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OFFICE OF LEARNING & RESULTS |
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COLORADO STATE BOARD OF EDUCATION
PAMELA JO SUCKLA (R), Chairman 3rd Congressional District Cortez, Colorado
BOB SCHAFFER (R), Vice Chairman 4th Congressional District Denver, Colorado
ELAINE GANTZ BERMAN (D) 1st Congressional District Denver, Colorado
RANDY DEHOFF(R), 6th Congressional District Littleton, Colorado
EVIE HUDAK (D) 2nd Congressional District Westminster, Colorado
PEGGY LITTLETON (R) 5th Congressional District Colorado Springs, Colorado
KAREN MIDDLETON (D) 7th Congressional District Aurora, Colorado
February 2007 Colorado Department of Education
Colorado Model
Content Standards SCIENCE
Standard 1
Students apply the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
Standard 2
Physical Science: Students know and understand common properties, forms, and changes in matter and energy. (Focus: Physics and Chemistry)
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)
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)
Standard 5
Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world.
HISTORY
Introduction
In this time of increasing globalization, high expectations in science education are essential for the United States to continue as a world leader in science and technology. The vitality of Colorados economy is dependent upon our ability to produce a growing workforce capable of expanding the worlds science and technology innovation.
The Colorado Model Content Standards for Science represent what all Colorado students should know and be able to do in science as a result of their K-12 science education. Specific expectations are given for students completing grades K-2, 3-5, 6-8, and 9-12. These standards outline the essential level of science knowledge and skills needed by all Colorado citizens to participate productively in our increasingly technological society
History
The Colorado Model Content Standards for Science were developed by Colorado science educators and adopted by the Colorado State Board of Education on May 10, 1995. The Benchmarks from the American Association for the Advancement of Sciences Project 2061 and the National Science Education Standards Project from the National Research Council were used in the development these standards.
The Colorado Model Content Standards for Science were reviewed by the Colorado Department of Education during the 2005-2006 school-year concluding with the report titled The States Formula for Success. Statewide input collected through this review process indicated that revisions to the states science standards and benchmarks were necessary to: 1) reduce redundancies in standards and benchmark statements, 2) replace curricular activities and test questions from the standards and benchmarks with statements of the concepts that they represented and 3) identify and fill any gaps.
The recommendations for revisions were developed through the focused work of many experienced Colorado science educators and scientists. The Colorado State Board of Education amended the Colorado Model Content Standards for Science on February 8, 2007.
Organization
The Colorado model standards presented here specify what all students should know and be able to do in science as a result of their school studies. Students are expected to demonstrate age appropriate understanding of these scientific concepts. Ways that students demonstrate scientific understanding include: describing, observing, identifying, planning, and explaining. Many of the benchmarks include examples that are intended to clarify what an age appropriate understanding of the concept would be. These examples are not comprehensive lists of what should be covered in the curriculum or what will be included on the state assessments. An outline of what is a assessed on the Colorado Student Assessment Program (CSAP) can be found in the Assessment Frameworks.
There are five science standards, three focus on key content areas and two focus on the process and nature of science that is critical to each of the content areas. The numerical order of the five content standards does not imply any particular judgments regarding their relative importance or teaching priorities.
The standards are numbered one through five with organizational headings within each grade level range, K-2, 3-5, 6-8, 9-12. The benchmarks are numbered within each grade level range. For example, a benchmark identified as 2.3-5.4 would be found in standard 2, grades 3-5, the 4th benchmark.
Standards and Benchmarks
The state of Colorado's education system is operated locally. There are state standards and the commensurate benchmarks and assessment frameworks which articulate more specific areas of focus expected at grade levels. The annual state assessment is administered grades 3-10 in reading, writing, and math and 5th, 8th and 10th grade in science. CSAP Assessment Frameworks exist only for these specific areas.
The Colorado Model Content Standards for Mathematics indicate the broad knowledge and skills that all students should acquire in Colorado schools. In this document, standards are articulated into benchmarks that include tactical descriptions of the knowledge and skills students should acquire within each grade level range.
CSAP and Assessment Objectives
The Assessment Frameworks for the Colorado Student Assessment Program (CSAP) outlines what is assessed on the state paper and pencil, standardized, and timed assessment. Assessment objectives delineate the specific knowledge and skills measured by CSAP for each grade level and content area assessed. The CSAP Assessment Frameworks are available on the Colorado Department of Education website: (http://www.cde.state.co.us).
Curriculum and Instructional Objectives
Colorado has no state curriculum. Local school districts in Colorado are responsible for determining the necessary curriculum and instructional scope and sequence to ensure that their students meet state standards.
The Colorado Department of Education provides a resource bank of curriculum, instruction and assessment tools acquired from Colorado schools that are achieving positive results in science to be used by school districts at their discretion.
The Colorado Science webpage provides: resources to address the needs of students performing at grade level, as well as struggling and advanced learners; model programs of instruction and assessment collected from school districts and organizations throughout the state and nation that have proven to be successful; and many resources that may assist Colorados science educators in enhancing their teaching methods and improving student performance outcomes (http://www.cde.state.co.us/coloradoscience/index.htm).
Standard 1:
Students apply the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
RATIONALE
In everyday life, we find ourselves gathering and evaluating information (data), noting and wondering about patterns and regularities, devising and testing possible explanations for how things work, and discussing ideas with others. These characteristically human activities mirror in many ways how scientists think and work.
Scientific investigation (inquiry) often begins with a question or problem and usually ends with further questions to investigate. Such investigations may include long-term field studies and are not limited to direct experimentation in a lab setting. They involve the identification and control of variables. Inquiry in the science classroom helps students develop a useful base of scientific knowledge, communicated in increasingly mathematical and conceptual ways as they progress through school. In addition, scientific inquiry stimulates student interest, motivation, and creativity. Designing and conducting investigations encourages students to interpret, analyze, and evaluate what is known, how we know it, and how scientific questions are answered. Some scientific inquiries can only be investigated by the use of models since actual events are not repeatable.
The knowledge and skills related to scientific inquiry enable students to understand how science works, and are powerful ways for students to build their understanding of the scientific facts, principles, concepts, and applications that are described in the other science content standards, particularly standards two, three, and four. To comprehend the world around them, students need opportunities to pursue questions that are relevant to them and to learn how to conduct scientific investigations.
BENCHMARKS
GRADES K-2
1. use their senses to make and describe careful observations
2. ask questions and make predictions
3. conduct simple experiments using tools and technology (for example: computers, thermometers, magnifiers, rulers, balances)
4. record data, report on findings and explain with reasons
GRADES 3-5
1. design, plan and conduct a variety of simple investigations (for example: formulate a testable question, state a hypothesis, make systematic observations, develop and communicate logical conclusions based on evidence)
2. select and use appropriate tools and technology to gather and display (for example: graphs, charts, diagrams) quantitative and qualitative data related to an investigation (for example: length, volume, and mass measuring instruments, thermometers, watches, magnifiers, microscopes, calculators, and computers)
GRADES 6-8
1. ask questions and state hypotheses that lead to different types of scientific investigations (for example: experimentation, collecting specimens, constructing models, researching scientific literature)
2. use appropriate tools, technologies and metric measurements to gather and organize data and report results
3. interpret and evaluate data in order to formulate logical conclusions
4. demonstrate that scientific ideas are used to explain previous observations and to predict future events (for example: plate tectonics and future earthquake activity)
5. identify and evaluate alternative explanations and procedures
6. communicate results of their investigations in appropriate ways (for example: written reports, graphic displays, oral presentations
GRADES 9-12
1. ask questions and state hypotheses using prior scientific knowledge to help design and guide development and implementation of a scientific investigation
2. select and use appropriate technologies to gather, process, and analyze data and to report information related to an investigation
3. identify major sources of error or uncertainty within an investigation (for example: particular measuring devices and experimental procedures)
4. recognize and analyze alternative explanations and models
5. construct and revise scientific explanations and models, using evidence, logic, and experiments that include identifying and controlling variables
6. communicate and evaluate scientific thinking that leads to particular conclusions
Standard 2:
Physical Science: Students know and understand common properties, forms, and changes in matter and energy. (Focus: Physics and Chemistry)
RATIONALE
Everyone has experience with matter in a variety of forms. Such experiences help build students' understanding of similarities and differences in the properties of matter. Their personal experiences help students understand common properties such as hardness, strength, color, shapes and states of matter (solid, liquid, gas and plasma). Knowledge of observable properties of matter and its microscopic/macroscopic structure and composition is helpful in considering matter's varied uses, availability, and limitations in our world.
Energy is a central concept in science because all physical interactions involve changes in energy. Students need to understand that all physical events involve transferring energy, or changing one form of energy into another, such as when forces act on matter producing changes in motion. Knowledge of forms of energy, its transfer and transformation, is essential to interpreting, explaining, predicting, and influencing change in our world.
Interactions between matter and energy account for changes observed in everyday events that are sometimes misunderstood. Understanding how matter and energy interact and are conserved extends students' knowledge of the physical world, and allows them to monitor and explain a wide variety of changes and to predict future physical and chemical changes.
