Connecticut State Standards for Science:

CT.K.1. Properties of Matter: Objects have properties that can be observed and used to describe similarities and differences.

A.1. Use the senses and simple measuring tools, such as rulers and equal-arm balances, to observe common objects and sort them into groups based on size, weight, shape or color. 33
Suggested Titles for Connecticut Science State Standard A.1.

A.2. Sort objects made of materials such as wood, paper and metal into groups based on properties such as flexibility, attraction to magnets, and whether they float or sink in water. 21
Suggested Titles for Connecticut Science State Standard A.2.

A.3. Count objects in a group and use mathematical terms to describe quantitative relationships such as: same as, more than, less than, equal, etc. 38
Suggested Titles for Connecticut Science State Standard A.3.

CT.K.2. Heredity and Evolution: Many different kinds of living things inhabit the Earth.

A.4. Describe the similarities and differences in the appearance and behaviors of plants, birds, fish, insects and mammals (including humans). 64
Suggested Titles for Connecticut Science State Standard A.4.

A.5. Describe the similarities and differences in the appearance and behaviors of adults and their offspring. 51
Suggested Titles for Connecticut Science State Standard A.5.

A.6. Describe characteristics that distinguish living from nonliving things. 11
Suggested Titles for Connecticut Science State Standard A.6.

CT.K.3. Energy in the Earth's System: Weather conditions vary daily and seasonally.

A.7. Describe and record daily weather conditions. 24
Suggested Titles for Connecticut Science State Standard A.7.

A.8. Relate seasonal weather patterns to appropriate choices of clothing and activities. 40
Suggested Titles for Connecticut Science State Standard A.8.

CT.K.4. Science and Technology in Society: Some objects are natural, while others have been designed and made by people to improve the quality of life.

A.9. Describe the types of materials used by people to build houses, and the properties that make the materials useful. 6
Suggested Titles for Connecticut Science State Standard A.9.

CT.1.1. Forces and Motion: The sun appears to move across the sky in the same way every day, but its path changes gradually over the seasons.

A.10. Describe how the motion of objects can be changed by pushing and pulling. 14
Suggested Titles for Connecticut Science State Standard A.10.

A.11. Describe the apparent movement of the sun across the sky and the changes in the length and direction of shadows during the day. 9
Suggested Titles for Connecticut Science State Standard A.11.

CT.1.2. Structure and Function: Living things have different structures and behaviors that allow them to meet their basic needs.

A.12. Describe the different ways that animals, including humans, obtain water and food. 13
Suggested Titles for Connecticut Science State Standard A.12.

A.13. Describe the different structures plants have for obtaining water and sunlight. 25
Suggested Titles for Connecticut Science State Standard A.13.

A.14. Describe the structures that animals, including humans, use to move around. 87
Suggested Titles for Connecticut Science State Standard A.14.

CT.1.3. Structure and Function: Organisms change in form and behavior as part of their life cycles.

A.15. Describe the changes in organisms, such as frogs and butterflies, as they undergo metamorphosis. 22
Suggested Titles for Connecticut Science State Standard A.15.

A.16. Describe the life cycles of organisms that grow but do not metamorphose. 85
Suggested Titles for Connecticut Science State Standard A.16.

CT.1.4. Science and Technology in Society: The properties of materials and organisms can be described more accurately through the use of standard measuring units.

A.17. Estimate, measure and compare the sizes and weights of different objects and organisms using standard and nonstandard measuring tools. 49
Suggested Titles for Connecticut Science State Standard A.17.

CT.2.1. Properties of Matter: Materials can be classified as solid, liquid or gas based on their observable properties.

A.18. Describe differences in the physical properties of solids and liquids. 15
Suggested Titles for Connecticut Science State Standard A.18.

CT.2.2. Structure and Function: Plants change their forms as part of their life cycles.

A.19. Describe the life cycles of flowering plants as they grow from seeds, proceed through maturation and produce new seeds. 28
Suggested Titles for Connecticut Science State Standard A.19.

A.20. Explore and describe the effects of light and water on seed germination and plant growth. 7
Suggested Titles for Connecticut Science State Standard A.20.

CT.2.3. The Changing Earth: Earth materials have varied physical properties which make them useful in different ways.

A.21. Sort different soils by properties, such as particle size, color and composition. 3
Suggested Titles for Connecticut Science State Standard A.21.

