draft a l a b a t e n d e d s t a science standards... · alabama extended standards are based on...

A L A B A M A E X T E N D E D S T A N D A R D S

SCIENCE GRADES K ‐ 12

Michael Sentance, State Superintendent of Education ∙ Alabama State Department of Education

September 2016

DRAFT

For information regarding the Alabama Extended Standards: Science, contact: Alabama State Department of Education Special Education Services 3317 Gordon Persons Building 50 North Ripley Street Montgomery, Alabama 36104; or by mail to P.O. Box 302101 Montgomery, Alabama 36130‐2101 Telephone number (334) 242‐8114 Email address [email protected] 2016 Michael Sentance, State Superintendent of Education Alabama State Department of Education

Alabama State Department of Education, Michael Sentance, State Superintendent of Education September 2016. The Alabama State Board of Education and the Alabama State Department of Education do not discriminate on the basis of race, color, disability, sex, religion, national origin, or age in its programs, activities, or employment and provide equal access to the Boy Scouts and other designated youth groups. The following person is responsible for handling inquiries regarding the non-discrimination policies: Title IX Coordinator, Alabama State Department of Education, P.O. Box 302101, Montgomery, AL 36130-2101, telephone (334) 242-8165.

DRAFT

ALABAMA EXTENDED STANDARDS: SCIENCE Table of Contents

PREFACE…………………………………………………………………………….…………..iv

ACKNOWLEDGEMENTS…………………………………………………………….…………v

ORGANIZATION OF THE ALABAMA EXTENDED STANDARDS……………………........1

Grade K…………………………………………………………………………….………….......3

Grade 1…………………………………………………………………………………………….4

Grade 2…………………………………………………………………………………………….7

Grade 3…………………………………………………………………………………………….9

Grade 4………………………………………………………………………………………….....12

Grade 5………………………………………………………………………………………….....14

Grade 6…………………………………………………………………………………………….16

Grade 7………………………………………………………………………………………….....18

Grade 8….........................................................................................................................................20

Grade 9…….....................................................................................................................................22

Grade 10........................................................................................................................…...............24

Grade 11…………………………………………………………………………………………...26

Grade 12...........................................................................................................................................28

APPENDIX:

A. Major Organs of the Human Body………….……………………………...….…31

B. Major Bones of the Human Body………….………………………………….…31

C. Major Muscles of the Human Body…………………………………………..…31

D. Renewable Resources…………………………………………………………....31

DRAFT

Alabama Extended Standards: SCIENCE iv

PREFACE

The Alabama Extended Standards are extensions of the state academic content standards for each grade level. The

Alabama Extended Standards are based on the academic content standards found in the Alabama Course of Study.

They are designed to allow students with significant cognitive disabilities to progress toward state standards while

beginning at each student’s present level of performance. As required by law, the Alabama Extended Standards

are clearly related to the grade-level content, but are reduced in scope and complexity.

DRAFT

Alabama Extended Standards: SCIENCE v

ACKNOWLEDGEMENTS

This document was developed by the 2015 Alabama Extended Standards Task Force composed of general education and special education elementary, middle school and high school educators, along with parents, supervisors, and a building test coordinator. The Task Force met during July 2015 in Montgomery.

