g., computer, car, cell phone) that impact the way we live
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-01.6.02

Science Targeted Benchmarks
Standard 6: Science and Other Areas

SCI-01.6.02 Use several steps to complete a task (e.g., building blocks, art project, group investigation)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-01.8.01

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-01.8.01 Identify ways (e.g., create things, ask questions, make observations, figure things out) that everybody can do science
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-00.1.01

Science Targeted Benchmarks
Standard 1: Unifying Concepts

SCI-00.1.01 Identify models (e.g., dolls, stuffed animals, toy vehicles) that are not real.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-00.3.01

Science Targeted Benchmarks
Standard 3: Physical Science

SCI-00.3.01 Identify the materials that make up an object. (e.g., desk is made up of wood and metal, bike is made up of metal, rubber, and plastic)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-00.5.02

Science Targeted Benchmarks
Standard 5: Earth and Space Science

SCI-00.5.02 Identify models (e.g., dolls, stuffed animals, toy vehicles) that are not real.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-00.6.01

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-00.6.01 Identify natural objects that differ from those made by humans (e.g., rock-brick, sun-light bulb)
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-00.6.02

Science Targeted Benchmarks
Standard 6: Science and Technology

SCI-00.6.02 Identify tools (e.g., scissors, pencil, hammer) that can be helpful or harmful.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-00.8.01

Science Targeted Benchmarks
Standard 8: History and Nature of Science

SCI-00.8.01 Explain why anyone can be a scientist.
Student Learning Targets:
Knowledge Targets
I can KNOWLEDGE
Reasoning Targets
I can REASONING
Skills (Performance) Targets
I can SKILLS
Product Targets
I can...
Rubric - Resources

SCI-01.1

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 1:

Unifying Concepts

In the future this will contain narratives and other information about the Standard.

SCI-00.2

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 2:

Science Inquiry

In the future this will contain narratives and other information about the Standard.

SCI-00.3

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 3:

Physical Science

In the future this will contain narratives and other information about the Standard.

SCI-00.4

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 4:

Life Science

In the future this will contain narratives and other information about the Standard.

SCI-00.5

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 5:

Earth and Space Science

In the future this will contain narratives and other information about the Standard.

SCI-00.6

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standards (6-7-8):

(6-Sci and Tech)(7-Sci and Other)(8-History and Nature of Science)

In the future this will contain narratives and other information about the Standard.

SCI-00.1

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 1:

Unifying Concepts

In the future this will contain narratives and other information about the Standard.

SCI-01.2

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 2:

Science Inquiry

In the future this will contain narratives and other information about the Standard.

SCI-01.3

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 3:

Physical Science

In the future this will contain narratives and other information about the Standard.

SCI-01.4

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 4:

Life Science

In the future this will contain narratives and other information about the Standard.

SCI-01.5

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 5:

Earth and Space Science

In the future this will contain narratives and other information about the Standard.

SCI-01.6

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standards (6-7-8):

(6-Sci and Tech)(7-Sci and Other)(8-History and Nature of Science)

In the future this will contain narratives and other information about the Standard.

SCI-02.1

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 1:

Unifying Concepts

In the future this will contain narratives and other information about the Standard.

SCI-02.2

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 2:

Science Inquiry

In the future this will contain narratives and other information about the Standard.

SCI-02.3

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 3:

Physical Science

In the future this will contain narratives and other information about the Standard.

SCI-02.4

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 4:

Life Science

In the future this will contain narratives and other information about the Standard.

SCI-02.5

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 5:

Earth and Space Science

In the future this will contain narratives and other information about the Standard.

SCI-02.6

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standards (6-7-8):

(6-Sci and Tech)(7-Sci and Other)(8-History and Nature of Science)

In the future this will contain narratives and other information about the Standard.

SCI-03.1

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 1:

Unifying Concepts

In the future this will contain narratives and other information about the Standard.

SCI-03.2

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 2:

Science Inquiry

In the future this will contain narratives and other information about the Standard.

SCI-03.3

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 3:

Physical Science

In the future this will contain narratives and other information about the Standard.

SCI-03.4

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 4:

Life Science

In the future this will contain narratives and other information about the Standard.

SCI-03.5

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 5:

Earth and Space Science

In the future this will contain narratives and other information about the Standard.

SCI-03.6

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standards (6-7-8):

(6-Sci and Tech)(7-Sci and Other)(8-History and Nature of Science)

In the future this will contain narratives and other information about the Standard.

SCI-04.1

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 1:

Unifying Concepts

In the future this will contain narratives and other information about the Standard.

SCI-04.2

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 2:

Science Inquiry

In the future this will contain narratives and other information about the Standard.

SCI-04.3

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 3:

Physical Science

In the future this will contain narratives and other information about the Standard.

SCI-04.4

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 4:

Life Science

In the future this will contain narratives and other information about the Standard.

SCI-04.5

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 5:

Earth and Space Science

In the future this will contain narratives and other information about the Standard.

SCI-04.6

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standards (6-7-8):

(6-Sci and Tech)(7-Sci and Other)(8-History and Nature of Science)

In the future this will contain narratives and other information about the Standard.

SCI-05.1

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 1:

Unifying Concepts

In the future this will contain narratives and other information about the Standard.

SCI-05.2

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 2:

Science Inquiry

In the future this will contain narratives and other information about the Standard.

SCI-05.3

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 3:

Physical Science

In the future this will contain narratives and other information about the Standard.

SCI-05.4

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 4:

Life Science

In the future this will contain narratives and other information about the Standard.

SCI-05.5

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standard 5:

Earth and Space Science

In the future this will contain narratives and other information about the Standard.

SCI-05.6

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

Standards (6-7-8):

(6-Sci and Tech)(7-Sci and Other)(8-History and Nature of Science)

In the future this will contain narratives and other information about the Standard.