BENCHMARKS
GRADES K-2
1. solids and liquids (matter) can be identified, compared, sorted/classified by their physical properties (for example: size, shape, texture, flexibility, temperature, color and patterns)
2. mixtures can be created and separated based on physical properties (for example: salt and sand, iron filings and soil, oil and water)
3. the only way to change the motion of an object is by pushing or pulling on it (force)
GRADES 3-5
1. objects have physical properties that can be measured (for example: length, mass, volume and temperature)
2. measurable physical properties can be compared before and after effecting a change to verify a change has occurred and used to predict its outcome in similar circumstances\
3. matter is made up of parts that are too small to be seen
4. matter exists in physical states (solid, liquid, gas) and can change from one state to another
5. there are different types and sources of energy (for example: light, heat, motion)
6. electricity in circuits can produce light, heat, sound and magnetic effects
7. there are different types of forces (for example: gravity and magnetism)
8. changes in speed or direction of motion are caused by forces
GRADES 6-8
1. physical properties of solids, liquids, gases and the plasma state and their changes can be explained using the particulate nature of matter model
2. mixtures of substances can be separated based on their properties (for example: solubilities, boiling points, magnetic properties, densities and specific heat)
3. mass is conserved in a chemical or physical change
4. mass and weight can be distinguished
5. all matter is made up of atoms that are comprised of protons, neutrons and electrons and when a substance is made up of only one type of atom it is an element
6. when two or more elements are combined a compound is formed which is made up of molecules
7. quantities (for example: time, distance, mass, force) that characterize moving objects and their interactions within a system (for example, force, speed, velocity, potential energy, kinetic energy) can be described, measured and calculated
8. that there are different forms of energy and those forms of energy can be transferred and stored (for example: kinetic, potential) but total energy is conserved
9. electric circuits provide a means of transferring electrical energy when heat, light, sound, magnetic effects and chemical changes are produced
10. white light is made up of different colors that correspond to different wavelengths
GRADES 9-12 (continued on next page)
1. elements can be organized by their physical and chemical properties (Periodic Table)
2. the spatial configuration of atoms and the structure of the atoms in a molecule determine the chemical properties of the substance
3. there are observable and measurable physical and chemical properties that allow one to compare, contrast, and separate substances (for example: pH, melting point, conductivity, magnetic attraction)
4. word and chemical equations are used to relate observed changes in matter to its composition and structure (for example: conservation of matter)
5. quantitative relationships involved with thermal energy can be identified, measured, calculated and analyzed (for example: heat transfer in a system involving mass, specific heat, and change in temperature of matter)
6. energy can be transferred through a variety of mechanisms and in any change some energy is lost as heat (for example: conduction, convection, radiation, motion, electricity, chemical bonding changes)
7. light and sound waves have distinct properties; frequency, wavelengths and amplitude
8. quantities that demonstrate conservation of mass and conservation of energy in physical interactions can be measured and calculated
9. Newtons Three Laws of Motion explain the relationship between the forces acting on an object, the objects mass, and changes in its motion
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)
RATIONALE
As a result of their study of a variety of organisms and where they live, students gain a better understanding of their world. Students have a natural curiosity about life and the great diversity of organisms. Their curiosity leads to the study of organisms and how the organisms interact with the world. Through the study of similarities and differences of organisms, students learn the importance of structure and function in the growth and development of organisms. In their future as citizens, students will need to think about and make decisions about the diversity and extinction of organisms in their communities and the world.
From experience, students know that they must eat food to live. As a result of their study of energy transfer and transformation in living organisms, students understand that the Sun is the primary and ultimate source of energy for living organisms. They learn why a constant input of matter and energy is critical for life. Photosynthetic organisms are critical to all organisms and need to be maintained. If one or more components are altered in an ecosystem, all other components are affected. Through studying the interrelationships of organisms, students learn that they can have a critical impact on other organisms.
Students are interested in learning about their bodies and how they relate biologically to other forms of life. The study of structure and function, body organization, growth and development, and maintenance of other organisms enhances students' understanding of human development, health, and disease. Knowledge of these areas can assist students in making informed choices regarding nutrition, exercise and other factors that influence their body functions.
Students study the scientific concept of biological evolution--the changes in populations of organisms through time--in order to understand diversity and relatedness within the living world. Inquiries into evolution explain the ways in which natural processes produce lifes diversity. These studies help students understand that evolution is the major unifying concept in the biological sciences and that it explains a wide variety of observations that can be made about the living world. In particular, students see that the study of evolution initiates questions about biodiversity, adaptation, genetics, mutations, the geological record, and the observed unity at molecular and whole-organism levels. This content standard does not define any student expectations related to the origin of life.
BENCHMARKS
GRADES K-2
1. an organism (plant, animal) is a living thing that has physical characteristics that help it to survive
2. offspring have characteristics that are similar to but not exactly like their parents
3. fossil evidence helps identify organisms that once lived on Earth but have completely disappeared (for example: dinosaurs, dodo bird, woolly mammoth and saber tooth tiger)
4. there are similarities and differences in growth and development of organisms (for example: insect, plant, mammal)
5. organisms interact with each other and with nonliving parts of their habitat to meet their basic needs (for example: food, water, air, shelter, space)
GRADES 3-5
1. each plant or animal has different structures and behaviors that serve different functions in growth, survival, and reproduction
2. green plants need energy from sunlight and various raw materials to live, and animals consume plants and other organisms to live
3. human body systems have basic structures, functions and needs (for example: digestive, respiratory, circulatory, skeletal, muscular)
4. there is interaction and interdependence between and among nonliving and living components of ecosystems (for example: food webs, symbiotic and parasitic relationships, dependence on rainfall, pollination)
5. life cycles vary from organism to organism (for example: frog, chicken, butterfly, radish, bean plant)
6. fossils can be compared to one another and to living organisms according to their similarities and differences
7. there are similarities and differences in appearance among individuals of the same population (for example: size, color, shape)
8. there are similarities and differences between organisms (for example: plants vs. animals, vertebrate vs. invertebrate)
GRADES 6-8 (Continued on next page)
1. classification schemes can be used to understand the structure of organisms
2. human body systems have specific functions and interaction (for example: circulatory and respiratory, muscular and skeletal)
3. there is a differentiation among levels of organization (cells, tissues, and organs) and their roles within the whole organism
4. multicellular organisms have a variety of ways to get food and other matter to their cells (for example: digestion, transport of nutrients by circulatory system)
4. photosynthesis and cellular respiration are basic processes of life (for example, set up a terrarium or aquarium and make changes such as blocking out light)
5. different types of cells have basic structures, components and functions (for example: cell membrane, nucleus, cytoplasm, chloroplast, single-celled organisms in pond water, Elodea, onion cell, human cheek cell)
6. there are noncommunicable conditions and communicable diseases (for example: heart disease and chicken pox)
7. there is a flow of energy and matter in an ecosystem (for example: as modeled in a food chain, web, pyramid, decomposition)
8. asexual and sexual cell reproduction/division can be differentiated
9. chromosomes and genes play a role in heredity (for example, genes control traits, while chromosomes are made up of many genes)
10. changes in environmental conditions can affect the survival of individual organisms, populations, and entire species
11. changes or constancy in groups of organisms over geologic time can be revealed through evidence
12. individual organisms with certain traits are more likely than others to survive and have offspring.
GRADES 9-12
1. the pattern/process of reproduction and development is specific to different organisms
2. there is a relationship between the processes of photosynthesis and cellular respiration (for example: in terms of energy and products)
3. there is a purpose of synthesis and breakdown of macromolecules in an organism (for example: carbohydrates, lipids, amino acids serve as building blocks of proteins; carbon dioxide and water are the basic materials for building sugars through photosynthesis)
4. energy is used in the maintenance, repair, growth, and production of tissues
5. the human body functions in terms of interacting organ systems composed of specialized structures that maintain or restore health (for example: mechanisms involved in homeostasis [balance], such as feedback in the endocrine system)
6. changes in an ecosystem can affect biodiversity and biodiversity contributes to an ecosystem's dynamic equilibrium
7. there is a cycling of matter (for example: carbon, nitrogen) and the movement and change of energy through the ecosystem (for example: some energy dissipates as heat as it is transferred through a food web)
8. certain properties of water sustain life (for example: polarity, cohesion, solubility)
9. cellular organelles have specific functions (for example: the relationship of ribosomes to protein, and the relationship of mitochondria to energy transformation)
10. cell reproduction/division has various processes and purposes (mitosis, meiosis, binary fission)
11. DNA has a general structure and function and a role in heredity and protein synthesis (for example: replication of DNA and the role of RNA in protein synthesis)
12. genes serve as the vehicle for genetic continuity and the source of genetic diversity upon which natural selection can act
13. some traits can be inherited while others are due to the interaction of genes and the environment (for example: skin cancer triggered by over- exposure to sunlight or contact with chemical carcinogens)
14. organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships
15. mutation, natural selection, and reproductive isolation can lead to new species and affect biodiversity
16. an organisms adaptations (for example, structure, behavior) determine its niche (role) in the environment
17. variation within a population improves the chances that the species will survive under new environmental conditions
18. organisms change over time in terms of biological evolution and genetics
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)
RATIONALE
By studying Earth, its composition, history, and the processes that shape it, students gain a better understanding of the planet on which they live. Life throughout geologic time has been, and continues to be, affected by changes that occur at a varying rate on Earths surface. Knowledge of the structure and composition of the Earth provides a basis for understanding the distribution of its resources. Understanding geologic events, such as earthquakes and volcanic eruptions, allows students to evaluate the consequences and predict the impact of future occurrences.