Meghan Allen, Special Education Teacher, Jefferson County Schools

Connie Bufford, Special Education Teacher, Lowndes County Schools

Elizabeth Carlton, Special Education Teacher, Mountain Brook City Schools

Starla Castle, Special Education Teacher, Jefferson County Schools

Tasha Dill, Special Education Teacher, Jefferson County Schools

Ivey M. Dorsey, Special Education Teacher, Lowndes County Schools

Jennifer Joye Fetner, Parent, Ashland, Alabama

Kelby Goodnight, Special Education Teacher, Geneva County Schools

Marsha L. Hammonds, Special Education Teacher, Clay County Schools

Lisa Heard, Special Education Coordinator, Tallapoosa County Schools

Dione James, General Education Teacher, Lowndes County Schools

Felicia Johnson, Special Education Teacher, Geneva County Schools

Lisa Kennamer, Special Education Teacher, Jefferson County Schools

Rodney Kornegay, General Education Teacher, Mountain Brook City Schools

Tammy Ledbetter, Special Education Teacher, Auburn City Schools

Amanda Lee, Special Education Teacher, Walker County Schools

So-Young Lee, Special Education Teacher, Madison County Schools

Kathryn Manley, Special Education Teacher, Jefferson County Schools

Rene' McElroy, Special Education Teacher, Mobile County Schools

Sherrilyn D. McGrew, General Education Teacher, Jefferson County Schools

Leigh Anne McPherson, Special Education Supervisor, Baldwin County Schools

Sonya Nave, General Education Teacher, Madison County Schools

Erin Pugh, Special Education Teacher, Saraland City Schools

Erin Reynolds, Special Education Teacher, Alabaster City Schools

Tony Rudolph, Instructional Assistant, Lowndes County Schools

Rebecca Lee Smith, Special Education Teacher, Clay County Schools

Ashley Stroud, Special Education Teacher, Tallapoosa County Schools

Tricia Thomas, Special Education Teacher, Jefferson County Schools

Ellen Thompson, Special Education Teacher, Mobile County Schools

Laurie Viers, Special Education Teacher, Madison City Schools

DRAFT

Alabama Extended Standards: SCIENCE vi

This document was edited and developed by the 2015-2016 Curriculum Guide to the Alabama Course of Study Science Task Force composed of elementary, middle, and high school personnel, and parent members. The Task Force began the document in December 2015.

Rachel Barton, Parent, Mountain Brook City Schools

Karen Bonds, General Education Teacher, Autauga County Schools

Nancy Bryant Caffee, 7th & 8th Grade Science Teacher, Blount County Schools

Dawn J. Ellis, Special Education Teacher, Montgomery County Schools

Lisa M. Heard, Special Education Coordinator, Tallapoosa County Schools

Kimberly Kozak, General Education Teacher, Autauga County Schools

Angie Lemmond, Special Education Teacher, Houston County Schools

Patrice Maxwell, General Education Teacher, Gadsden City Schools

Kelly J. Morton, General Education Teacher, Blount County Schools

DonReita E. Nelson, 7th Grade Science Teacher, Tuscaloosa County Schools

Bernita F. Patterson-Ryan, General Education Teacher, Montgomery County Schools

Diane Prothro, 6th Grade Science Teacher, Montgomery County Schools

Rebecca B. Smith, Special Education Teacher, Blount County Schools

ChaRissa A. Stephens, 6th Grade Science Teacher, Gadsden City Schools

Angela V. Wallace-Washington, 9th Grade Biology Teacher, Shelby County Schools

Kay A. Williams, Special Education Teacher, Blount County Schools

Sherri A. Williams, Special Education Teacher, Covington County Schools

DRAFT

Alabama Extended Standards: SCIENCE vii

State Department of Education personnel who managed the development process were:

Michael Sentance, State Superintendent of Education

Crystal Richardson, Program Coordinator, Special Education Services

Alicia Hodge, Education Administrator, Special Education Services

Cynthia Mayo, Education Specialist, Special Education Services

The Alabama State Department of Education process specialists who assisted the Task Force in developing the

document were:

Cindy Augustine, Education Specialist, Special Education Services

Curtis Gage, Education Specialist, Special Education Services

Susan Goldthwaite, Education Specialist, Special Education Services

Diann Jones, Education Specialist, Special Education Services

Regina Hill-Sankey, Education Specialist, Special Education Services

Nannette Pence, Education Specialist, Student Assessment

The Alabama State Department of Education Administrative Support Assistant who assisted the Task Force in

editing the document were:

Sherry Herron, Administrative Assistant, Special Education Services

Thank you is extended to Michal Robinson, Ed.D., Alabama State Department of Education, Education

Specialist-Science and AP, Instructional Services Section, for assisting in the development of the guide, proofing

the document, and providing important editorial comments.

