New York Standards
NY.1. Analysis, Inquiry, and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
S1: SCIENTIFIC INQUIRY: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
S1.2. Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena.
S1.2c. Differentiate among observations, inferences, predictions, and explanations
S2: SCIENTIFIC INQUIRY: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
S2.1. Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.
S2.1b. Conduct an experiment designed by others
S2.1d. Use appropriate tools and conventional techniques to solve problems about the natural world, including: measuring; observing; describing; classifying; sequencing
S2.3. Carry out their research proposals, recording observations and measurements (e.g., lab notes, audiotape, computer disk, videotape) to help assess the explanation.
S2.3b. Conduct a scientific investigation
S2.3c. Collect quantitative and qualitative data
S3: SCIENTIFIC INQUIRY: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.
S3.2. Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.
S3.2a. Accurately describe the procedures used and the data gathered
NY.6. Interconnectedness: Common Themes: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
6.1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.
6.1.1. Describe the differences between dynamic systems and organizational systems.
6.1.2. Describe the differences and similarities among engineering systems, natural systems, and social systems.
6.1.3. Describe the differences between open- and closed-loop systems.
6.1.4. Describe how the output from one part of a system (which can include material, energy, or information) can become the input to other parts.
6.4: Equilibrium is a state of stability due either to a lack of change (static equilibrium) or a balance between opposing forces (dynamic equilibrium).
6.4.1. Describe how feedback mechanisms are used in both designed and natural systems to keep changes within desired limits.
6.4.2. Describe changes within equilibrium cycles in terms of frequency or cycle length and determine the highest and lowest values and when they occur.
NY.7. Interdisciplinary Problem Solving: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
7.1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.
7.1.3. Design solutions to real-world problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution.
7.2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.
7.2.1. Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to:
7.2.1c. Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
NY.CC.6-8.RST. Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
6-8.RST.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
NY.L4. The Living Environment: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
L4.1: Living things are both similar to and different from each other and from nonliving things.
4.1.2. Explain the functioning of the major human organ systems and their interactions.
L4.5: Organisms maintain a dynamic equilibrium that sustains life.
4.5.1. Compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium.