Pennsylvania Code › Title 22 - EDUCATION › Part I - State Board of Education › Subpart A - Miscellaneous Provisions › Chapter 4 - ACADEMIC STANDARDS AND ASSESSMENT › ENFORCEMENT AND IMPLEMENTATION › Appendix B - Academic Standards for Science and Technology and Environment and Ecology Grades 6-12

Current through Register Vol. 54, No. 28, July 13, 2024
VII. TABLE OF CONTENTS
Introduction... VIII.
THE ACADEMIC STANDARDS
Unifying Themes...
3.1.
A. Systems
B. Models
C. Patterns
D. Scale
E. Change
Inquiry and
								Design...
3.2.
A. Nature of Scientific Knowledge
B. Process Knowledge
C. Scientific Method
D. Problem Solving in Technology
Biological
								Sciences...
3.3.
A. Living Forms
B. Structure and Function
C. Inheritance
D. Evolution
Physical Science, Chemistry and
								Physics...
3.4.
A. Matter
B. Energy
C. Forces and Motion
D. Astronomy
Earth
								Sciences...
3.5.
A. Land Forms and Processes
B. Resources
C. Meteorology
D. Hydrology and Oceanography
Technology
								Education...
3.6.
A. Biotechnology
B. Information Technology
C. Physical Technologies
(Construction, Manufacturing, and
								Transportation)
Technological
								Devices...
3.7.
A. Tools
B. Instruments
C. Computer Operations
D. Computer Software
E. Computer Communication Systems
Science, Technology and Human
								Endeavors...
3.8.
A. Constraints
B. Meeting Human Needs
C. Consequences and Impacts
Glossary...
IX.
VIII. INTRODUCTION
This document describes what students should know and be
						able to do in the following eight areas:
* 3.1. Unifying Themes of Science
* 3.2. Inquiry and Design
* 3.3. Biological Sciences
* 3.4. Physical Science, Chemistry and Physics
* 3.5. Earth Sciences
* 3.6. Technology Education
* 3.7. Technological Devices
* 3.8. Science, Technology and Human Endeavors
These standards describe what students should know and be
						able to do by the end of fourth, seventh, tenth and twelfth grade. In addition,
						these standards reflect the increasing complexity and sophistication that
						students are expected to achieve as they progress through school.
This document avoids repetition, making an obvious
						progression across grade levels less explicit. Teachers shall expect that
						students know and can apply the concepts and skills expressed at the preceding
						level. Consequently, previous learning is reinforced but not retaught.
Standards are arranged by categories, for example, 3.5
						Earth Science. Under each category are standard statements that are preceded by
						a capital letter; for example, in 3.1 Unifying Themes, grade 10.B, "Describe
						concepts of models as a way to predict and understand science and technology."
						Following the standard statements are bulleted standard descriptors, which
						explain the nature and scope of the standard. Descriptors specify the nature of
						the standard and the level of complexity needed in meeting that standard in a
						proficient manner. Descriptors serve to benchmark the standard statement.
						Curriculum, instruction and assessment should focus on meeting the standard
						statement. Technology education, computer applications and science are separate
						curricular areas. Meeting standards should be approached as a collaborative
						effort among all curricular areas.
The following descriptors explain the intent of
						each standard category:
3.1. Unifying
								Themes
Unifying themes of science and technology provide
								big ideas that integrate with significant concepts. There are only a few
								fundamental concepts and processes that form the framework upon which science
								and technology knowledges are organized-motion and forces, energy, structure of
								matter, change over time and machines. These themes create the context through
								which the content of the disciplines can be taught and are emphasized in each
								standard.
3.2. Inquiry and Design
The
								nature of science and technology is characterized by applying process knowledge
								that enables students to become independent learners. These skills include
								observing, classifying, inferring, predicting, measuring, computing,
								estimating, communicating, using space/time relationships, defining
								operationally, raising questions, formulating hypotheses, testing and
								experimenting, designing controlled experiments, recognizing variables,
								manipulating variables, interpreting data, formulating models, designing
								models, and producing solutions. Everyone can use them to solve real-life
								problems. These process skills are developed across the grade levels and differ
								in the degree of sophistication, quantitative nature and application to the
								content.
3.3. Biological
								Sciences
Biology concerns living things, their appearance,
								different types of life, the scope of their similarities and differences, where
								they live and how they live. Living things are made of the same components as
								all other matter, involve the same kinds of transformations of energy and move
								using the same basic kinds of forces as described in chemistry and physics
								standards. Through the study of the diversity of life, students learn to
								understand how life has changed over a long period of time. This great variety
								of life forms continues to change even today as genetic instructions within
								cells are passed from generation to generation, yet the amazing integrity of
								most species remain.
3.4. Physical Science Chemistry and
								Physics
Physics and chemistry involve the study of objects and
								their properties. Students examine changes to materials during mixing,
								freezing, heating and dissolving and then learn how to observe and measure
								results. In chemistry students study the relationship between matter, atomic
								structure and its activity. Laboratory investigations of the properties of
								substances and their changes through a range of chemical interactions provide a
								basis for students to understand atomic theory and a variety of reaction types
								and their applications in business, agriculture and medicine. Physics deepens
								the understanding of the structure and properties of materials and includes
								atoms, waves, light, electricity, magnetism and the role of energy, forces and
								motion.
3.5. Earth Sciences
The
								dynamics of earth science include the studies of forces of nature that build
								the earth and wear down the earth. The understanding of these concepts uses
								principles from physical sciences, geography and mathematics.
3.6. Technology
								Education
Technology education is the use of accumulated
								knowledge to process resources to meet human needs and improve the quality of
								life. Students develop the ability to select and correctly use materials,
								tools, techniques and processes to answer questions, understand explanations
								and solve problems encountered in real life situations. These overriding themes
								require students to design, create, use, evaluate and modify systems of
								Biotechnologies, Information Technologies, and Physical Technologies.
3.7. Technological
								Devices
Students use tools to observe, measure, move and make
								things. New technological tools and techniques make it possible to enact
								far-reaching changes in our world. Technology enhances the students' abilities
								to identify problems and determine solutions. Computers play an integral role
								in every day life by extending our abilities to collect, analyze and
								communicate information and ideas.
3.8. Science, Technology and Human
								Endeavors
Scientific knowledge and societal needs often create a
								demand for new technology. Conversely, new technology advances scientific
								knowledge. Both influence society through the impact of their products and
								processes.
What Is Science?
Any study of science
						includes the search for understanding the natural world and facts, principles,
						theories and laws that have been verified by the scientific community and are
						used to explain and predict natural phenomena and events.
Acquiring scientific knowledge involves constructing
						hypotheses using observation and knowledge in the content area in order to
						formulate useful questions that provoke scientific inquiry. As a result of
						repeated, rigorous testing over time and applying multiple perspectives to a
						problem, consistent information emerges. A theory describes this verifiable
						event or phenomena. Theories are powerful elements in science and are used to
						predict other events. As theories lose their ability to predict, they are
						modified, expanded or generalized or incorporated into a broader theory.
Knowledge of what science is incorporates carefully
						developed and integrated components:
*
Nature of science
-the ways in which
						scientists search for answers to questions and explanations of observations
						about the natural world; includes process knowledge of observing, classifying,
						inferring, predicting, measuring, hypothesizing, experimenting and interpreting
						data
*
Unifying themes of science
-concepts,
						generalizations and principles that result from and lead to inquiry
*
Knowledge
-facts, principles, theories and
						laws verifiable through scientific inquiry by the world community of
						scientists; includes physics, chemistry, earth science and biological
						sciences
*
Inquiry
-an intellectual process of logic
						that includes verification of answers to questions about and explanations for
						natural objects, events and phenomena
*
Process skills
-Recognition by students how
						knowledge is acquired and applied in science by observing, classifying,
						inferring, predicting, measuring, computing, estimating, communicating, using
						space/time relationships, defining operationally, formulating hypotheses,
						testing and experimenting, designing controlled experiments, recognizing
						variables, manipulating variables, interpreting data, formulating models,
						designing models and producing solutions.
*
Problem solving
-application of concepts to
						problems of human adaptation to the environment that often leads to recognition
						of new problems; has social implications and leads to personal decision-making
						and action; a process which forms the link for interactions between scientific
						and technological results or findings; involves operational definitions,
						recognizing variables, formulating models and asking questions
*
Scientific thinking
-the disposition to
						suspend judgment, not make decisions and not take action until results,
						explanations or answers have been tested and verified with information.
What Is Technology Education
? It is the
						means by which we teach technology. Technology is a body of knowledge separate
						from but related to the sciences, with specific content, curriculum and
						specific certification requirements. Technology is the application of tools,
						materials, processes and systems by humans to solve problems and provide
						benefits to humankind. We use technology in an attempt to improve our
						environment. These improvements may relate to survival needs (e.g., food,
						shelter, defense) or they may relate to human aspirations (e.g., knowledge,
						art, control). They can include unexpected benefits, unexpected costs and
						unexpected risks.
Technology education involves a broad spectrum of
						knowledge and activities. Effective technology education combines knowledge of
						content, process and skills to provide students with a holistic approach to
						learning. Technology education offers unique opportunities to apply numerous
						academic concepts through practical, hands-on applications. Instructional
						technology, on the other hand, deals specifically with use of computers and
						different software to solve problems and communicate effectively. Knowledge of
						content, process and skills should be used together to effectively engage
						students and promote a complete understanding of the sciences, related
						technologies and their interrelationship. The relationship between science and
						technology is one where science builds principles or theories and technology
						provides the practical application of those principles or theories.
Knowledge of content, process and skills in technology
						involves learning processes that include these components:
* Methods of designing and developing solutions
* Standards for selecting and using appropriate
						materials, tools and processes
* Experimental and design specifications for testing and
						evaluating solutions
* Criteria for judging the performance and impact of the
						solutions
* Evaluating the impact of modifying a system to improve
						performance.
Technology education can be divided into three main
						systems that include biotechnological, informational, and physical
						technologies:
Biotechnological
								Systems
Bioconversion Bioprocessing Environment Ergonomics
								Engineering/Design Systems Research and
								Development
Informational Systems
Computer-Aided Drafting/Design (CADD) Drafting & Design Desktop Publishing
								Electronic Communications Engineering/ Design Systems Graphic Communications
								Communications Systems Multimedia Technology Networking Systems Research and
								Development Video and Television Production World Wide Web Design &
								Publishing
Physical Systems
Automation/Robotics Computer-Aided and Integrated Manufacturing (CAM/CIM)
								Construction Electronic Circuits/ Control Systems Energy Systems Architecture
								and Community Planning Engineering/Design Systems Enterprise Organization &
								Operation Manufacturing Material Processes Research and Development
								Transportation
3.1. Unifying Themes
3.1.4. GRADE 4
3.1.7. GRADE 7
3.1.10. GRADE
								10
3.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
A.
Know that natural and human-made objects
								are made up of parts. * Identify and describe what parts make up a system. *
								Identify system parts that are natural and human-made (e.g., ball point pen,
								simple electrical circuits, plant anatomy). * Describe the purpose of analyzing
								systems. * Know that technologies include physical technology systems (e.g.,
								construction, manufacturing, transportation), informational systems and
								biochemical-related systems.
A.
Explain the parts of a simple
								system and their relationship to each other. * Describe a system as a group of
								related parts that work together to achieve a desired result (e.g., digestive
								system). * Explain the importance of order in a system.* Distinguish between
								system inputs, system processes and system outputs. * Distinguish between open
								loop and closed loop systems. * Apply systems analysis to solve problems.
A.
Discriminate among the concepts of systems, subsystems,
								feedback and control in solving technological problems. * Identify the function
								of subsystems within a larger system (e.g., role of thermostat in an engine,
								pressure switch). * Describe the interrelationships among inputs, processes,
								outputs, feedback and control in specific systems. * Explain the concept of
								system redesign and apply it to improve technological systems. * Apply the
								universal systems model to illustrate specific solutions and troubleshoot
								specific problems. * Analyze and describe the effectiveness of systems to solve
								specific problems.
A.
Apply concepts of systems, subsystems,
								feedback and control to solve complex technological problems. * Apply knowledge
								of control systems concept by designing and modeling control systems that solve
								specific problems. * Apply systems analysis to predict results. * Analyze and
								describe the function, interaction and relationship among subsystems and the
								system itself. * Compare and contrast several systems that could be applied to
								solve a single problem. * Evaluate the causes of a system's inefficiency.
3.1. Unifying Themes
3.1.4. GRADE 4
3.1.7. GRADE 7
3.1.10. GRADE
								10
3.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
B.
Know models as useful simplifications of
								objects or processes. * Identify different types of models. * Identify and
								apply models as tools for prediction and insight. * Apply appropriate simple
								modeling tools and techniques. * Identify theories that serve as models (e.g.,
								molecules).
B.
Describe the use of models as an application of
								scientific or technological concepts. * Identify and describe different types
								of models and their functions. * Apply models to predict specific results and
								observations (e.g., population growth, effects of infectious organisms). *
								Explain systems by outlining a system's relevant parts and its purpose and/or
								designing a model that illustrates its function.
B.
Describe
								concepts of models as a way to predict and understand science and technology. *
								Distinguish between different types of models and modeling techniques and apply
								their appropriate use in specific applications (e.g., kinetic gas theory, DNA).
								* Examine the advantages of using models to demonstrate processes and outcomes
								(e.g., blue print analysis, structural stability). * Apply mathematical models
								to science and technology.
B.
Apply concepts of models as a
								method to predict and understand science and technology. * Evaluate
								technological processes by collecting data and applying mathematical models
								(e.g., process control). * Apply knowledge of complex physical models to
								interpret data and apply mathematical models. * Appraise the importance of
								computer models in interpreting science and technological systems.
3.1. Unifying Themes
3.1.4. GRADE 4
3.1.7. GRADE 7
3.1.10. GRADE
								10
3.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
C.
Illustrate patterns that regularly occur
								and reoccur in nature. * Identify observable patterns (e.g., growth patterns in
								plants, crystal shapes in minerals, climate, structural patterns in bird
								feathers). * Use knowledge of natural patterns to predict next occurrences
								(e.g., seasons, leaf patterns, lunar phases).
C.
Identify
								patterns as repeated processes or recurring elements in science and technology.
								* Identify different forms of patterns and use them to group and classify
								specific objects.* Identify repeating structure patterns. * Identify and
								describe patterns that occur in physical systems (e.g., construction,
								manufacturing, transportation), informational systems and biochemical-related
								systems.
C.
Apply patterns as repeated processes or recurring
								elements in science and technology. * Examine and describe recurring patterns
								that form the basis of biological classification, chemical periodicity,
								geological order and astronomical order. * Examine and describe stationary
								physical patterns. * Examine and describe physical patterns in
								motion.
C.
Assess and apply patterns in science and technology.
