Grade-Level Indicators
SCIENCE
Grade 10
GRADE TEN
Earth and Space Sciences
Life Sciences
Physical Sciences
Science and Technology
Scientific Inquiry
Scientific Ways of Knowing
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Earth and Space Sciences
Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the Solar System and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth’s systems, processes that shape the Earth and Earth’s history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the Solar System, and the Universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the Earth and space sciences. |
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Benchmark A. Explain how evidence from
stars and other celestial objects provide information about the
processes that cause changes in the composition and scale of the
physical universe.
No indicators present for this benchmark. Benchmark B. Explain that many processes occur in patterns within the Earth's systems. Earth Systems 1. Summarize the relationship between the climatic zone and the resultant biomes. (This includes explaining the nature of the rainfall and temperature of the mid-latitude climatic zone that supports the deciduous forest.) 2. Explain climate and weather patterns associated with certain geographic locations and features (e.g., tornado alley, tropical hurricanes and lake effect snow). Benchmark C. Explain the 4.5 billion-year-history of Earth and the 4 billion-year-history of life on Earth based on observable scientific evidence in the geologic record. Earth Systems 3. Explain how geologic time can be estimated by multiple methods (e.g., rock sequences, fossil correlation, radiometric dating). 4. Describe how organisms on Earth contributed to the dramatic change in oxygen content of Earth’s early atmosphere. Benchmark D. Describe the finite nature of Earth's resources and those human activities that can conserve or deplete Earth's resources. Earth Systems 5. Explain how the acquisition and use of resources, urban growth and waste disposal can accelerate natural change and impact the quality of life. 6. Describe ways that human activity can alter biogeochemical cycles (e.g., carbon and nitrogen cycles) as well as food webs and energy pyramids (e.g., pest control, legume rotation crops vs. chemical fertilizers). Benchmark E. Explain the processes that move and shape Earth's surface. No indicators present for this benchmark. Benchmark F. Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences. Historical Perspectives and Scientific Revolutions 7. Describe advances and issues in Earth and space science that have important long-lasting effects on science and society (e.g., geologic time scales, global warming, depletion of resources, exponential population growth). |
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Life Sciences
Students will demonstrate an
understanding of how living systems function and how they interact with
the physical environment. This includes an understanding of the cycling
of
matter and flow of energy in living systems. An understanding of
the characteristics, structure, and function of cells, of organisms and
of living systems will be developed as well as a deeper understanding
of the principles of heredity, biological evolution, and the diversity
and interdependence of life. Students will also demonstrate an
understanding of different historical perspectives, scientific
approaches and emerging scientific issues associated with the life
sciences. |
| Benchmark A. Explain that cells are the basic unit of
structure and function of living organisms, that once life originated
all cells come from pre-existing cells, and that there are a variety of
cell types. Characteristics and Structure of Life 1. Explain that living cells a. Are composed of a small number of key chemical elements (carbon, hydrogen, oxygen, nitrogen, phosphorus and sulfur) b. Are the basic unit of structure and function of all living things c. Come from pre-existing cells, and d. Are different from viruses. 2. Compare the structure, function and interrelatedness of cell organelles in eukaryotic cells (e.g., nucleus, chromosome, mitochondria, cell membrane, cell wall, chloroplast, cilia, flagella) and prokaryotic cells. Benchmark B. Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and development. Characteristics and Structure of Life 3. Explain the characteristics of life as indicated by cellular processes including a. Homeostasis b. Energy transfers and transformation c. Transportation of molecules d. Disposal of wastes e. Synthesis of new molecules 4. Summarize the general processes of cell division and differentiation, and explain why specialized cells are useful to organisms and explain that complex multicellular organisms are formed as highly organized arrangements of differentiated cells. Benchmark C. Explain the genetic mechanisms and molecular basis of inheritance. Heredity 5. Illustrate the relationship of the structure and function of DNA to protein synthesis and the characteristics of an organism. 6. Explain that a unit of hereditary information is called a gene, and genes may occur in different forms called alleles (e.g., gene for pea plant height has two alleles, tall and short). 