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Text in blue identifies Indicators
from 7th and 8th grade science |
The
Universe
7.3.1Recognize/describe
that the sun is a medium-sized star located near the edge of a disk-shaped
galaxy of stars & that the universe contains many billions of galaxies
& each galaxy contains many billions of stars. |
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7.3.2
Recognize/describe that the sun is many thousands of times closer to Earth
than any other star, allowing light from the sun to reach Earth in a few
minutes. Note that this may be compared to time spans of longer than a year
for all other stars. |
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8.3.1 Explain
that large numbers of chunks of rock orbit the sun & some of this rock
interacts with Earth. |
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E.S.1.1
Understand and discuss the nebular theory concerning the formation of solar
systems. Include in the discussion the roles of planetesimals and
protoplanets. |
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E.S.1.2 Differentiate between the different types of stars found
on the Hertzsprung-Russell Diagram. Compare and contrast the evolution of
stars of different masses. Understand and discuss the basics of the fusion
processes that are the source of energy of stars. |
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E.S.1.3 Compare and contrast the differences in size,
temperature, and age between our sun and other stars. |
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E.S.1.4 Describe Hubble's law. Identify and understand that the
ŇBig BangÓ theory is the most widely accepted theory explaining the formation
of the universe. |
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E.S.1.5 Understand and explain the relationship between planetary
systems, stars, multiple-star systems, star clusters, galaxies, and galactic
groups in the universe. |
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E.S.1.6 Discuss how manned and unmanned space vehicles can be used
to increase our knowledge and understanding of the universe. |
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E.S.1.7 Describe the characteristics and motions of the various
kinds of objects in our solar system, including planets, satellites, comets,
and asteroids. Explain that Kepler's laws determine the orbits of the
planets. |
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E.S.1.8 Discuss the role of sophisticated technology, such as
telescopes, computers, space probes, and particle accelerators, in making
computer simulations and mathematical models in order to form a scientific
account of the universe. |
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E.S.1.9 Recognize and explain that the concept of conservation of
energy is at the heart of advances in fields as diverse as the study of
nuclear particles and the study of the origin of the universe. |
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Earth & the Processes That Shape It. 7.3.3
Describe how climates sometimes have changed abruptly in the past as a result
of changes in Earth's crust, such as volcanic eruptions or impacts of huge
rocks from space. |
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7.3.4 Explain
how heat flow & movement of material within Earth causes earthquakes
& volcanic eruptions & creates mountains & ocean basins. |
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7.3.5
Recognize/explain that heat energy carried by ocean currents has a strong
influence on climate around the world. |
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7.3.6
Describe how gas & dust from large volcanoes can change the atmosphere. |
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7.3.7 Give
examples of some changes in Earth's surface that are abrupt, such as
earthquakes & volcanic eruptions, & some changes that happen very
slowly, such as uplift & wearing down of mountains & the action of
glaciers. |
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7.3.8 Explain
that sedimentary rock, when buried deep enough, may be reformed by pressure
& heat, perhaps melting & recrystallizing into different kinds of
rock. Describe that these reformed rock layers may be forced up again to
become land surface & even mountains, & subsequently erode. |
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7.3.9 Explain
how the thousands of layers of sedimentary rock can confirm the long history
of the changing surface of Earth & the changing life forms whose remains are
found in successive layers, although the youngest layers are not always found
on top, because folding, breaking, & uplifting layers. |
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8.3.2 Explain
that the slow movement of material within Earth results from heat flowing out
of the deep interior and the action of gravitational forces on regions of
different density. |
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8.3.3 Explain
that the solid crust of Earth, including both the continents & the ocean
basins, consists of separate plates that ride on a denser, hot, gradually
deformable layer of earth. Understand that the crust sections move very
slowly, pressing against one another in some places, pulling apart in other
places. Further understand that ocean-floor plates may slide under
continental plates, sinking deep into Earth, & that the surface layers of
these plates may fold, forming mountain ranges. |
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8.3.4 Explain
that earthquakes often occur along the boundaries between colliding plates,
& molten rock from below creates pressure that is released by volcanic
eruptions, helping to build up mountains. Understand that under the ocean
basins, molten rock may well up between separating plates to create new ocean
floor. Further understand that volcanic activity along the ocean floor may
form undersea mountains, which can thrust above the ocean's surface to become
islands. |
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8.3.5 Explain
that everything on or anywhere near Earth is pulled toward Earth's center by
a gravitational force. |
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8.3.6
Understand/explain that the benefits of Earth's resources, such as fresh
water, air, soil, & trees, are finite & can be reduced by using them
wastefully or by deliberately or accidentally destroying them. |
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8.3.7 Explain
that the atmosphere & the oceans have a limited capacity to absorb wastes
& recycle materials naturally. |
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E.S.1.10 Recognize and describe that earth sciences address
planet-wide interacting systems, including the oceans, the air, the solid
earth, and life on Earth, as well as interactions with the Solar System. |
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E.S.1.11 Examine the structure, composition, and function of
Earth's atmosphere. Include the role of living organisms in the cycling of
atmospheric gases. |
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E.S.1.12 Describe the role of photosynthetic plants in changing
Earth's atmosphere. |
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E.S.1.13 Explain the importance of heat transfer between and within
the atmosphere, land masses, and oceans. |