DRAFT

Alabama Extended Standards: SCIENCE 1

ORGANIZATION OF THE ALABAMA EXTENDED STANDARDS

The Alabama Extended Standards define the academic content for students with significant cognitive disabilities

and are linked to general education grade-level standards. The extended standards are designed with content

standards and functional (real-world) objectives. The standards are numbered according to subject/course, grade

level, and extended standard content number. Example: SCI. ES. 3.1 represents Science, Extended Standard, 3rd

grade, content standard #1. (References to the Alabama College- and Career-Ready Standards and subject area

Curriculum Guide are provided.)

Science Extended Standard

3rd Grade Extended Standard content standard 1

SCI. ES 3.1: Identify forces that change an object's position or motion. (SCI 3.1)

Example for content standard Example: What is the force causing the ball to move in the picture?

a) push

b) pull

Functional (real world) objective

Objective: Identify the force shown in the following images.

Example for objective

Example:

Pushing Lifting Pulling

DRAFT


Examples Examples are illustrative, but are not exhaustive. For instance, if the example suggests the student do something

during show and tell or circle time, and the student is homebound, the skill could just as appropriately be

demonstrated in a specially designed activity in the home.

Augmentative/Alternative Devices

The Alabama Extended Standards are to be completed using the student’s communication modality (e.g., voice,

sign language, augmentative/alternative communication device). This does not mean an augmentative/alternative

device should be programmed to do the cognition for the student.

Accommodations

Please be familiar with accommodations. Accommodations are things done for students with disabilities to lessen

the impact of their disability in the teaching/learning and testing environments. It is important to ensure that

accommodations are being appropriately determined, documented, and implemented. An example of an

appropriate accommodation for a student with a visual impairment who is working toward the Alabama Extended

Standards would be using a tactile representation in place of an illustration or picture. The

augmentative/alternative devices discussed above are an appropriate accommodation for students with

communication difficulties when a verbal response is desired or needed.

DRAFT


KINDERGARTEN

SCI. ES K.1: Distinguish push and pull motions. (SCI K.1)

Example: Do you push or pull a wagon?

Objective: Demonstrate push and pull in everyday environment.

Example: Opening a door by pushing or pulling (student performs the physical action).

SCI. ES K.2: Identify basic needs of living things: air, water, sun, food. (SCI K.3)

Example: Which of the following is a basic need of living things?

a) a bed b) water c) a chair

Objective: Sort living and non-living things.

Example: Student is given pictures of living things and non-living things. Student sorts all living

things together and all non-living things together.

SCI. ES K.3: Identify typical weather on a summer day and on a winter day in Alabama. (SCI K.9)

Example: Summer is hot and we wear shorts. Winter is cold and we wear jackets.

Objective: Identify hot, cold, sunny, and rainy.

Example: When shown a picture, the student will identify the weather type.

SCI. ES K.4: Recognize severe weather conditions and warning signals. (SCI K.10)

Example: At school a Tornado drill is signaled by three short bells.

Objective: Respond appropriately to weather drills.

Example: When the tornado siren sounds, the students go to their safe place.

DRAFT


Grade 1

SCI. ES 1.1: Identify light, heat and sound. (SCI 1.1)

Example: Match the following:

Lamp/light bulb Heat

Radio Light

Sun/Oven Sound

Objective: Use objects that create light, heat and sound (vibration).

Example: Students uses a lamp, hair dryer, TV, etc.

SCI. ES 1.2: Identify appropriate behavior for meeting one's needs (e.g., hunger, thirst, pain, hot, cold). (SCI 1.6)

Example: Which picture indicates hunger?

Add pictures for answers

a) b) c)

Objective: Model appropriate behavior to communicate one's needs.

Example: Student indicates needs using appropriate behavior (points, gestures, picture symbols, makes verbal request, etc).

DRAFT


SCI. ES 1.3: Identify similarities and differences of offspring and their parents. (SCI 1.7)

Example: Mom, dad, and I are similar because we all have brown hair.

Mom, dad, and I are different because mom has blue eyes, dad has green eyes, and I have

brown eyes.

Objective: Match offspring and their parents.

Example:

DRAFT


SCI. ES 1.4: Identify parts of the solar system: sun, moon, stars, and earth. (SCI 1.9)

Example: Label each picture:

Moon

Earth

Objective: Recognize day and night.

Example: When shown a picture of day/night, the student identifies day/night.

Identify each picture:

a) day b) night a) day b) night

DRAFT


Grade 2

SCI. ES 2.1: Identify states of matter as solids, liquids, and gases. (SCI 2.1)

Example: Identify each state of water:

Solid Liquid Gas

Objective: Identify a solid and a liquid food item.

Example: When shown a picture of a food item student identifies the object as a solid or liquid.

A hamburger represents a: A glass of milk represents a:

a) solid a) solid

b) liquid b) liquid

c) gas c) gas

SCI. ES 2.2: Recognize animals and their habitats. (SCI 2.7)

Example: When shown pictures of animals the student responds identifying their habitat.

= Rainforest

Objective: Match an animal to its habitat.

Example:

DRAFT


SCI. ES 2.3: Identify Earth events: tornado and flood. (SCI 2.8)

Example: When shown a picture of damage the student will name the possible weather related causes of the damage.

The road collapsed because of a(n):

a) tornado

b) flood

c) earthquake

Objective: Identify a tornado.

Example: Identify which picture is a tornado.

SCI. ES 2.4: Identify variables needed to grow a plant. (SCI 2.5)

Example: Plants need _____ to grow.

a) juice b) milk c) water

Objective: Participate in the care of a growing plant.

Example: Ensure plant receives water and sunlight to grow.

DRAFT


Grade 3

SCI. ES 3.1: Identify forces that change an object’s position or motion. (SCI 3.1)

Example: What is the force causing the ball to move in the picture?

a) push

b) pull

Objective: Demonstrate lifting, pushing and pulling, or identify an image of each.

Example: Identify the force shown in the following images.

Pushing Lifting Pulling

SCI. ES 3.2: Identify the life cycle of a living thing. (SCI 3.6)

Example: A caterpillar is one stage in the life cycle of the _____.

a) Frog b) Butterfly c) Fish

Objective: Identify one item needed to care for a living thing.

Example: Which item is needed to care for a plant?

a) sunlight b) toys c) pretty pot

Which item is needed to care for a pet?

a) clothes b) food c) toys

DRAFT


SCI. ES 3.3: Identify physical traits of animals that are inherited from their parents. (SCI 3.7)

Example: Which baby bear belongs to the mother bear?

a) b) c)

Objective: Sort animals by trait.

Example: Select the animals that hop.

a) b) c) d)

SCI. ES 3.4: Recognize plants and their habitats. (SCI 3.11)

Example: Which plant is in the correct habitat?

a) Tropical rain forest and seaweed

b) Cactus and desert

c) Four-leaf clover and ocean

Objective: Match a plant to its habitat.

Example: Select the correct habitat for each plant.

DRAFT


SCI. ES 3.5: Report the weather forecast. (SCI 3.13)

Example: Based upon the graph below, what is the weather today and tomorrow?

a) cold and windy b) sunny and hot

Objective: Identify current weather conditions.

Example: Student identifies current weather conditions by looking outside, using the computer

to locate the weather report, or watching a weather report on television.

DRAFT


Grade 4

SCI. ES 4.1: Identify objects and materials that conduct electricity. (SCI 4.2)

Example: Which object conducts electricity?

a) apple b) paper clip c) marker

Objective: Use electrical outlet safely.

Example: What demonstrates safely using an electrical outlet?

a) Pulling the cord to unplug an appliance cord.

b) Holding the base of a plug to insert an appliance cord into an electrical outlet.

c) Using a screwdriver to unplug an appliance cord.

SCI. ES 4.2: Identify sound waves or light waves that communicate a situation. (SCI 4.7)

Example: When you hear a siren or see a strobe light it is a signal for _____.

a) class change b) an emergency c) time to eat

Objective: Use information from sound waves or light waves.

Example: Change class at the sound of the bell or regular light flashing.

SCI. ES 4.3: Identify 5 senses. (SCI 4.11)

Example: Which sense is used to enjoy the fragrance from a flower?

a) taste b) smell c) touch

Objective: Use one of the senses to gain information.