7. Describe that spontaneous changes in DNA are mutations, which are a source of genetic variation. When mutations occur in sex cells, they may be passed on to future generations; mutations that occur in body cells may affect the functioning of that cell or the organism in which that cell is found. 8. Use the concepts of Mendelian and non-Mendelian genetics (e.g., segregation, independent assortment, dominant and recessive traits, sex-linked traits, jumping genes) to explain inheritance. Benchmark D. Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological). Diversity and Interdependence of Life 9. Describe how matter cycles and energy flows through different levels of organization in living systems and between living systems and the physical environment. Explain how some energy is stored and much is dissipated into the environment as thermal energy (e.g., food webs and energy pyramids). 10. Describe how cells and organisms acquire and release energy (photosynthesis, chemosynthesis, cellular respiration and fermentation). 11. Explain that living organisms use matter and energy to synthesize a variety of organic molecules (e.g., proteins, carbohydrates, lipids and nucleic acids) and to drive life processes (e.g., growth, reacting to the environment, reproduction and movement). Benchmark E. Explain how evolutionary relationships contribute to an understanding of the unity and diversity of life. Diversity and Interdependence of Life 12. Describe that biological classification represents how organisms are related with species being the most fundamental unit of the classification system. Relate how organisms are arranged into a hierarchy of groups and subgroups based on similarities and differences that reflect their evolutionary relationships. 13. Explain that the variation of organisms within a species increases the likelihood that at least some members of a species will survive under gradually changing environmental conditions. 14. Relate diversity and adaptation to structures and their functions in living organisms (e.g., adaptive radiation). Benchmark F. Explain the structure and function of ecosystems and relate how ecosystems change over time. Diversity and Interdependence of Life 15. Explain how living things interact with biotic and abiotic components of the environment (e.g., predation, competition, natural disasters and weather). 16. Relate how distribution and abundance of organisms and populations in ecosystems are limited by the ability of the ecosystem to recycle materials and the availability of matter, space and energy. 17. Conclude that ecosystems tend to have cyclic fluctuations around a state of approximate equilibrium that can change when climate changes, when one or more new species appear as a result of immigration or when one or more species disappear. Benchmark G. Describe how human activities can impact the status of natural systems. Diversity and Interdependence of Life 18. Describe ways that human activities can deliberately or inadvertently alter the equilibrium in ecosystems. Explain how changes in technology/biotechnology can cause significant changes, either positive or negative, in environmental quality and carrying capacity. 19. Illustrate how uses of resources at local, state, regional, national, and global levels have affected the quality of life (e.g., energy production, sustainable vs. nonsustainable agriculture). Benchmark H. Describe a foundation of biological evolution as the change in gene frequency of a population over time. Explain the historical and current scientific developments, mechanisms and processes of biological evolution. Evolution Theory 20. Recognize that a change in gene frequency (genetic composition) in a population over time is a foundation of biological evolution. 21. Explain that natural selection leads to organisms that are well suited for survival in particular environments. Explain how chance alone can result in the persistence of some inherited characteristics having a reproductive advantage or disadvantage for the organism. Recognize that when an environment changes, the survival value of some inherited characteristics may change. 22. Describe historical scientific developments that occurred in evolutionary thought (e.g., Lamarck and Darwin, Mendelian Genetics and modern synthesis). 23. Explain that natural selection provides the following mechanism for evolution, variation in inherited characteristics exist within every species. These characteristics give individuals an advantage over others in surviving and reproducing, and the advantaged offspring are more likely to survive and reproduce. Therefore, the proportion of individuals that have advantageous characteristics will increase. Benchmark I. Explain how natural selection and other evolutionary mechanisms account for the unity and diversity of past and present life forms. Evolution Theory 24. Analyze how natural selection and other evolutionary mechanisms (e.g. genetic drift, immigration, emigration, mutation) and their consequences provide a scientific explanation for the diversity and unity of past life forms, as depicted in the fossil record, and present life forms. 25. Explain that life on Earth is thought to have begun as simple, one celled organisms approximately 4 billion years ago. During most of the history of the Earth only single celled microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multicellular organism evolved. Benchmark J. Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of life sciences. Historical Perspectives and Scientific Revolutions 26. Use historical examples to explain how new ideas are limited by the context in which they are conceived. These ideas are often rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., biological evolution, germ theory, biotechnology, discovering germs). 27. Describe advances in life sciences that have important long-lasting effects on science and society (e.g., biological evolution, germ theory, biotechnology, discovering germs). 28. Analyze and investigate emerging scientific issues (e.g., genetically modified food, stem cell research, genetic research, cloning). |