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E.S.1.14 Understand and explain the role of differential heating
and the role of Earth's rotation on the movement of air around the planet. |
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E.S.1.15 Understand and describe the origin, life cycle, behavior,
and prediction of weather systems. |
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E.S.1.16 Investigate the causes of severe weather and propose
appropriate safety measures that can be taken in the event of severe weather. |
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E.S.1.17 Describe the development and dynamics of climatic changes
over time, such as the cycles of glaciation. |
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E.S.1.18 Demonstrate the possible effects of atmospheric changes
brought on by things such as acid rain, smoke, volcanic dust, greenhouse
gases, and ozone depletion. |
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E.S.1.19 Identify and discuss the effects of gravity on the waters
of Earth. Include both the flow of streams and the movement of tides. |
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E.S.1.20 Describe the relationship among ground water, surface
water, and glacial systems. |
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E.S.1.21 Identify the various processes that are involved in the
water cycle. |
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E.S.1.22 Compare the properties of rocks and minerals and their
uses. |
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E.S.1.23 Explain motions, transformations, and locations of
materials in Earth's lithosphere and interior. For example, describe the movement
of the plates that make up Earth's crust of and the resulting formation of
earthquakes, volcanoes, trenches, and mountains. |
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E.S.1.24 Understand and discuss continental drift, sea-floor spreading,
and plate tectonics. Include evidence that supports the movement of the
plates such as magnetic stripes on the ocean floor, fossil evidence on
separate continents, and the continuity of geological features. |
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E.S.1.25 Investigate and discuss the origin of various landforms,
such as mountains and rivers, and how they affect and are affected by human
activities. |
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E.S.1.26 Differentiate among the processes of weathering, erosion,
transportation of materials, deposition, and soil formation. |
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E.S.1.27 Illustrate the various processes that are involved in the
rock cycle and discuss how the total amount of material stays the same
through formation, weathering, sedimentation, and reformation. |
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E.S.1.28 Discuss geologic evidence, including fossils and
radioactive dating, in relation to Earth's past. |
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E.S.1.29 Recognize and explain that in geologic change, the
present arises from the materials of the past in ways that can be explained
according to the same physical and chemical laws. |
Historical
7.7.1
Understand /explain that throughout history, people have created explanations
for disease. Note that some held that disease had spiritual causes, but that
the most persistent biological theory over the centuries was that illness
resulted from an imbalance in the body fluids. Realize that the introduction
of germ theory by Louis Pasteur & others in the nineteenth century led to
the modern understanding of how many diseases are caused by microorganisms,
such as bacteria, viruses, yeasts, & parasites. |
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7.7.2
Understand & explain that Louis Pasteur wanted to find out what caused
milk & wine to spoil. Note that he demonstrated that spoilage &
fermentation occur when microorganisms enter from the air, multiply rapidly,
& produce waste products, with some desirable results, such as carbon
dioxide in bread dough, & some undesirable, such as acetic acid in wine.
Understand that after showing that spoilage could be avoided by keeping germs
out or by destroying them with heat, Pasteur investigated animal diseases
& showed that microorganisms were involved in many of them. Also note
that other investigators later showed that specific kinds of germs caused
specific diseases. |
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7.7.3
Understand & explain that Louis Pasteur found that infection by disease
organisms (germs) caused the body to build up an immunity against subsequent
infection by the same organisms. Realize that Pasteur then demonstrated more
widely what Edward Jenner had shown for smallpox w/o understanding the
underlying mechanism: that it was possible to produce vaccines that would
induce the body to build immunity to a disease without actually causing the
disease itself. |
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7.7.4
Understand/describe that changes in health practices have resulted from the
acceptance of the germ theory of disease. Realize that before germ theory,
illness was treated by appeals to supernatural powers or by trying to adjust
body fluids through induced vomiting or bleeding. Note that the modern
approach emphasizes sanitation, the safe handling of food & water, the pasteurization
of milk, quarantine, & aseptic surgical techniques to keep germs out of
the body; vaccinations to strengthen the body's immune system against
subsequent infection by the same kind of microorganisms; & antibiotics
& other chemicals & processes to destroy microorganisms.
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8.7.1
Understand/explain that Antoine Lavoisier's work was based on the idea that
when materials react with each other, many changes can take place, but that
in every case the total amount of matter afterward is the same as before.
Note that Lavoisier successfully tested the concept of conservation of matter
by conducting a series of experiments in which he carefully measured the
masses of all the substances involved in various chemical reactions,
including the gases used & those given off. |
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8.7.2
Understand/describe that the accidental discovery that minerals containing
uranium darken photographic film, as light does, led to the discovery of
radioactivity. |
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8.7.3
Understand that & describe how in their laboratory in France, Marie Curie
& her husband, Pierre Curie, isolated two new elements that were the
source of most of the radioactivity of the uranium ore. Note that they named
one radium because it gave off powerful invisible rays, & the other
polonium in honor of Madame Curie's country of birth, Poland. Also note that
Marie Curie was the first scientist ever to win the Nobel Prize in two
different fields, in physics, shared with her husband, & later in
chemistry |
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8.7.4
Describe how the discovery of radioactivity as a source of Earth's heat
energy made it possible to understand how Earth can be several billion years
old & still have a hot interior. |
107 S. Indiana Ave., Bloomington, IN 47405-7000
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Last updated: 05 December 2005
Comments: Jose Bonner, OSO
Copyright 2005, The Trustees of Indiana University