A.22. Relate the properties of different soils to their capacity to retain water and support the growth of certain plants. 3
Suggested Titles for Connecticut Science State Standard A.22.

CT.2.4. Science and Technology in Society: Human beings, like all other living things, have special nutritional needs for survival.

A.23. Identify the sources of common foods and classify them by their basic food groups. 23
Suggested Titles for Connecticut Science State Standard A.23.

A.24. Describe how people in different cultures use different food sources to meet their nutritional needs. 23
Suggested Titles for Connecticut Science State Standard A.24.

CT.3.1. Properties of Matter: Materials have properties that can be identified and described through the use of simple tests.

B.1. Sort and classify materials based on properties such as dissolving in water, sinking and floating, conducting heat, and attracting to magnets. 10
Suggested Titles for Connecticut Science State Standard B.1.

B.2. Describe the effect of heating on the melting, evaporation, condensation and freezing of water. 13
Suggested Titles for Connecticut Science State Standard B.2.

CT.3.2. Heredity and Evolution: Organisms can survive and reproduce only in environments that meet their basic needs.

B.3. Describe how different plants and animals are adapted to obtain air, water, food and protection in specific land habitats. 7
Suggested Titles for Connecticut Science State Standard B.3.

B.4. Describe how different plants and animals are adapted to obtain air, water, food and protection in water habitats. 7
Suggested Titles for Connecticut Science State Standard B.4.

CT.3.3. The Changing Earth: Earth materials have different physical and chemical properties.

B.5. Describe the physical properties of rocks and relate them to their potential uses. 19
Suggested Titles for Connecticut Science State Standard B.5.

B.6. Relate the properties of rocks to the possible environmental conditions during their formation. 19
Suggested Titles for Connecticut Science State Standard B.6.

CT.3.4. Science and Technology in Society: Earth materials provide resources for all living things, but these resources are limited and should be conserved.

B.7. Describe how earth materials can be conserved by reducing the quantities used, and by reusing and recycling materials rather than discarding them. 15
Suggested Titles for Connecticut Science State Standard B.7.

CT.4.1. Forces and Motion: The position and motion of objects can be changed by pushing or pulling.

B.8. Describe the effects of the strengths of pushes and pulls on the motion of objects. 6
Suggested Titles for Connecticut Science State Standard B.8.

B.9. Describe the effect of the mass of an object on its motion. 6
Suggested Titles for Connecticut Science State Standard B.9.

CT.4.2. Matter and Energy in Ecosystems: All organisms depend on the living and non-living features of the environment for survival.

B.10. Describe how animals, directly or indirectly, depend on plants to provide the food and energy they need in order to grow and survive. 15
Suggested Titles for Connecticut Science State Standard B.10.

B.11. Describe how natural phenomena and some human activities may cause changes to habitats and their inhabitants. 15
Suggested Titles for Connecticut Science State Standard B.11.

CT.4.3. Energy in the Earth's Systems: Water has a major role in shaping the Earth's surface.

B.12. Describe how the sun's energy impacts the water cycle. 11
Suggested Titles for Connecticut Science State Standard B.12.

B.13. Describe the role of water in erosion and river formation. 7
Suggested Titles for Connecticut Science State Standard B.13.

CT.4.4. Energy Transfer and Transformations: Electrical and magnetic energy can be transferred and transformed.

B.14. Describe how batteries and wires can transfer energy to light a light bulb. 3
Suggested Titles for Connecticut Science State Standard B.14.

B.15. Explain how simple electrical circuits can be used to determine which materials conduct electricity. 2
Suggested Titles for Connecticut Science State Standard B.15.

B.16. Describe the properties of magnets, and how they can be used to identify and separate mixtures of solid materials. 3
Suggested Titles for Connecticut Science State Standard B.16.

CT.5.1. Energy Transfer and Transformations: Sound and light are forms of energy.

B.17. Describe the factors that affect the pitch and loudness of sound produced by vibrating objects. 4
Suggested Titles for Connecticut Science State Standard B.17.

B.18. Describe how sound is transmitted, reflected and/or absorbed by different materials. 3
Suggested Titles for Connecticut Science State Standard B.18.

B.19. Describe how light is absorbed and/or reflected by different surfaces. 3
Suggested Titles for Connecticut Science State Standard B.19.