Example: Use the sense of touch to identify an object as soft or hard.

DRAFT


SCI. ES 4.4: Identify effects of physical weathering on Earth's features. (SCI 4.15)

Example: This picture demonstrates the effect of _____ on the Earth's surface.

a) wind b) water c) ice

Objective: Identify physical effects of weathering on your home.

Example: Identify the need for new flooring, new paint, new roof, etc.

DRAFT


Grade 5

SCI. ES 5.1: Identify a chemical and physical change. (SCI 5.4)

Example: The change that occurred in the picture is a:

a) physical change b) chemical change c) no change

Objective: Identify a physical change or chemical change as it relates to cooking.

Example: Baking a cake is a _____ change.

a) physical b) chemical

SCI. ES 5.2: Identify the effects of gravitational force. (SCI 5.6)

Example: What happens to a ball that is thrown?

a) remains in the air b) falls to the ground c) travels into space

Objective: Demonstrate (predict) the effect of gravity on a falling object.

Example: When a raw eggs rolls off a table, gravity causes it to _____.

a) crack b) stop in midair c) bounce back up

DRAFT


SCI. ES 5.3: Identify a food chain from a given habitat (3 items). (SCI 5.11)

Example: Which food chain belongs in the desert habitat?

a) krill, crab, fish

b) cactus, mouse, hawk

c) cactus, fish, grasshopper

Objective: Identify the source of a food item.

Example: Choose the correct statement:

a) Bread comes from wheat.

b) Orange juice comes from apples.

c) Popcorn comes from a tree.

SCI. ES 5.4: Identify bodies of water as having fresh water or salt water. (SCI 5.15)

Example: Lakes have _____ water.

a) salt b) fresh

Objective: Identify uses of fresh water.

Example: Drink, wash clothes, bathe, cook, etc.

DRAFT


Grade 6

SCI. ES 6.1: Identify seasonal weather conditions. (SCI 6.1)

Example: Cold, windy weather is an indication that it is _____ outside.

a) winter b) fall c) summer

Objective: Identify clothing based on given weather conditions.

Example: What should be worn when it is snowing outside?

a) bathing suit b) coat c) shorts

S. ES 6.2: Compare structures of the Earth’s surface. (SCI 6.4)

Example: Which structure on Earth's surface would be used for climbing?

a) river b) mountain

Objective: Identify Earth’s land features (e.g., mountains, valleys).

Example:

What landform is the arrow pointing to? a) river

b) mountain c) valley

SCI. ES 6.3: Explore the characteristics of magnets. (SCI 6.11)

Example: Which object would be attracted by a magnet?

a) b) c)

Objective: Use a compass or read a compass on a map.

Example: Use a compass or compass on a map to determine the direction to the school gym.

DRAFT


SCI. ES 6.4: Describe human actions that cause changes in the Earth’s surface. (SCI 6.15)

Example: Choose the action that would cause changes in the Earth’s surface:

a) digging b) walking c) talking

Objective: Label examples of pollution throughout the environment.

Example: Which picture shows pollution?

a) b) c)

DRAFT


Grade 7

SCI. ES 7.1: Identify functions of organs or body tissues. (SCI 7.4)

Example: What is the function of this organ?

a) pumps blood

b) smell

c) hearing

Objective: Demonstrate awareness of body systems.

Example: A cut or scratch on the skin needs be kept _____ to avoid infection.

a) cold b) hot c) clean

SCI. ES 7.2: Identify how plants and animals are interdependent within an ecosystem (animal to animal, plant to plant, or animal to plant). (SCI 7.8)

Example: A clownfish lives in a sea anemone protecting the anemone from anemone eating fish and the stinging tentacles of the anemone protect the clownfish from predators.

Objective: Identify interdependent cycles that are helpful to humans.

Example:

DRAFT


SCI. ES 7.3: Identify environmental factors that influence growth of organisms. (SCI 7.11)

Example: Which environment allows bacteria to grow faster?

a) cold and dry b) warm and moist c) clean and

Objective: Identify consequences of performing or not performing specific task. (e.g., not wearing deodorant makes you sweat and smell; eating old/out of date food makes you sick)

Example: What are the consequences of not wearing deodorant?

a) You will get hungry.

b) You will sweat and smell.

c) You will run faster.

