MI BIG
OVERVIEW OF SCIENCE CONTENT STANDARDS
Constructing
New Scientific Knowledge | Reflecting
on Scientific Knowledge | Cells
Organization
of Living Things | Heredity |
Evolution | Ecosystem
| Matter and Energy
Changes in Matter | Motion
of Objects | Waves and
Vibrations | Geosphere
Hydrosphere | Atmosphere
and Weather | Solar
System, Galaxy and Universe
Strand I. Constructing New Scientific Knowledge
Scientifically literate students are learners as well as users of
knowledge. With scientific literacy comes the ability to ask questions
about the world that can be answered by using scientific knowledge and
techniques. Scientifically literate students can also develop solutions to
problems that they encounter or questions they ask. In developing
solutions, scientifically literate students may use their ownknowledge and reasoning abilities, seek out additional knowledge from
other sources, and in empirical investigations of the real world. They can
learn by interpreting text, graphs, tables, pictures, or other
representations of scientific knowledge. Finally, scientifically literate
students can remember key points and use sources of information to
reconstruct previously learned knowledge, rather than try to remember
every detail of what they study.
Standard I.1 Constructing New Scientific Knowledge
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Narrative | Inspiration Map
All students will ask questions that help them learn about the world;
design and conduct investigations using appropriate methodology and
technology; learn from books and other sources of information; communicate
their findings using appropriate technology; and reconstruct previously
learned knowledge. There is one standard under Constructing New Scientific
Knowledge. This standard incorporates the ways that scientists and
individuals investigate and learn about the world.
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Strand II. Reflecting on Scientific Knowledge
Scientifically literate students can also "step back" and
analyze or reflect on their own knowledge. One important type of analysis
is the justification of personal knowledge or beliefs using either
theoretically or empirically based arguments. Scientifically literate
students can also show an appreciation for scientific knowledge and the
patterns that it reveals in the world; this often involves seeing
connections among different areas of knowledge. They may be able to take a
cultural perspective on concepts and theories or to discuss institutional
relationships among science, technology, and society . Finally,
scientifically literate students can describe the limitations of their own
knowledge and general.
Standard II.1 Reflecting on Scientific Knowledge
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Inspiration Map
All students will analyze claims for their scientific merit and explain
how scientists decide what constitutes scientific knowledge; how science
is related to other ways of knowing; how science and technology affect our
society; and how people of diverse cultures have contributed to and
influenced developments in science.
There is one standard under Reflecting on Scientific Knowledge. This
standard incorporates the nature of the scientific enterprise, its
strengths, limitations, and connections to other ways of knowing.
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Strand III. Using Scientific Knowledge in Life Science
Scientifically literate students and adults can use their knowledge to
understand the world around them and to guide their actions. Important
types of activities that use scientific knowledge include description and
explanation of real-world objects, systems, or events; prediction of
future events or observations; and the design of systems or courses of
action that enable people to adapt to and modify the world around them. In
the life sciences, real-world contexts in which scientifically literate
people use knowledge are often described in terms of systems and
subsystems, such as cells, organisms, and ecosystems.
Standard III.1 Cells
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Inspiration Map
All students will apply an understanding of cells to the functioning of
multicellular organisms; and explain how cells grow, develop and
reproduce. Cells are the basic living unit of which all organisms are
composed.
Standard III.2 The Organization of Living Things
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Inspiration Map
All students will use classification systems to describe groups of
living things; compare and contrast differences in the life cycles of
living things; investigate and explain how living things obtain and use
energy; and analyze how parts of living things are adapted to carry out
specific functions. Organization of living things occurs both across
species (as in taxonomic organizations) and within organisms (their
structures and processes).
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Standard III.3 Heredity
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Inspiration Map
All students will investigate and explain how characteristics of living
things are passed on through generations; explain why organisms within a
species are different from one another; and explain how new traits can be
established by changing or manipulating genes. Heredity is the means by
which traits are transmitted from one generation to the next.
Standard III.4 Evolution
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Inspiration Map
All students will explain how scientists construct and scientifically
test theories concerning the origin of life and evolution of species;
compare ways that living organisms are adapted (suited) to survive and
reproduce in their environments; and analyze how species change through
time. Evolution explains the diversity of living things and the changes
seen in them over time.
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Standard III.5 Ecosystems
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Inspiration Map
All students will explain how parts of an ecosystem are related and how
they interact; explain how energy is distributed to living things in an
ecosystem; investigate and explain how communities of living things change
over a period of time; describe how materials cycle through an ecosystem
and get reused in the environment; and analyze how humans and the
environment interact. It is within ecosystems that communities of living
things interact.
Strand IV. Using Scientific Knowledge in Physical Science
In the physical sciences, the specification of real-world contexts
often focuses on phenomena, such as motion, electromagnetic interactions,
or physical, chemical, and nuclear changes in matter.
Standard IV.1 Matter and
Energy
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Inspiration Map
All students will measure and describe the things around us; explain
what the world around us is made of; identify and describe forms of
energy; and explain how electricity and magnetism interact with matter.
Matter and energy are the fundamental entities of the physical universe.
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Standard IV.2 Changes in Matter
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Inspiration Map
All students will investigate, describe and analyze ways in which
matter changes; describe how living things and human technology change
matter and transform energy; explain how visible changes in matter are
related to atoms and molecules; and how changes in matter are related to
changes in energy. Physical, chemical, and nuclear interactions of matter
and energy bring about all of the changes we observe in the physical
world.
Standard IV.3 Motion of Objects
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Inspiration Map
All students will describe how things around us move and explain why
things move as they do; demonstrate and explain how we control the motions
of objects; and relate motion to energy and energy conversions. Motion of
objects is accounted for by gravitational, electromagnetic, and nuclear
forces.
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Standard IV.4 Waves and Vibrations
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Inspiration Map
All students will describe sounds and sound waves; explain shadows,
color, and other light phenomena; measure and describe vibrations and
waves; and explain how waves and vibrations transfer energy. Sound, light,
and electromagnetic waves are the means by which energy and information
are propagated.
Strand V. Using Scientific Knowledge in Earth Science
In the earth sciences, real-world contexts are often described in terms
of systems and subsystems, such as atmospheric systems, crystal systems,
solar systems, or galaxies, which are useful in explaining phenomena,
including volcanic eruptions, earthquakes, thunderstorms, and eclipses.
Standard V.1 The Geosphere
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Inspiration Map
All students will describe the earth's surface; describe and explain
how the earth's features change over time; and analyze effects of
technology on the earth's surface and resources. The geosphere includes
earth's surface and geological processes.
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Standard V.2 The Hydrosphere
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Inspiration Map
All students will demonstrate where water is found on earth; describe
the characteristics of water and how water moves; and analyze the
interaction of human activities with the hydrosphere. The Hydrosphere
includes all forms of water. Of particular interest in Michigan is the
water environment in the Great Lakes region.
Standard V.3 The Atmosphere and Weather
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Inspiration Map
All students will investigate and describe what makes up weather and
how it changes from day to day, from season to season and over long
periods of time; explain what causes different kinds of weather; and
analyze the relationships between human activities and the atmosphere.
Weather is composed of patterns of moisture, temperature and pressure
which move through the
atmosphere.
Standard V.4 The Solar System, Galaxy and Universe
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Inspiration Map
All students will compare and contrast our planet and sun to other
planets and star systems; describe and explain how objects in the solar
system move; explain scientific theories as to the origin of the solar
system; and explain how we learn about the universe. We learn about
neighboring and remote celestial bodies through our observations and
exploration of space.
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