								* Assess and apply recurring patterns in natural and technological systems. *
								Compare and contrast structure and function relationships as they relate to
								patterns. * Assess patterns in nature using mathematical formulas.
3.1. Unifying Themes
3.1.4. GRADE 4
3.1.7. GRADE 7
3.1.10. GRADE
								10
3.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
D.
Know that scale is an important
								attribute of natural and human made objects, events and phenomena. * Identify
								the use of scale as it relates to the measurement of distance, volume and mass.
								* Describe scale as a ratio (e.g., map scales). * Explain the importance of
								scale in producing models and apply it to a model.
D.
Explain
								scale as a way of relating concepts and ideas to one another by some measure. *
								Apply various applications of size and dimensions of scale to scientific,
								mathematical, and technological applications. * Describe scale as a form of
								ratio and apply to a life situation.
D.
Apply scale as a way of
								relating concepts and ideas to one another by some measure. * Apply dimensional
								analysis and scale as a ratio. * Convert one scale to another.
D.
Analyze scale as a way of relating concepts and ideas to
								one another by some measure. * Compare and contrast various forms of
								dimensional analysis. * Assess the use of several units of measurement to the
								same problem. * Analyze and apply appropriate measurement scales when
								collecting data.
3.1. Unifying Themes
3.1.4. GRADE 4
3.1.7. GRADE 7
3.1.10. GRADE
								10
3.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
E.
Recognize change in natural and physical
								systems. * Recognize change as fundamental to science and technology concepts.
								* Examine and explain change by using time and measurement. * Describe relative
								motion. * Describe the change to objects caused by heat, cold, light or
								chemicals.
E.
Identify change as a variable in describing
								natural and physical systems. * Describe fundamental science and technology
								concepts that could solve practical problems. * Explain how ratio is used to
								describe change.* Describe the effect of making a change in one part of a
								system on the system as a whole.
E.
Describe patterns of change
								in nature, physical and man made systems. * Describe how fundamental science
								and technology concepts are used to solve practical problems (e.g., momentum,
								Newton's laws of universal gravitation, tectonics, conservation of mass and
								energy, cell theory, theory of evolution, atomic theory, theory of relativity,
								Pasteur's germ theory, relativity, heliocentric theory, gas laws, feedback
								systems). * Recognize that stable systems often involve underlying dynamic
								changes (e.g., a chemical reaction at equilibrium has molecules reforming
								continuously).
E.
Evaluate change in nature, physical systems
								and man made systems. * Evaluate fundamental science and technology concepts
								and their development over time (e.g., DNA, cellular respiration, unified field
								theory, energy measurement, automation, miniaturization, Copernican and
								Ptolemaic universe theories). * Analyze how models, systems and technologies
								have changed over time (e.g., germ theory, theory of evolution, solar system,
								cause of fire). * Explain how correlation of variables does not necessarily
								imply causation.
3.1. Unifying Themes
3.1.4. GRADE 4
3.1.7. GRADE 7
3.1.10. GRADE
								10
3.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
* Describe the effects of error in measurements. *
								Describe changes to matter caused by heat, cold, light or chemicals using a
								rate function.
* Evaluate the patterns of change within a technology
								(e.g., changes in engineering in the automotive industry).
3.2. Inquiry and Design
3.2.4. GRADE 4
3.2.7. GRADE 7
3.2.10. GRADE
								10
3.2.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
A.
Identify and use the nature of
								scientific and technological knowledge. * Distinguish between a scientific fact
								and a belief. * Provide clear explanations that account for observations and
								results. * Relate how new information can change existing
								perceptions.
A.
Explain and apply scientific and technological
								knowledge. * Distinguish between a scientific theory and a belief. * Answer
								"What if" questions based on observation, inference or prior knowledge or
								experience. * Explain how skepticism about an accepted scientific explanation
								led to a new understanding. * Explain how new information may change existing
								theories and practice.
A.
Apply knowledge and understanding
								about the nature of scientific and technological knowledge. * Compare and
								contrast scientific theories and beliefs. * Know that science uses both direct
								and indirect observation means to study the world and the universe. * Integrate
								new information into existing theories and explain implied results.
A.
Evaluate the nature of scientific and technological
								knowledge. * Know and use the ongoing scientific processes to continually
								improve and better understand how things work. * Critically evaluate the status
								of existing theories (e.g., germ theory of disease, wave theory of light,
								classification of subatomic particles, theory of evolution, epidemiology of
								AIDS).
B.
Describe objects in the world using the
								five senses. * Recognize observational descriptors from each of the five senses
								(e.g., see-blue, feel-rough).* Use observations to develop a descriptive
								vocabulary.
B.
Apply process knowledge to make and interpret
								observations. * Measure materials using a variety of scales. * Describe
								relationships by making inferences and predictions. * Communicate, use
								space/time relationships, define operationally, raise questions, formulate
								hypotheses, test and experiment. * Design controlled experiments, recognize
								variables, and manipulate variables. * Interpret data, formulate models, design
								models, and produce solutions.
B.
Apply process knowledge and
								organize scientific and technological phenomena in varied ways. * Describe
								materials using precise quantitative and qualitative skills based on
								observations. * Develop appropriate scientific experiments: raising questions,
								formulating hypotheses, testing, controlled experiments, recognizing variables,
								manipulating variables, interpreting data, and producing solutions. * Use
								process skills to make inferences and predictions using collected information
								and to communicate, using space/time relationships, defining
								operationally.
B.
Evaluate experimental information for
								appropriateness and adherence to relevant science processes. * Evaluate
								experimental data correctly within experimental limits. * Judge that
								conclusions are consistent and logical with experimental conditions. *
								Interpret results of experimental research to predict new information or
								improve a solution.
C.
Recognize and use the elements of
								scientific inquiry to solve problems. * Generate questions about objects,
								organisms and/or events that can be answered through scientific
								investigations.* Design an investigation. * Conduct an experiment. * State a
								conclusion that is consistent with the information.
C.
Identify
								and use the elements of scientific inquiry to solve problems. * Generate
								questions about objects, organisms and/or events that can be answered through
								scientific investigations. * Evaluate the appropriateness of questions. *
								Design an investigation with limited variables to investigate a question. *
								Conduct a two-part experiment. * Judge the significance of experimental
								information in answering the question. * Communicate appropriate conclusions
								from the experiment.
C.
Apply the elements of scientific
								inquiry to solve problems. * Generate questions about objects, organisms and/or
								events that can be answered through scientific investigations. * Evaluate the
								appropriateness of questions. * Design an investigation with adequate control
								and limited variables to investigate a question. * Conduct a multiple step
								experiment. * Organize experimental information using a variety of analytic
								methods. * Judge the significance of experimental information in answering the
								question. * Suggest additional steps that might be done
								experimentally.
C.
Apply the elements of scientific inquiry to
								solve multi-step problems. * Generate questions about objects, organisms and/or
								events that can be answered through scientific investigations. * Evaluate the
								appropriateness of questions. * Design an investigation with adequate control
								and limited variables to investigate a question. * Organize experimental
								information using analytic and descriptive techniques. * Evaluate the
								significance of experimental information in answering the question. * Project
								additional questions from a research study that could be studied.
D.
Recognize and use the technological
								design process to solve problems. * Recognize and explain basic problems.*
								Identify possible solutions and their course of action. * Try a solution. *
								Describe the solution, identify its impacts and modify if necessary. * Show the
								steps taken and the results.
D.
Know and use the technological
								design process to solve problems. * Define different types of problems. *
								Define all aspects of the problem, necessary information and questions that
								must be answered. * Propose the best solution. * Design and propose alternative
								methods to achieve solutions. * Apply a solution. * Explain the results,
								present improvements, identify and infer the impacts of the
								solution.
D.
Identify and apply the technological design
								process to solve problems. * Examine the problem, rank all necessary
								information and all questions that must be answered. * Propose and analyze a
								solution. * Implement the solution. * Evaluate the solution, test, redesign and
								improve as necessary. * Communicate the process and evaluate and present the
								impacts of the solution.
D.
Analyze and use the technological
								design process to solve problems. * Assess all aspects of the problem,
								prioritize the necessary information and formulate questions that must be
								answered. * Propose, develop and appraise the best solution and develop
								alternative solutions. * Implement and assess the solution. * Evaluate and
								assess the solution, redesign and improve as necessary. * Communicate and
								assess the process and evaluate and present the impacts of the solution.
3.3. Biological Sciences
3.3.4. GRADE 4
3.3.7. GRADE 7
3.3.10. GRADE
								10
3.3.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
A.
Know the similarities and differences of
								living things. * Identify life processes of living things (e.g., growth,
								digestion, react to environment).* Know that some organisms have similar
								external characteristics (e.g., anatomical characteristics; appendages, type of
								covering, body segments) and that similarities and differences are related to
								environmental habitat. * Describe basic needs of plants and
								animals.
A.
Describe the similarities and differences that
								characterize diverse living things. * Describe how the structures of living
								things help them function in unique ways. * Explain how to use a dichotomous
								key to identify plants and animals. * Account for adaptations among organisms
								that live in a particular environment.
A.
Explain the
								structural and functional similarities and differences found among living
								things. * Identify and characterize major life forms according to their
								placement in existing classification groups. * Explain the relationship between
								structure and function at the molecular and cellular levels. * Describe
								organizing schemes of classification keys. * Identify and characterize major
								life forms by kingdom, phyla, class and order.
A.
Explain the
								relationship between structure and function at all levels of organization. *
								Identify and explain interactions among organisms (e.g., mutually beneficial,
								harmful relationships). * Explain and analyze the relationship between
								structure and function at the molecular, cellular and organ-system level. *
								Describe and explain structural and functional relationships in each of the
								five (or six) kingdoms. * Explain significant biological diversity found in
								each of the biomes.
B.
Know that living things are made up of
								parts that have specific functions. * Identify examples of unicellular and
								multicellular organisms.* Determine how different parts of a living thing work
								together to make the organism function.
B.
Describe the cell as
								the basic structural and functional unit of living things. * Identify the
								levels of organization from cell to organism. * Compare life processes at the
								organism level with life processes at the cell level. * Explain that cells and
								organisms have particular structures that underlie their functions. * Describe
								and distinguish among cell cycles, reproductive cycles and life cycles. *
								Explain disease effects on structures or functions of an
								organism.
B.
Describe and explain the chemical and structural
								basis of living organisms. * Describe the relationship between the structure of
								organic molecules and the function they serve in living organisms. * Identify
								the specialized structures and regions of the cell and the functions of each. *
								Explain how cells store and use information to guide their functions. * Explain
								cell functions and processes in terms of chemical reactions and energy changes.
B.
Analyze the chemical and structural basis of living
								organisms. * Identify and describe factors affecting metabolic function (e.g.,
								temperature, acidity, hormones). * Evaluate metabolic activities using
								experimental knowledge of enzymes. * Evaluate relationships between structure
								and functions of different anatomical parts given their structure. * Describe
								potential impact of genome research on the biochemistry and physiology of
								life.
C.
Know that characteristics are inherited
								and, thus, offspring closely resemble their parents. * Identify characteristics
								for animal and plant survival in different climates. * Identify physical
								characteristics that appear in both parents and offspring and differ between
								families, strains or species.
C.
Know that every organism has a
								set of genetic instructions that determines its inherited traits. * Identify
								and explain inheritable characteristics. * Identify that the gene is the basic
								unit of inheritance. * Identify basic patterns of inheritance (e.g., dominance,
								recessive, codominance). * Describe how traits are inherited. * Distinguish how
								different living things reproduce (e.g., vegetative budding, sexual). *
								Recognize that mutations can alter a gene. * Describe how selective breeding,
								natural selection and genetic technologies can change genetic makeup of
								organisms.
C.
Describe how genetic information is inherited and
								expressed. * Compare and contrast the function of mitosis and meiosis. *
								Describe mutations' effects on a trait's expression. * Distinguish different
								reproductive patterns in living things (e.g., budding, spores, fission). *
								Compare random and selective breeding practices and their results (e.g.,
								antibiotic resistant bacteria). * Explain the relationship among DNA, genes and
								chromosomes. * Explain different types of inheritance (e.g., multiple allele,
								sex-influenced traits). * Describe the role of DNA in protein synthesis as it
								relates to gene expression.
C.
Explain gene inheritance and
								expression at the molecular level. * Analyze gene expression at the molecular
								level. * Describe the roles of nucleic acids in cellular reproduction and
								protein synthesis. * Describe genetic engineering techniques, applications and
								impacts. * Explain birth defects from the standpoint of embryological
								development and/or changes in genetic makeup.
D.
Identify changes in living things over
								time. * Compare extinct life forms with living organisms.
D.
Explain basic concepts of natural selection. * Identify
								adaptations that allow organisms to survive in their environment. * Describe
								how an environmental change can affect the survival of organisms and entire
								species.* Know that differences in individuals of the same species may give
								some advantage in surviving and reproducing. * Recognize that populations of
								organisms can increase rapidly. * Describe the role that fossils play in
								studying the past. * Explain how biologic extinction is a natural
								process.
D.
Explain the mechanisms of the theory of evolution.
								* Analyze data from fossil records, similarities in anatomy and physiology,
								embryological studies and DNA studies that are relevent to the theory of
								evolution. * Explain the role of mutations and gene recombination in changing a
								population of organisms. * Compare modern day descendents of extinct species
								and propose possible scientific accounts for their present appearance. *
								Describe the factors (e.g., isolation, differential reproduction) affecting
								gene frequency in a population over time and their
								consequences.
D.
Analyze the theory of evolution. * Examine
								human history by describing the progression from early hominids to modern
								humans. * Apply the concept of natural selection as a central concept in
								illustrating evolution theory.
3.3. Biological Sciences
3.3.4. GRADE 4
3.3.7. GRADE 7
3.3.10. GRADE
								10
3.3.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
* Describe and differentiate between the roles of
								natural selection and genetic drift. * Describe changes that illustrate major
								events in the earth's development based on a time line.* Explain why natural
								selection can act only on inherited traits. * Apply the concept of natural
								selection to illustrate and account for a species' survival, extinction or
								change over time.
Ecosystem Standards are in the
								Environment and Ecology Standard Category (4.6 ).
3.4. Physical Science, Chemistry
								and Physics
3.4.4. GRADE 4
3.4.7. GRADE 7
3.4.10. GRADE
								10
3.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
A.
Recognize basic concepts about the
								structure and properties of matter. * Describe properties of matter (e.g.,
								hardness, reactions to simple chemical tests).* Know that combining two or more
								substances can make new materials with different properties. * Know different
								material characteristics (e.g., texture, state of matter,
								solubility).
A.
Describe concepts about the structure and
								properties of matter. * Identify elements as basic building blocks of matter
								that cannot be broken down chemically. * Distinguish compounds from mixtures. *
								Describe and conduct experiments that identify chemical and physical
								properties. * Describe reactants and products of simple chemical
								reactions.
