VT.HB. Human Body
Enduring Knowledge: The human body is unique in its heredity, body systems and development, and can be affected by the environment.
S5-6:41. Students demonstrate their understanding of Human Body Systems by:
S5-6:41.1. Investigating circumstances that affect more than one body system and explaining the interconnected relationship among the body systems (e.g., the effects of exercise on several interdependent body systems, such as respiratory, circulatory, digestive, nervous, skeletal systems). (DOK 2)
VT.LS. Life Science
Enduring Knowledge: All living organisms and their component cells have identifiable characteristics that allow for survival.
S5-6:32. Students demonstrate their understanding of Differentiation by:
S5-6:32.1. Explaining the relationship among cells, tissues, organs and systems. (DOK 2)
S5-6:32.2. Observing plant or animal tissue and explaining how "specialized" cells help to support the specialized function of tissue (e.g., Muscle cells form muscle tissue; skin cells form skin tissue; nerve cells form brain tissue). (DOK 2)
VT.SI. Scientific Inquiry
Enduring Knowledge (Applying Results): Students synthesize the results of an investigation by generating new questions related to the results of the investigation, stating a general rule regarding the understandings learned from the investigation, or applying the understandings learned to similar situations. At early stages, students make connections between classroom investigations and similar situations or experiences. At later stages, students recognize that different explanations can sometimes arise from the same evidence. Students demonstrate an ability to resist overgeneralization based on insufficient evidence and suggest the types of evidence that need to be gathered in order to better understand the focus of the investigation
S5-6:8. Students demonstrate their ability to APPLY RESULTS by:
S5-6:8.1. Explaining how experimental findings can be generalized to other situations. (DOK 3)
Enduring Knowledge (Designing Experiments): Students design investigations that control variables, generate adequate data/observations to provide reasonable explanations, and can be reproduced by other scientists. At early stages, experimental design reflects what the experimenter will do to answer a question and ensure that a test is fair. At later stages, students design investigations that will produce the appropriate kinds of evidence to support or refute an hypothesis. Multiple trials or the collection of multiple data points are incorporated into the design and variables are controlled to ensure that the investigation is valid and reproducible.
S5-6:3. Students demonstrate their understanding of EXPERIMENTAL DESIGN by:
S5-6:3.1. Writing a plan related to the question and prediction that includes:
S5-6:3.1.c. An appropriate format for recording data. (DOK 3)
Enduring Knowledge (Representing Data and Analysis): Students represent data using text, charts, tables and graphs.
S5-6:5. Students demonstrate their ability to REPRESENT DATA by:
S5-6:5.1. Determining an appropriate representation (line graph in addition to prior examples) to represent their findings accurately. (DOK 2)
S5-6:5.2. Selecting a scale that is appropriate for range of data to be plotted, labeling units, and presenting data in an objective way. (DOK 2)
S5-6:5.3. Including clearly labeled keys and symbols, when necessary. (DOK 2)
S5-6:5.4. Using correct scientific terminology to label representations. (DOK 2)