Our Earth's atmosphere is vital to life. The Sun and atmosphere affect every aspect of our lives, including food supply, energy use, transportation, recreation, environmental quality, and human health and safety. Weather-related choices we make range from selecting appropriate clothing to more complex situations, including preparing for and responding to hazardous weather. Preparedness and response to weather conditions require knowledge of how energy transfer influences atmospheric changes. The more we know about weather, the greater the chances that we will make informed decisions concerning its impact.
The world's water is vital to life. Both minor and major changes in Earth's water can have profound effects on human existence. In order to preserve both the quality and quantity of water for daily living, wise management of water resources is crucial. Knowledge of Earth's oceans is important for an understanding of how they affect weather, climate, and life. Knowing the properties and circulation of water, their influence on weather and climate, and the availability to ecosystems is necessary for understanding its importance to life.
Observing the sky has always fascinated human cultures and civilizations. These observations resulted in the development of ways to measure time and predict natural phenomena, such as eclipses and changing of the seasons. All bodies in space, including Earth, are influenced by forces acting throughout the solar system and the universe. Studying the solar system enhances our understanding of Earth's origins, its place in the universe, and its future. Much of what we know about robotics, telecommunications, satellites, and miniaturized components used in computers and other electronic devices can be attributed to exploration of Earths atmosphere and our solar system.
BENCHMARKS
GRADES K-2
1. there are different types of Earths materials that come in different shapes and sizes (for example: rocks and soil)
2. there are major features of Earth's surface (for example: mountains, rivers, plains, hills, oceans, plateaus)
3. the Earths materials (rocks, soil, water) provide many of the resources that humans use and reuse
4. our activities are affected by the daily weather and changing seasons (for example: types of clothing, travel plans, recreational activity)
5. the Sun is the source of Earth's heat and light
6. objects can be readily observed in the daytime and nighttime sky (for example: the Sun, Moon, stars)
GRADES 3-5
1. fossils are evidence of past life
2. natural processes change Earth's surface (for example: weathering, erosion, mountain building, volcanic activity, earthquakes and floods)
3. many of the Earths resources can be conserved, recycled and depleted
4. weather is different from climate
5. most of the Earths surface is covered by water, that most of the water is salt water in the oceans, and that fresh water is found in rivers, lakes, underground sources and glaciers
6. water exists on Earth in different states (solid, liquid, gas) and changes from one state to another (for example: evaporation, condensation and precipitation)
7. there are basic components of the solar system (for example: Sun, planets, moons)
8. the Earth and Sun provide a diversity of resources (for example: soils, fuels, minerals, medicines and food)
9. the rotation of the Earth on its axis, in relation to the Sun, produces the day-and-night cycle and the orbit of the Earth around the Sun completes one year
GRADES 6-8 (Continued on next page)
1. inter-relationships exist between minerals, rocks, and soils
2. humans use renewable and nonrenewable resources (for example: forests and fossil fuels)
3. natural processes shape the Earths surface (for example: landslides, weathering, erosion, mountain building, volcanic activity)
4. major geological events such as earthquakes, volcanic eruptions, and mountain building are
1. associated with plate boundaries and attributed to plate motions
2. fossils are formed and used as evidence to indicate that life has changed through time
3. successive layers of sedimentary rock and the fossils contained within them can be used to confirm age, geologic time, history, and changing life forms of the Earth; this evidence is affected by the folding, breaking and uplifting of layers
4. the atmosphere has basic composition, properties, and structure (for example: the range and distribution of temperature and pressure in the troposphere and stratosphere)
5. atmospheric circulation is driven by solar heating (for example: the transfer of energy by radiation, convection, conduction)
6. there are quantitative changes in weather conditions over time and space (for example: humidity, temperature, air pressure, cloud cover, wind, precipitation)
7. there are large-scale and local weather systems (for example: fronts, air masses, storms)
8. the worlds water is distributed and circulated through oceans, glaciers, rivers, groundwater, and atmosphere
9. the ocean has a certain composition and physical characteristics (for example: currents, waves, features of the ocean floor, salinity, and tides)
10. there are characteristics (components, composition, size) and scientific theories of origin of the solar system
11. relative motion, axes tilt and positions of the Sun, Earth, and Moon have observable effects (for example: seasons, eclipses, moon phases)
12. the universe consists of many billions of galaxies (each containing many billions of stars) and that vast distances separate these galaxies and stars from one another and from the Earth
13. technology is needed to explore space (for example: telescopes, spectroscopes, spacecraft, life support systems)
GRADES 9-12
1. the Earths interior has a composition and structure
2. the theory of plate tectonics helps to explain relationships among earthquakes, volcanoes, mid- ocean ridges, and deep-sea trenches
3. the feasibility of predicting and controlling natural events can be evaluated (for example: earthquakes, floods, landslides)
4. there are costs, benefits, and consequences of natural resource exploration, development, and consumption (for example: geosphere, biosphere, hydrosphere, atmosphere and greenhouse gas)
5. there are consequences for the use of renewable and nonrenewable resources
6. evidence is used (for example: fossils, rock layers, ice cores, radiometric dating) to investigate how Earth has changed or remained constant over short and long periods of time (for example: Mount St. Helens' eruption, Pangaea, and geologic time)
7. the atmosphere has a current structure and composition and has evolved over geologic time (for example: effects of volcanic activity and the change of life forms)
8. energy transferred within the atmosphere influences weather (for example: the role of conduction, radiation, convection, and heat of condensation in clouds, precipitation, winds, storms)
9. weather is caused by differential heating, the spin of the Earth and changes in humidity (air pressure, wind patterns, coriolis effect)
10. there are interrelationships between the circulation of oceans and weather and climate
11. there are factors that may influence weather patterns and climate and their effects within ecosystems (for example: elevation, proximity to oceans, prevailing winds, fossil fuel burning, volcanic eruptions)
12. water and other Earth systems interact (for example: the biosphere, lithosphere, and atmosphere)
13. continental water resources are replenished and purified through the hydrologic cycle
14. gravity governs the motions observed in the solar system and beyond
15. there is electromagnetic radiation produced by the Sun and other stars (for example: X- ray, ultraviolet, visible light, infrared, radio)
16. stars differ from each other in mass, color, temperature and age
17. the scales of size and separation of components of the solar system are complex
Standard 5:
Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world
RATIONALE
Human societies have long asked questions about, observed and collected data on, and offered explanations for natural phenomena. Scientific evidence and knowledge are distinguished from other ways of knowing and other bodies of knowledge in terms of the criteria that must be met. These criteria include the use of empirical standards and rules of evidence, a logical structure, rational thought, questioning, and openness to criticism. Scientific disciplines differ from one another in what is studied, techniques and technologies used, and outcomes sought. They share a common purpose -- to explain and predict events and phenomena -- and offer strategies to solve defined problems.
Scientific knowledge is dynamic. Although some scientific theories have withstood the test of time and are still used, other knowledge claims have been altered by new scientific evidence. Change, continuity, and stability are characteristic features of science. Although acquiring scientific knowledge of laws, concepts, and theories is central to learning science, it does not necessarily lead to an understanding of how science itself works. Students need to understand that science works by weaving different aspects of science together so that they reinforce one another. Unifying concepts and processes such as change, systems, models, evolution, equilibrium and form and function bring coherence to seemingly diverse sets of ideas or facts involving natural phenomena. These concepts can encompass and connect large quantities of basic data and evidence in science and can be used to integrate science with other disciplines.
GRADES K-2
1. basic observable patterns and changes in the world can help to predict future events based on those patterns (for example: seasonal weather patterns, day/night)
GRADES 3-5
1. when a science experiment is repeated with the same conditions, the experiment generally works the same way
2. models are used to represent events and objects (for example: comparing a map of the school to the actual school; a model of the Earth to the Earth itself)
GRADES 6-8
1. a controlled experiment must have comparable results when repeated
2. scientific knowledge changes as new knowledge is acquired and previous ideas are modified (for example: through space exploration)
3. contributions to the advancement of science have been made by people in different cultures and at different times in history
4. models can be used to predict change (for example: computer simulation, video sequence, stream table)
5. there are interrelationships among science, technology and human activity that affect the world
GRADES 9-12
1. print and visual media can be evaluated for scientific evidence, bias, or opinion
2. the scientific way of knowing uses a critique and consensus process (for example: peer review, openness to criticism, logical arguments, skepticism)
3. graphs, equations or other models are used to analyze systems involving change and constancy (for example: comparing the geologic time scale to shorter time frame, exponential growth, a mathematical expression for gas behavior; constructing a closed ecosystem such as an aquarium)
4. there are cause-effect relationships within systems (for example: the effect of temperature on gas volume, effect of carbon dioxide level on the greenhouse effect, effects of changing nutrients at the base of a food pyramid)
5. scientific knowledge changes and accumulates over time; usually the changes that take place are small modifications of prior knowledge but major shifts in the scientific view of how the world works do occur
6. interrelationships among science, technology and human activity lead to further discoveries that impact the world in positive and negative ways
7. there is a difference between a scientific theory and a scientific hypothesis
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National Committee for Science Education Standards and Assessment. National Science Education Standards: Draft for Review and Comment. Washington, DC: National Research Council. November 1994.
National Science Teachers Association. Scope, Sequence, and Coordination of Secondary School Science. Volume I: The Content Core. Washington, DC. 1993.
New York State Department of Education. Framework for Mathematics, Science and Technology. Albany, NY. 1993.
Ohio State Department of Education. Model Competency Based Science Program. Columbus. 1993.
Ohio State University and University of Northern Colorado. Earth Systems Education: Origins and Opportunities. Science Education for Global Understanding. Columbus, OH: The Ohio State University Research Foundation. 1991.
Colorado Model Content Standards for Science
Glossary of Terms
Adaptation a change by which an organism becomes better suited to its environment.
Air the invisible gaseous substance surrounding the earth, a mixture mainly of oxygen and nitrogen.
Air mass a body of air extending hundreds or thousands of miles horizontally and sometimes as high as the stratosphere and maintaining as it travels nearly uniform conditions of temperature and humidity at any given level
Air pressure the pressure exerted by the atmosphere
Amino Acid of a class of about twenty organic compounds which form the basic constituents of proteins and contain both acid and amine groups.
Amplitude the maximum extent of a vibration or oscillation from the point of equilibrium.
Anatomy the science of the shape and structure of organisms and their parts.
Asexual reproduction reproduction without the fusion of gamete.
Astronomy the science of celestial objects, space, and the physical universe.
Atmosphere the envelope of gases surrounding the earth or another planet.
Atom the smallest particle of a chemical element, consisting of a positively charged nucleus surrounded by negatively charged electrons.
Axis an imaginary line through a body, about which it rotates.
Binary fission a method of asexual reproduction, involves the splitting of a parent cell into two approximately equal parts.
Biodiversity the variability among living organisms on the earth, including the variability within and between species and within and between ecosystems.
Biology the scientific study of living organisms.
Biosphere the part of the earth and its atmosphere in which living organisms exist or that is capable of supporting life.
Boiling point the temperature at which a liquid boils at a fixed pressure, especially under standard atmospheric conditions.
Botany the scientific study of plants.
Carbohydrate any of a group of organic compounds that includes sugars, starches, celluloses, and gums and serves as a major energy source in the diet of animals. These compounds are produced by photosynthetic plants and contain only carbon, hydrogen, and oxygen, usually in the ratio 1:2:1.
Carcinogen a cancer-causing substance or agent.
Cell the smallest structural and functional unit of an organism.
Cell division the process in reproduction and growth by which a cell divides to form daughter cells
Cellular respiration the series of metabolic processes by which living cells produce energy through the oxidation of organic substances.
Chemistry the branch of science concerned with the properties and interactions of the substances of which matter is composed.
Chloroplast a structure in algal and green plant cells which contains chlorophyll and in which photosynthesis takes place.
Chromosome a thread-like structure found in the nuclei of most living cells, carrying genetic information in the form of genes.
Circuit a closed path followed or capable of being followed by an electric current.
Classification the systematic grouping of organisms into categories on the basis of evolutionary or structural relationships between them; taxonomy.
Climate meteorological conditions including temperature, precipitation, and wind, which characteristically prevail in a particular region.
Cloud a visible body of very fine water droplets or ice particles suspended in the atmosphere at altitudes ranging up to several miles above sea level.
Cohesion the intermolecular attraction by which the elements of a body are held together.
Communicable disease a disease that can be communicated from one person to another
Community a group of interdependent plants or animals growing or living together or occupying a specified habitat.
Composition the combining of distinct parts or elements to form a whole.
Compound - a pure, macroscopically homogeneous substance consisting of atoms or ions of two or more different elements in definite proportions that cannot be separated by physical means. A compound usually has properties unlike those of its constituent elements.
Conclusion a judgment or decision reached by reasoning.
Condensation the process by which a gas or vapor changes to a liquid.
Condensation, heat of heat liberated by a unit mass of gas at its boiling point as it condenses into a liquid.
Conduction the transmission or conveying of something through a medium or passage, especially the transmission of electric charge or heat through a conducting medium without perceptible motion of the medium itself.
Conductivity the ability or power to conduct or transmit heat, electricity, or sound.
Conservation of energy a principle stating that the total energy of an isolated system remains constant regardless of changes within the system
Conservation of mass a principle in classical physics stating that the total mass of an isolated system is unchanged by interaction of its parts
Conservation of matter a fundamental principle of classical physics that matter cannot be created or destroyed in an isolated system
Controlled experiment an experiment that isolates the effect of one variable on a system by holding constant all variables but the one under observation
Convection heat transfer in a gas or liquid by the circulation of currents from one region to another.
Coriolis effect result of an apparent force that as a result of the earth's rotation deflects moving objects (as projectiles or air currents) to the right in the northern hemisphere and to the left in the southern hemisphere
Data factual information (as measurements or statistics) used as a basis for reasoning, discussion, or calculation
Decomposition breakdown or decay of organic materials.
Density the mass of a substance per unit volume
DNA (Deoxyribonucleic Acid) a substance which is present in the cell nuclei of nearly all living organisms and is the carrier of genetic information.
Earthquake a sudden movement of the earth's crust caused by the release of stress accumulated within the earths crust.
Eclipse the partial or complete obscuring, relative to a designated observer, of one celestial body by another
Ecology the branch of biology concerned with the relations of organisms to one another and to their physical surroundings.
Ecosystem a biological community of interacting organisms and their physical environment.
Electricity a form of energy resulting from the existence of charged particles (such as electrons or protons), either statically as an accumulation of charge or dynamically as a current.
Electromagnetic radiation a kind of radiation including visible light, radio waves, gamma rays, and X-rays, in which electric and magnetic fields vary simultaneously
Electron a stable negatively charged subatomic particle with a mass less than that of the proton, found in all atoms and acting as the primary carrier of electricity in solids
Element a substance composed of atoms having an identical number of protons in each nucleus. Elements cannot be reduced to simpler substances by normal chemical means.
Elevation height above a given level, especially sea level.
Energy the capacity of a physical system to do work
Environment the complex of physical, chemical, and biotic factors (as climate, soil, and living things) that act upon an organism or an ecological community and ultimately determine its form and survival
Equilibrium the state of a chemical reaction in which its forward and reverse reactions occur at equal rates so that the concentration of the reactants and products does not change with time.
Erosion the group of natural processes, including weathering, dissolution, abrasion, corrosion, and transportation, by which material is worn away from the earth's surface
Evaporation to convert or change into a vapor
Experiment a test under controlled conditions that is made to demonstrate a known truth, examine the validity of a hypothesis, or determine the efficacy of something previously untried
Food chain a succession of organisms in an ecological community that constitutes a continuation of food energy from one organism to another as each usually consumes a lower member and in turn is preyed upon by a higher member.
Food pyramid a graphic representation of the structure of a food chain, depicted as a pyramid having a broad base formed by producers and tapering to a point formed by end consumers. Between successive levels, total biomass decreases as energy is lost from the system.
Food web a complex of interrelated food chains in an ecological community
Force an influence tending to change the motion of a body or produce motion or stress in a stationary body.
Fossil a remnant or trace of an organism of a past geologic age, such as a skeleton or leaf imprint, embedded and preserved in the earth's crust.
Fossil fuel a hydrocarbon deposit, such as petroleum, coal, or natural gas, derived from living matter of a previous geologic time and used for fuel.
Frequency the number of complete cycles of a periodic process occurring per unit time.
Front the interface between air masses of different temperatures or densities.
Galaxy a system of millions or billions of stars, together with gas and dust, held together by gravitational attraction
Gas the state of matter distinguished from the solid and liquid states by relatively low density and viscosity, relatively great expansion and contraction with changes in pressure and temperature, the ability to diffuse readily, and the spontaneous tendency to become distributed uniformly throughout any container.
Genetics the branch of biology that deals with heredity, especially the mechanisms of hereditary transmission and the variation of inherited characteristics among similar or related organisms.
Geologic time the period of time covering the physical formation and development of Earth, especially the period prior to human history
Geology the scientific study of the origin, history, and structure of the earth.
Geosphere the solid part of the earth consisting of the crust and outer mantle
Glacier a huge mass of ice slowly flowing over a land mass, formed from compacted snow in an area where snow accumulation exceeds melting and sublimation.
Gravity the force that attracts a body towards the center of the earth, or towards any other physical body having mass.
Greenhouse effect the phenomenon whereby the earth's atmosphere traps solar radiation, caused by the presence in the atmosphere of gases such as carbon dioxide, water vapor, and methane that allow incoming sunlight to pass through but absorb heat radiated back from the earth's surface.
Greenhouse gas a gas, such as carbon dioxide, that contributes to the greenhouse effect by absorbing infrared radiation
Groundwater water beneath the earth's surface, often between saturated soil and rock, which supplies wells and springs.
Habitat the area or environment where an organism or ecological community normally lives or occurs
Heat a form of energy associated with the motion of atoms or molecules and capable of being transmitted through solid and fluid media by conduction, through fluid media by convection, and through empty space by radiation.
Heat of condensation heat liberated by a unit mass of gas at its boiling point as it condenses into a liquid
Homeostasis the ability or tendency of an organism or cell to maintain internal equilibrium by adjusting its physiological processes.
Humidity the amount of water suspended in the air in tiny droplets
Hydrologic cycle the cycle of evaporation and condensation that controls the distribution of the earth's water as it evaporates from bodies of water, condenses, precipitates, and returns to those bodies of water.
Hydrosphere the watery layer of the earth's surface; includes water vapor
Hypothesis a tentative explanation for an observation, phenomenon, or scientific problem that can be tested by further investigation.
Infrared electromagnetic radiation having a wavelength just greater than that of red light but less than that of microwaves, emitted particularly by heated objects.
