Parents’ Guide

 

 

 

 

 

Bath Local Schools

 

Eleventh Grade

 

 

 

Ohio Academic Content

Standards

Grade Level Indicator

Checklists

 

 

 

 

Acknowledgements:

 

Robert Fogler, Superintendent

Arline Mase, Assistant Superintendent

John Evanosky, Conotton Valley Curriculum Coordinator

Deb Haglock, Strasburg Curriculum Coordinator

Janis Hunter, Indian Valley Curriculum Coordinator

Elaine Karp, Garaway Curriculum Coordinator

Jeff Raynor, Tuscarawas Valley Curriculum Coordinator

 Jerry Rippeth, Brown Local Curriculum Coordinator

Karen Jenkins, Special Projects

Vikki Horrisberger, Layout and Design

 

 

 

 

 

 

Ordering information for the series may be obtained from the Tuscarawas-Carroll-Harrison ESC.

 

 

 

 

 

 

 

No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, except as may be expressly permitted in writing.

 

 

 

 

 

 

 

 

Curriculum Department

834 East High Avenue

New Philadelphia, Ohio  44663

Phone: 330.308.9939

Fax: 330.308.0964

www.tchesc.k12.oh.us

 

 

 

 

 

 

 

Dear Parents and Guardians,

 

Have you ever wondered if your child is learning what he or she needs to know?

 

Academic Content Standards set expectations for teaching and learning. Standards are statements of knowledge and skills that every child is expected to learn and use in solving everyday problems and to become a contributing citizen. Your child’s school uses the Standards to assist in matching teaching and learning with testing so that youngsters are tested on the same knowledge and skills that they have learned.

 

This booklet tells what your child will be learning this school year in the major academic subjects. The Grade Level Indicators listed are specific statements of the knowledge and skills that a student must demonstrate. The Indicators serve as checkpoints that monitor progress towards the learning that your child will demonstrate on statewide tests, from elementary school all the way through high school.

 

As you look through this parent resource, you will see that the Indicators are grouped under the relevant Standards. The Ohio State Board of Education has adopted Standards and Grade Level Indicators in the core subjects mandated for statewide tests.

 

ENGLISH LANGUAGE ARTS

MATHEMATICS

SOCIAL STUDIES

SCIENCE

 

If after reviewing this booklet, you have questions or concerns, please contact your child’s teacher.

 

 

This parent resource was developed by the Tuscarawas-Carroll-Harrison Educational Service Center to further our mission of “helping schools help students.”

English Language Arts

Acquisition of Vocabulary

Indicator

1.   Recognize and identify how authors clarify meanings of words through context and use definition, restatement, example, comparison, contrast and cause and effect to advance word study.

2.   Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and evaluate the effectiveness of analogous relationships.

3.   Examine and explain the influence of the English language on world literature, communications and popular culture.

4.   Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).

5.   Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

Reading Process: Concepts of Print, Comprehension Strategies and     Self-Monitoring Strategies

Indicator

1.   Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

2.   Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

3.   Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.

4.   Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

5.   Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

Reading Applications: Informational, Technical and Persuasive Text

Indicator

1.   Analyze the rhetorical devices used in public documents, including newspaper editorials and speeches.

2.   Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience.

3.   Analyze the content from several sources on a single issue, clarifying ideas and connecting them to other sources and related topics.

4.   Distinguish between valid and invalid inferences and provide evidence to support the findings,noting instances of unsupported inferences, fallacious reasoning, propaganda techniques, bias and stereotyping.

5.   Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject.

6.   Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences.

English Language Arts

7.   Analyze the structure and features of functional and workplace documents, including format, sequence and headers, and how authors use these features to achieve their purposes and to make information accessible and usable.

8.   Critique functional and workplace documents (e.g., instructions, technical manuals, travel schedules and business memoranda) for sequencing of information and procedures, anticipation of possible reader misunderstandings and visual appeal.

Reading Applications: Literary Text

Indicator

1.   Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions.

2.   Analyze the historical, social and cultural context of setting.

3.   Explain how voice and narrator affect the characterization, plot and credibility.

4.   Evaluate the author’s use of point of view in a literary text.

5.   Analyze variations of universal themes in literary texts.

6.   Recognize characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of a theme or topic.

7.   Analyze the characteristics of various literary periods and how the issues influenced the writers of those periods.

8.   Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis.

Writing Processes

Indicator

1.   Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.

2.   Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys).

3.   Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing.

4.   Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience.

5.   Use organizational strategies (e.g., notes and outlines) to plan writing.

6.   Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing.