A.
Explain concepts about the structure and
								properties of matter. * Know that atoms are composed of even smaller sub-atomic
								structures whose properties are measurable. * Explain the repeating pattern of
								chemical properties by using the repeating patterns of atomic structure within
								the periodic table. * Predict the behavior of gases through the use of Boyle's,
								Charles' or the ideal gas law, in everyday situations. * Describe phases of
								matter according to the Kinetic Molecular Theory. * Explain the formation of
								compounds and their resulting properties using bonding theories (ionic and
								covalent).
A.
Apply concepts about the structure and
								properties of matter. * Apply rules of systematic nomenclature and formula
								writing to chemical substances. * Classify and describe, in equation form,
								types of chemical and nuclear reactions. * Explain how radioactive isotopes
								that are subject to decay can be used to estimate the age of materials. *
								Explain how the forces that bind solids, liquids and gases affect their
								properties. * Characterize and identify important classes of compounds (e.g.,
								acids, bases, salts).
3.4. Physical Science, Chemistry
								and Physics
3.4.4. GRADE 4
3.4.7. GRADE 7
3.4.10. GRADE
								10
3.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
* Recognize formulas for simple inorganic
								compounds. * Describe various types of chemical reactions by applying the laws
								of conservation of mass and energy.* Apply knowledge of mixtures to appropriate
								separation techniques. * Understand that carbon can form several types of
								compounds.
* Apply the conservation of energy concept to fields as
								diverse as mechanics, nuclear particles and studies of the origin of the
								universe. * Apply the predictability of nuclear decay to estimate the age of
								materials that contain radioactive isotopes. * Quantify the properties of
								matter (e.g., density, solubility coefficients) by applying mathematical
								formulas.
3.4. Physical Science, Chemistry
								and Physics
3.4.4. GRADE 4
3.4.7. GRADE 7
3.4.10. GRADE
								10
3.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
B.
Know basic energy types, sources and
								conversions. * Identify energy forms and examples (e.g., sunlight, heat,
								stored, motion). * Know the concept of the flow of energy by measuring flow
								through an object or system. * Describe static electricity in terms of
								attraction, repulsion and sparks. * Apply knowledge of the basic electrical
								circuits to design and construction simple direct current circuits. * Classify
								materials as conductors and nonconductors. * Know and demonstrate the basic
								properties of heat by producing it in a variety of ways.
B.
Relate energy sources and transfers to heat and
								temperature. * Identify and describe sound changes in moving objects. * Know
								that the sun is a major source of energy that emits wavelengths of visible
								light, infrared and ultraviolet radiation. * Explain the conversion of one form
								of energy to another by applying knowledge of each form of energy. * Explain
								the parts and functions in an electrical circuit.
B.
Analyze
								energy sources and transfers of heat. * Determine the efficiency of chemical
								systems by applying mathematical formulas. * Use knowledge of chemical
								reactions to generate an electrical current. * Evaluate energy changes in
								chemical reactions. * Use knowledge of conservation of energy and momentum to
								explain common phenomena (e.g., refrigeration system, rocket propulsion). *
								Explain resistance, current and electro-motive force (Ohm's
								Law).
B.
Apply and analyze energy sources and conversions and
								their relationship to heat and temperature. * Determine the heat involved in
								illustrative chemical reactions. * Evaluate mathematical formulas that
								calculate the efficiency of specific chemical and mechanical systems. * Use
								knowledge of oxidation and reduction to balance complex reactions. * Apply
								appropriate thermodynamic concepts (e.g., conservation, entropy) to solve
								problems relating to energy and heat.
3.4. Physical Science, Chemistry
								and Physics
3.4.4. GRADE 4
3.4.7. GRADE 7
3.4.10. GRADE
								10
3.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
* Know the characteristics of light (e.g.,
								reflection, refraction, absorption) and use them to produce heat, color or a
								virtual image.
3.4. Physical Science, Chemistry
								and Physics
3.4.4. GRADE 4
3.4.7. GRADE 7
3.4.10. GRADE
								10
3.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.TrC.
Observe and describe different types of force and
								motion. * Identify characteristics of sound (pitch, loudness and echoes). *
								Recognize forces that attract or repel other objects and demonstrate them. *
								Describe various types of motions.* Compare the relative movement of objects
								and describe types of motion that are evident. * Describe the position of an
								object by locating it relative to another object or the background (e.g.,
								geographic direction, left, up).
C.
Identify and explain the
								principles of force and motion. * Describe the motion of an object based on its
								position, direction and speed. * Classify fluid power systems according to
								fluid used or mode of power transmission (e.g., air, oil). * Explain various
								motions using models. * Explain how convex and concave mirrors and lens change
								light images. * Explain how sound and light travel in waves of differing
								speeds, sizes and frequencies.
C.
Distinguish among the
								principles of force and motion. * Identify the relationship of electricity and
								magnetism as two aspects of a single electromagnetic force. * Identify elements
								of simple machines in compound machines. * Explain fluid power systems through
								the design and construction of appropriate models. * Describe sound effects
								(e.g., Doppler effect, amplitude, frequency, reflection, refraction,
								absorption, sonar, seismic). * Describe light effects (e.g., Doppler effect,
								dispersion, absorption, emission spectra, polarization, interference). *
								Describe and measure the motion of sound, light and other
								objects.
C.
Apply the principles of motion and force. *
								Evaluate wave properties of frequency, wavelength and speed as applied to sound
								and light through different media. * Propose and produce modifications to
								specific mechanical power systems that will improve their efficiency. * Analyze
								the principles of translational motion, velocity and acceleration as they
								relate to free fall and projectile motion.* Analyze the principles of
								rotational motion to solve problems relating to angular momentum, and torque. *
								Interpret a model that illustrates circular motion and acceleration.
3.4. Physical Science, Chemistry
								and Physics
3.4.4. GRADE 4
3.4.7. GRADE 7
3.4.10. GRADE
								10
3.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
* Know Newton's laws of motion (including inertia,
								action and reaction) and gravity and apply them to solve problems related to
								forces and mass.* Determine the efficiency of mechanical systems by applying
								mathematical formulas.
* Describe inertia, motion, equilibrium, and
								action/reaction concepts through words, models and mathematical symbols.
3.4. Physical Science, Chemistry
								and Physics
3.4.4. GRADE 4
3.4.7. GRADE 7
3.4.10. GRADE
								10
3.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
D.
Describe the composition and structure
								of the universe and the earth's place in it. * Recognize earth's place in the
								solar system.* Explain and illustrate the causes of seasonal changes. *
								Identify planets in our solar system and their general characteristics. *
								Describe the solar system motions and use them to explain time (e.g., days,
								seasons), major lunar phases and eclipses.
D.
Describe
								essential ideas about the composition and structure of the universe and the
								earth's place in it. * Compare various planets' characteristics. * Describe
								basic star types and identify the sun as a star type. * Describe and
								differentiate comets, asteroids and meteors. * Identify gravity as the force
								that keeps planets in orbit around the sun and governs the rest of the movement
								of the solar system and the universe. * Illustrate how the position of stars
								and constellations change in relation to the Earth during an evening and from
								month to month. * Identify equipment and instruments that explore the universe.
D.
Explain essential ideas about the composition and structure
								of the universe. * Compare the basic structures of the universe (e.g., galaxy
								types, nova, black holes, neutron stars). * Describe the structure and life
								cycle of star, using the Hertzsprung-Russell diagram. * Describe the nuclear
								processes involved in energy production in a star. * Explain the "red-shift"
								and Hubble's use of it to determine stellar distance and movement. * Compare
								absolute versus apparent star magnitude and their relation to stellar distance.
								* Explain the impact of the Copernican and Newtonian thinking on man's view of
								the universe.
D.
Analyze the essential ideas about the
								composition and structure of the universe. * Analyze the Big Bang Theory's use
								of gravitation and nuclear reaction to explain a possible origin of the
								universe. * Compare the use of visual, radio and x-ray telescopes to collect
								data regarding the structure and evolution of the universe. * Correlate the use
								of the special theory of relativity and the life of a star.
3.4. Physical Science, Chemistry
								and Physics
3.4.4. GRADE 4
3.4.7. GRADE 7
3.4.10. GRADE
								10
3.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
* Identify the accomplishments and contributions
								provided by selected past and present scientists in the field of astronomy.*
								Identify and articulate space program efforts to investigate possibilities of
								living in space and on other planets.
* Identify and analyze the
								findings of several space instruments in regard to the extent and composition
								of the solar system and universe.
Refer to Technology Standard
								Category 3.6 for applied uses of these concepts and principles.
3.5. Earth Sciences
3.5.4. GRADE 4
3.5.7. GRADE 7
3.5.10. GRADE
								10
3.5.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
A.
Know basic landforms and earth history.
								* Describe earth processes (e.g., rusting, weathering, erosion) that have
								affected selected physical features in students' neighborhoods. * Identify
								various earth structures (e.g., mountains, faults, drainage basins) through the
								use of models. * Identify the composition of soil as weathered rock and
								decomposed organic remains.* Describe fossils and the type of environment they
								lived in (e.g., tropical, aquatic, desert).
A.
Describe earth
								features and processes. * Describe major layers of the earth. * Describe the
								processes involved in the creation of geologic features (e.g., folding,
								faulting, volcanism, sedimentation) and that these processes seen today (e.g.,
								erosion, weathering crustal plate movement) are similar to those in the past. *
								Describe the processes that formed Pennsylvania geologic structures and
								resources including mountains, glacial formations, water gaps and ridges. *
								Explain how the rock cycle affected rock formations in the state of
								Pennsylvania.
A.
Relate earth features and processes that
								change the earth. * Illustrate and explain plate tectonics as the mechanism of
								continental movement and sea floor changes. * Compare examples of change to the
								earth's surface over time as they related to continental movement and ocean
								basin formation (e.g., Delaware, Susquehanna, Ohio Rivers system formations,
								dynamics). * Interpret topographic maps to identify and describe significant
								geologic history/structures in Pennsylvania. * Evaluate and interpret geologic
								history using geologic maps. * Explain several methods of dating earth
								materials and structures.
A.
Analyze and evaluate earth
								features and processes that change the earth. * Apply knowledge of geophysical
								processes to explain the formation and degradation of earth structures (e.g.,
								mineral deposition, cave formations, soil composition). * Interpret geological
								evidence supporting evolution. * Apply knowledge of radioactive decay to assess
								the age of various earth features and objects.
3.5. Earth Sciences
3.5.4. GRADE 4
3.5.7. GRADE 7
3.5.10. GRADE
								10
3.5.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
* Distinguish between examples of rapid surface
								changes (e.g., landslides, earthquakes) and slow surface changes (e.g.,
								weathering).* Identify living plants and animals that are similar to fossil
								forms.
* Correlate rock units with general geologic time periods in the
								history of the earth. * Describe and identify major types of rocks and
								minerals.
3.5. Earth Sciences
3.5.4. GRADE 4
3.5.7. GRADE 7
3.5.10. GRADE
								10
3.5.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
B.
Know types and uses of earth materials.
								* Identify uses of various earth materials (e.g., buildings, highways, fuels,
								growing plants).* Identify and sort earth materials according to a
								classification key (e.g., soil/rock type).
B.
Recognize earth
								resources and how they affect everyday life. * Identify and locate significant
								earth resources (e.g., rock types, oil, gas, coal deposits) in Pennsylvania. *
								Explain the processes involved in the formation of oil and coal in
								Pennsylvania. * Explain the value and uses of different earth resources (e.g.,
								selected minerals, ores, fuel sources, agricultural uses). * Compare the
								locations of human settlements as related to available
								resources.
B.
Explain sources and uses of earth resources. *
								Compare the locations of strategic minerals and earth resources in the world
								with their geologic history using maps and global information systems. *
								Demonstrate the effects of sedimentation and erosion before and after a
								conservation plan is implemented. * Evaluate the impact of geologic
								activities/hazards (e.g., earthquakes, sinkholes, landslides). * Evaluate land
								use (e.g., agricultural, recreational, residential, commercial) in Pennsylvania
								based upon soil characteristics.
B.
Analyze the availability,
								location and extraction of earth resources. * Describe how the location of
								earth's major resources has affected a country's strategic decisions. * Compare
								locations of earth features and country boundaries. * Analyze the impact of
								resources (e.g., coal deposits, rivers) on the life of Pennsylvania's
								settlements and cities.
C.
Know basic weather elements. * Identify
								cloud types. * Identify weather patterns from data charts (including
								temperature, wind direction and speed, precipitation) and graphs of the data.*
								Explain how the different seasons effect plants, animals, food availability and
								daily human life.
C.
Describe basic elements of meteorology. *
								Explain weather forecasts by interpreting weather data and symbols. * Explain
								the oceans' impact on local weather and the climate of a region. * Identify how
								cloud types, wind directions and barometric pressure changes are associated
								with weather patterns in different regions of the country. * Explain and
								illustrate the processes of cloud formation and precipitation. * Describe and
								illustrate the major layers of the earth's atmosphere. * Identify different air
								masses and global wind patterns and how they relate to the weather patterns in
								different regions of the U.S.
C.
Interpret meteorological data.
								* Analyze information from meteorological instruments and online sources to
								predict weather patterns. * Describe weather and climate patterns on global
								levels. * Evaluate specific adaptations plants and animals have made that
								enable them to survive in different climates.
C.
Analyze
								atmospheric energy transfers. * Describe how weather and climate involve the
								transfer of energy in and out of the atmosphere. * Explain how unequal heating
								of the air, ocean and land produces wind and ocean currents. * Analyze the
								energy transformations that occur during the greenhouse effect and predict the
								long-term effects of increased pollutant levels in the atmosphere. * Analyze
								the mechanisms that drive a weather phenomena (e.g., El Nino, hurricane,
								tornado) using the correlation of three methods of heat energy transfer.
D.
Recognize the earth's different water
								resources. * Know that approximately three-fourths of the earth is covered by
								water. * Identify and describe types of fresh and saltwater bodies.* Identify
								examples of water in the form of solid, liquid and gas on or near the surface
								of the earth. * Explain and illustrate evaporation and condensation. *
								Recognize other resources available from water (e.g., energy, transportation,
								minerals, food).
D.
Explain the behavior and impact of the
								earth's water systems. * Explain the water cycle using the processes of
								evaporation and condensation. * Describe factors that affect evaporation and
								condensation. * Distinguish salt from fresh water (e.g., density, electrical
								conduction). * Compare the effect of water type (e.g., polluted, fresh, salt
								water) and the life contained in them. * Identify ocean and shoreline features
								(e.g., bays, inlets, spit, tidal marshes).
D.
