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=====07.SC - Science=====
^  07.SC.ED - Engineering Design  ^^^
|[[Science:07.SC:07.SC.ED.ETS1-1]]|Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.|Students who demonstrate understanding can: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.|
|[[Science:07.SC:07.SC.ED.ETS1-2]]|Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.|Students who demonstrate understanding can: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.|
|[[Science:07.SC:07.SC.ED.ETS1-3]]|Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.|Students who demonstrate understanding can: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.|
|[[Science:07.SC:07.SC.ED.ETS1-4]]|Develop a model to generate data for repetitive testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.|Demonstrate an understanding of the attitudes and approaches to scientific inquiry|
^  07.SC.ES - Earth and Space Sciences  ^^^
|[[Science:07.SC:07.SC.ES.ESS3-1]]|Construct an evidence-based explanation for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.|Clarification Statement: Emphasis is on how these resources are limited and typically non- renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).|
|[[Science:07.SC:07.SC.ES.ESS3-3]]|Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.|Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).|
|[[Science:07.SC:07.SC.ES.ESS3-4]]|Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.|Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.|
^  07.SC.LS - Life Sciences  ^^^
|[[Science:07.SC:07.SC.LS.LS1-1]]|Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.|Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non- living things, and understanding that living things may be made of one cell or many and varied cells.|
|[[Science:07.SC:07.SC.LS.LS1-2]]|Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function.|Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.|
|[[Science:07.SC:07.SC.LS.LS1-3]]|Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.|Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.|
|[[Science:07.SC:07.SC.LS.LS1-4]]|Use an evidence-based argument to support an explanation for how characteristic behaviors and/or structures of organisms affect the probability of their successful reproduction.|Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building and burrowing to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract pollinators, and hard shells on nuts that squirrels bury.|
|[[Science:07.SC:07.SC.LS.LS1-5]]|Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.|Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds. Alaskan examples include fish sizes/population in fresh vs. salt water or of varying water temperatures, deer size and color (Sitka blacktail deer), bear size and color.|
|[[Science:07.SC:07.SC.LS.LS1-6]]|Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.|Clarification Statement: Emphasis is on tracing the role of vegetation in movement of matter and flow of energy. Alaskan examples include: caribou eating lichen through the winter, forests and other ecosystems thriving with contribution of decaying salmon, and phytoplankton and seaweed in marine food chain.|
|[[Science:07.SC:07.SC.LS.LS1-7]]|Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.|Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.|
|[[Science:07.SC:07.SC.LS.LS1-8]]|Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.|Students who demonstrate understanding can: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.|
|[[Science:07.SC:07.SC.LS.LS2-1]]|Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.|Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources. This emphasis should include local ecosystem processes and traditional native ways of knowing.|
|[[Science:07.SC:07.SC.LS.LS2-2]]|Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.|Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.|
|[[Science:07.SC:07.SC.LS.LS2-3]]|Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.|Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system. Examples should include: food web, energy pyramid, cycles of water, oxygen, nitrogen, and carbon. Alaska references could include animal droppings contributing nutrients to tundra and other ecosystems.|
|[[Science:07.SC:07.SC.LS.LS2-4]]|Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.|Clarification Statement: Emphasis is on recognizing patterns in data, evaluating the validity of and analyzing the evidence, and making logical inferences that explain or predict changes in population based on physical or biological changes.|
|[[Science:07.SC:07.SC.LS.LS2-5]]|Evaluate competing design solutions for maintaining biodiversity and ecosystem services.|Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.|
|[[Science:07.SC:07.SC.LS.LS3-2]]|Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.|Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.|
|[[Science:07.SC:07.SC.LS.LS4-4]]|Construct and present an evidence-based explanation of how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.|Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.|
|[[Science:07.SC:07.SC.LS.LS4-6]]|Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.|Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.|
^  07.SC.PS - Physical Sciences  ^^^
|[[Science:07.SC:07.SC.PS.PS2-3]]|Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.|Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, the effect of increasing the number or strength of magnets on the speed of an electric motor, or a change in the range and intensity of the aurora over time.|
|[[Science:07.SC:07.SC.PS.PS2-5]]|Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.|Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or simulations.|
|[[Science:07.SC:07.SC.PS.PS3-1]]|Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.|Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or simulations.|
|[[Science:07.SC:07.SC.PS.PS3-2]]|Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.|Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.|
|[[Science:07.SC:07.SC.PS.PS4-1]]|Qualitatively and quantitatively describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.|Clarification Statement: Examples can include waves modeled with a jump rope, slinky, water, seismic activity, and sound.|
|[[Science:07.SC:07.SC.PS.PS4-2]]|Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.|Clarification Statement: Emphasis is on both light and mechanical waves (including sound). Examples of models could include drawings, simulations, and written descriptions. Alaskan examples include whale echolocation, or use of sonar projection of the sea floor and fish populations.|
|[[Science:07.SC:07.SC.PS.PS4-3]]|Integrated with HS PS4-2|Evaluate questions about the advantages and disadvantages of using digital transmission and storage of information with respect to that of forms other than digital, including analog. [Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.]|