KY.AE. Academic Expectation
AE.1. Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.
1.10. Students organize information through development and use of classification rules and systems.
AE.2. Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.
2.1. Science: Students understand scientific ways of thinking and working and use those methods to solve real-life problems.
KY.CC.6-8.WHST. Writing Standards for Literacy in Science and Technical Subjects
Text Types and Purposes
6-8.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
6-8.WHST.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
KY.PS. Program of Studies 2006
SC-6-BC. Big Idea: Biological Change (Biological Science) - The only thing certain is that everything changes. At the middle school level, students study relationships among populations and ecosystems that contribute to the success or demise of a specific population or species. Students construct basic explanations that can account for the great diversity among organisms. (Academic Expectations 2.1, 2.2, 2.5, 2.6)
SC-6-BC-S-5. Program of Studies: Skills and Concepts - Students will generate questions about the diversity of species, then collect information from a variety of sources to formulate explanations supported by scientific evidence
SC-6-BC-U-3. Program of Studies: Understandings - Students will understand that scientists vary widely in what they study and how they do their work. While there is no fixed set of steps they follow, the basic process of science involves collecting relevant evidence, logical reasoning and the use of imaginative thinking in constructing explanations for what they observe.
SC-6-ET. Big Idea: Energy Transformations (Unifying Concepts) - Energy transformations are inherent in almost every system in the universe - from tangible examples at the elementary level, such as heat production in simple Earth and physical systems to more abstract ideas beginning at middle school, such as those transformations involved in the growth, dying and decay of living systems. The use of models to illustrate the often invisible and abstract notions of energy transfer will aid in conceptualization, especially as students move from the macroscopic level of observation and evidence (primarily elementary school) to the microscopic interactions at the atomic level (middle and high school levels). (Academic Expectations 2.1, 2.2, 2.3, 2.4)
SC-6-ET-S-2. Program of Studies: Skills and Concepts - Students will identify Earth processes influenced by energy from the sun (e.g. water cycle, nitrogen cycle, photosynthesis) and describe the sun's role in those processes
SC-6-ET-S-4. Program of Studies: Skills and Concepts - Students will describe the role of photosynthesis in energy storage within plants
SC-6-ET-U-4. Program of Studies: Understandings - Students will understand that energy, in the form of sunlight, is transformed by a chemical reaction in plant cells (photosynthesis) to form essential nutrients for the plant to live and grow.
SC-6-UD. Big Idea: Unity and Diversity (Biological Science) - All matter is comprised of the same basic elements, goes through the same kinds of energy transformations, and uses the same kinds of forces to move. Living organisms are no exception. In middle school, students begin to compare, contrast, and classify the microscopic features of organisms - the cells, as well as investigate reproduction as the essential process to the continuation of all species. Expected patterns of genetic traits are predicted. Distinctions are made between learned behaviors and inherited traits. Emphasis at every level should be placed upon the understanding that while every living thing is composed of similar small constituents that combine in predictable ways, it is the subtle variations within these small building blocks that account for both the likenesses and differences in form and function that create the diversity of life. (Academic Expectations 2.1, 2.2, 2.3, 2.5)
SC-6-UD-S-1. Program of Studies: Skills and Concepts - Students will obtain information from observations, models and other sources to explain the functions of cells necessary to sustain life
SC-6-UD-S-2. Program of Studies: Skills and Concepts - Students will use scientific tools (e.g., microscope) to observe and describe unicellular and multi-cellular organisms and the specialized cells they contain
SC-6-UD-S-7. Program of Studies: Skills and Concepts - Students will classify organisms into simple categories and discuss the limitations of classification systems
SC-6-UD-U-1. Program of Studies: Understandings - Students will understand that cells are the fundamental units that perform the basic functions needed to sustain life. Some organisms contain only a single cell, while others may have many millions of specialized cells grouped together in cooperative systems with specific functions (tissues and/or organs).
SC-6-UD-U-5. Program of Studies: Understandings - Students will understand that the great diversity of life is a result of many factors, both internal and external to organisms.
SC-6-UD-U-6. Program of Studies: Understandings - Students will understand that even the most different of organisms are fundamentally more alike than different. Their seemingly great differences conceal the great similarities apparent at the cellular level.
SC-6-UD-U-7. Program of Studies: Understandings - Students will understand that classification systems do not exist in nature, but are created by scientists to describe the vast diversity of organisms, frame research questions and suggest relationships among living things.