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Poyen School |
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Poyen School Curriculum K - 12 2007-2008 |
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Science - Seventh Grade |
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Observations
The learner will be able to
interpret evidence based on observations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.7.1 |
Classroom
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Instructional Resources |
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| · |
Activity, Science Book [Teaching Strategies]. Chapter 1-Students will be able to set up and interpret an experiment based on the principles of the scientific method. |
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Assessment Resources |
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Lab, Rolie Polie Experiment [Tests]. |
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Emperical Evidence
The learner will be able to
analyze components of experimental design used to produce emperical evidence: hypothesis, replication, sample size, appropriate use of control, use of standardized variables.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.7.2 |
Classroom
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Instructional Resources |
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| · |
Lab, Experiment following scientific method-rolie polie [Teaching Strategies]. |
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Assessment Resources |
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Lab, Rolie Polie [Tests]. written results of scientific method |
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Mean/Median/Mode/Range
The learner will be able to
interpret scientific data using mean, median, mode, and range using SI units.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.7.3 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Chapter 1, section 3, page 19-Discuss |
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Scientific Data
The learner will be able to
construct and interpret scientific data using: histograms, circle graphs, scatter plots, double line graphs, line graphs by approximating line of best fit.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.7.4 |
Classroom
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Instructional Resources |
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| · |
Resources, Science Book [Teaching Strategies]. Interpreting graphics-chapter reviews |
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Assessment Resources |
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| · |
Science Book, Chapter test interpreting graphics & labs [Textbook]. |
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Results
The learner will be able to
communicate results and conclusions from scientific inquiry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.7.5 |
Classroom
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Instructional Resources |
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Activity, lab write up [Teaching Strategies]. |
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Assessment Resources |
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Activity, Rolie Polie Lab [Textbook]. written results of lab conclusions |
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Data Collection
The learner will be able to
develop and implement strategies for long-term, accurate data collection.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.7.6 |
Classroom
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Instructional Resources |
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| · |
Activity, Long term temperature projects [Teaching Strategies]. |
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Assessment Resources |
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Activity, written accurate data collection of project [Textbook]. |
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Questions
The learner will be able to
distinguish between questions that can and cannot be answered by science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.7.7 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Chapter 1-Discussion of nature of science. |
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Assessment Resources |
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Activity, Science Book [Textbook]. Directed reading activity-chapter 1, section 1. |
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Theory
The learner will be able to
explain the role of testability and modification in the development of a theory.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.7.8 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Discussion of Scientific Theory-Chapter 1, section 2, p. 18. |
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Hypotheses/Laws/Theories
The learner will be able to
compare and contrast hypotheses, laws, and theories.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.7.9 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Chapter 1-Discussion of scientific knowledge |
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Hierarchical Relationships
The learner will be able to
illustrate the hierarchical relationships of cells, tissues, organs, and organ systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.7.1 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Discussion body organization and structure-Chapter 22 sect. 1. Organization of life-Chapter 3, sect. 1. |
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Organs
The learner will be able to
analyze how two or more organs work together to perform a function (e.g., mouth and stomach to digest food).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.7.2 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Organs and organ systems-chapter 23 & 24 |
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Organ Systems
The learner will be able to
identify organ systems in vertebrates and plants.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.7.3 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Vertebrate Systems-Chapters 22, 23, 24, 25. Structures of Plants-chapter 12, pp. 284-287. |
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Tissues/Organs/Organ Systems
The learner will be able to
analyze the structure and function of tissues, organs, and organ systems of a vertebrate and an angiosperm using various models or methods of dissection.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.7.4 |
Classroom