CT.5.2. Structure and Function: Perceiving and responding to information about the environment is critical to the survival of organisms.

B.20. Describe how light absorption and reflection allow one to see the shapes and colors of objects. 4
Suggested Titles for Connecticut Science State Standard B.20.

B.21. Describe the structure and function of the human senses and the signals they perceive. 11
Suggested Titles for Connecticut Science State Standard B.21.

CT.5.3. Earth in the Solar System: Most objects in the solar system are in a regular and predictable motion.

B.22. Explain the cause of day and night based on the rotation of Earth on its axis. 2
Suggested Titles for Connecticut Science State Standard B.22.

B.23. Describe the monthly changes in the appearance of the moon, based on the moon's orbit around the Earth. 5
Suggested Titles for Connecticut Science State Standard B.23.

CT.5.4. Science and Technology in Society: Humans have the capacity to build and use tools to advance the quality of their lives.

B.24. Compare and contrast the structures of the human eye with those of the camera. 2
Suggested Titles for Connecticut Science State Standard B.24.

B.25. Describe the uses of different instruments, such as eye glasses, magnifiers, periscopes and telescopes, to enhance our vision. 2
Suggested Titles for Connecticut Science State Standard B.25.

CT.6.1. Properties of Matter: Materials can be classified as pure substances or mixtures, depending on their chemical and physical properties.

C.1. Describe the properties of common elements, such as oxygen, hydrogen, carbon, iron and aluminum. 8
Suggested Titles for Connecticut Science State Standard C.1.

C.2. Describe how the properties of simple compounds, such as water and table salt, are different from the properties of the elements of which they are made. 6
Suggested Titles for Connecticut Science State Standard C.2.

C.3. Explain how mixtures can be separated by using the properties of the substances from which they are made, such as particle size, density, solubility and boiling point. 3
Suggested Titles for Connecticut Science State Standard C.3.

CT.6.2. Matter and Energy in Ecosystems: An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact.

C.4. Describe how abiotic factors, such as temperature, water and sunlight, affect the ability of plants to create their own food through photosynthesis. 3
Suggested Titles for Connecticut Science State Standard C.4.

C.5. Explain how populations are affected by predator-prey relationships.

C.6. Describe common food webs in different Connecticut ecosystems. 3
Suggested Titles for Connecticut Science State Standard C.6.

CT.6.3. Energy in the Earth's Systems: Variations in the amount of the sun's energy hitting the Earth's surface affect daily and seasonal weather patterns.

C.7. Describe the effect of heating on the movement of molecules in solids, liquids and gases. 1
Suggested Titles for Connecticut Science State Standard C.7.

C.8. Explain how local weather conditions are related to the temperature, pressure and water content of the atmosphere and the proximity to a large body of water. 1
Suggested Titles for Connecticut Science State Standard C.8.

C.9. Explain how the uneven heating of the Earth's surface causes winds. 5
Suggested Titles for Connecticut Science State Standard C.9.

CT.6.4. Science and Technology in Society: Water moving across and through earth materials carries with it the products of human activities.

C.10. Explain the role of septic and sewage systems on the quality of surface and ground water. 2
Suggested Titles for Connecticut Science State Standard C.10.

C.11. Explain how human activity may impact water resources in Connecticut, such as ponds, rivers and the Long Island Sound ecosystem. 11
Suggested Titles for Connecticut Science State Standard C.11.

CT.7.1. Energy Transfer and Transformations: Energy provides the ability to do work and can exist in many forms.

C.12. Explain the relationship among force, distance and work, and use the relationship (W=F x D) to calculate work done in lifting heavy objects. 6
Suggested Titles for Connecticut Science State Standard C.12.

C.13. Explain how simple machines, such as inclined planes, pulleys and levers, are used to create mechanical advantage. 14
Suggested Titles for Connecticut Science State Standard C.13.

C.14. Describe how different types of stored (potential) energy can be used to make objects move. 4
Suggested Titles for Connecticut Science State Standard C.14.

CT.7.2. Structure and Function: Many organisms, including humans, have specialized organ systems that interact with each other to maintain dynamic internal balance.

C.15. Describe the basic structures of an animal cell, including nucleus, cytoplasm, mitochondria and cell membrane, and how they function to support life. 23
Suggested Titles for Connecticut Science State Standard C.15.