Inquiry a systematic search for the truth or facts about something
Invertebrate an animal, such as an insect or mollusk, which lacks a backbone or spinal column
Investigation a detailed inquiry or systematic examination
Kinetic energy energy which a body possesses by virtue of being in motion
Life cycle the course of developmental changes in an organism from fertilized zygote to maturity when another zygote can be produced
Light electromagnetic radiation that can produce a visual sensation
Liquid the state of matter in which a substance exhibits a characteristic readiness to flow, little or no tendency to disperse, and relatively high incompressibility.
Lithosphere the rigid outer part of the earth, consisting of the crust and upper mantle.
Macromolecule a very large molecule, such as a polymer or protein, consisting of many smaller structural units linked together.
Macroscopic large enough to be perceived or examined by the unaided eye
Magnetism the property displayed by magnets and produced by the motion of electric charges, which results in attraction or repulsion between objects.
Mass the quantity of matter which a body contains, as measured by its acceleration under a given force or by the force exerted on it by a gravitational field.
Matter physical substance or material in general, that which occupies space and possesses mass.
Meiosis the process of cell division in sexually reproducing organisms that reduces the number of chromosomes in reproductive cells from diploid to haploid, leading to the production of gametes in animals and spores in plants.
Melting point the temperature at which a solid becomes a liquid at standard atmospheric pressure.
Meteorology the science that deals with the phenomena of the atmosphere, especially weather and weather conditions.
Microscopic too small to be seen by the unaided eye but large enough to be studied under a microscope
Mineral a naturally occurring, homogeneous inorganic solid substance having a definite chemical composition and characteristic crystalline structure, color, and hardness.
Mitosis a type of cell division in which daughter cells have the same number and kind of chromosomes as the parent nucleus.
Mixture a composition of two or more substances that are not chemically combined with each other and are capable of being separated.
Molecule the smallest particle of a substance that retains the chemical and physical properties of the substance and is composed of two or more atoms; a group of like or different atoms held together by chemical forces.
Moon the natural satellite of the earth, orbiting it every 28 days and shining by reflected light from the sun.
Moon (lunar) phases one of the cyclically recurring apparent forms of the moon
Motion a natural event that involves a change in the position or location of something
Multicellular having or consisting of many cells
Mutation a change in genetic structure which results in a variant form and may be transmitted to subsequent generations.
Natural resources a material source of wealth, such as timber, fresh water, or a mineral deposit, that occurs in a natural state and has economic value.
Natural selection the process in nature by which only the organisms best adapted to their environment tend to survive and transmit their genetic characteristics in increasing numbers to succeeding generations while those less adapted tend to be eliminated.
Neutron a subatomic particle of about the same mass as a proton but without an electric charge.
Niche the function or position of an organism or population within an ecological community.
Nonrenewable resource of or relating to an energy source, such as oil or natural gas, or a natural resource, such as a metallic ore, that is not replaceable after it has been used.
Observation the act of making and recording a measurement
Oceanography the branch of science concerned with the physical and biological properties and phenomena of the sea
Orbit the path of a celestial body or an artificial satellite as it revolves around another body.
Organism a living thing that has (or can develop) the ability to act or function independently
Organ a differentiated part of an organism, such as an eye, wing, or leaf, which performs a specific function.
Pangaea (plate tectonics) a hypothetical super-continent that included all the landmasses of the earth before the Triassic Period. When continental drift began, Pangaea broke up into Laurasia and Gondwanaland.
Parasite (parasitic) an organism that grows, feeds, and is sheltered on or in a different organism while contributing nothing to the survival of its host.
Periodic table a table of the chemical elements arranged in order of atomic number, usually in rows, with elements having similar atomic structure appearing in vertical columns.
pH p(otential of) H(ydrogen); a measure of the acidity or alkalinity of a solution, numerically equal to 7 for neutral solutions, increasing with increasing alkalinity and decreasing with increasing acidity. The pH scale commonly in use ranges from 0 to 14.
Photosynthesis the process in green plants and certain other organisms by which carbohydrates are synthesized from carbon dioxide and water using light as an energy source. Most forms of photosynthesis release oxygen as a byproduct.
Physical change a change from one state (solid or liquid or gas) to another without a change in chemical composition
Physics the science of matter and energy and of interactions between the two.
Physiology the branch of biology concerned with the normal functions of living organisms and their parts.
Planet a non-luminous celestial body larger than an asteroid or comet, illuminated by light from a star, such as the sun, around which it revolves.
Plasma - a phase of matter distinct from solids, liquids, and normal gases
Plate tectonics - a theory that explains the global distribution of geological phenomena such as seismicity, volcanism, continental drift, and mountain building in terms of the formation, destruction, movement, and interaction of the earth's lithospheric plates.
Plateau an elevated, comparatively level expanse of land
Polarity the state of having poles or opposites.
Pollination transfer of pollen from the anther to the stigma of a plant
Population all the organisms that constitute a specific group or occur in a specified habitat
Potential energy energy possessed by a body by virtue of its position or state.
Precipitation any form of water, such as rain, snow, sleet, or hail, which falls to the earth's surface.
Pressure force applied uniformly over a surface, measured as force per unit of area.
Prevailing wind a wind from the predominant or most usual direction
Proton a stable subatomic particle occurring in all atomic nuclei, with a positive electric charge equal in magnitude to that of an electron.
Radiation energy emitted as electromagnetic waves or subatomic particles.
Radiometric dating a method of determining the age of objects or material using the decay rates of radioactive components such as potassium-argon
Renewable resource any natural resource (as wood or solar energy) that can be replenished naturally with the passage of time
Replication the process whereby DNA makes a copy of itself before cell division
Reproduction the sexual or asexual process by which organisms generate new individuals of the same kind; procreation
RNA (Ribonucleic Acid) a substance in living cells which carries instructions from DNA for controlling the synthesis of proteins and in some viruses carries genetic information instead of DNA.
Rock any natural material with a distinctive composition of minerals.
Rotation the act or process of turning around a center or an axis
Salinity the relative proportion of salt in a solution
Satellite any celestial body orbiting around a planet or star
Science the intellectual and practical activity encompassing the systematic study of the structure and behavior of the physical and natural world through observation and experiment.
Scientific law a phenomenon of nature that has been proven to invariably occur whenever certain conditions exist or are met
Scientific theory a well-substantiated explanation of some aspect of the natural world; an organized system of accepted knowledge that applies in a variety of circumstances to explain a specific set of phenomena; "scientific theories must be falsifiable"
Season one of the natural periods into which the year is divided by the equinoxes and solstices or atmospheric conditions
Sedimentary (rock) that has formed from sediment deposited by water or wind
Sexual reproduction reproduction by the union or fusion of two differing gametes
Soil the top layer of the earth's surface, consisting of rock and mineral particles mixed with organic matter.
Solar system a system of planets or other bodies orbiting another star
Solid the state in which a substance has no tendency to flow under moderate stress; resists forces (such as compression) that tend to deform it; and retains a definite size and shape
Solubility the quality or condition of being soluble.
Soluble that can be dissolved, especially easily dissolved
Sound vibrations transmitted through an elastic solid or a liquid or gas, capable of being detected by human organs of hearing.
Space the expanse in which the solar system, stars, and galaxies exist; the universe.
Species a fundamental category of taxonomic classification, ranking below a genus or subgenus and consisting of related organisms capable of interbreeding.
Specific heat the ratio of the amount of heat required to raise the temperature of a unit mass of a substance by one unit of temperature to the amount of heat required to raise the temperature of a similar mass of a reference material, usually water, by the same amount.
Spectroscope an instrument for producing and observing spectra, the entire range of wavelengths of electromagnetic radiation.
Speed the rate or a measure of the rate of motion
Star a celestial body of hot gases that radiates energy derived from thermonuclear reactions in the interior
Storm a violent disturbance of the atmosphere with strong winds and usually rain, thunder, lightning, or snow.
Stratosphere the atmospheric layer between the troposphere and the mesosphere
Substance a particular kind of matter with uniform properties.
Sun the star round which the earth orbits.
Symbiotic a close, prolonged association between two or Ultraviolet electromagnetic radiation having a wavelength just shorter than that of violet light but longer than that of X-rays.
Synthesis formation of a compound from simpler compounds or elements.
System a group of interacting, interrelated, or interdependent elements forming a complex whole.
Telescope a scientific instrument designed to collect and record electromagnetic radiation from cosmic sources
Temperature a measure of the average kinetic energy of the particles in a sample of matter, expressed in terms of units or degrees designated on a standard scale.
Theory (scientific) a well-substantiated explanation of some aspect of the natural world; an organized system of accepted knowledge that applies in a variety of circumstances to explain a specific set of phenomena; "scientific theories must be falsifiable"
Thermal (energy) of, relating to, using, producing, or caused by heat
Tide the alternate rising and falling of the sea due to the attraction of the moon and sun.
Tissue any of the distinct types of material of which animals or plants are made, consisting of specialized cells and their products.
Troposphere the lowest region of the atmosphere between the earth's surface and the tropopause, characterized by decreasing temperature with increasing altitude.
Ultraviolet electromagnetic radiation having a wavelength just shorter than that of violet light but longer than that of X-rays.
Unicellular consisting of a single cell.
Universe all matter and energy, including the earth, the galaxies, and the contents of intergalactic space, regarded as a whole.
Velocity the speed of something in a given direction.
Vertebrate animals having a bony or cartilaginous skeleton with a segmented spinal column and a large brain enclosed in a skull or cranium
Visible light (spectrum) electromagnetic radiation that can produce a visual sensation
Volcano an opening in the earth's crust through which molten lava, ash, and gases are ejected.
Volcanic eruption the sudden occurrence of a violent discharge of steam and volcanic material
Volume the amount of 3-dimensional space occupied by an object
Wavelength the distance between successive crests of a wave, especially as a distinctive feature of sound, light, radio waves, etc.
Weather the state of the atmosphere at a given time and place, with respect to variables such as temperature, moisture, wind velocity, and barometric pressure
Weathering any of the chemical or mechanical processes by which rocks exposed to the weather undergo changes in character and break down.
Weight the vertical force exerted by a mass as a result of gravity
White light apparently colorless light containing all the wavelengths of the visible spectrum at equal intensity (such as ordinary daylight).
Wind moving air, especially a natural and perceptible movement of air parallel to or along the ground.
X-ray an electromagnetic wave of very short wavelength, able to pass through many materials opaque to light.
Year the time taken by the earth to make one revolution around the sun.
Zoology the scientific study of the behavior, structure, physiology, classification, and distribution of animals.
Colorado Model Content Standards for Science
Page Index: Science Terms and Topics
Adaptation 9, 10
Air 9
Air mass 12
Air pressure 12
Amino acids 10
Amplitude 8
Analyze data 6
Anatomy 9, 10
Animals 9
Appropriate technologies/tools 6
Asexual reproduction/division 10
Astronomy 11, 12
Atmosphere 11, 12
Atmosphere, circulation 12
Atmosphere, composition 12
Atmosphere, Earths 11
Atmosphere, evolution 12
Atmosphere, properties 12
Atmosphere, structure 12
Atmospheric changes 11
Atom 7
Atoms, special configuration of 7
Attraction, magnetic 8
Axis 11
Behaviors 9
Binary fission 10
Biodiversity 9, 10
Biological evolution 9, 10
Biology 9, 10
Biosphere 12
Bodies in space 11
Body function 9
Body systems, human 9
Boiling point 7
Bonding, chemical 8
Botany 9, 10
Boundaries of plates 12
Carbohydrates - 10
Carbon 10
Carbon dioxide 10, 13
Carcinogen 10
Cause-effect relationships 13
Cell membrane 10
Cell nucleus 10
Cell reproduction/division 10
Cells 10
Cellular organelles 10
Cellular respiration 10
Chain, food 10
Change, chemical 7, 10
Change, observed 8
Change, physical 7
Changes in energy 7, 10
Changes in motion 7
Changes, atmospheric 11
Changing seasons 11
Characteristics, living things 9, 10
Characteristics, physical 9
Chemical bonding 8
Chemical carcinogen 10
Chemical changes 7
Chemical equations 8
Chemical properties 7
Chemistry 7, 8
Chloroplast 10
Chromosomes 10
Circuits, electric 7
Circulation of water 11
Circulatory system 9
Classification 9
Classification of organisms 10
Climate 11
Cloud cover 12
Clouds 12
Cohesion 10
Communicable diseases 10
Communities - 9
Composition 7
Composition of Earth 11
Composition of matter 8
Compound 7
Conclusion 6
Conclusion, logical 6
Condensation 11
Condensation, heat of 12
Conditions, environmental 10
Conditions, weather 11
Conduction 8, 12
Conductivity 8
Conservation of energy 8
Conservation of mass 8
Conservation of matter 8
Continuity, genetic 10
Controlled experiment 13
Convection 8, 12
Coriolis effect 12
Currents 12
Cycle, day-and-night 11
Cycles, life 9
Cycling of matter 10
Cytoplasm 10
Daily weather 11
Data 13
Data, analysis 6
Data, evaluate 6
Data, interpret 6
Data, qualitative 6
Data, quantitative 6
Day-and-night cycle 11, 13
Day-and-night, rotation 11
Decomposition 10
Deep-sea trenches 12
Density -7
Development of organisms 9
Development, human 9
Development, pattern/process of 10
Differences of organisms 9
Differential heating 12
Digestion 9, 10
Dinosaurs 9
Direction of motion 7
Disease 9
Disease, heart 10
Diseases, communicable 10
Diversity 9
Diversity of life 9
Diversity of organisms 9
Diversity, genetic 10
DNA 10
DNA function 10
DNA structure 10
Dynamic equilibrium 10
Dynamics of Earth 11, 12
Earth 9, 11, 12
Earth shaping processes 11
Earth, axis tilt 12
Earth, dynamics of 11, 12
Earth, place in universe 11
Earth, positions of 12
Earth, relative motion 12
Earth, structure of 11, 12
Earths atmosphere 11
Earths composition 11
Earths history 11
Earths interior 12
Earths interior, composition 12
Earths interior, structure 12
Earths materials 11
Earths oceans 11
Earths origin 11
Earths resources 11
Earths structure 11
Earths surface 11
Earths surface, folding/breaking/uplifting 12
Earths systems 11, 12
Earths water 11, 12
Earthquakes 11, 12
Eclipses 11, 12
Ecology 9, 10
Ecosystem 9, 10, 11, 12, 13
Effects of magnets 7
Electric circuits 7
Electricity 7, 8
Electromagnetic radiation 12
Electrons 7
Element 7
Elevation 12
Endocrine system 10
Energy 7, 8, 9, 10, 11, 12
Energy transfer 8, 9, 11, 12
Energy transformation 9, 10
Energy, change of 7, 10
Energy, conservation of 8
Energy, flow of 10
Energy, forms of 7
Energy, kinetic 7
Energy, movement of 10
Energy, potential 7
Energy, source of 7, 9
Energy, transfer 7
Energy, transferring electrical 7
Energy, transformation 7
Energy, types of 7
Environment 9, 10, 11
Environmental conditions 10
Environmental quality 11
Equations, chemical 8
Equilibrium 13
Equilibrium, dynamic 10
Erosion 11
Eruptions, volcanic 11
Evaluate alternative explanations 6
Evaluate data 6
Evaporation 11
Events, geologic 11
Evidence 13
Evidence, fossil 9, 11
Evolution 9, 12, 13
Evolution, biological 9, 10
Evolutionary relationships 10
Exercise 9
Existence, human 11
Experimental conditions 13
Experiments 6
Explanations, evaluate alternative 6
Exploration of space 11, 12
Exponential growth 13
Extinction of organisms 9
Floods 12
Flow of energy 10
Food 9, 10, 11
Food chain 10
Food pyramid 10, 13
Food web 9, 10
Force 7, 8, 11
Forces, types of 7
Form/function 13
Formation of fossils 12
Forms of energy 7
Forms of life 9
Fossil evidence 9
Fossil formation 12
Fossil fuel 11, 12
Fossils 9, 11, 12
Fossils, evidence 12
Fossils, sedimentary rock 12
Frequency 8
Fresh water 11
Front 12
Function, DNA 10
Functions, human body 10
Galaxies 12
Gas 7
Gene interaction 10
Genes 10
Genetic continuity 10
Genetic diversity 10
Genetics 9, 10
Geologic events 11
Geologic history 12
Geologic time 10, 11, 12, 13
Geological record 9
Geology 11, 12
Geosphere 12
Glaciers 11, 12
Graphs 13
Gravity 7, 12
Greenhouse effect 13
Greenhouse gas 12
Groundwater 12
Growth 9, 10
Growth of organisms 9
Habitat 9
Hazardous weather 11
Health 9, 10, 11
Heart disease 10
Heat 7, 8, 10
Heat of condensation 12
Heat transfer 8
Heredity 10
History of Earth 11
Homeostasis 10
Human body functions 10
Human body systems 9
Human development 9
Human existence 11
Humidity 12
Hydrologic cycle 12
Hydrosphere 12
Hypothesis - 6
Ice cores 12
Infrared 12
Inherited traits 10
Inquiry, scientific 6
Interaction of genes -10
Interaction, organisms 9
Interpret data 6
Invertebrate 9
Investigation 6
Investigation, identify alternative 6
Investigation, scientific 6
Isolation, reproductive 10
Kinetic energy 7
Knowledge, scientific 6
Lakes 11
Landslides 12
Levels of organization 9
Life 9, 10, 11
Life cycles 9
Life forms, changing over time 12
Life Science 9, 10
Life, forms of 9
Life, origin of 9
Life, processes of 10
Lifes diversity 9
Light 7, 8, 10, 12
Lipids 10
Liquid 7
Lithosphere 12
Living components 9
Living organisms 9, 10
Living things, characteristics 9, 10
Logical conclusion 6
Macromolecules, synthesis of 10
Macroscopic 7
Magnetic attraction 8
Magnetic effects 7
Magnetic properties 7
Magnetism 7
Mass 7, 8
Mass, conservation of 8
Materials of Earth 11
Matter 7, 8, 9, 10
Matter, composition of 8
Matter, cycling of 10
Matter, properties of 7
Matter, states of 7
Matter, structure of 8
Measurable chemical properties 7
Measurable physical properties 7
Meiosis 10
Melting point 8
Membrane, cell 10
Meteorology 11, 12
Metric measurement 6
Microscopic 7
Mid-ocean ridge -12
Minerals 11
Mitochondria 10
Mitosis 10
Mixture 7
Model, particulate nature of matter 7
Models 13
Molecule 7
Moon 11, 12
Moon phases 12
Moon, axis tilt 12
Moon, positions of 12
Moon, relative motion 12
Motion 7, 8, 12
Motion of plates 12
Motion, changes in 7
Motion, direction 7
Motion, Newtons Laws of 8
Motion, speed of 7
Mountain building 11
Mountains 11
Movement of energy 10
Multicellular organism - 10
Mutation 9, 10
Natural resources 12
Natural resources, exploration/development/consumption 12
Natural selection 10
Nature of science 12
Neutrons 7
Newtons Laws of Motion 8
Niche 10
Nitrogen 10
Noncommunicable conditions 10
Nonliving components 9
Nonrenewable resource 11, 12
Nucleus, cell 10
Nutrients 10, 13
Nutrition 9
Observable changes 13
Observable chemical properties 7
Observable patterns 13
Observable physical properties 7
Observation, systematic 6
Observations 6, 9
Observed change 8
Ocean floor features 12
Ocean, composition 12
Ocean, physical characteristics 12
Ocean/weather/climate 12
Oceanography 11, 12
Oceans, Earths 11, 12
Offspring 9
Orbit 11
Orbit, year 11
Organ systems 10
Organelles, cellular 10
Organism 9, 10
Organism adaptation 10
Organism interaction 9
Organism, multicellular 10
Organism, single-celled 10
Organisms 9, 10
Organisms classified 10
Organisms, development of 9
Organisms, differences of 9
Organisms, diversity of 9
Organisms, extinction of 9
Organisms, growth of 9
Organisms, interrelationships of 9
Organisms, living 9
Organisms, photosynthetic 9
Organisms, similarities of 9
Organization, levels of 9
Organs 10
Origin of Earth 11
Origin of life 9
Pangaea 12
Parasitic relationship 9
Particulate nature of matter model 7
Pattern/process of development 10
Pattern/process of reproduction 10
Periodic table 7
pH 8
Phases of the moon 12
Photosynthesis 10
Photosynthetic organisms 9
Physical change 7
Physical characteristics 9
Physical properties 7
Physical science 7
Physical science 8
Physical state 7
Physical world 7
Physics 7, 8
Physiology 9, 10
Planet 11
Plants 9
Plasma 7
Plate boundaries 12
Plate motion 12
Plate tectonics 12
Plate tectonics theory 12
Plate tectonics, earthquakes/volcanoes/mid-ocean ridge/deep-sea trenches 12
Plateaus 11
Point, melting 8
Polarity 10
Pollination 9
Population 9
Population variation 10
Populations 10
Populations 9
Potential energy 7
Precipitation 11, 12
Predictions 6
Pressure 12
Prevailing winds 12
Processes of life 10
Processes, Earth shaping 11
Properties of matter 7
Properties of water 10
Properties of water 11
Properties, chemical 7
Properties, measurable physical 7
Properties, observable chemical 7
Properties, observable physical 7
Properties, physical 7
Protein 10
Protein synthesis 10
Protons 7
Pyramid, food 10
Qualitative data 6
Quality of water 11
Quantitative data 6
Quantitative relationships 8
Quantity of water 11
Question, testable 6
Radiation 8, 12
Radio 12
Radiometric dating 12
Rainfall 9
Record, geological -9
Relationship, parasitic 9
Relationships, evolutionary 10
Relationships, symbiotic 9
Renewable resource 11, 12
Replication 10
Reproduction 9
Reproduction, pattern/process of 10
Reproduction/division, asexual 10
Reproduction/division, cell 10
Reproduction/division, sexual 10
Reproductive isolation 10
Resources 11
Resources, conserved 11
Resources, depleted 11
Resources, Earths 11
Resources, Earths 11
Resources, recycled 11
Resources, reuse 11
Resources, use 11
Resources, water 11
Respiratory system 9
Reusing resources 11
Ribosomes 10
Rivers 11, 12
RNA 10
RNA role 10
Rock layers 12
Rock, sedimentary 12
Rocks 11
Role of RNA 10
Rotation 11
Rotation, day-and-night 11
Salinity 12
Satellites 11
Science 13
Science experiment 13
Science, contributions 13
Science, human activity 13
Science, life 9, 10
Science, nature of 12
Science, physical 7
Science, physical 8
Science, technology 13
Scientific theory 13
Scientific concepts 13
Scientific consensus process 13
Scientific disciplines 13
Scientific evidence 13
Scientific hypothesis 13
Scientific inquiry - 6
Scientific investigation 6
Scientific knowledge 6, 13
Scientific knowledge, accumulation 13
Scientific knowledge, changes 13
Scientific knowledge, dynamic 13
Scientific laws 13
Scientific processes 13
Scientific theory 13
Seasonal changes 11
Seasonal weather patterns 13
Seasons 12
Sedimentary rock 12
Selection, natural 10
Sexual reproduction 10
Sexual reproduction/division 10
Similarities of organisms 9
Single-celled organism 10
Skeletal system 9
Sky 11
Soil 11
Soils 11
Solar heating 12
Solar system 11, 12
Solar system components 11, 12
Solar system, characteristics 12
Solar system, composition 12
Solar system, scientific theories of origin 12
Solar system, size 12
Solid 7
Solubility 7, 10
Sound 7, 8
Source of energy 7, 9
Space 9, 11, 12
Space exploration 11, 12, 13
Space, bodies in 11
Special configuration of atoms 7
Species 10
Specific heat 7, 8
Spectroscopes 12
Speed 7
Speed of motion 7
Stars 11, 12
Stars, mass/color/temperature/age 12
State, physical 7
States of matter 7
Storms 12
Stratosphere 12
Stream table, model - 13
Structure of Earth 11, 12
Structure of matter 8
Structure, DNA 10
Structure, living things 9, 10
Substances 7, 8
Sun 9, 11
Sun, axis tilt 12
Sun, positions of 12
Sun, relative motion 12
Sun, source of light 11
Sunlight 9
Surface of Earth 11
Symbiotic relationships 9
Synthesis of macromolecules 10
Synthesis of protein -10
System, endocrine 10
System, solar 11
Systematic observation 6
Systems 13
Systems, Earths 11, 12
Systems, organ 10
Systems, weather 12
Technologies 13
Technologies, use of appropriate 6
Telescopes 12
Temperature 7, 8, 12, 13
Testable question 6
Theory 13
Theory, plate tectonics 12
Thermal energy 8
Tides 12
Time, geologic 10
Tissues 10
Tools, use of appropriate 6
Traits, inherited 10
Transfer of energy 7, 8, 11, 12
Transfer of heat 8, 9
Transferring electrical energy 7
Transformation, energy 7, 9, 10
Troposphere 12
Types of energy 7
Types of forces 7
Ultraviolet 12
Universe 11, 12
Use of resources 11
Variables 6
Variation, population 10
Velocity 7
Vertebrate 9
Visible light 12
Volcanic activity 11
Volcanic eruptions 11, 12
Volcanoes -12
Volume 7, 13
Water 9, 10, 11, 12
Water circulation 11
Water on Earth 12
Water properties 11
Water quality 11
Water quantity 11
Water resources 11
Water, Earths 11
Water, fresh 11
Water, properties of 10
Water, states of matter 11
Water, underground 11
Wavelength 7, 8
Waves 12
Weather 11, 12
Weather conditions 11
Weather patterns 12
Weather systems 12
Weather, daily 11
Weather, differential heating 12
Weather, hazardous 11
Weathering 11
Web, food 10
Weight 7
White light 7
Winds 12
Wind patterns 12
World, physical 7
X-ray 12
Year, orbit 11
Zoology 9, 10
Colorado Model Content Standards for Science
Original 1995 Task Force
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Co-Chairs |
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Mary Gromko |
Colorado Department of Education |
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Henry Heikkinen |
University of Northern Colorado |
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Nancy Kellogg |
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Diana Scheidle Bartos |
Colorado Department of Education |
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Writers |
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Marsha Barber |
Continuing Education |
Colorado School of Mines |
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Karen Bonde-Hunter |
St. Vrain Schools |
St. Vrain Valley RE 1J |
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Claire Bueno |
Pueblo South High School |
Pueblo City 60 |
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Lisette Clemons |
Creekside Elementary School |
Cherry Creek 5 |
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Judy Curtis |
Colfax Elementary School |
Denver County 1 |
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Larry Dorsey-Spitz |
Lemuel Middle School |
Pueblo City 60 |
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Penny Eucher |
George Washington High School |
Denver County 1 |
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Sharon Freehill |
Harrison High School |
Harrison 2 |
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Nancy Gettman |
Woodlin Jr./Sr. High School |
Woodlin R-104 |
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Robert Griffin |
Agate Jr./Sr. High School |
Agate 300 |
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Elnore Grow |
Horizon High School |
Adams 12 |
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Jerelyn Holland |
Nevin Platt Middle School |
Boulder Valley RE 2 |
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Steve Iona |
Horizon High School |
Adams 12 |
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Sharon Johnson |
Adams 12 Schools |
Adams 12 |
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Pat Kephart |
Edwards Elementary School |
Eagle County RE 50 |
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Patty Kincaid |
Campus Middle School |
Cherry Creek 5 |
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Kirk Kissler |
Douglas County High School |
Douglas County RE 1 |
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Margaret Lentz |
Skinner Middle School |
Denver County 1 |
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Barbara Leonard |
Heritage Elementary School |
Pueblo City 60 |
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Gary Lindberg |
Montrose High School |
Montrose County RE 1J |
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Kathrine Littlejohn |
Estes Park Elementary School |
Park R-3 |
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Doug Lundberg |
Air Academy High School |
Academy 20 |
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Peggy McCoy |
York Junior High School |
Mapleton 1 |
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Tamsin Meyer |
Boulder Valley High School |
Boulder Valley RE 2 |
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Eric Miller |
Centennial Middle School |
Boulder Valley RE 2 |
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Linda Morris |
Sheridan Middle School |
Sheridan 2 |
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Terry Osner |
George Washington High School |