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Instructional Resources |
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Lab, Dissection Labs [Teaching Strategies]. |
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Vertebrate vs. Plant Organ
The learner will be able to
compare and contrast vertebrate systems and plant organ systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.7.5 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Vertebrate Systems-chapters 22, 23, 24, 25. Plant systems- Chap. 12, pp. 284-287. |
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Human Body Systems
The learner will be able to
identify human body systems: nervous, digestive, circulatory, respiratory, excretory, integumentary, skeletal/muscular, endocrine, reproductive.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.7.6 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Unit 7-Chapter 22 Body organization and structure p. 520. Chapter 23 Circulation and Respiration p. 544. Chapter 24, The Digestive and Urinary System p. 566. Chapter 25, Communication and Control p. 586. Chapter 26, Reproduction and Development p. 610. |
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Structure & Functions
The learner will be able to
relate the structure of vertebrate and plant body systems to their functions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.7.7 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Vertebrate Organ Systems-Chapters 22-25. Structures of plants Ch. 12 p. 284-287. |
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Human Body Functions
The learner will be able to
investigate functions of human body systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.7.8 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Unit 7 Human Body Systems-Ch. 22-26. |
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Assessment Resources |
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Activity, Explain functions of each human body systems [Textbook]. |
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Major Organ Systems
The learner will be able to
describe interactions between major organ systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.7.9 |
Classroom
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Instructional Resources |
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Lab, Correlate interactions between major organ systems [Teaching Strategies]. |
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Research
The learner will be able to
investigate careers, scientists, and historical breakthroughs related to life systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.7.10 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Careers-Zoologist p. 32 Paleobotanist p. 199 Ethnobotanist p. 297 Ecologist p. 495 Biologist p. 516 Naturopathic Physician p. 652. |
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Complete Organism
The learner will be able to
explain that the fertilized egg cell carries genetic information from each parent and multiplies to form a complete organism.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Life Cycles, Reproduction, and Heredity |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 L.S.3.7.1 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Reproduction and Development ch. 26, sec. 1,2,3 p. 610 |
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Sperm/Egg Cell
The learner will be able to
distinguish between sperm cells and egg cells.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Life Cycles, Reproduction, and Heredity |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 L.S.3.7.2 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Ch 26 p. 613 Reproduction & Development |
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Sexual Reproduction
The learner will be able to
compare and contrast the structure and function of the sperm cell and the egg cell in vertebrates and plants and their role in sexual reproduction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Life Cycles, Reproduction, and Heredity |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 L.S.3.7.3 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Plant Process chapter 13 p. 300. Reproduction & Development ch. 26 p. 613 |
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Embryos
The learner will be able to
investigate and analyze the development of embryos.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Life Cycles, Reproduction, and Heredity |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 L.S.3.7.4 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Reproduction & Development ch 26 sec 3 p 620 |
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Poultry Egg
The learner will be able to
dissect a poultry egg to analyze its structure (e.g., paper, plastic, or clay models, virtual dissection, or specimen dissection).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Life Cycles, Reproduction, and Heredity |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 L.S.3.7.5 |
Classroom
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Instructional Resources |
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| · |
Lab, Science lab [Teaching Strategies]. |
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Flowers
The learner will be able to
dissect a flower to analyze the reproductive system of angiosperms (e.g., paper, plastic, or clay models; virtual dissection; or specimen dissection).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Life Cycles, Reproduction, and Heredity |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 L.S.3.7.6 |
Classroom
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Instructional Resources |
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| · |
Lab, Science lab [Teaching Strategies]. |
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Sexual/Asexual Reproduction
The learner will be able to
differentiate between sexual and asexual reproduction in: vertebrates, plants.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Life Cycles, Reproduction, and Heredity |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 L.S.3.7.7 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Reproduction & Development p. 610. Plant Pocesses p. 300 |
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Chromosomes
The learner will be able to
identify the number and source of chromosomes in human body cells.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Life Cycles, Reproduction, and Heredity |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 L.S.3.7.8 |
Classroom
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Instructional Resources |