Assess the value
								of water as a resource. * Compare specific sources of potable water (e.g.,
								wells, public systems, rivers) used by people in Pennsylvania. * Identify the
								components of a municipal/agricultural water supply system and a wastewater
								treatment system. * Relate aquatic life to water conditions (e.g., turbidity,
								temperature, salinity, dissolved oxygen, nitrogen levels, pressure). * Compare
								commercially important aquatic species in or near Pennsylvania. * Identify
								economic resources found in marine areas. * Assess the natural and man-made
								factors that affect the availability of clean water (e.g., rock and mineral
								deposits, man-made pollution).
D.
Analyze the principles and
								history of hydrology. * Analyze the operation and effectiveness of a water
								purification and desalination system. * Evaluate the pros and cons of surface
								water appropriation for commercial and electrical use. * Analyze the historical
								development of water use in Pennsylvania (e.g., recovery of Lake Erie). *
								Compare the marine life and type of water found in the intertidal, neritic and
								bathyal zones.
3.5. Earth Sciences
3.5.4. GRADE 4
3.5.7. GRADE 7
3.5.10. GRADE
								10
3.5.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
Refer to Environment and Ecology
								Standards Categories 4.1, 4.3, 4.8 for standards that deal with environmental
								impact of Earth structures and forces.
3.6. Technology
								Education
3.6.4. GRADE 4
3.6.7. GRADE 7
3.6.10. GRADE
								10
3.6.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
A.
Know that biotechnologies relate to
								propagating, growing, maintaining, adapting, treating and converting. *
								Identify agricultural and industrial production processes that involve plants
								and animals.* Identify waste management treatment processes. * Describe how
								knowledge of the human body influences or impacts ergonomic design. * Describe
								how biotechnology has impacted various aspects of daily life (e.g., health
								care, agriculture, waste treatment).
A.
Explain
								biotechnologies that relate to related technologies of propagating, growing,
								maintaining, adapting, treating and converting. * Identify the environmental,
								societal and economic impacts that waste has in the environment. * Identify and
								explain the impact that a specific medical advancement has had on society. *
								Explain the factors that were taken into consideration when a specific object
								was designed. * Define and describe how fuels and energy can be generated
								through the process of biomass conversion. * Identify and group basic plant and
								animal production processes.
A.
Apply biotechnologies that
								relate to propagating, growing, maintaining, adapting, treating and converting.
								* Apply knowledge of plant and animal production processes in designing an
								improvement to existing processes. * Apply knowledge of biomedical technology
								applications in designing a solution to a simple medical problem (e.g., wheel
								chair design, artificial arteries). * Apply knowledge of how biomedical
								technology affects waste products in designing a solution that will result in
								reduced waste. * Apply ergonomic engineering factors when devising a solution
								to a specific problem. * Describe various methods of biochemical
								conversion.
A.
Analyze biotechnologies that relate to
								propagating, growing, maintaining, adapting, treating and converting. * Analyze
								and solve a complex production process problem using biotechnologies (e.g.,
								hydroponics, fish farming, crop propagation). * Analyze specific examples where
								engineering has impacted society in protection, personal health application or
								physical enhancement. * Appraise and evaluate the cause and effect and
								subsequent environmental, economic and societal impacts that result from
								biomass and biochemical conversion.
3.6. Technology
								Education
3.6.4. GRADE 4
3.6.7. GRADE 7
3.6.10. GRADE
								10
3.6.12. GRADE 12
Pennsylvania's public schools
								shall teach, challenge and support every student to realize his or her maximum
								potential and to acquire the knowledge and skills needed to. . .
* Explain the impact that agricultural science has
								had on biotechnology.
* Describe specific examples that reflect the
								impact that agricultural science has had on biotechnology.
* Evaluate
								and apply biotechnical processes to complex plant and animal production
								methods. * Apply knowledge of biochemical-related technologies to propose
								alternatives to hazardous waste treatment. * Apply knowledge of agricultural
								science to solve or improve a biochemical related problem.
3.6. Technology
								Education
3.6.4. GRADE 4
3.6.7. GRADE 7
3.6.10. GRADE
								10
3.6.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
B.
Know that information technologies
								involve encoding, transmitting, receiving, storing, retrieving and decoding. *
								Identify electronic communication methods that exist in the community (e.g.,
								digital cameras, telephone, internet, television, fiber optics).* Identify
								graphic reproduction methods. * Describe appropriate image generating
								techniques (e.g., photography, video). * Demonstrate the ability to communicate
								an idea by applying basic sketching and drawing
								techniques.
B.
Explain information technologies of encoding,
								transmitting, receiving, storing, retrieving and decoding. * Demonstrate the
								effectiveness of image generating technique to communicate a story (e.g.,
								photography, video). * Analyze and evaluate the effectiveness of a graphic
								object designed and produced to communicate a thought or concept. * Apply basic
								technical drawing techniques to communicate an idea or solution to a problem. *
								Apply the appropriate method of communications technology to communicate a
								thought.
B.
Apply knowledge of information technologies of
								encoding, transmitting, receiving, storing, retrieving and decoding. * Describe
								the proper use of graphic and electronic communication systems. * Apply a
								variety of advanced mechanical and electronic drafting methods to communicate a
								solution to a specific problem. * Apply and analyze advanced communication
								techniques to produce an image that effectively conveys a message (e.g.,
								desktop publishing, audio and/or video production). * Illustrate an
								understanding of a computer network system by modeling, constructing or
								assembling its components.
B.
Analyze knowledge of information
								technologies of processes encoding, transmitting, receiving, storing,
								retrieving and decoding. * Apply and analyze advanced information techniques to
								produce a complex image that effectively conveys a message (e.g., desktop
								publishing, audio and/or video production). * Analyze and evaluate a message
								designed and produced using still, motion and animated communication
								techniques. * Describe the operation of fiber optic, microwave and satellite
								informational systems. * Apply various graphic and electronic information
								techniques to solve real world problems (e.g., data organization and analysis,
								forecasting, interpolation).
3.6. Technology
								Education
3.6.4. GRADE 4
3.6.7. GRADE 7
3.6.10. GRADE
								10
3.6.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
C.
Know physical technologies of structural
								design, analysis and engineering, finance, production, marketing, research and
								design.* Identify and group a variety of construction tasks. * Identify the
								major construction systems present in a specific local building. * Identify
								specific construction systems that depend on each other in order to complete a
								project. * Know skills used in construction. * Identify examples of
								manufactured goods present in the home and school. * Identify basic resources
								needed to produce a manufactured item. * Identify basic component operations in
								a specific manufacturing enterprise (e.g., cutting, shaping,
								attaching).
C.
Explain physical technologies of structural
								design, analysis and engineering, personnel relations, financial affairs,
								structural production, marketing, research and design. * Use knowledge of
								material effectiveness to solve specific construction problems (e.g., steel vs.
								wood bridges). * Differentiate among the different types of construction
								applications (e.g., microwave tower, power plants, aircrafts). * Explain basic
								material processes that manufactured objects undergo during production (e.g.,
								separating, forming, combining). * Evaluate a construction activity by
								specifying task analyses and necessary resources.
C.
Apply
								physical technologies to structural design, analysis and engineering, personnel
								relations, financial affairs, structural production, marketing, research and
								design to real world problems. * Describe and classify common construction by
								their characteristics and composition. * Compare and contrast specific
								construction systems that depend on each other in order to complete a project.
								* Evaluate material failure common to specific applications. * Demonstrate
								knowledge of various construction systems by building or interpreting models. *
								Select and apply the necessary resources to successfully conduct a
								manufacturing enterprise.
C.
Analyze physical technologies of
								structural design, analysis and engineering, personnel relations, financial
								affairs, structural production, marketing, research and design to real world
								problems. * Apply knowledge of construction technology by designing, planning
								and applying all the necessary resources to successfully solve a construction
								problem. * Compare resource options in solving a specific manufacturing
								problem. * Analyze and apply complex skills needed to process materials in
								complex manufacturing enterprises. * Apply advanced information collection and
								communication techniques to successfully convey solutions to specific
								construction problems.
3.6. Technology
								Education
3.6.4. GRADE 4
3.6.7. GRADE 7
3.6.10. GRADE
								10
3.6.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
* Identify waste and pollution resulting from a
								manufacturing enterprise.* Explain and demonstrate the concept of manufacturing
								(e.g., assemble a set of papers or ball point pens sequentially, mass produce
								an object). * Identify transportation technologies of propelling, structuring,
								suspending, guiding, controlling and supporting. * Identify and experiment with
								simple machines used in transportation systems. * Explain how improved
								transportation systems have changed society.
* Explain the
								relationships among the basic resources needed in the production process for a
								specific manufactured object. * Explain the difference between design
								engineering and production engineering processes. * Analyze manufacturing steps
								that affect waste and pollutants. * Explain transportation technologies of
								propelling, structuring, suspending, guiding, controlling and supporting. *
								Identify and explain the workings of several mechanical power systems. * Model
								and explain examples of vehicular propulsion, control, guidance, structure and
								suspension systems. * Explain the limitations of land, marine, air and space
								transportation systems.
* Apply concepts of design engineering and
								production engineering in the organization and application of a manufacturing
								activity. * Apply the concepts of manufacturing by redesigning an enterprise to
								improve productivity or reduce or eliminate waste and/or pollution. * Evaluate
								the interrelationship of various transportation systems in the community. *
								Analyze the impacts that transportation systems have on a community.
*
								Assess the importance of capital on specific construction applications. *
								Analyze the positive and negative qualities of several different types of
								materials as they would relate to specific construction applications. * Analyze
								transportation technologies of propelling, structuring, suspending, guiding,
								controlling and supporting. * Analyze the concepts of vehicular propulsion,
								guidance, control, suspension and structural systems while designing and
								producing specific complex transportation systems.
3.7. Technological
								Devices
3.7.4. GRADE 4
3.7.7. GRADE 7
3.7.10. GRADE
								10
3.7.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
A.
Explore the use of basic tools, simple
								materials and techniques to safely solve problems.* Describe the scientific
								principles on which various tools are based. * Group tools and machines by
								their function. * Select and safely apply appropriate tools and materials to
								solve simple problems.
A.
Describe the safe and appropriate use
								of tools, materials and techniques to answer questions and solve problems. *
								Identify uses of tools, machines, materials, information, people, money, energy
								and time that meet specific design criteria. * Describe safe procedures for
								using tools and materials. * Assess materials for appropriateness of
								use.
A.
Identify and safely use a variety of tools, basic
								machines, materials and techniques to solve problems and answer questions. *
								Select and safely apply appropriate tools, materials and processes necessary to
								solve complex problems. * Apply advanced tool and equipment manipulation
								techniques to solve problems.
A.
Apply advanced tools,
								materials and techniques to answer complex questions. * Demonstrate the safe
								use of complex tools and machines within their specifications. * Select and
								safely apply appropriate tools, materials and processes necessary to solve
								complex problems that could result in more than one solution. * Evaluate and
								use technological resources to solve complex multi-step problems.
3.7. Technological
								Devices
3.7.4. GRADE 4
3.7.7. GRADE 7
3.7.10. GRADE
								10
3.7.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
B.
Select appropriate instruments to study
								materials. * Develop simple skills to measure, record, cut and fasten.* Explain
								appropriate instrument selection for specific tasks.
B.
Use
								appropriate instruments and apparatus to study materials. * Select appropriate
								instruments to measure the size, weight, shape and temperature of living and
								non-living objects. * Apply knowledge of different measurement systems to
								measure and record objects' properties.
B.
Apply appropriate
								instruments and apparatus to examine a variety of objects and processes. *
								Describe and use appropriate instruments to gather and analyze data. * Compare
								and contrast different scientific measurement systems; select the best
								measurement system for a specific situation. * Explain the need to estimate
								measurements within error of various instruments. * Apply accurate measurement
								knowledge to solve everyday problems. * Describe and demonstrate the operation
								and use of advanced instrumentation in evaluating material and chemical
								properties (e.g., scanning electron microscope, nuclear magnetic resonance
								machines).
B.
Evaluate appropriate instruments and apparatus to
								accurately measure materials and processes. * Apply and evaluate the use of
								appropriate instruments to accurately measure scientific and technologic
								phenomena within the error limits of the equipment. * Evaluate the appropriate
								use of different measurement scales (macro and micro). * Evaluate the utility
								and advantages of a variety of absolute and relative measurement scales for
								their appropriate application.
3.7. Technological
								Devices
3.7.4. GRADE 4
3.7.7. GRADE 7
3.7.10. GRADE
								10
3.7.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
Computer literacy, including the
								use of hardware and software in standard statements C, D, and E, should be
								integrated across all content areas.
C.
Identify basic computer operations and
								concepts. * Identify the major parts necessary for a computer to input and
								output data.* Explain and demonstrate the basic use of input and output devices
								(e.g., keyboard, monitor, printer, mouse). * Explain and demonstrate the use of
								external and internal storage devices (e.g., disk drive, CD
								drive).
C.
Explain and demonstrate basic computer operations
								and concepts. * Know specialized computer applications used in the community. *
								Describe the function of advanced input and output devices (e.g., scanners,
								video images, plotters, projectors) and demonstrate their use. * Demonstrate
								age appropriate keyboarding skills and techniques.
C.
Apply
								basic computer operations and concepts. * Identify solutions to basic hardware
								and software problems. * Apply knowledge of advanced input devices. * Apply
								knowledge of hardware setup. * Describe the process for basic software
								installation and demonstrate it. * Analyze and solve basic operating systems
								problems. * Apply touch keyboarding skills and techniques at expectable speed
								and accuracy. * Demonstrate the ability to perform basic software
								installation.
C.
Evaluate computer operations and concepts as
								to their effectiveness to solve specific problems. * Describe and demonstrate
								atypical software installation. * Analyze and solve hardware and advanced
								software problems. * Assess and apply multiple input and output devices to
								solve specific problems.
3.7. Technological
								Devices
3.7.4. GRADE 4
3.7.7. GRADE 7
3.7.10. GRADE
								10
3.7.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
D.
Use basic computer software. * Apply
								operating system skills to perform basic computer tasks.* Apply basic word
								processing skills. * Identify and use simple graphic and presentation graphic
								materials generated by the computer. * Apply specific instructional
								software.
D.
Apply computer software to solve specific
								problems. * Identify software designed to meet specific needs (e.g., Computer
								Aided Drafting, design software, tutorial, financial, presentation software). *
								Identify and solve basic software problems relevant to specific software
								applications. * Identify basic multimedia applications. * Demonstrate a basic
								knowledge of desktop publishing applications. * Apply intermediate skills in
								utilizing word processing, database and spreadsheet software. * Apply basic
								graphic manipulation techniques.
D.