7.   Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure).

8.   Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.

9.   Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.

10.    Use available technology to compose text.

11.    Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure.

Indicators continued on next page

English Language Arts

12.    Add and delete examples and details to better elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts.

13.    Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes.

14.    Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice.

15.    Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language.

16.    Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

17.    Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.

Writing Applications

Indicator

1.   Write reflective compositions that:

a.   use personal experiences as a basis for reflection on some aspect of life;

b.   draw abstract comparisons between specific incidents and abstract concepts;

c. maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and

d.   move from specific examples to generalizations about life.

2.   Write responses to literature that:

a.   advance a judgment that is interpretative, analytical, evaluative or reflective;

b.   support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors;

c.    analyze the author’s use of stylistic devices and express an appreciation of the effects the devices create;

d.   identify and assess the impact of possible ambiguities, nuances and complexities within text;

e.   anticipate and answer a reader’s questions, counterclaims or divergent interpretations; and

f.    provide a sense of closure to the writing.

3.   Write functional documents (e.g., requests for information, resumes, letters of complaint, memos and proposals) that:

a.   report, organize and convey information accurately.

b.   use formatting techniques that make a document user-friendly.

c.    anticipate readers’ problems, mistakes and misunderstandings.

English Language Arts

4.   Write informational essays or reports, including research, that:

a.   develop a controlling idea that conveys a perspective on the subject;

b.   create an organizing structure appropriate to purpose, audience and context;

c.    include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources;

d.   make distinctions about the relative value and significance of specific data, facts and ideas;

e.   anticipate and address a reader’s potential biases, misunderstandings and expectations; and

f.    provide a sense of closure to the writing.

5.   Write persuasive compositions that:

a.   articulate a clear position;

b.   support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and

c.    develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning).

6.   Produce informal writings (e.g., journals, notes and poems) for various purposes.

Writing Conventions

Indicator

1.   Use correct spelling conventions.

2.   Use correct capitalization and punctuation.

3.   Use correct grammar (e.g, verb tenses, parallel structure, indefinite and relative pronouns).

Research

Indicator

1.   Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.

2.   Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

3.   Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).

4.   Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes.

5.   Integrate quotations and citations into written text to maintain a flow of ideas.

6.   Use style guides to produce oral and written reports that give proper credit for sources, and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement.

7.   Use a variety of communication techniques (e.g., oral, visual, written or multimedia reports) to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas.

English Language Arts

Communication: Oral and Visual

Indicator

1.   Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings.

2.   Analyze types of arguments used by a speaker, such as causation, analogy and logic.

3.   Critique the clarity, effectiveness and overall coherence of a speaker’s key points.

4.   Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye contact) effect the mood and tone and impact the audience.

5.   Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience.

6.   Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response.

7.   Vary language choices as appropriate to the context of the speech.

8.   Deliver informational presentations (e.g., expository, research) that:

a.   present a clear and distinctive perspective on the subject;

b.   present events or ideas in a logical sequence;

c.    support the controlling idea with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes;

d.   include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution);

e.   use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and

f.    draw from and cite multiple sources including both primary and secondary sources and consider the validity and reliability of sources.

9.   Deliver formal and informal descriptive presentations that convey relevant information and descriptive details.

10.    Deliver persuasive presentations that:

a.   establish and develop a logical and controlled argument;

b.   include relevant evidence, differentiating between evidence and opinion, to support a position and to address counter-arguments or listener bias;

c.    use persuasive strategies, such as rhetorical devices, anecdotes and appeals to emotion, authority, reason, pathos and logic;

d.   consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast, problem-solution); and

e.   use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies).

COMMENTS

 

Mathematics

Number, Number Sense and Operations

Indicator

1.   Determine what properties hold for matrix addition and matrix multiplication; e.g., use examples to show addition is commutative and when multiplication is not commutative.

2.   Determine what properties hold for vector addition and multiplication, and for scalar multiplication.

3.   Represent complex numbers on the complex plane.

4.   Use matrices to represent given information in a problem situation.

5.   Model, using the coordinate plane, vector addition and scalar multiplication.

6.   Compute sums, differences and products of matrices using paper and pencil calculations for simple cases, and technology for more complicated cases.

7.   Compute sums, differences, products and quotients of complex numbers.

8.   Use fractional and negative exponents as optional ways of representing and finding solutions for problem situations; e.g., 27q = (273)2 = 9.