Denver County 1 |
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Rita Perron |
West Middle School |
Adams-Arapahoe 28J |
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David Reid |
Green Mountain High School |
Jefferson County R 1 |
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Mary Ross |
Southeast Elementary School |
Brighton 27J |
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Gayle Ryley |
Leo Wm. Butler Elementary School |
Fort Lupton RE-8 |
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John Sepich |
M. Scott Carpenter Middle School |
Westminster 50 |
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Patricia Smith |
Air Academy High School |
Academy 20 |
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Larry Squires |
Adams City High School |
Adams County 14 |
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Terry Strahm |
Brighton High School |
Brighton School 27J |
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Sharon Stroud |
Widefield High School |
Widefield 3 |
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Marie Sullivan |
Florence R. Sabin Junior High School |
Colorado Springs 11 |
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Lynn Sutphen |
Centauri Middle School |
North Conejos RE-1J |
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Nancy Todd |
West Middle School |
Cherry Creek 5 |
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Mary Ann Varanka Martin |
Estes Park High School |
Park R-3 |
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Gary Wilkinson |
Monte Vista Sr. High School |
Monte Vista C-8 |
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Helen Wuffers |
Denver Schools |
Denver County 1 |
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Contributors |
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Robert Barto |
Mitchell High School |
Colorado Springs 11 |
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Chuck Call |
Christa McAuliffe Elementary School |
Greeley 6 |
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Cad Dennehy |
Department of Biological Sciences |
University of Northern Colorado |
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Mike Fitzgerald |
Pleasant View Elementary School |
Jefferson County R 1 |
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Rebecca Johnson |
Mesa County Schools |
Mesa County Valley 51 |
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Irene Jordan |
Greeley Central High School |
Greeley |
6 |
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Pia Smith |
East High School |
Denver County 1 |
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Sandy Smith |
Harrison High School |
Harrison 2 |
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Priscilla Spears |
Parent/Scientist |
Jefferson County |
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David Steward |
John Evans Junior High School |
Greeley 6 |
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Ray Tschillard |
Laboratory School |
University of Northern Colorado |
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Anne Tweed |
Eaglecrest High School |
Cherry Creek 5 |
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Co-Chairs
Mary Gromko Colorado Department of Education
Henry Heikkinen University of Northern Colorado
Nancy Kellogg Colorado Statewide Systemic Initiative for Mathematics and Science
Diana Scheidle Bartos Colorado Department of Education
Writers
Marsha Barbar Continuing Education Colorado School of Mines
Karen Bonde-Hunter St. Vrain Schools St. Vrain Valley RE J1
Claire Bueno Pueblo South High School Pueblo City 60
Lisette Clemons Creekside Elementary School Cherry Creek 5
Judy Curtis Colfax Elementary School Denver County 1
Larry Dorsey-Spitz Lemmel Middle School Pueblo City 60
Penny Eucher George Washington High School Denver County 1
Sharon Freehill Harrison High School Harrison 2
Nancy German Woodlin Jr./Sr. High School Woodlin R-104
Robert Griffin Agate Jr./Sr. High School Agate 300
Elnore Grow Horizon High School Adams 12
Jerelyn Holland Nevin Platt Middle School Boulder Valley RE2
Steve Iona Horizon High School Adams 12
Sharon Johnson Adams 12 Schools Adams 12
Pat Kephart Edwards Elementary School Eagle County RE 50
Patty Kincaid Campus Middle School Cherry Creek 5
Kirk Kissler Douglas County High School Douglas County RE 1
Margaret Lentz Skinner Middle School Denver County 1
Barbara Leonard Heritage Elementary School Pueblo City 60
Gary Lundberg Montrose High School Montrose County Re 1J
Katherine Littlejohn Estes Park Elementary School Park R-3
Doug Lundberg Air Academy High School Academy 20
Peggy McCoy York Junior High School Mapleton 1
Tamsin Meyer Boulder Valley High School Boulder Valley RE2
Eric Miller Centennial Middle School Boulder Valley RE2
Linda Morris Sheridan Middle School Sheridan 2
Terry Osner George Washington High School Denver County 1
Rita Perron West Middle School Adams-Arapahoe 28J
David Reid Green Mountain High School Jefferson County R1
Mary Ross Southeast Elementary School Brighton 27J
Gayle Ryley Leo Wm Butler Elementary School Fort Lupton RE-8
John Sepich M. Scott Carpenter Middle School Westminster 50
Patricia Smith Air Academy High School Academy 20
Larry Squires Adams City High School Adams County 14
Terry Strahm Brighton High School Brighton School 27J
Sharon Stroud Widefield High School Widefield 3
Marie Sullivan Florence R. Sabin Jr High School Colorado Springs 11
Lynn Surphen Centauri Middle School North Conejos RE-1J
Nancy Todd West Middle School Cherry Creek 5
Mary Ann Varanka Martin Estes Park High School Park R-3
Gary Wilkinson Monte Vista Sr High School Monte Vista C-8
Helen Wuffers Denver Schools Denver County 1
Contributors
Robert Barto Mitchell High School Colorado Springs 11
Chuck Call Christa McAuliffe Elementary School Greeley 6
Cad Dennehy Department of Biological Sciences University of Northern Colorado
Mike Fitzgerald Pleasant View Elementary School Jefferson County R1
Rebecca Johnson Mesa County Schools Mesa County Valley 51
Irene Jordan Greeley Central High School Greeley 6
Pia Smith East High School Denver County 1
Sandy Smith Harrison High School Harrison 2
Priscilla Spears Parent/Scientist Jefferson County
David Steward John Evans Junior High School Greeley 6
Ray Tschillard Laboratory School University of Northern Colorado
Anne Tweed Eaglecrest High School Cherry Creek 5
Marilyn Achten Rangeview High School Aurora
Cindi Allmendinger Fountain-Fort Carson High School Fountain 8
Betsy Ann Anastas Aspen Elementary School Pitkin County
Julie Andrew Boulder Valley School District Boulder Valley
Jonathan Bergmann Woodland Park High School Woodland Park
Eliza Bicknell Broomfield High School Boulder Valley
Chris Bolton Retired, Teacher Berthoud
John Bradley Mesa County School District Mesa County
Joanna Bruno Consultant Denver
Annette Calabretta The Classical Academy Academy 20
Don Cameron University of Denver High School Denver
Ryan Capp Lewis Palmer District 38 Lewis Palmer
Jamie Carling Barone Middle School Meeker RE-1
Maggie Childers Grand Junction High School Mesa County
Bev Clemens Douglas County Schools Douglas County
Diane Comstock Cheyenne Mountain School District District 12
Anita Corn School of Mines Golden
Roger Felch Englewood High School Englewood
Cliff Fletcher Brush School District Brush RE-2J
MaryKelley Floyd Lake Middle School Denver
Melissa Free Henderson Elementary School Brighton 27
Jack Ganse Eldorado K-8 Boulder Valley
John Ghist John F. Kennedy High School Denver
Mary Gromko Colorado Springs District 11 Colorado Springs
Doug Haller Haller Consulting Boulder Valley
Linda Hedrick Cherry Creek School District Cherry Creek
Theresa Hemming Douglas County High School Douglas County
Marley Steele-Inama Denver Zoological Foundation Denver
DLane Joens Platte Valley High School Platte Valley
Nikki Johnston Grand Junction High School Mesa County
Jeanine Junell Denver Zoological Foundation Denver
Mindy Kain North Valley Middle School Weld RE-1
Jason Katzmann Harrison School District Harrison
Jan Lytle Montezuma-Cortez High School Montezuma-Cortez
Gloria McVaugh Harrison District 2 Harrison
Cheryl Manning Evergreen High School Jefferson County
Linda Morris Jefferson County School District Jefferson County
Leslie Newell Denver Museum of Nature & Science Denver
Christine Nichols Englewood High School Englewood
Yvette Ochoa Mountainside Elementary Fountain-Fort Carson
Ryann Patrick Aurora Public Schools Aurora
Lisa Pitot Poudre School District Ft. Collins
Harold Pratt Educational Consultants, Inc. Littleton
Rick Reid Ben Franklin Elementary Littleton
Robert Reinsvold Dept of Biological Sciences University of Northern CO
Colleen Roach Waller K-8 Denver
Carmen Romero Columbian Elementary Pueblo 60
Karen Ortega-Sedlar Colorado School for the Deaf and Blind CO School for Deaf/Blind
Lesley Smith Cooperative Institute for Research Boulder in Environmental Science
Amy Stevermer Sciential Communications Broomfield
Sara Walter Rampart High School Academy 20
David Ward Elizabeth High School Elizabeth
Bev Devore-Wedding Meeker High School Meeker RE-1
Andrew Zapotoczny Wheat Ridge Middle School Jefferson County