Plan and design a scientific investigation that includes: developing a testable question researching scientific literature stating a hypothesis identifying the independent and the dependent variables designing a written procedure for a controlled experiment using an appropriate technique for data collection keeping all other conditions constant Expectations for students to understand the process of science is embedded throughout the Colorado Academic Standards and is not a standalone expectation. Examples of sentence from the Colorado Academic Standards that would relate to this framework objective are provided. Find, evaluate, and select appropriate information from reference books, journals, magazines, online references, and databases to answer scientific questions. Use tools to gather, view, analyze, and report results for scientific investigations designed to answer questions. Examine, evaluate, question, and ethically use information from a variety of sources and to investigate an issue. Ask testable questions and make a falsifiable hypothesis and use an inquiry approach to find an answer. Evaluate the reproducibility of an experiment, and critically examine conflicts in experimental results. Identifying the independent and dependent variables, is not explicit in the CAS; however, it is implied that it will be taught before 8th grade. SC09-GR.7-S.2-GLE.4.N.2 Design an experiment to observe photosynthesis or respiration, and clearly define controls and variables.
Record and report data from a scientific investigation using the appropriate tool and metric units. Expectations for students to understand the process of science is embedded throughout the Colorado Academic Standards and is not a standalone expectation. Examples of sentence from the Colorado Academic Standards that would relate to this framework objective are provided. Use tools to gather, view, analyze, and report results for scientific investigations… Select proper tools to measure the mass and volume of an object and use appropriate units. Describe how different types of technologies are used in scientific investigations (e.g., telescopes, computers, calculators, seismographs, satellites, microscopes, etc.). Expectations for students to understand the process of science is embedded throughout the Colorado Academic Standards and is not a standalone expectation. Examples of sentence stems from the Colorado Academic Standards that would relate to this framework objective are provided. Select and use technology tools to gather, view, analyze, and report results for scientific investigations… Use models and technology … SC09-GR.6-S.2-GLE.1.N1 Ask testable questions and make a falsifiable hypothesis about how environmental conditions affect organisms, populations, or entire species and design a method to find the answer.
Use evidence to state if a hypothesis is supported or not supported. Expectations for students to understand the process of science is embedded throughout the Colorado Academic Standards and is not a standalone expectation. Examples of sentence stems from the Colorado Academic Standards that would relate to this framework objective are provided. Ask testable questions and make a falsifiable hypothesis about … and design a method to find an answer. Identify evidence … Gather, analyze, and interpret data on physical and chemical changes. Make predictions based on experimental data. Expectations for students to understand the process of science is embedded throughout the Colorado Academic Standards and is not a standalone expectation. Examples of sentence from the Colorado Academic Standards that would relate to this framework objective are provided. Predict and evaluate … Use models to describe …, and predict … Use models and diagrams to predict … Recognize that mathematical models are used to predict … Interpret and analyze data about changes in environmental conditions - such as climate change - and populations that support a claim describing why a specific population might be increasing or decreasing. Gather, analyze, and communicate an explanation for the complex interaction between Earth's constructive and destructive forces. Standard 1 Students apply the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. Students know and are able to:
Use measurements for objects that are moving in a straight line to relate distance, time, and average speed with words, graphs, and calculations. Use mathematical expressions to describe the movement of an object. Identify the forces acting on a moving object and explain the effects of changes in the direction and magnitude of forces on the motion of the object. Predict and evaluate the movement of an object by examining the forces applied to it Use mathematical expressions to describe the movement of an object. Develop and design a scientific investigation to collect and analyze speed and acceleration data to determine the net forces acting on a moving object. Gather, analyze, and interpret data to describe the different forms of energy and energy transfer. Compare the relative amount of potential energy (stored energy) and kinetic energy (energy of motion) of a moving object at different points its path (for example, a moving roller coaster has the most potential energy at the top of a hill and the most kinetic energy at the bottom of the hill). Gather, analyze, and interpret data to describe the different forms of energy and energy transfer. Develop a analysis of different forms of energy and energy transfer. Use research-based models to describe energy transfer mechanisms, and predict amounts of energy transferred. Standard 2 Physical Science: Students know and understand common properties, forms, and changes in matter and energy. (Focus: Physics and Chemistry) Students know and can demonstrate understanding that:
Describe the flow of electrons through a circuit. Not explicitly in the CAS at 8th grade or below. Identify series circuits and parallel circuits, and compare the two types of circuits. Not explicitly in the CAS at 8th grade or below. Standard 2 Physical Science: Students know and understand common properties, forms, and changes in matter and energy. (Focus: Physics and Chemistry) Students know and can demonstrate understanding that: Benchmark 10 White light is made up of different colors that correspond to different wavelengths Assessment Objective CAS Alignment Code CAS Expectation Text Comment Describe that light is made of different colors of light (ROYGBIV). Not explicitly in the CAS at 8th grade or below. Compare the relative wavelengths of different colors of (for example, red light has a longer wavelength than blue light). Compare and contrast different types of waves. Standard 3 Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) Students know and can demonstrate understanding that: Benchmark 1 Classification schemes can be used to understand the structure of organisms Assessment Objective CAS Alignment Code CAS Expectation Text Comment Identify physical characteristics used to classify vertebrates. SC09-GR.4-S.2-GLE.1 All living things share similar characteristics, but they also have differences that can be described and classified.