Utilize computer software
								to solve specific problems. * Identify legal restrictions in the use of
								software and the output of data. * Apply advanced graphic manipulation and
								desktop publishing techniques. * Apply basic multi- media applications. * Apply
								advanced word processing, database and spreadsheet skills. * Describe and
								demonstrate how two or more software applications can be used to produce an
								output. * Select and apply software designed to meet specific
								needs.
D.
Evaluate the effectiveness of computer software to
								solve specific problems. * Evaluate the effectiveness of software to produce an
								output and demonstrate the process. * Design and apply advanced multimedia
								techniques. * Analyze, select and apply the appropriate software to solve
								complex problems. * Evaluate the effectiveness of the computer as a
								presentation tool. * Analyze the legal responsibilities of computer users.
3.7. Technological
								Devices
3.7.4. GRADE 4
3.7.7. GRADE 7
3.7.10. GRADE
								10
3.7.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
E.
Identify basic computer communications
								systems. * Apply a web browser. * Apply basic electronic mail functions.* Use
								on-line searches to answer age appropriate questions.
E.
Explain basic computer communications systems. * Describe
								the organization and functions of the basic parts that make up the World Wide
								Web. * Apply advanced electronic mail functions. * Apply basic on-line research
								techniques to solve a specific problem.
E.
Apply basic
								computer communications systems. * Identify and explain various types of
								on-line services. * Identify and explain the function of the parts of a basic
								network. * Describe and apply the components of a web page and their function.
								* Explain and demonstrate file transfer within and out side of a computer
								network. * Identify, describe and complete advanced on-line research.
E.
Assess the effectiveness of computer communications
								systems. * Assess the effectiveness of a computer based communications system.
								* Transfer files among different computer platforms. * Analyze the
								effectiveness of on-line information resources to meet the needs for
								collaboration, research, publications, communications and productivity. * Apply
								knowledge of protocol standards to solve connectivity problems.
3.8. Science, Technology and
								Human Endeavors
3.8.4. GRADE 4
3.8.7. GRADE 7
3.8.10. GRADE
								10
3.8.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
A.
Know that people select, create and use
								science and technology and that they are limited by social and physical
								restraints.* Identify and describe positive and negative impacts that influence
								or result from new tools and techniques. * Identify how physical technology
								(e.g., construction, manufacturing, transportation), informational technology
								and biotechnology are used to meet human needs. * Describe how scientific
								discoveries and technological advancements are related. * Identify
								interrelationships among technology, people and their world. * Apply the
								technological design process to solve a simple
								problem.
A.
Explain how sciences and technologies are limited
								in their effects and influences on society. * Identify and describe the
								unavoidable constraints of technological design. * Identify changes in society
								as a result of a technological development. * Identify and explain improvements
								in transportation, health, sanitation and communications as a result of
								advancements in science and technology and how they effect our
								lives.
A.
Analyze the relationship between societal demands and
								scientific and technological enterprises. * Identify past and current tradeoffs
								between increased production, environmental harm and social values (e.g.,
								increased energy needs, power plants, automobiles). * Compare technologies that
								are applied and accepted differently in various cultures (e.g., factory
								farming, nuclear power). * Describe and evaluate social change as a result of
								technological developments. * Assess the social impacts of a specific
								international environmental problem by designing a solution that applies the
								appropriate technologies and resources.
A.
Synthesize and
								evaluate the interactions and constraints of science and technology on society.
								* Compare and contrast how scientific and technological knowledge is both
								shared and protected. * Evaluate technological developments that have changed
								the way humans do work and discuss their impacts (e.g., genetically engineered
								crops). * Evaluate socially proposed limitations of scientific research and
								technological application.
3.8. Science, Technology and
								Human Endeavors
3.8.4. GRADE 4
3.8.7. GRADE 7
3.8.10. GRADE
								10
3.8.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
B.
Know how human ingenuity and
								technological resources satisfy specific human needs and improve the quality of
								life. * Identify and distinguish between human needs and improving the quality
								of life.* Identify and distinguish between natural and human-made resources. *
								Describe a technological invention and the resources that were used to develop
								it.
B.
Explain how human ingenuity and technological resources
								satisfy specific human needs and improve the quality of life. * Identify
								interrelationships between systems and resources. * Identify and describe the
								resources necessary to solve a selected problem in a community and improve the
								quality of life.* Identify and explain specific examples of how agricultural
								science has met human needs and has improved the quality of
								life.
B.
Analyze how human ingenuity and technological
								resources satisfy specific human needs and improve the quality of life. *
								Identify several problems and opportunities that exist in your community, apply
								various problem-solving methods to design and evaluate possible solutions. *
								Analyze a recently invented item, describing the human need that prompted its
								invention and the current and potential social impacts of the specific
								invention. * Apply knowledge of oceanography, meteorology, geology and human
								anatomy to explain important considerations that need to be made for
								construction of homes, buildings and businesses in the United
								States.
B.
Apply the use of ingenuity and technological
								resources to solve specific societal needs and improve the quality of life. *
								Apply appropriate tools, materials and processes to solve complex problems. *
								Use knowledge of human abilities to design or modify technologies that extend
								and enhance human abilities. * Apply appropriate tools, materials and processes
								to physical, informational or biotechnological systems to identify and
								recommend solutions to international problems. * Apply knowledge of
								agricultural science to develop a solution that will improve on a human need or
								want.
3.8. Science, Technology and
								Human Endeavors
3.8.4. GRADE 4
3.8.7. GRADE 7
3.8.10. GRADE
								10
3.8.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
* Assess the impacts that agricultural science has
								had on meeting human needs and improving the qualify of life.
3.8. Science, Technology and
								Human Endeavors
3.8.4. GRADE 4
3.8.7. GRADE 7
3.8.10. GRADE
								10
3.8.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
C.
Know the pros and cons of possible
								solutions to scientific and technological problems in society.* Compare the
								positive and negative expected and unexpected impacts of technological change.
								* Identify and discuss examples of technological change in the community that
								have both positive and negative impacts.
C.
Identify the pros
								and cons of applying technological and scientific solutions to address problems
								and the effect upon society. * Describe the positive and negative expected and
								unexpected effects of specific technological developments. * Describe ways
								technology extends and enhances human abilities.
C.
Evaluate
								possibilities, consequences and impacts of scientific and technological
								solutions. * Relate scientific and technological advancements in terms of cause
								and effect. * Describe and evaluate the impacts that financial considerations
								have had on specific scientific and technological applications. * Compare and
								contrast potential solutions to technological, social, economic and
								environmental problems. * Analyze the impacts on society of accepting or
								rejecting scientific and technological advances.
C.
Evaluate
								the consequences and impacts of scientific and technological solutions. *
								Propose solutions to specific scientific and technological applications,
								identifying possible financial considerations. * Analyze scientific and
								technological solutions through the use of risk/benefit analysis. * Analyze and
								communicate the positive or negative impacts that a recent technological
								invention had on society. * Evaluate and describe potential impacts from
								emerging technologies and the consequences of not keeping abreast of
								technological advancements (e.g., assessment alternatives, risks, benefits,
								costs, economic impacts, constraints).
IX. GLOSSARY
Allele:
Any of a set of
								possible forms of a gene.
Biochemical conversion:
The
								changing of organic matter into other chemical forms.
Biomass conversion:
The
								changing of organic matter that has been produced by photosynthesis into useful
								liquid, gas or fuel.
Biomedical technology:
The
								application of health care theories to develop methods, products and tools to
								maintain or improve homeostasis.
Biomes:
A community of living
								organisms of a single major ecological region.
Biotechnology:
The ways that
								humans apply biological concepts to produce products and provide services.
Carbon chemistry:
The science
								of the composition, structure, properties and reactions of carbon based matter,
								especially of atomic and molecular systems; sometimes referred to as organic
								chemistry.
Construction technology:
The
								ways that humans build structures on sites.
Desalinization:
To remove
								salts and other chemicals from sea or saline water.
Dichotomous:
Divided or
								dividing into two parts or classifications.
Electronic communication:
System for the transmission of information using electronic
								technology (e.g., digital cameras, cellular telephones, Internet, television,
								fiber optics).
Embryology:
The branch of
								biology dealing with the development of living things from fertilized egg to
								its developed state.
Engineering:
The application
								of scientific, physical, mechanical and mathematical principles to design
								processes, products and structures that improve the quality of life.
Enzyme:
A protein that
								increases the rate of a chemical reaction without being changed by the
								reaction; an organic catalyst.
Ergonomical:
Of or relating to
								the design of equipment or devices to fit the human body's control, position,
								movement and environment.
Evolution:
A process of change
								that explains why what we see today is different from what existed in the past;
								it includes changes in the galaxies, stars, solar system, earth and life on
								earth. Biological evolution is a change in hereditary characteristics of groups
								of organisms over the course of generations.
Fact:
Information that has
								been objectively verified.
Geologic hazard:
A naturally
								occurring or man-made condition or phenomenon that presents a risk or is a
								potential danger to life and property (e.g., landslides, floods, earthquakes,
								ground subsidence, coastal and beach erosion, faulting, dam leakage and
								failure, mining disasters, pollution and waste disposal, sinkholes).
Geologic map:
A representation
								of a region on which is recorded earth information (e.g., the distribution,
								nature and age relationships of rock units and the occurrences of structural
								features, mineral deposits and fossil localities).
Hydrology:
The scientific
								study of the properties, distribution and effects of water on the earth's
								surface, in the soil and underlying rocks and in the atmosphere.
Hypothesis:
An assertion
								subject to verification or proof as a premise from which a conclusion is drawn.
Information technology:
The
								technical means that humans create to store and transmit information.
Inquiry:
A systematic process
								for using knowledge and skills to acquire and apply new knowledge.
Instructional technology:
Any
								mechanical aid (including computer technology) used to assist in or enhance the
								process of teaching and learning.
Law:
Summarizing statement of
								observed experimental facts that has been tested many times and is generally
								accepted as true.
Manufacturing technology:
The
								ways that humans produce goods and products.
Mitosis:
The sequential
								differentiation and segregation of replicated chromosomes in a cell's nucleus
								that precedes complete cell division.
Model:
A description, analogy
								or a representation of something that helps us understand it better (e.g., a
								physical model, a conceptual model, a mathematical model).
Nova:
A variable star that
								suddenly increases in brightness to several times its normal magnitude and
								returns to its original appearance in a few weeks to several months or years.
Patterns:
Repeated processes
								that are exhibited in a wide variety of ways; identifiable recurrences of the
								element and/or the form.
Physical technology:
The ways
								that humans construct, manufacture and transport products.
Radioactive isotope:
An atom
								that gives off nuclear radiation and has the same number of protons (atomic
								number) as another atom but a different number of neutrons.
Relationship between science and technology:
Science builds principles or theories while technology is the
								practical application of those principles or theories.
Scale:
Relates concepts and
								ideas to one another by some measurement (e.g., quantitative, numeral,
								abstract, ideological); provides a measure of size and/or incremental change.
Science:
Search for
								understanding the natural world using inquiry and experimentation.
System:
A group of related
								objects that work together to achieve a desired result.
Open Loop system:
A group of
								related objects that do not have feedback and cannot modify themselves.
Closed Loop system:
A group
								of related objects that have feedback and can modify themselves.
Subsystem:
A group of related
								objects that make up a larger system (e.g., automobiles have electrical
								systems, fuel systems).
Technology education:
The
								application of tools, materials, processes and systems to solve problems and
								extend human capabilities.
Technological design process:
Recognizing the problem, proposing a solution, implementing the
								solution, evaluating the solution and communicating the problem, design and
								solution.
Theory:
Systematically
								organized knowledge applicable in a relatively wide variety of circumstances;
								especially, a system of assumptions, accepted principles and rules of procedure
								devised to analyze, predict or otherwise explain the nature or behavior of a
								specified set of phenomena.
Theory of evolution:
A theory
								that the various types of animals and plants have their origin in other
								preexisting types and that the distinguishable differences are due to
								modification in successive generations.
Topographic map:
A
								representation of a region on a sufficient scale to show detail, selected
								man-made and natural features of a portion of the land surface including its
								relief and certain physical and cultural features; the portrayal of the
								position, relation, size, shape and elevation of the area.
Transportation systems:
A
								group of related parts that function together to perform a major task in any
								form of transportation.
Transportation technology:
The physical ways humans move materials, goods and people.
Tool:
Any device used to
								extend human capability including computer-based tools.
Academic Standards for Environment and Ecology
X. TABLE OF CONTENTS
Introduction...
XI.
THE ACADEMIC STANDARDS
Watersheds and Wetlands
								...
4.1.
A. Cycles
B. Role of Watersheds
C. Physical Factors
D. Characteristics and Functions of Wetlands
E. Impacts of Watersheds and Wetlands
Renewable and Nonrenewable Resources
								...
4.2.
A. Uses
B. Availability
C. Management
D. Influential Factors
Environmental Health
								...
4.3.
A. Environmental Health Issues
B. Human Actions
C. Biological Diversity
Agriculture and Society
								...
4.4.
A. Society's Needs
B. Agricultural Science
C. Agricultural Systems
D. Technology
Integrated Pest Management
								...
4.5.
A. Effects, Benefits and Impacts
B. Health Risks
C. Management Practices
Ecosystems and their Interactions
								...
4.6.
A. Living and Nonliving Components
B. Cycles
C. Change over Time
Threatened, Endangered and Extinct
								Species...
4.7.
A. Diversity
B. Adaptation
C. Management Strategies
Humans and the
								Environment...
4.8.
A. Societal Needs
B. Sustainability
C. Human Impacts
D. Supply and Demand
Environmental Laws and
								Regulations...
4.9.
A. Environmental Laws and their Impact
Glossary...
XII.
XI. INTRODUCTION
This document includes Environment and Ecology standards
						that describe what students should know and be able to do in these
						areas:
* 4.1. Watersheds and Wetlands
* 4.2. Renewable and Nonrenewable Resources
* 4.3. Environmental Health
* 4.4. Agriculture and Society
* 4.5. Integrated Pest Management
* 4.6. Ecosystems and their Interactions
* 4.7. Threatened, Endangered and Extinct Species
* 4.8. Humans and the Environment
* 4.9. Environmental Laws and Regulations
The Declaration of Rights, Article l of the Pennsylvania
						Constitution states in Section 27: "The people have a right to clean air, pure
						water, and to the preservation of the natural, scenic, historic and aesthetic
						values of the environment. Pennsylvania's public natural resources are the
						common property of all people, including generations yet to come. As trustee of
						these resources, the Commonwealth shall conserve and maintain them for the
						benefit of all the people." To this end it is our responsibility to develop a
						citizenry that is aware of and concerned about the total environment and has
						the knowledge and skills to work toward solutions to current problems and the
						prevention of new ones.
Environment and Ecology is grounded in the complexity of
						the world we live in and our impact on its sustainability. The human
						interactions with the ecosystem and the results of human decisions are the main
						components of this academic area. Environment and Ecology examines the world
						with respect to the economic, cultural, political and social structure as well
						as natural processes and systems. This integration across systems is what sets
						this academic area apart from all others.