9.   Use vector addition and scalar multiplication to solve problems.

Measurement

Indicator

1.   Determine the number of significant digits in a measurement.

2.   Use radian and degree angle measures to solve problems and perform conversions as needed.

3.   Derive a formula for the surface area of a cone as a function of its slant height and the circumference of its base.

4.   Calculate distances, areas, surface areas and volumes of composite three-dimensional objects to a specified number of significant digits.

5.   Solve real-world problems involving area, surface area, volume and density to a specified degree of precision.

Geometry and Spatial Sense

Indicator

1.   Use polar coordinates to specify locations on a plane.

2.   Represent translations using vectors.

3.   Describe multiplication of a vector and a scalar graphically and algebraically, and apply to problem situations.

4.   Use trigonometric relationships to determine lengths and angle measures; i.e., Law of Sines and Law of Cosines.

5.   Identify, sketch and classify the cross sections of three-dimensional objects.

Patterns, Functions and Algebra

Indicator

1.   Identify and describe problem situations involving an iterative process that can be represented as a recursive function; e.g., compound interest.

2.   Translate a recursive function into a closed form expression or formula for the nth term to solve a problem situation involving an iterative process; e.g., find the value of an annuity after 7 years.

3.   Describe and compare the characteristics of the following families of functions: quadratics with complex roots, polynomials of any degree, logarithms, and rational functions; e.g., general shape, number of roots, domain and range, asymptotic behavior.

Indicators continued on next page

Mathematics

4.   Identify the maximum and minimum points of polynomial, rational and trigonometric functions graphically and with technology.

5.   Identify families of functions with graphs that have rotation symmetry or reflection symmetry about the y-axis, x-axis or y = x.

6.   Represent the inverse of a function symbolically and graphically as a reflection about y = x.

7.   Model and solve problems with matrices and vectors.

8.   Solve equations involving radical expressions and complex roots.

9.   Solve 3 by 3 systems of linear equations by elimination and using technology, and interpret graphically what the solution means (a point, line, plane, or no solution).

10.    Describe the characteristics of the graphs of conic sections.

11.    Describe how a change in the value of a constant in an exponential, logarithmic or radical equation affects the graph of the equation.

Data Analysis and Probability

Indicator

1.   Design a statistical experiment, survey or study for a problem; collect data for the problem; and interpret the data with appropriate graphical displays, descriptive statistics, concepts of variability, causation, correlation and standard deviation.

2.   Describe the role of randomization in a well-designed study, especially as compared to a convenience sample, and the generalization of results from each.

3.   Describe how a linear transformation of univariate data affects range, mean, mode and median.

4.   Create a scatterplot of bivariate data, identify trends, and find a function to model the data.

5.   Use technology to find the Least Squares Regression Line, the regression coefficient, and the correlation coefficient for bivariate data with a linear trend, and interpret each of these statistics in the context of the problem situation.

6.   Use technology to compute the standard deviation for a set of data, and interpret standard deviation in relation to the context or problem situation.

7.   Describe the standard normal curve and its general properties, and answer questions dealing with data assumed to be normal.

8.   Analyze and interpret univariate and bivariate data to identify patterns, note trends, draw conclusions, and make predictions.

9.   Evaluate validity of results of a study based on characteristics of the study design, including sampling method, summary statistics and data analysis techniques.

10.    Understand and use the concept of random variable, and compute and interpret the expected value for a random variable in simple cases.

11.    Examine statements and decisions involving risk; e.g., insurance rates and medical decisions.

COMMENTS


Social Studies

History

Indicator

1.   Evaluate the limitations and the opportunities that result from decisions made in the past including:

a.   Electoral College;

b.   direct election of senators;

c.    income tax; and

d.   length of terms of elected and appointed officials.

2.   Trace key Supreme Court decisions related to a provision of the Constitution (e.g., cases related to reapportionment of legislative districts, free speech or separation of church and state).

People in Societies

Indicator

1.   Choose a government policy or program and analyze how it has affected and been received by one or more racial, ethnic or religious groups:

a.   Indian policies;

b.   immigration laws;

c.    segregation policies; and

d.   selective service laws.

2.   Identify causes of prejudice and demonstrate ways in which legal protections (including constitutional amendments and civil rights legislation) prevent and reduce discrimination.

3.   Identify and analyze governmental policies that enable individuals of different cultures to participate in the United States society and economy including:

a.   naturalization;

b.   voting rights;

c.    racial integration; and

d.   affirmative action.