SCI. ES 7.4: Answer questions to demonstrate knowledge of inherited traits. (SCI 7.12)

Example: Which of the following is an inherited trait?

a) Running fast

b) Dimples

c) Clothes you wear

Objective: Student identify personal traits.

Example: Eye color, hair color, height, allergy, etc.

DRAFT


Grade 8

SCI. ES 8.1: Investigate the consequences and affects temperature have on substances. (SCI 8.4)

Example: What would happen if ice is left on the table?

a) b) c)

Objective: Identify items that need to be refrigerated.

Example: After a class trip to the grocery store students place items in the cabinet or the

refrigerator.

SCI. ES 8.2: Apply the basic concepts of Newton’s three laws of motion. (SCI 8.8- 8.10)

Example: Choose the picture of Newton’s second law of motion.

a) b) c)

Objective: Identify the purpose of safety equipment.

Example: Wearing a seat belt will:

a) Prevent or reduce injury from a crash.

b) Improve vision of person wearing it.

c) Make the automobile move slower.

DRAFT


SCI. ES 8.3: Investigate the need for energy sources. (SCI 8.14)

Example: An air conditioner is used during the summer months to ____.

a) warm the air b) cool the air c) make it rain

Objective: Identify the use of energy sources.

Example: A microwave is used to _____.

a) cook food b) wash clothes c) cut the grass

SCI. ES 8.4: Correlate common technological devices with their purpose. (SCI 8.19)

Example: A global positional system (GPS) is used to _____.

a) locate an address b) heat food c) watch TV

Objective: Use common technological devices for functional activities.

Example: Use a cell phone to call home.

DRAFT


Grade 9

SCI. ES 9.1: Given a food nutritional label, identify the amount of proteins, carbohydrates, or fats are in the item. (BIO 1)

Example: How many grams of carbohydrates are in this cookie?

a) 20

b) 26

c) 30

Objective: Use nutritional label on food to identify ingredients.

Example: Identify if food item is gluten-free.

SCI. ES 9.2: Identify the functions of carbohydrates, fats, and proteins in the body. (BIO 2)

Example: Which of the following helps build muscles?

a) carbohydrates b) fats c) proteins

Objective: State the effect on the body of increasing carbohydrates, fats, or proteins.

Example: What happens with an increase of fats in a daily diet?

a) weight gain b) weight loss c) hair growth

DRAFT


SCI. ES 9.3: Construct a simple food chain/food web. (BIO 8)

Example: a) lion

b) panda

c) coyote

Sun Bamboo _____

Objective: Identify the food chain/food web that is in the correct order.

Example: Identify the correct food chain.

a) leaves - ants - anteater

b) bird - decayed plants - worm

c) snake - eagle - grasshopper

SCI. ES 9.4: Identify protective adaptations of animals. (BIO 14)

Example: Which protective adaptation enables the polar bear to blend in with its environment?

a) large teeth b) white fur c) large feet

Objective: Adapt communication for situations.

Examples: Use a communication device or picture symbols to express wants/needs.

Practice for good body language in a mock interview.

?

DRAFT


Grade 10

SCI. ES 10.1: Recognize the effect temperature has on volume. (PHY SCI 2)

Example: Have students place a balloon on ice to see what happens to it.

Objective: Recognize items requiring cooking before eating.

Examples: Cake, noodles, rice, meat, etc.

SCI. ES 10.2: Identify acids and bases. (PHY SCI 4)

Examples: Lemons, juice, milk, water, baking soda, etc.

Objective: Identify products that may contain acids or bases.

Example: Bleach, dish detergent, laundry detergent, shampoo, etc.

SCI. ES 10.3: Identify the outcome from appliances that convert energy. (PHY SCI 12)

Example: Which appliance converts energy to produce clean clothes?

a) stove b) washing machine c) refrigerator

Objective: Show the outcome of converted energy.

Example: Use the microwave to produce popcorn for a class snack.

