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# 11.8: Alignment with National and State Standards

Difficulty Level: At Grade Created by: CK-12

## National Standards

Content Standard A: Scientific Inquiry

• Use technology and mathematics to improve investigations and communications.
• Formulate and revise scientific explanations and models using logic and evidence.
• Communicate and defend a scientific argument.

Content Standard C: Life Science

• The Interdependence of Organisms. Human beings live within the world’s ecosystems. Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors are threatening current global stability, and if not addressed, ecosystems will be irreversibly affected.

Content Standard E: Science and Technology

• Communicate the Problem, Process and Solution. Students should present their results to students, teachers and others in a variety of ways, such as orally, in writing, and in other forms – including models diagrams and demonstrations.
• Implement a Proposed Solution.
• Evaluate the Solution and its Consequences. Students should test any solution against the needs and criteria it was designed to meet. At this stage new criteria not originally considered may be reviewed.

Content Standard F: Science in Personal and Social Perspectives

• Natural Resources. The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources, and it depletes those resources that cannot be renewed, (such as water).

## Arizona State Standards

### Science

Biology - Arizona Science Standards

Strand 3: Science in Personal and Social Perspectives

Concept 1: Changes in Environments

Describe the interactions between human populations, natural hazards, and the environment.

• PO1. Evaluate how the processes of natural ecosystems affect, and are affected by, humans.
• (PO3. Assess how human activities (ie: clear cutting, water management, tree thinning) can affect the potential for hazards. (How does clear cutting affect the health of a watershed?)

Strand 1 Inquiry Process:

Concept 3: Analysis, Conclusions, and Refinements

Evaluate experimental design, analyze data to explain results and to propose further investigations. Design models.

• PO 1. Interpret data that show a variety of possible relationships between variables, including:
• positive relationship
• negative relationship
• no relationship
• PO 2. Evaluate whether investigational data support or do not support the proposed hypothesis.
• PO 3. Critique reports of scientific studies (e.g., published papers, student reports).
• PO 5. Design models (conceptual or physical) of the following to represent "real world" scenarios:
• carbon cycle
• water cycle
• phase change
• collisions
• PO 7. Propose further investigations based on the findings of a conducted investigation

Concept 4: Communication

Communicate results of investigations

• PO 2. Produce graphs that communicate data. (See MHS-S2C1-02)
• PO 3. Communicate results clearly and logically.
• PO 4. Support conclusions with logical scientific arguments.

Strand 3: Science In Personal and Social Perspectives

Concept 1: Changes in Environments

Describe the interactions between human populations, natural hazards, and the environment.

• PO 3. Assess how human activities (e.g., clear cutting, water management, tree thinning) can affect the potential for hazards.
• PO 5. Evaluate the effectiveness of conservation practices and preservation techniques on environmental quality and biodiversity

Concept 2: Science and Technology in Society

Develop viable solutions to a need or problem.

• PO 4. Analyze the use of renewable and nonrenewable resources in Arizona:
• water
• land
• soil
• minerals
• air
• PO 5. Evaluate methods used to manage natural resources (e.g., reintroduction of wildlife, fire ecology).

### Mathematics

HS.N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

### Technology

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

1. Apply existing knowledge to generate new ideas, products, or processes.
2. Create original works as a means of personal or group expression.
3. Use models and simulations to explore complex systems and issues.
4. Identify trends and forecast possibilities.

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Date Created:
Aug 21, 2014