4.   Explain how the United States has been affected politically, economically and socially by its multicultural diversity (e.g., work force, new ideas and perspectives, and modifications to culture).

Geography

Indicator

1.   Explain how government decisions reflect a society’s values about land use (e.g., zoning, park development or toxic waste disposal).

2.   Analyze and evaluate the consequences of a governmental policy that affects the physical characteristics of a place or region.

3.   Compare and evaluate alternative public policies for the use of land and natural resources at all levels of government.

4.   Identify and analyze the changing political geography at the local, state, national and international levels including:

a.   annexation;

b.   zoning;

c.    congressional reapportionment; and

d.   changes in international boundaries.

Social Studies

Economics

Indicator

1.   Explain the effects of shortages, surpluses and government-enforced controls on prices.

2.   Explain ways that people respond to incentives when allocating their scarce resources in their roles as producers, consumers, savers, workers and investors.

3.   Explain the impact of inflation on economic behavior.

4.   Describe the functions of the components that make up an economic system and describe the relationships among them including:

a.   business;

b.   productive resources;

c.    financial institutions;

d.   government; and

e.   consumers.

5.   Identify factors that cause changes in economic growth including the effects of supply and demand on the labor market.

6.   Identify indicators that provide information to consumers on the current value or purchasing power of money with a focus on the:

a.   Consumer Price Index;

b.   unemployment rate;

c.    Gross Domestic Product (GDP)

7.   Explain how countries use their comparative advantage to produce goods and services for trade with other countries.

8.   Explain the effects of specialization, interdependence and trade on the United States and other countries.

9.   Explain how changes in exchange rates affect consumers and producers.

 

10.    Analyze issues related to the use of different types of taxes to fund public goods and services including:

a.   proportional tax;

b.   progressive tax; and

c.    regressive tax.

11.    Explain why incomes will differ in the labor market depending on supply and demand for skills, abilities and education levels.

12.    Explain the role of individuals in the economy as producers, consumers, savers, workers and investors.

13.    Explain the consequences of the economic choices made by individuals and the tools which they use to manage their financial resources including:

a.   budgets;

b.   savings;

c.    investments;

d.   credit; and

e.   philanthropy.

14.    Describe how interest rates affect savers and borrowers.

Social Studies

Government

Indicator

1.   Analyze the actions of the United States government and evaluate the extent to which those actions reflect characteristics of American democracy and help to serve the public good.

2.   Explain, using examples, how political parties, interest groups, the media and individuals influence the policy agenda and decision-making of government institutions.

3.   Describe the changing relationships among the branches of the national government, and evaluate applications of the principles of separation of powers and checks and balances for serving the public good and protecting individual rights.

4.   Describe the changing relationship among the levels of government in the United States federal system, and evaluate applications of the principle of federalism for serving the public good and protecting individual rights.

5.   Explain the major responsibilities of the federal government for domestic and foreign policy including powers of each branch of the government.

6.   Explain the functions of local and state governments in Ohio and how their powers are derived from the Ohio Constitution.

7.   Explain the philosophical foundations of the American political system as outlined in the Declaration of Independence, the United States Constitution and the Federalist Papers with emphasis on the basic principles of natural rights.

8.   Compare and analyze the powers granted to the national and state governments in the federal system with emphasis on:

a.   concurrent powers;

b.   reserved powers;

c.    implied powers; and

d.   expressed powers.

9.   Explain how interpretations of the basic principles found in the United States Constitution have changed over time.

10.    Explain the importance of the constitutional prohibition against bills of attainder and ex post facto laws and the privilege of habeas corpus.

11.    Explain the role of elections and political parties (including third parties) in facilitating the democratic process.

12.    Describe the ways in which public officials are held accountable for the public good including ways they can acquire and lose their offices with emphasis on:

a.   appointments;

b.   primary and general elections;

c.    the Electoral College;

d.   recall; and

e.   impeachment.

13.    Explain the use of the initiative and referendum in the government of Ohio.

Citizenship Rights and Responsibilities

Indicator

1.   Analyze historical and contemporary examples of citizen movements to bring about political change (e.g., Mothers Against Drunk Driving [MADD], NOW, Common Cause, NAACP and Eagle Forum).

2.   Choose an effective method of citizen participation in the policy process and identify the level of government and person or agency with jurisdiction for a particular set of circumstances.

Indicators continued on next page

Social Studies

3.   Explain how an individual participates in primary and general elections including:

a.   registering to vote;

b.   identifying the major duties, responsibilities and qualifications required for a particular position;

c.    becoming informed about candidates and issues;

d.   declaring or changing party affiliation; and

e.   obtaining, marking and depositing a ballot.