DRAFT


SCI. ES 10.4: Identify external forces needed to move an object. (PHY SCI 8)

Example: What external force moved the house?

a) tornado

b) birds

c) water

Objective: Recognize the need for an external force.

Example: Which picture demonstrates the use of an external force?

a) b)

DRAFT


Grade 11

SCI. ES 11.1: Given an illustration, identify the major organs and their function. (HAP 1)

Example: This is the _____ and its function is to _____.

a) heart; pump blood through the body

b) stomach; digest food

c) lungs; carry oxygen to cells

Objective: Identify location of major organs.

Example: The heart is located in the _____,

a) head b) leg c) chest

SCI. ES 11.2: Given a diagram of the skeletal system, identify the bone and its function. (HAP 4)

Example:

This is the _____ and its function is to _____.

a) rib cage; protect organs

b) vertebrae; protect spinal cord

c) skull; protect the brain

Objective: Identify the location of bones.

Example: The femur is located in the _____.

a) leg b) head c) foot

DRAFT


SCI. ES 11.3: Given an illustration, identify the major muscles and their function. (HAP 5)

Example:

This is the _____ and its function is to _____.

a) bicep; lift

b) quadriceps; flex the thigh

c) oblique; rotate the trunk

Objective: Identify the location of muscles.

Example: The tricep is located in the _____.

a) leg b) arm c) foot

SCI. ES 11.4: Identify the body's line of defense. (HAP 12)

Example: The _____ helps the body defend against the flu.

a) skin b) immune system c) lungs

Objective: Identify organs that can be adversely affected under certain conditions.

Example: High blood pressure can cause damage to the _____.

a) heart b) brain c) stomach

DRAFT


Grade 12

SCI. ES 12.1: Identify land features. (mountain, valley, or plateau) (EA&SP SCI 9)

Example: A large flat area of raised land is a _________.

a) river b) valley c) plateau

Objective: Identify the land feature (mountain, valley, or plateau) pictured.

Example: Identify the landform.

a) mountain

b) valley

c) plateau

SCI. ES 12.2: Distinguish between renewable and non-renewable resources. (ENV SCI 1)

Example: Which items are classified as renewable resources?

a) gas b) water c) wood d) oil

Which items are classified as non-renewable resources?

a) gas b) water c) wood d) oil

Objective: Identify renewable resources and how they are used in daily life.

Example: Water - moving water produces electricity.

SCI. ES 12.3: Identify characteristics of natural disasters on the environment. (ENV SCI 4)

Example: A tornado is a funnel shaped cloud with strong _____.

a) wind b) fire c) rain

Objective: Identify safety procedures for natural disasters.

Example: One of the safest locations during a tornado is a _____.

a) large field b) basement c) vehicle

DRAFT


SCI. ES 12.4: Determine the effects humans have on the environment. (ENV SCI 6)

Example: How does littering affect the environment?

a) adds beauty b) causes pollution c) provides nutrients for the soil

Objective: Given a human action, determine the most likely effect on the environment.

Example: Spilling oil in a river or ocean will ___________?

a) help plants grow b) help birds c) kill fish

DRAFT


Appendix A

A. Major Organs of the Human Body

B. Major Bones of the Human Body

C. Major Muscles of the Human Body

D. Renewable Resources

DRAFT


A. Major Organs of the Human Body B. Major Bones of the Human Body

Skin Skull

Brain Spine

Heart Ribs

Kidneys Clavicle/Collarbone

Liver Sternum/Breastbone

Stomach Humerus

Pancreas Carpals/Wrist bones

Small Intestine Femur

Large Intestine Patella/Kneecap

Lungs Tarsals/Ankle bones

Pelvis

Phalanges/Finger and toe bones

C. Major Muscles of the Human Body D. Renewable Resources

Deltoids Water

Pectoralis Nonrenewable

Biceps Wind

Triceps Solar Energy

Abdominals (Abs) Vegetable Oil

Obliques Trees

Gluteus Maximus Plants

Quadriceps

Hamstrings

Gastrocnemius (calf muscle)

DRAFT

draft a l a b a t e n d e d s t a science standards... · alabama extended standards are based on...

Documents