Standard 4 Earth and Space Science: Students know and understand the processes and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space. (Focus: Geology, Meteorology, Astronomy, Oceanography) Students know and can demonstrate understanding that: Benchmark 10 There are large-scale and local weather systems (for example: fronts, air masses, storms) Assessment Objective CAS Alignment Code CAS Expectation Text Comment Use several pieces of evidence (cloud observations, weather maps) to identify causes of changes in weather and weather patterns (weather moves west to east). Use models to develop and communicate a weather prediction. Identify the between large scale weather systems and local weather. Not explicitly in the CAS at 8th grade or below. Explain how Earth’s surface features (such as mountains, oceans) affect local weather. SC09-GR.5-S.3-GLE.3 Weather conditions change because of the uneven heating of Earth’s surface by the Sun’s energy. Weather changes are measured by differences in temperature, air pressure, wind and water in the atmosphere and type of precipitation. Research and evaluate direct and indirect evidence to explain how climates vary from one location to another on Standard 4 and Space Science: Students know and understand the processes and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space. (Focus: Geology, Meteorology, Astronomy, Oceanography) Students know and can demonstrate understanding that: Benchmark 11 The world’s water is distributed and circulated through oceans, glaciers, rivers, groundwater, and atmosphere Assessment Objective CAS Alignment Code CAS Expectation Text Comment Explain the processes and relationships that connect elements (all sources) of the water cycle. Not explicitly in the CAS at 8th grade or below.
Standard 4 Earth and Space Science: Students know and understand the processes and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space. (Focus: Geology, Meteorology, Astronomy, Oceanography) Students know and can demonstrate understanding that: Benchmark 12 The ocean has a certain composition and physical characteristics (for example: currents, waves, features of the floor, salinity, and tides Assessment Objective CAS Alignment Code CAS Expectation Text Comment Understand the composition and physical characteristics of oceans (for example: temperature, salinity, wavelength, ocean floor, etc). Not explicitly in the CAS at 8th grade or below. Standard 4 Earth and Space Science: Students know and understand the processes and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space. (Focus: Geology, Meteorology, Astronomy, Oceanography) Students know and can demonstrate understanding that: Benchmark 13 There are characteristics (components, composition, size) and scientific theories of origin of the Solar System Assessment Objective CAS Alignment Code CAS Expectation Text Comment Describe the parts (planets, Sun, moons, asteroids, comets) of the Solar System and their motions. Construct a scale model of the solar system, and use it to explain the motion of objects in the system such as planets, Sun, Moons, asteroids, comets, and dwarf planets. Compare and contrast the characteristics of the Sun, Moon and Earth. SC09-GR.8-S.3-GLE.3 The solar system is comprised of various objects that orbit the Sun and are classified based on their characteristics. Examine and explain the scientific theories on the formation of our System, Earth, and Moon. Not explicitly in the CAS at 8th grade or below.
can be used to obtain information scientific processes and/or objects that may be difficult to study. Understand that models are developed to explain and predict phenomena that cannot be directly observed. Describe a model that would be appropriate to understand a scientific process and content. Expectations for students to understand the process of science is embedded throughout the Colorado Academic Standards and is not a standalone expectation. Examples of sentence stems from the Colorado Academic Standards that would relate to this framework objective are provided. Use research-based models… Understand that models are developed to explain and predict phenomena that cannot be directly observed. Evaluate models… SC09-GR.6-S.3-GLE.2.N.2 Create and evaluate models; identifying the strengths and weaknesses of the model in representing water circulation and distribution.