4.   Compare the rights of citizens and resident aliens.

5.   Explain the meaning and importance of each of the rights guaranteed under the Bill of Rights and how they are secured through:

a.   legislation;

b.   the role of the judiciary in upholding rights; and

c.    the role of citizens exercising their rights.

6.   Explain how citizenship includes the exercise of personal responsibility and active participation in a democracy including:

a.   behaving in a civil manner;

b.   being fiscally responsible;

c.    accepting responsibility for the consequences of one’s actions;

d.   practicing civil discourse;

e.   becoming informed on public issues;

f.    voting;

g.   taking action on public issues;

h.   providing public service; and

i.    serving on juries.

Social Studies Skills an d Methods

Indicator

1.   Identify a current public policy issue and arguments relative to the issue.

2.   Determine criteria by which arguments will be judged.

3.   Identify advocacy groups and obtain public policy information they produce.

4.   Adjust a research question or topic based on information obtained while conducting research.

5.   Choose a position on an issue and develop a rationale for that position.

6.   Critique the conclusions drawn from survey and research data by questioning:

a.   sample size;

b.   demographics;

c.    the sponsoring organization; and

d.   logic of the conclusions reached.

7.   Identify appropriate tools for communicating a position on an issue (e.g., electronic resources, newsletters, letters to the editor, public displays and handouts).

8.   Apply the processes of persuasion, compromise and negotiation to the resolution of conflicts and differences.

 

Science

Earth and Space Sciences

Indicator

1.   Describe how the early Earth was different from the planet we live on today, and explain the formation of the Sun, Earth and the rest of the Solar System from a nebular cloud of dust and gas approximately 4.5 billion years ago.

2.   Analyze how the regular and predictable motions of Earth, Sun and Moon explain phenomena on Earth (e.g., seasons, tides, eclipses and phases of the Moon).

3.   Explain heat and energy transfers in and out of the atmosphere and its involvment in weather and climate (radiation, conduction, convection and advection).

4.   Explain the impact of oceanic and atmospheric currents on weather and climate.

5.   Use appropriate data to analyze and predict upcoming trends in global weather patterns (e.g., el Niño and la Niña, melting glaciers and icecaps, changes in ocean surface temperatures).

6.   Explain how interactions among Earth’s lithosphere, hydrosphere, atmosphere and biosphere have resulted in the ongoing changes of the Earth’s system.

7.   Describe the effects of particulates and gases in the atmosphere including those originating from volcanic activity.

8.   Describe the normal adjustments of Earth, which may be hazardous for humans. Recognize that humans live at the interface between the atmosphere driven by solar energy and the upper mantle where convection creates changes in Earth's solid crust. Realize that as societies have grown, become stable and come to value aspects of the environment, vulnerability to natural processes of change has increased.

9.   Explain the effects of biomass and human activity on climate (e.g., climatic change, global warming).

10.    Interpret weather maps and their symbols to predict changing weather conditions worldwide (e.g., monsoons, hurricanes and cyclones).

11.    Analyze how materials from human societies (e.g., radioactive waste, air pollution) affect both physical and chemical cycles of Earth.

12.    Explain ways in which humans have had a major effect on other species (e.g., the influence of humans on other organisms occurs through land use, which decreases space available to other species and pollution, which changes the chemical composition of air, soil and water).

13.    Explain how human behavior affects the basic processes of natural ecosystems and the quality of the atmosphere, hydrosphere and lithosphere.

14.    Conclude that Earth has finite resources and explain that humans deplete some resources faster than they can be renewed.

15.    Use historical examples to show how new ideas are limited by the context in which they are conceived; are often rejected by the social establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., global warming, Heliocentric Theory, Theory of Continental Drift).

16.    Describe advances in Earth and space science that have important long-lasting effects on science and society (e.g., global warming, Heliocentric Theory, Plate Tectonics Theory).

Life Sciences

Indicator

1.   Describe how the maintenance of a relatively stable internal environment is required for the continuation of life, and explain how stability is challenged by changing physical, chemical and environmental conditions as well as the presence of pathogens.

2.   Recognize that chemical bonds of food molecules contain energy. Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed. Some of this energy is released as thermal energy.

3.   Relate how birth rates, fertility rates and death rates are affected by various environmental factors.

Indicators continued on next page

Science

4.   Examine the contributing factors of human population growth that impact natural systems such as levels of education, children in the labor force, education and employment of women, infant mortality rates, costs of raising children, birth control methods, and cultural norms.

