Strand 1: Inquiry Process

This process establishes the basis for students 'learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. (Arizona Department of Education Standards Based Teaching and Learning).

Strand 2: History & Nature of Science

This strand focuses on recognizing variables, lab report writing, basic research methods and research writing. Designing and conducting experiments and drawing conclusions from results. Design a graphical representation of collected data. Students will use differing levels of inquiry to discover how science gets done and the nature of science. Cultural historical development that contributed to today's scientific knowledge will be introduced this quarter and continue throughout the year.

1.Explain the phases of the Moon in terms of the relative positions of the Earth, Sun, and Moon.

2.Construct a model for the relative positions of the Earth, Sun, and Moon as they relate to corresponding eclipses.

3.Explain the interrelationship between the Earth¡Ùs tides and the Moon.

4.Explain the seasons in the Northern and Southern Hemispheres in terms of the tilt of the Earth's axis relative to the Earth's revolution around the Sun.

5.Identify the following major constellations visible (seasonally) from the Northern Hemisphere:

a) Orion

b) Ursa Major (Great Bear)

c) Cygnus

d) Scorpius

e) Cassiopeia 

 6. Explain the relationship among common objects in the solar system, galaxy, and  the universe.

1. Classify rocks and minerals by the following observable properties: grain, color, texture, hardness.

2. Describe the properties and the composition of the following major layers of the Earth: crust, mantle, and core.

3. Explain the following processes involved in the formation of the Earth's structure: erosion, deposition, plate, tectonics, and volcanism.

4. Describe how the rock and fossil record show that environmental conditions have changed over geologic and recent time.

1. Explain the rock cycle.

2. Distinguish the components and characteristics of the rock cycle for the following types of rocks: igneous, metamorphic, and sedimentary.

3. Analyze the evidence that lithospheric plate movements occur.

4. Explain lithospheric plate movement as a result of convection.

5. Relate plate boundary movements to their resulting landforms, including: mountains, faults, rift valleys, trenches, volcanoes

6. Describe how earthquakes are measured.

Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world ¨C as living creatures, consumers, decision makers, problem solvers, managers, and planners.

 1. Analyze environmental risks (e.g., pollution, destruction of habitat) caused by human

* reforestation

* habitat restoration

Concept 2: Science and Technology in Society-Develop viable solutions to a need or problem.

Strand 4: Life Science-Life Science expands students¡¯ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment.

Concept 3: Populations of Organisms in an Ecosystem-Analyze the relationships among various organisms and their environment.

   6. Create a model of the interactions of living organisms within an ecosystem.