Environment and Ecology places its main emphasis in the
						real world. It allows students to understand, through a sound academic content
						base, how their everyday lives evolve around their use of the natural world and
						the resources it provides. As we move into a more technologically driven
						society, it is crucial for every student to be aware of his/her dependence on a
						healthy environment. The 2lst century will demand a more sophisticated citizen
						capable of making sound decisions that will impact our natural systems
						forever.
These standards establish the essential elements of what
						students should know and be able to do at the end of grades four, seven, ten
						and twelve. The sequential nature of this document reflects the need for
						rigorous academic content that students will be expected to achieve. The
						standards will help students understand decision-making processes, the art of
						compromise and problem solving skills. The document reinforces all areas across
						the grade levels with increasing degrees of difficulty as the students mature
						intellectually.
Environment and Ecology is a very engaging academic area
						that captivates students' innate interests in their surroundings of the natural
						and built environment. The skills and knowledge that are addressed in this area
						of study will serve as tools for student participation in a democratic world of
						constantly evolving issues and concerns. As they achieve these standards,
						students will become aware of the role they play in the community in reaching
						decisions related to the environment.
The study of Environment and Ecology will allow students
						to be active participants and problem solvers in real issues that affect them,
						their homes, schools and communities.
A glossary is included to assist the reader in
						understanding terminology contained in the standards.
4.1. Watersheds and
								Wetlands
4.1.4. GRADE 4
4.1.7. GRADE 7
4.1.10. GRADE
								10
4.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
A.
Identify various types of water
								environments. * Identify the lotic system (e.g., creeks, rivers, streams).*
								Identify the lentic system (e.g., ponds, lakes, swamps).
A.
Explain the role of the water cycle within a watershed. *
								Explain the water cycle. * Explain the water cycle as it relates to a
								watershed.
A.
Describe changes that occur from a stream's
								origin to its final outflow. * Identify Pennsylvania's major watersheds and
								their related river systems. * Describe changes by tracing a specific river's
								origin back to its headwaters including its major
								tributaries.
A.
Categorize stream order in a watershed. *
								Explain the concept of stream order. * Identify the order of watercourses
								within a major river's watershed. * Compare and contrast the physical
								differences found in the stream continuum from headwater to mouth.
4.1. Watersheds and
								Wetlands
4.1.4. GRADE 4
4.1.7. GRADE 7
4.1.10. GRADE
								10
4.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed
								to:
B.
Explain the differences between moving
								and still water. * Explain why water moves or does not move. * Identify types
								of precipitation.
B.
Understand the role of the watershed. *
								Identify and explain what determines the boundaries of a watershed. * Explain
								how water enters a watershed. * Explain factors that affect water quality and
								flow through a watershed.
B.
Explain the relationship among
								landforms, vegetation and the amount and speed of water. * Analyze a stream's
								physical characteristics. * Describe how topography influences streams. *
								Explain the influence of mountains on precipitation. * Explain how vegetation
								affects storm water runoff. * Delineate the boundaries of a watershed. *
								Describe factors that affect the quality of groundwater. * Explain how the
								speed of water and vegetation cover relates to
								erosion.
B.
Explain the relationships that exist within
								watersheds in the United States. * Understand that various ecosystems may be
								contained in a watershed. * Examine and describe the ecosystems contained
								within a specific watershed. * Identify and describe the major watersheds in
								the United States.
4.1. Watersheds and
								Wetlands
4.1.4. GRADE 4
4.1.7. GRADE 7
4.1.10. GRADE
								10
4.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
C.
Identify living things found in water
								environments. * Identify fish, insects and amphibians that are found in fresh
								water. * Identify plants found in fresh water.
C.
Explain the
								effects of water on the life of organisms in a watershed. * Explain how water
								is necessary for all life. * Explain how the physical components of aquatic
								systems influence the organisms that live there in terms of size, shape and
								physical adaptations. * Describe the life cycle of organisms that depend on
								water. * Identify organisms that have aquatic stages of life and describe those
								stages.
C.
Describe the physical characteristics of a stream
								and determine the types of organisms found in aquatic environments. * Describe
								and explain the physical factors that affect a stream and the organisms living
								there. * Identify terrestrial and aquatic organisms that live in a watershed. *
								Categorize aquatic organisms found in a watershed continuum from headwater to
								mouth (e.g., shredder, predator, decomposer). * Identify the types of organisms
								that would live in a stream based on the stream's physical characteristics. *
								Explain the habitat needs of specific aquatic
								organisms.
C.
Analyze the parameters of a watershed. *
								Interpret physical, chemical and biological data as a means of assessing the
								environmental quality of a watershed. * Apply appropriate techniques in the
								analysis of a watershed (e.g., water quality, biological diversity, erosion,
								sedimentation).
4.1. Watersheds and
								Wetlands
4.1.4. GRADE 4
4.1.7. GRADE 7
4.1.10. GRADE
								10
4.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
D.
Identify a wetland and the plants and
								animals found there. * Identify different kinds of wetlands. * Identify plants
								and animals found in wetlands. * Explain wetlands as habitats for plants and
								animals.
D.
Explain and describe characteristics of a wetland.
								* Identify specific characteristics of wetland plants and soils. * Recognize
								the common types of plants and animals. * Describe different types of wetlands.
								* Describe the different functions of a wetland.
D.
Describe
								the multiple functions of wetlands. * Describe wetlands in terms of their
								effects (e.g., habitat, flood, buffer zones, prevention areas, nurseries, food
								production areas). * Explain how a wetland influences water quality, wildlife
								and water retention. * Analyze wetlands through their indicators (e.g., soils,
								plants, hydrology).
D.
Analyze the complex and diverse
								ecosystems of wetlands. * Explain the functions of habitat, nutrient
								production, migration stopover and groundwater recharge as it relates to
								wetlands. * Explain the dynamics of a wetland ecosystem. * Describe and analyze
								different types of wetlands.
E.
Recognize the impact of watersheds and
								wetlands on animals and plants. * Explain the role of watersheds in everyday
								life. * Identify the role of watersheds and wetlands for plants and
								animals.
E.
Describe the impact of watersheds and wetlands on
								people. * Explain the impact of watersheds and wetlands in flood control,
								wildlife habitats and pollution abatement. * Explain the influence of flooding
								on wetlands.
E.
Identify and describe natural and human events
								on watersheds and wetlands. * Describe how natural events affect a watershed
								(e.g., drought, floods). * Identify the effects of humans and human events on
								watersheds.
E.
Evaluate the trade-offs, costs and benefits of
								conserving watersheds and wetlands. * Evaluate the effects of natural events on
								watersheds and wetlands. * Evaluate the effects of human activities on
								watersheds and wetlands.
4.2. Renewable and Nonrenewable
								Resources
4.2.4. GRADE 4
4.2.7. GRADE 7
4.2.10. GRADE
								10
4.2.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
A.
Identify needs of people. * Identify
								plants, animals, water, air, minerals and fossil fuels as natural resources.*
								Explain air, water and nutrient cycles. * Identify how the environment provides
								for the needs of people.
A.
Know that raw materials come from
								natural resources. * Identify resources used to provide humans with energy,
								food, housing and water. * Explain how plants and animals may be classified as
								natural resources. * Compare means of growing or acquiring food. * Identify
								fiber and other raw materials used in clothing and shelter production. *
								Identify types of minerals and fossil fuels used by
								humans.
A.
Explain that renewable and nonrenewable resources
								supply energy and materials. * Identify alternative sources of energy. *
								Identify and compare fuels used in industrial and agricultural societies. *
								Compare and contrast the cycles of various natural resources. * Explain food
								and fiber as renewable resources.
A.
Analyze the use of
								renewable and nonrenewable resources. * Explain the effects on the environment
								and sustainability through the use of nonrenewable resources. * Evaluate the
								advantages and disadvantages of reusing our natural resources.
4.2. Renewable and Nonrenewable
								Resources
4.2.4. GRADE 4
4.2.7. GRADE 7
4.2.10. GRADE
								10
4.2.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
B.
Identify products derived from natural
								resources. * Identify products made from trees.* Identify by-products of plants
								and animals. * Identify the sources of manmade products (e.g., plastics, metal,
								aluminum, fabrics, paper, cardboard).
B.
Examine the
								renewability of the resources. * Identify renewable resources and describe
								their uses. * Identify nonrenewable resources and describe their uses. *
								Compare finished products to their original raw material. * Identify the waste
								derived from the use of renewable and nonrenewable resources. * Determine how
								consumption may impact the availability of resources. * Compare the time spans
								of renewability for fossil fuels and alternative fuels.
B.
Evaluate factors affecting availability of natural
								resources. * Describe natural occurrences that may affect the natural
								resources. * Analyze technologies that affect the use of our natural resources.
								* Evaluate the effect of consumer desires on various natural
								resources.
B.
Analyze factors affecting the availability of
								renewable and nonrenewable resources. * Evaluate the use of natural resources
								and offer approaches for using them while diminishing waste. * Compare the
								economics of different areas based on the availability and accessibility of the
								natural resources.
4.2. Renewable and Nonrenewable
								Resources
4.2.4. GRADE 4
4.2.7. GRADE 7
4.2.10. GRADE
								10
4.2.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
C.
Know that some natural resources have
								limited life spans. * Identify renewable and nonrenewable resources used in the
								local community. * Identify various means of conserving natural resources.*
								Know that natural resources have varying life spans.
C.
Explain natural resource distribution. * Distinguish
								between readily available and less accessible resources. * Identify the
								locations of different concentrations of fossil fuels and mineral resources. *
								Analyze the effects of management practices on air, land and water in forestry,
								agriculture, fisheries, wildlife, mining and food and fiber production that is
								unique to different climates.
C.
Analyze how man-made systems
								have impacted the management and distribution of natural resources. * Explain
								the complete cycle of a natural resource, from extraction to disposal,
								detailing its uses and effects on the environment. * Analyze energy uses and
								energy conservation in different regions. * Examine conservation practices in
								different countries. * Analyze the costs and benefits of different man-made
								systems and how they use renewable and nonrenewable natural resources. *
								Analyze the impact of information systems on management and distribution of
								natural resources.
C.
Analyze factors that influence the
								availability of natural resources. * Compare the use of natural resources in
								different countries. * Determine how delivery systems influence the
								availability of resources at the local, regional and national level.
4.2. Renewable and Nonrenewable
								Resources
4.2.4. GRADE 4
4.2.7. GRADE 7
4.2.10. GRADE
								10
4.2.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
D.
Identify by-products and their use of
								natural resources. * Understand the waste stream.* Identify those items that
								can be recycled and those that can not. * Identify use of reusable products. *
								Identify the use of compost, landfills and
								incinerators.
D.
Describe the role of recycling and waste
								management. * Identify materials that can be recycled in the community. *
								Explain the process of closing the loop in recycling. * Compare the
								decomposition rates of different organic materials. * Describe methods that
								could be used to reuse materials for new products. * Evaluate the costs and
								benefits of disposable products.
D.
Explain different
								management alternatives involved in recycling and solid waste management. *
								Analyze the manufacturing process (before, during and after) with consideration
								for resource recovery. * Compare various methods dealing with solid waste
								(e.g., incineration, compost, land application). * Differentiate between
								pre/post-consumer and raw materials. * Illustrate how one natural resource can
								be managed through reduction, recycling, reuse or
								use.
D.
Evaluate solid waste management practices. * Examine
								and explain the path of a recyclable material from collection to waste, reuse
								or recycling identifying the market forces. * Understand current regulations
								concerning recycling and solid waste. * Research new technologies in the use,
								reuse or recycling of materials.
4.3. Environmental
								Health
4.3.4. GRADE 4
4.3.7. GRADE 7
4.3.10. GRADE
								10
4.3.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
A.
Know that plants, animals and humans are
								dependent on air and water.* Know that all living things need air and water to
								survive. * Describe potentially dangerous pest controls used in the home. *
								Identify things that cause sickness when put into the air, water or soil. *
								Identify different areas where health can be affected by air, water or land
								pollution. * Identify actions that can prevent or reduce waste
								pollution.
A.
Identify environmental health issues. * Identify
								various examples of long-term pollution and explain their effects on
								environmental health. * Identify diseases that have been associated with poor
								environmental quality. * Describe different types of pest controls and their
								effects on the environment. * Identify alternative products that can be used in
								life to reduce pollution.
A.
Describe environmental health
								issues. * Identify the effects on human health of air, water and soil pollution
								and the possible economic costs to society. * Describe how indoor pollution may
								affect human health (e.g., dust mites, fumes, cat dandruff). * Explain the
								costs and benefits of cleaning up contaminants. * Explain how common household
								cleaning products are manufactured and how to dispose of their by-products
								after use.
A.
Analyze the complexity of environmental health
								issues. * Identify environmental health issues and explain how they have been
								addressed on a worldwide level. * Analyze efforts to prevent, control and/or
								reduce pollution through cost and benefit analysis and risk management. *
								Describe the impact of occupational exposures as they relate to environmental
								health issues. * Identify invisible pollutants and explain their effects on
								human health. * Explain the relationship between wind direction and velocity as
								it relates to dispersal and occurrence of pollutants. * Explain the different
								disposal methods used for toxic and hazardous waste.
4.3. Environmental
								Health
4.3.4. GRADE 4
4.3.7. GRADE 7
4.3.10. GRADE
								10
4.3.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
B.
Identify how human actions affect
								environmental health. * Identify pollutants. * Identify sources of pollution.*
								Identify litter and its effect on the environment. * Describe how people can
								reduce pollution.
B.
Describe how human actions affect the
								health of the environment. * Identify land use practices and their relation to
								environmental health. * Explain how natural disasters affect environmental
								health. * Identify residential and industrial sources of pollution and their
								effects on environmental health. * Explain the difference between point and
								nonpoint source pollution. * Explain how nonpoint source pollution can affect
								the water supply and air quality. * Explain how acid deposition can affect
								water, soil and air quality. * Explain the relationship between resource use,
								reuse, recycling and environmental health.
B.
Explain how
								multiple variables determine the effects of pollution on environmental health,
								natural processes and human practices. * Explain how human practices affect the
								quality of the water and soil. * Identify evidence of natural events around the
								world and their effects on environmental health (e.g., Yellowstone National
								Park fires). * Identify local and state environmental regulations and their
								impact on environmental health. * Analyze data and explain how point source
								pollution can be detected and eliminated. * Identify and explain ways of
								detecting pollution by using state-of-the-art
								technologies.
B.
Analyze the local, regional and national
								impacts of environmental health. * Analyze the cost of natural disasters in
								both dollars and loss of natural habitat. * Research and analyze the local,
								state and national laws that deal with point and nonpoint source pollution;
								evaluate the costs and benefits of these laws. * Explain mitigation and its
								role in environmental health. * Explain industry's initiatives to meet state
								and federal mandates on clean air and water. * Describe the impacts of point
								and nonpoint source pollution on the Chesapeake Bay. * Identify and evaluate
								the costs and benefits of laws regulating air and water quality and waste
								disposal.
4.3. Environmental
								Health
4.3.4. GRADE 4
4.3.7. GRADE 7
4.3.10. GRADE
								10
4.3.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
C.
Understand that the elements of natural
								systems are interdependent.* Identify some of the organisms that live together
								in an ecosystem. * Understand that the components of a system all play a part
								in a healthy natural system. * Identify the effects of a healthy environment on
								the ecosystem.
C.
Explain biological diversity. * Explain the
								complex, interactive relationships among members of an ecosystem. * Explain how
								diversity affects ecological integrity of the natural
								resources.
C.
Explain biological diversity as an indicator of a
								healthy environment. * Explain species diversity. * Analyze the effects of
								species extinction on the health of an ecosystem.
C.
Analyze
								the need for a healthy environment. * Research the relationship of some chronic
								diseases to an environmental pollutant. * Explain how man-made systems may
								affect the environment.
4.4. Agriculture and
								Society
4.4.4. GRADE 4
4.4.7. GRADE 7
4.4.10. GRADE
								10
4.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
A.
Know the importance of agriculture to
								humans. * Identify people's basic needs.* Explain the influence of agriculture
								on food, clothing, shelter and culture from one area to another. * Know how
								people depend on agriculture.
A.
Explain society's standard of
								living in relation to agriculture. * Compare and contrast agricultural changes
								that have been made to meet society's needs. * Compare and contrast how animals
								and plants affect agricultural systems. * Compare several technological
								advancements and their effect(s) on the historical growth of agriculture. *
								Compare different environmental conditions related to agricultural production,
								cost and quality of the product.
A.
Describe the importance of
								agriculture to society. * Identify the major cash crops of Pennsylvania. *
								Identify what percentage of the United States' population is involved in the
								food and fiber industry. * Compare and contrast the influence of agriculture on
								a nation's culture, standard of living and foreign trade. * Identify laws that
								affect conservation and management of food and fiber production in the local
								area and analyze their impact. * Compare a contemporary economic issue in
								agriculture to its historical origin.
A.
Analyze the
								management practices in the agriculture business. * Define the components of an
								agriculture system that would result in a minimal waste of resources. *
								Identify the diversity in crop production and analyze the advantages and
								disadvantages of such diversity. * Research and analyze environmental practices
								related to agricultural systems. * Analyze the effects of agricultural
								practices on the economy. * Analyze the impact of nutrient management laws on
								Pennsylvania agriculture. * Assess the role of agriculture cooperatives.
4.4. Agriculture and
								Society
4.4.4. GRADE 4
4.4.7. GRADE 7
4.4.10. GRADE
								10
4.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
B.
Identify the role of the sciences in
								Pennsylvania agriculture. * Identify common animals found on Pennsylvania
								farms.* Identify common plants found on Pennsylvania farms. * Identify the
								parts of important agricultural related plants (i.e., corn, soybeans, barley).
								* Identify a fiber product from Pennsylvania
								farms.
B.
Investigate how agricultural science has recognized
								the various soil types found in Pennsylvania. * Explain the importance of
								particle sizes in different soil types. * Determine how water has influenced
								the development of Pennsylvania soil types. * Investigate how soil types have
								influenced the plant types used on Pennsylvania farms * Analyze how soil types
								and geographic regions have impacted the profitability of Pennsylvania
								farms.
B.
Assess the influence of agricultural science on
								farming practices. * Compare the practices of no-till farming to traditional
								soil preparation (e.g., plow, disc). * Analyze and explain the various
								practices of nutrient management on the farm. * Analyze and explain how farm
								efficiencies have changed human nutrition.
B.
Describe how
								agricultural science has influenced biotechnology. * Investigate how
								bioengineered crops may influence the food supply. * Analyze the use of
								specific bacteria for the control of agricultural pests. * Evaluate the use of
								feed additives in shifting metabolism to increase muscle mass and reduce fat in
								farm animals.
4.4. Agriculture and
								Society
4.4.4. GRADE 4
4.4.7. GRADE 7
4.4.10. GRADE
								10
4.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
C.
Know that food and fiber originate from
								plants and animals. * Define and identify food and fiber.* Identify what plants
								and animals need to grow. * Identify agricultural products that are local and
								regional. * Identify an agricultural product based on its origin. * Describe
								several products and tell their origins. * Describe the journey of a local
								agricultural product from production to the
								consumer.
C.
Explain agricultural systems' use of natural and
								human resources. * Analyze the needs of plants and animals as they relate to
								climate and soil conditions. * Identify the plants and animals that can be
								raised in the area and explain why. * Identify natural resources necessary for
								agricultural systems. * Compare the need for crop production to the need for
								animal production. * Define issues associated with food and fiber
								production.
C.
Explain the functions of the components of the
								food and fiber system. * Compare and analyze growing conditions in the United
								States to determine which plants and animals are most suitable to each region.
								* Compare the management practices needed for a commodity (i.e., production,
								processing, research and development, marketing, distribution and regulations).
								* Identify a commodity, its origin and its steps of production. * Compare and
								analyze the cost of a commodity to its production cost. * Identify and describe
								how food safety issues have impacted production in agriculture.
C.
Analyze and research the social, political and economic
								factors that affect agricultural systems. * Analyze the costs and benefits
								associated with agriculture practices and how they affect economic and human
								needs. * Analyze the costs and benefits of agriculture research practices in
								society. * Research the use of by-products that are the results of agriculture
								production (e.g., manure handling, bird feathers).
4.4. Agriculture and
								Society
4.4.4. GRADE 4
4.4.7. GRADE 7
4.4.10. GRADE
								10
4.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
D.
Identify technology and energy use
								associated with agriculture. * Identify the various tools and machinery
								necessary for farming.* Identify the types of energy used in producing food and
								fiber. * Identify tools and machinery used in the production of agricultural
								products.
D.
Explain the improvement of agricultural production
								through technology. * Compare the technologies that have advanced agricultural
								production. * Explain how energy sources have changed to meet agricultural
								technology.
D.
Analyze the efforts of increased efficiency in
								agriculture through technology. * Compare various technological advancements
								and analyze each for its contribution toward labor and cost efficiency. *
								Compare the current market value of both natural and alternative energy sources
								involved in the production of food and fiber.
D.
Analyze
								research and development activities as they relate to agriculture. * Analyze
								the role of research, development and technology as it relates to the food and
								fiber system. * Research and analyze energy sources used and/or generated by
								producing, processing and marketing agricultural products.
4.5. Integrated Pest
								Management
4.5.4. GRADE 4
4.5.7. GRADE 7
4.5.10. GRADE
								10
4.5.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
A.
Know types of pests. * Identify
								classifications of pests.* Identify and categorize pests. * Know how pests fit
								into a food chain.
A.
Explain benefits and harmful effects of
								pests. * Identify different examples of pests and explain the beneficial or
								harmful effects of each. * Identify several locations where pests can be found
								and compare the effects the pests have on each
								location.
A.
Identify similar classifications of pests that may
								or may not have similar effects on different regions. * Identify environmental
								effect(s) of pests on different regions of the world. * Identify introduced
								species that are classified as pests in their new
								environments.
A.
Research integrated pest management systems. *
								Analyze the threshold limits of pests and the need for intervention in a
								managed environment. * Research the types of germicides and analyze their
								effects on homes, industry, hospitals and institutions. * Design and explain an
								integrated pest management plan that uses a range of pest controls.
4.5. Integrated Pest
								Management
4.5.4. GRADE 4
4.5.7. GRADE 7
4.5.10. GRADE
								10
4.5.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
B.
Explain pest control. * Know reasons why
								people control pests.* Identify different methods for controlling specific
								pests in the home, school and community. * Identify chemical labels (e.g.,
								caution, poison, warning).
B.
Explain how pest management
								affects the environment. * Explain issues related to integrated pest management
								including biological technology, resistant varieties, chemical practices,
								medical technology and monitoring techniques. * Describe how integrated pest
								management and related technology impact human activities. * Identify issues
								related to integrated pest management that affect the
								environment.
B.
Analyze health benefits and risks associated
								with integrated pest management. * Identify the health risks associated with
								chemicals used in common pesticides. * Assess various levels of control within
								different integrated pest management practices including increased immunity to
								pesticides, food safety, sterilization, nutrient management and weed control.
B.
Research and analyze integrated pest management practices
								globally. * Research worldwide integrated pest management systems and evaluate
								the level of impact. * Research and analyze the international regulations that
								exist related to integrated pest management. * Explain the complexities
								associated with moving from one level of control to the next with different
								integrated pest management practices and compare the related costs of each
								system.
4.5. Integrated Pest
								Management
4.5.4. GRADE 4
4.5.7. GRADE 7
4.5.10. GRADE
								10
4.5.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
C.
Understand society's need for integrated
								pest management. * Identify integrated pest management practices in the home.*
								Identify integrated pest management practices outside the
								home.
C.
Explain various integrated pest management practices
								used in society. * Compare and contrast integrated pest management monitoring
								methods utilized in different community settings. * Compare integrated pest
								management to past practices. * Compare and analyze the long-term effects of
								using integrated pest management products.
C.
Determine the
								effects of integrated pest management practices on society over time. * Analyze
								the risks to the environment and society associated with alternative practices
								used in integrated pest management. * Analyze the benefits to the environment
								and society associated with alternative practices used in integrated pest
								management.
C.
Analyze the historical significance of
								integrated pest management on society. * Explain the dynamics of integrated
								pest management practices and their relative effects upon society. * Identify
								historic events affecting integrated pest management and cite the practices
								used (e.g., avian flu, bubonic plague, potato blight). * Research and analyze
								the long-term effects of pest management practices on the environment.
4.6. Ecosystems and their
								Interactions
4.6.4. GRADE 4
4.6.7. GRADE 7
4.6.10. GRADE
								10
4.6.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
A.
Understand that living things are
								dependent on nonliving things in the environment for survival.* Identify and
								categorize living and nonliving things. * Describe the basic needs of an
								organism. * Identify basic needs of a plant and an animal and explain how their
								needs are met. * Identify plants and animals with their habitat and food
								sources. * Identify environmental variables that affect plant growth. *
								Describe how animals interact with plants to meet their needs for shelter. *
								Describe how certain insects interact with soil for their needs. * Understand
								the components of a food chain.
A.
Explain the flows of energy
								and matter from organism to organism within an ecosystem. * Identify and
								explain the characteristics of biotic and abiotic. * Describe and explain the
								adaptations of plants and animals to their environment. * Demonstrate the
								dependency of living components in the ecosystem on the nonliving components. *
								Explain energy flow through a food web. * Explain the importance of the
								predator/prey relationship and how it maintains the balances within ecosystems.
								* Understand limiting factors and predict their effects on an organism.
A.
Explain the biotic and abiotic components of an ecosystem
								and their interaction. * Identify the major biomes and explain their
								similarities and differences. * Compare and contrast the interactions of biotic
								and abiotic components in an ecosystem. * Analyze the effects of abiotic
								factors on specific ecosystems. * Describe how the availability of resources
								affects organisms in an ecosystem. * Explain energy flow in a food chain
								through an energy pyramid. * Evaluate the efficiency of energy flow in a food
								chain. * Explain the concept of carrying capacity in an ecosystem. * Explain
								trophic levels.
A.
Analyze the interdependence of an ecosystem.
								* Analyze the relationships among components of an ecosystem. * Evaluate the
								efficiency of energy flow within an ecosystem. * Explain limiting factors and
								their impact on carrying capacity. * Understand how biological diversity
								impacts the stability of an ecosystem. * Analyze the positive or negative
								impacts of outside influences on an ecosystem. * Analyze how different land use
								practices can affect the quality of soils.
4.6. Ecosystems and their
								Interactions
4.6.4. GRADE 4
4.6.7. GRADE 7
4.6.10. GRADE
								10
4.6.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
* Identify a local ecosystem and its living and
								nonliving components.* Identify a simple ecosystem and its living and nonliving
								components. * Identify common soil textures. * Identify animals that live
								underground.
* Identify niches for producers, consumers and decomposers
								within an ecosystem. * Compare and contrast the major ecosystems of
								Pennsylvania. * Identify the major characteristics of a biome. * Compare and
								contrast different biomes and their characteristics. * Identify the
								relationship of abiotic and biotic components and explain their interaction in
								an ecosystem. * Explain how different soil types determine the characteristics
								of ecosystems.
* Identify a specific environmental impact and predict
								what change may take place to affect homeostasis. * Examine and explain how
								organisms modify their environments to sustain their needs. * Assess the
								effects of latitude and altitude on biomes. * Interpret possible causes of
								population fluctuations. * Explain how erosion and sedimentation have changed
								the quality of soil related habitats.
4.6. Ecosystems and their
								Interactions
4.6.4. GRADE 4
4.6.7. GRADE 7
4.6.10. GRADE
								10
4.6.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
B.
Understand the concept of cycles. *
								Explain the water cycle. * Explain the carbon dioxide/oxygen cycle
								(photosynthesis).
B.
Explain the concepts of cycles. * Identify
								and explain cycles within an ecosystem. * Analyze the role of different cycles
								within an ecosystem.
B.
Explain how cycles affect the balance
								in an ecosystem. * Describe an element cycle and its role in an ecosystem. *
								Explain the consequences of interrupting natural
								cycles.
B.
Analyze the impact of cycles on the ecosystem. *
								Evaluate the materials necessary for natural cycles. * Explain the processes
								involved in the natural cycles.
C.
Identify how ecosystems change over
								time.
C.
Explain how ecosystems change over time. * Explain how
								ecosystems change. * Identify the succession stages of a given ecosystem. *
								Explain how specific organisms may change an ecosystem. * Explain a change in
								an ecosystem that relates to humans.
C.
Analyze how ecosystems
								change over time. * Identify and explain the succession stages in an ecosystem.
								* Identify causes of succession. * Analyze consequences of interrupting natural
								cycles.
C.
Analyze how human action and natural changes affect
								the balance within an ecosystem. * Analyze the effects of substances that move
								through natural cycles. * Analyze the effects of natural occurrences and their
								effects on ecosystems. * Analyze effects of human action on an ecosystem. *
								Compare the stages of succession and how they influence the cycles existing in
								an ecosystem.
4.7. Threatened, Endangered and
								Extinct Species
4.7.4. GRADE 4
4.7.7. GRADE 7
4.7.10. GRADE
								10
4.7.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
A.