5.   Investigate the impact on the structure and stability of ecosystems due to changes in their biotic and abiotic components as a result of human activity.

6.   Predict some possible impacts on an ecosystem with the introduction of a non-native species.

7.   Show how populations can increase through linear or exponential growth with corresponding effects on resource use and environmental pollution.

8.   Recognize that populations can reach or temporarily exceed the carrying capacity of a given environment. Show that the limitation is not just the availability of space but the number of organisms in relation to resources and the capacity of earth systems to support life.

9.   Give examples of how human activity can accelerate rates natural change and can have unforeseen consequences.

10.    Explain how environmental factors can influence heredity or development of organisms.

11.    Investigate issues of environmental quality at local, regional, national and global levels such as population growth, resource use, population distribution, over-consumption, the capacity of technology to solve problems, poverty, the role of economics, politics and different ways humans view the Earth.

12.    Recognize that ecosystems change when significant climate changes occur or when one or more new species appear as a result of immigration or speciation.

13.    Describe how the process of evolution has changed the physical world over geologic time.

14.    Describe how geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations. Recognize that current methods include using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed.

Physical Sciences

Indicator

1.   Explain that elements with the same number of protons may or may not have the same mass and those with different masses (different numbers of neutrons) are called isotopes. Some of these are radioactive.

2.   Explain that humans have used unique bonding of carbon atoms to make a variety of molecules (e.g., plastics).

3.   Describe real world examples showing that all energy transformations tend toward disorganized states (e.g., fossil fuel combustion, food pyramids, electrical use).

4.   Explain how electric motors and generators work (e.g., relate that electricity and magnetism are two aspects of a single electromagnetic force). Investigate that electric charges in motion produce magnetic fields and a changing magnetic field creates an electric field.

Science and Technology

Indicator

1.   Identify that science and technology are essential social enterprises but alone they can only indicate what can happen, not what should happen. Realize the latter involves human decisions about the use of knowledge.

2.   Predict how decisions regarding the implementation of technologies involve the weighing of trade-offs between predicted positive and negative effects on the environment and/or humans.

3.   Explore and explain any given technology that may have a different value for different groups of people and at different points in time (e.g., new varieties of farm plants and animals have been engineered by manipulating their genetic instructions to reproduce new characteristics).

Science

4.   Explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics and ethics of various science-related and technology-related challenges.

5.   Investigate that all fuels (e.g., fossil, solar, nuclear) have advantages and disadvantages; therefore society must consider the trade-offs among them (e.g., economic costs and environmental impact).

6.   Research sources of energy beyond traditional fuels and the advantages, disadvantages and trade-offs society must consider when using alternative sources (e.g., biomass, solar, hybrid engines, wind, fuel cells).

Scientific Inquiry

Indicator

1.   Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation.

2.   Evaluate assumptions that have been used in reaching scientific conclusions.

3.   Design and carry out scientific inquiry (investigation), communicate and critique results through peer review.

4.   Explain why the methods of an investigation are based on the questions being asked.

5.   Summarize data and construct a reasonable argument based on those data and other known information.

Scientific Ways of Knowing

Indicator

1.   Analyze a set of data to derive a hypothesis and apply that hypothesis to a similar phenomenon (e.g., biome data).

2.   Apply scientific inquiry to evaluate results of scientific investigations, observations, theoretical models and the explanations proposed by other scientists.

3.   Demonstrate that scientific explanations adhere to established criteria, for example a proposed explanation must be logically consistent, it must abide by the rules of evidence and it must be open to questions and modifications.

4.   Explain why scientists can assume that the universe is a vast single system in which the basic rules are the same everywhere.

5.   Recognize that bias affects outcomes. People tend to ignore evidence that challenges their beliefs but accept evidence that supports their beliefs. Scientist attempt to avoid bias in their work.

6.   Describe the strongly held traditions of science that serve to keep scientists within the bounds of ethical professional behavior.

7.   Explain how theories are judged by how well they fit with other theories, the range of included observations, how well they explain observations and how effective they are in predicting new findings.

8.   Explain that the decision to develop a new technology is influenced by societal opinions and demands and by cost benefit considerations.

9.   Explain how natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society as well as cause risks.

10.    Describe costs and trade-offs of various hazards - ranging from those with minor risk to a few people, to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations.

11.    Research the role of science and technology in careers that students plan to pursue.



 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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