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Physical Sciences
Students demonstrate an understanding of the
composition of physical systems and the concepts and principles that
describe and predict physical interations and events in the natural
world. This includes demonstrating an understanding of the structure
and properties of matter, the properties of materials and objects,
chemical reactions and the conservation of matter. In addition, it
includes understanding the nature, transfer and conservation of energy,
as well as motion and the forces affecting motion, the nature of waves
and interactions of matter and energy. Students also demonstate an
understanding of the historical perspectives, scientific approaches and
emerging scientific issues associated with the physical sciences. |
| (No 10th Grade Physical Science indicators.) |
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Science and Technology
Students should recognize that science and
technology are interconnected and that using technology involves
assessment of the benefits, risks and costs. Students should build
scientific and technological knowledge as well as the skills required
to design and construct devices. In addition, they should develop the
processes to solve problems and understand that problems may be solved
in several ways. |
| Benchmark A. Explain the ways in which the processes
of technological design respond to the needs of society. Abilities To Do Technological Design 3. Explain that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced and disposed of in addition to who will sell, operate and take care of it. Explain how the costs associated with these considerations may introduce additional constraints on the design. Benchmark B. Explain that science and technology are interdependent; each drives the other. Abilities To Do Technological Design 1. Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems. 2. Describe examples of scientific advances and emerging technologies and how they may impact society. |
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Scientific Inquiry
Students will develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They will understand how to develop hypotheses and make predictions. They will be able to reflect on scientific practices as they develop plans of action to create and evalutate a variety of conclusions. Students will also demonstrate the ability to communicate their findings to others. |
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Benchmark A. Participate in and apply
the processes of scientific investigation to create models and to
design, conduct, evaluate and communicate the results of these
investigations.
Doing Scientific Inquiry 1. Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g. OSHA, MSDS, eyewash, goggles, ventilation). 2. Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology. 3. Use mathematical models to predict and analyze natural phenomena. 4. Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations. 5. Explain how new scientific data can cause any existing scientific explanation to be supported, revised or rejected. |
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Scientific Ways of Knowing
Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification, and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students will reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world. |
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Nature of Science 1. Discuss science as a dynamic body of knowledge that can lead to the development of entirely new disciplines. 2. Describe that scientists may disagree about explanations of phenomena, about interpretation of data or about the value of rival theories, but they do agree that questioning, response to criticism and open communication are integral to the process of science. 3. Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena. Benchmark B. Explain how scientific inquiry is guided by knowledge, observations, ideas and questions. No indicators present for this benchmark. Benchmark C. Describe the ethical practices and guidelines in which science operates. Ethical Practices 4. Recognize that ethical considerations limit what scientists can do. 5. Recognize that research involving voluntary human subjects should be conducted only with the informed consent of the subjects and follow rigid guidelines and/or laws. 6. Recognize that animal-based research must be conducted according to currently accepted professional standards and laws. Benchmark D. Recognize that scientific literacy is part of being a knowledgeable citizen. Science and Society 7. Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue. |
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