Identify differences in living things.*
								Explain why plants and animals are different colors, shapes and sizes and how
								these differences relate to their survival. * Identify characteristics that
								living things inherit from their parents. * Explain why each of the four
								elements in a habitat is essential for survival. * Identify local plants or
								animals and describe their habitat.
A.
Describe diversity of
								plants and animals in ecosystems. * Select an ecosystem and describe different
								plants and animals that live there. * Identify adaptations in plants and
								animals. * Recognize that adaptations are developed over long periods of time
								and are passed on from one generation to the next. * Understand levels of
								ecosystem organization (e.g., individuals, populations, species).
A.
Explain the significance of diversity in ecosystems. *
								Explain the role that specific organisms have in their ecosystem. * Identify a
								species and explain what effects its increase or decline might have on the
								ecosystem. * Identify a species and explain how its adaptations are related to
								its niche in the environment.
A.
Analyze biological diversity
								as it relates to the stability of an ecosystem. * Examine and explain what
								happens to an ecosystem as biological diversity changes. * Explain the
								relationship between species' loss and bio-diversity. * Examine and explain how
								a specialized interaction between two species may affect the survival of both
								species.
4.7. Threatened, Endangered and
								Extinct Species
4.7.4. GRADE 4
4.7.7. GRADE 7
4.7.10. GRADE
								10
4.7.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
B.
Know that adaptations are important for
								survival. * Explain how specific adaptations can help a living organism to
								survive. * Explain what happens to a living thing when its food, water, shelter
								or space is changed.
B.
Explain how species of living organisms
								adapt to their environment. * Explain the role of individual variations in
								natural selection. * Explain how an adaptation is an inherited structure or
								behavior that helps an organism survive and reproduce. * Describe how a
								particular trait may be selected over time and account for a species'
								adaptation. * Compare and contrast animals and plants that have very specific
								survival requirements with those that have more general requirements for
								survival. * Explain how living things respond to changes in their environment.
								* Explain how one species may survive an environmental change while another
								might not.
B.
Explain how structure, function and behavior of
								plants and animals affect their ability to survive. * Describe an organism's
								adaptations for survival in its habitat. * Compare adaptations among
								species.
B.
Examine the effects of extinction, both natural and
								human caused, on the environment. * Predict how human or natural action can
								produce change to which organisms cannot adapt. * Identify species that became
								extinct through natural causes and explain how that occurred. * Identify a
								species that became extinct due to human actions and explain what
								occurred.
4.7. Threatened, Endangered and
								Extinct Species
4.7.4. GRADE 4
4.7.7. GRADE 7
4.7.10. GRADE
								10
4.7.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
C.
Define and understand extinction. *
								Identify plants and animals that are extinct. * Explain why some plants and
								animals are extinct. * Know that there are local and state laws regarding
								plants and animals.
C.
Explain natural or human actions in
								relation to the loss of species. * Identify natural or human impacts that cause
								habitat loss. * Explain how habitat loss can affect the interaction among
								species and the population of a species. * Analyze and explain the changes in
								an animal population over time. * Explain how a habitat management practice
								affects a population. * Explain the differences among threatened, endangered
								and extinct species. * Identify Pennsylvania plants and animals that are on the
								threatened or endangered list.
C.
Identify and explain why
								adaptations can lead to specialization. * Explain factors that could lead to a
								species' increase or decrease. * Explain how management practices may influence
								the success of specific species. * Identify and explain criteria used by
								scientists for categorizing organisms as threatened, endangered or extinct.
C.
Analyze the effects of threatened, endangered or extinct
								species on human and natural systems. * Identify and explain how a species'
								increase, decline or elimination affects the ecosystem and/or human social,
								cultural and economic structures. * Explain why natural populations do not
								remain constant. * Analyze management strategies regarding threatened or
								endangered species. * Identify laws, agreements or treaties at national or
								international levels regarding threatened or endangered species. * Analyze the
								role of zoos and wildlife preserves on species that have been identified as
								threatened or endangered.
4.7. Threatened, Endangered and
								Extinct Species
4.7.4. GRADE 4
4.7.7. GRADE 7
4.7.10. GRADE
								10
4.7.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
* Describe state laws passed regarding threatened
								and endangered species in Pennsylvania.* Explain why one species may be more
								susceptible to becoming endangered than another species.
* Examine the
								influence of wildlife management in preserving different species in
								Pennsylvania (e.g., bobcat, elk, bald eagle).
4.8. Humans and the
								Environment
4.8.4. GRADE 4
4.8.7. GRADE 7
4.8.10. GRADE
								10
4.8.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
A.
Identify the biological requirements of
								humans. * Explain how a dynamically changing environment provides for
								sustainability of living systems.* Identify several ways that people use
								natural resources.
A.
Describe how the development of
								civilization relates to the environment. * Explain how people use natural
								resources in their environment. * Locate and identify natural resources in
								different parts of the world. * Compare and contrast how people use natural
								resources throughout the world.
A.
Analyze how society's needs
								relate to the sustainability of natural resources. * Explain why some societies
								have been unable to meet their natural resource needs. * Compare and contrast
								the use of natural resources and the environmental conditions in several
								countries. * Describe how uses of natural resources impact
								sustainability.
A.
Explain how technology has influenced the
								sustainability of natural resources over time. * Describe how technology has
								changed the use of natural resources by business and industry. * Analyze the
								effect of natural resource conservation on a product over time (e.g.,
								automobile manufacturing, aluminum can recycling, paper products).
4.8. Humans and the
								Environment
4.8.4. GRADE 4
4.8.7. GRADE 7
4.8.10. GRADE
								10
4.8.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
B.
Know that environmental conditions
								influence where and how people live. * Identify how regional natural resources
								influence what people use.* Explain the influence of climate on how and where
								people live.
B.
Explain how people use natural resources. *
								Describe how natural resources are used for survival. * Explain how natural
								resources and technological changes have affected the development of
								civilizations. * Explain how climate and extreme weather events (e.g., drought,
								flood) influence people's lives.
B.
Analyze the relationship
								between the use of natural resources and sustaining our society. * Explain the
								role of natural resources in sustaining society. * Analyze the effects of a
								natural resource's availability on a community or
								region.
B.
Analyze technology's role on natural resource
								sustainability. * Explain how technology has decreased the use of raw natural
								resources. * Explain how technology has impacted the efficiency of the use of
								natural resources. * Analyze the role of technology in the reduction of
								pollution.
4.8. Humans and the
								Environment
4.8.4. GRADE 4
4.8.7. GRADE 7
4.8.10. GRADE
								10
4.8.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
C.
Explain how human activities may change
								the environment. * Identify everyday human activities and how they affect the
								environment. * Identify examples of how human activities within a community
								affect the natural environment.
C.
Explain how human activities
								may affect local, regional and national environments. * Describe what effect
								consumption and related generation of wastes have on the environment. * Explain
								how a particular human activity has changed the local area over the
								years.
C.
Analyze how human activities may cause changes in an
								ecosystem. * Analyze and evaluate changes in the environment that are the
								result of human activities. * Compare and contrast the environmental effects of
								different industrial strategies (e.g., energy generation, transportation,
								logging, mining, agriculture).
C.
Analyze how pollution has
								changed in quality, variety and toxicity as the United States developed its
								industrial base. * Analyze historical pollution trends and project them for the
								future. * Compare and contrast historical and current pollution levels at a
								given location.
4.8. Humans and the
								Environment
4.8.4. GRADE 4
4.8.7. GRADE 7
4.8.10. GRADE
								10
4.8.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
D.
Know the importance of natural resources
								in daily life. * Identify items used in daily life that come from natural
								resources.* Identify ways to conserve our natural resources. * Identify major
								land uses in the community.
D.
Explain the importance of
								maintaining the natural resources at the local, state and national levels. *
								Explain how human activities and natural events have affected ecosystems. *
								Explain how conservation practices have influenced ecosystems. * Define the
								roles of Pennsylvania agencies that deal with natural
								resources.
D.
Explain how the concept of supply and demand
								affects the environment. * Identify natural resources for which societal
								demands have been increasing. * Identify specific resources for which human
								consumption has resulted in scarcity of supply (e.g., buffalo, lobsters). *
								Describe the relationship between population density and resource use and
								management.
D.
Analyze the international implications of
								environmental occurrences. * Identify natural occurrences that have
								international impact (e.g., El Nino, volcano eruptions, earthquakes). * Analyze
								environmental issues and their international implications.
4.9. Environmental Laws and
								Regulations
4.9.4. GRADE 4
4.9.7. GRADE 7
4.9.10. GRADE
								10
4.9.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to:
A.
Know that there are laws and regulations
								for the environment. * Identify local and state laws and regulations regarding
								the environment. * Explain how the recycling law impacts the school and home.*
								Identify and describe the role of a local or state agency that deals with
								environmental laws and regulations.
A.
Explain the role of
								environmental laws and regulations. * Identify and explain environmental laws
								and regulations (e.g., Clean Air Act, Clean Water Act, Recycling and Waste
								Reduction Act, Act 26 on Agricultural Education). * Explain the role of local
								and state agencies in enforcing environmental laws and regulations (e.g.,
								Department of Environmen- tal Protection, Department of Agriculture, Game
								Commission).
A.
Explain why environmental laws and regulations
								are developed and enacted. * Explain the positive and negative impacts
								associated with passing environmental laws and regulations. * Understand
								conflicting rights of property owners and environmental laws and regulations. *
								Analyze the roles that local, state and federal governments play in the
								development and enforcement of environmental laws. * Identify local and state
								environmental regulations and their impact on environmental health. * Explain
								the positive and negative impacts of the Endangered Species
								Act.
A.
Analyze environmental laws and regulations as they
								relate to environmental issues. * Analyze and explain how issues lead to
								environmental law or regulation (e.g., underground storage tanks, regulation of
								water discharges, hazardous, solid and liquid industrial waste, endangered
								species). * Compare and contrast environmental laws and regulations that may
								have a positive or negative impact on the environment and the economy. *
								Research and describe the effects of an environmental law or regulation and how
								it has impacted the environment.
Academic Standards for Environment and Ecology
XII. GLOSSARY
Abiotic:
A nonliving
								factor or element (e.g., light, water, heat, rock, energy, mineral).
Acid deposition:
Precipitation with a pH less than 5.6 that forms in the
								atmosphere when certain pollutants mix with water vapor.
Biological diversity:
The
								variety and complexity of species present and interacting in an ecosystem and
								the relative abundance of each.
Biotic:
An environmental
								factor related to or produced by living organisms.
Closing the loop:
A link in
								the circular chain of recycling events that promotes the use of products made
								with recycled materials.
Commodities:
Economic goods or
								products before they are processed and/or given a brand name, such as a product
								of agriculture.
Composting:
The process of
								mixing decaying leaves, manure and other nutritive matter to improve and
								fertilize soil.
Consumer:
1) Those organisms
								that obtain energy by feeding on other organisms and their remains. 2) A person
								buying goods or services for personal needs or to use in the production of
								other goods for resale.
Decomposer:
An organism, often
								microscopic in size, that obtains nutrients by consuming dead organic matter,
								thereby making nutrients accessible to other organisms; examples of decomposers
								include fungi, scavengers, rodents and other animals.
Delineate:
To trace the
								outline; to draw; to sketch; to depict or picture.
Ecosystem:
A community of
								living organisms and their interrelated physical and chemical environment.
Endangered Species:
A species
								that is in danger of extinction throughout all or a significant portion of its
								range.
Environment:
The total of the
								surroundings (air, water, soil, vegetation, people, wildlife) influencing each
								living being's existence, including physical, biological and all other factors;
								the surroundings of a plant or animal, including other plants or animals,
								climate and location.
Equilibrium:
The ability of an
								ecosystem to maintain stability among its biological resources (e.g., forest,
								fisheries, crops) so that there is a steady optimum yield.
Extinction:
The complete
								elimination of a species from the earth.
Groundwater:
Water that
								infiltrates the soil and is located in underground reservoirs called aquifers.
Hazardous waste:
A solid that,
								because of its quantity or concentration or its physical, chemical or
								infectious characteristics, may cause or pose a substantial present or
								potential hazard to human health or the environment when improperly treated,
								stored, transported or disposed of, or otherwise managed.
Homeostasis:
The tendency for
								a system by resisting change to remain in a state of equilibrium.
Incinerating:
Burning to
								ashes; reducing to ashes.
Integrated pest management:
A
								variety of pest control methods that include repairs, traps, bait, poison, etc.
								to eliminate pests.
Lentic:
Relating to or living
								in still water.
Lotic:
Relating to or living
								in actively moving water.
Mitigation:
The policy of
								constructing or creating man-made habitats, such as wetlands, to replace those
								lost to development.
Niche (ecological):
The role
								played by an organism in an ecosystem; its food preferences, requirements for
								shelter, special behaviors and the timing of its activities (e.g., nocturnal,
								diurnal), interaction with other organisms and its habitat.
Nonpoint source pollution:
Contamination that originates from many locations that all
								discharge into a location (e.g., a lake, stream, land area).
Nonrenewable resources:
Substances (e.g., oil, gas, coal, copper, gold) that, once
								used, cannot be replaced in this geological age.
Point source pollution:
Pollutants discharged from a single identifiable location
								(e.g., pipes, ditches, channels, sewers, tunnels, containers of various
								types).
Pest:
A label applied to an
								organism when it is in competition with humans for some resource.
Recycling:
Collecting and
								reprocessing a resource or product to make into new products.
Regulation:
A rule or order
								issued by an executive authority or regulatory agency of a government and
								having the force of law.
Renewable:
A naturally
								occurring raw material or form of energy that will be replenished through
								natural ecological cycles or sound management practices (e.g., the sun, wind,
								water, trees).
Risk management:
A strategy
								developed to reduce or control the chance of harm or loss to one's health or
								life; the process of identifying, evaluating, selecting and implementing
								actions to reduce risk to human health and to ecosystems.
Shredder:
Through chewing
								and/or grinding, microorganisms feed on non-woody coarse particulate matter,
								primarily leaves.
Stream order:
Energy and
								nutrient flow that increases as water moves toward the oceans (e.g., the
								smallest stream (primary) that ends when rivers flow into oceans).
Succession:
The series of
								changes that occur in an ecosystem with the passing of time.
Sustainability:
The ability to
								keep in existence or maintain. A sustainable ecosystem is one that can be
								maintained.
Trophic levels:
The role of an
								organism in nutrient and energy flow within an ecosystem (e.g., herbivore,
								carnivore, decomposer).
Waste stream:
The flow of
								(waste) materials from generation, collection and separation to disposal.
Watershed:
The land area from
								which surface runoff drains into a stream, channel, lake, reservoir or other
								body of water; also called a drainage basin.
Wetlands:
Lands where water
								saturation is the dominant factor determining the nature of the soil
								development and the plant and animal communities (e.g., sloughs, estuaries,
								marshes).