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| · |
Resources, Science Book [Teaching Strategies]. The cell in action chapter 4 sec 3 p 92-93. Reproduction & Development ch 26 sec 1 p 613. |
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Chromosomes: Sex Cells
The learner will be able to
identify the number and source of chromosomes in human sex cells.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Life Cycles, Reproduction, and Heredity |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 L.S.3.7.9 |
Classroom
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Instructional Resources |
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| · |
Resources, Science Book [Teaching Strategies]. Reproduction & Development ch 26 p 613 |
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Cell Division
The learner will be able to
explain the role of cell division.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Life Cycles, Reproduction, and Heredity |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 L.S.3.7.10 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. The cell in action ch 4 sec 3 p 92-95. |
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Research
The learner will be able to
investigate careers, scientists, and historical breakthroughs related to reproduction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Life Cycles, Reproduction, and Heredity |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 L.S.3.7.11 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Chapter 7 The Evolution of living things sec 3 p. 158. |
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Homeostasis
The learner will be able to
summarize the interactions between organ systems in the maintenance of homeostasis.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Life Cycles, Reproduction, and Heredity |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 L.S.3.7.12 |
Classroom
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Instructional Resources |
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| · |
Resources, Science Book [Teaching Strategies]. Body Organization & Structure ch. 22 section 1 p 522 |
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Reproduction
The learner will be able to
explain the role of reproduction in the continuation of a species.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 L.S.4.7.1 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Ch. 2 It's alive! Or is it? sect 1 characteristics of living things p. 38. |
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Elements
The learner will be able to
explain how a small number of naturally-occurring elements can result in the large variety of substances found in the world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter, Properties, and Changes |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 P.S.5.7.1 |
Classroom
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Instructional Resources |
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| · |
Resources, Teacher Notes [Teaching Strategies]. |
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Common Compounds
The learner will be able to
create models of common compounds: water, carbon dioxide, salt, iron oxide, ammonia.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter, Properties, and Changes |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 P.S.5.7.2 |
Classroom
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Instructional Resources |
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| · |
Lab, Science lab [Teaching Strategies]. |
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Identify compounds
The learner will be able to
identify compounds as substances consisting of two or more elements chemically combines.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter, Properties, and Changes |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 P.S.5.7.3 |
Classroom
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Instructional Resources |
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| · |
Resources, Teacher Notes [Teaching Strategies]. |
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Compounds vs Elements
The learner will be able to
compare and contrast properties of compounds to those of the elements that compose them: salt: sodium, chlorine/ water: hydrogen, oxygen/ carbon dioxide: carbon, oxygen.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter, Properties, and Changes |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 P.S.5.7.4 |
Classroom
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| |
Instructional Resources |
| |
| · |
Lab, Science lab [Teaching Strategies]. |
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Assessment Resources |
| |
| · |
Lab, Compounds-Elements [Tests]. Written compare and contrast properties of compounds to those of the elements that compose them. |
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Mixtures
The learner will be able to
demonstrate techniques for forming and separating mixtures: mixing, magnetic attraction, evaporation, filtration, chromatography, settling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter, Properties, and Changes |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 P.S.5.7.5 |
Classroom
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| |
Instructional Resources |
| |
| · |
Lab, Science lab [Teaching Strategies]. |
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Substances
The learner will be able to
classify substances as: elements, compounds, mixtures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter, Properties, and Changes |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 P.S.5.7.6 |
Classroom
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| |
Instructional Resources |
| |
| · |
Resources, Science Book [Teaching Strategies]. physical science p 802-803 |
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Solvent/Solute/Solution
The learner will be able to
distinguish among solvent, solute, and solution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter, Properties, and Changes |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 P.S.5.7.7 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Resources, Teacher Notes [Teaching Strategies]. |
| · |
Lab, Science lab [Teaching Strategies]. |
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Solubility Rates
The learner will be able to
investigate the effect of variables on solubility rates.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter, Properties, and Changes |
|
Master |
1.0 |
Arkansas Science Curriculum Framewo | | |