C.16. Describe the structures of the human digestive, respiratory and circulatory systems, and explain how they function to bring oxygen and nutrients to the cells and expel waste materials. 14
Suggested Titles for Connecticut Science State Standard C.16.

C.17. Explain how the human musculo-skeletal system supports the body and allows movement. 3
Suggested Titles for Connecticut Science State Standard C.17.

CT.7.3. Energy in the Earth's Systems: Landforms are the result of the interaction of constructive and destructive forces over time.

C.18. Describe how folded and faulted rock layers provide evidence of the gradual up and down motion of the Earth's crust. 3
Suggested Titles for Connecticut Science State Standard C.18.

C.19. Explain how glaciation, weathering and erosion create and shape valleys and floodplains. 1
Suggested Titles for Connecticut Science State Standard C.19.

C.20. Explain how the boundaries of tectonic plates can be inferred from the location of earthquakes and volcanoes. 9
Suggested Titles for Connecticut Science State Standard C.20.

CT.7.4. Science and Technology in Society: Technology allows us to improve food production and preservation, thus improving our ability to meet the nutritional needs of growing populations.

C.21. Describe how freezing, dehydration, pickling and irradiation prevent food spoilage caused by microbes. 5
Suggested Titles for Connecticut Science State Standard C.21.

CT.8.1. Forces and Motion: An object's inertia causes it to continue moving the way it is moving unless it is acted upon by a force to change its motion.

C.22. Calculate the average speed of a moving object and illustrate the motion of objects in graphs of distance over time. 4
Suggested Titles for Connecticut Science State Standard C.22.

C.23. Describe the qualitative relationships among force, mass and changes in motion. 9
Suggested Titles for Connecticut Science State Standard C.23.

C.24. Describe the forces acting on an object moving in a circular path. 9
Suggested Titles for Connecticut Science State Standard C.24.

CT.8.2. Heredity and Evolution: Reproduction is a characteristic of living systems and it is essential for the continuation of every species.

C.25. Explain the similarities and differences in cell division in somatic and germ cells. 21
Suggested Titles for Connecticut Science State Standard C.25.

C.26. Describe the structure and function of the male and female human reproductive systems, including the process of egg and sperm production. 3
Suggested Titles for Connecticut Science State Standard C.26.

C.27. Describe how genetic information is organized in genes on chromosomes, and explain sex determination in humans. 17
Suggested Titles for Connecticut Science State Standard C.27.

CT.8.3. Earth in the Solar System: The solar system is composed of planets and other objects that orbit the sun.

C.28. Explain the effect of gravity on the orbital movement of planets in the solar system. 6
Suggested Titles for Connecticut Science State Standard C.28.

C.29. Explain how the regular motion and relative position of the sun, Earth and moon affect the seasons, phases of the moon and eclipses. 4
Suggested Titles for Connecticut Science State Standard C.29.

CT.8.4. Science and Technology in Society: In the design of structures there is a need to consider factors such as function, materials, safety, cost and appearance.

C.30. Explain how beam, truss and suspension bridges are designed to withstand the forces that act on them. 4
Suggested Titles for Connecticut Science State Standard C.30.

CT.SI. Scientific Inquiry: Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena. Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation. Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.

D.INQ.1. Identify questions that can be answered through scientific investigation.

D.INQ.2. Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D.INQ.3. Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D.INQ.4. Design and conduct appropriate types of scientific investigations to answer different questions.

D.INQ.5. Identify independent and dependent variables, including those that are kept constant and those used as controls.

D.INQ.6. Use appropriate tools and techniques to make observations and gather data.

D.INQ.7. Assess the reliability of the data that was generated in the investigation.

D.INQ.8. Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.

D.INQ.9. Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.

D.INQ.10. Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

CT.SL. Scientific Literacy: Scientific literacy includes the ability to read, write, discuss and present coherent ideas about science. Scientific literacy also includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media.

D.INQ.1. Identify questions that can be answered through scientific investigation.

D.INQ.2. Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D.INQ.3. Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D.INQ.4. Design and conduct appropriate types of scientific investigations to answer different questions.

D.INQ.5. Identify independent and dependent variables, including those that are kept constant and those used as controls.

D.INQ.6. Use appropriate tools and techniques to make observations and gather data.

D.INQ.7. Assess the reliability of the data that was generated in the investigation.

D.INQ.8. Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.

D.INQ.9. Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.

D.INQ.10. Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

CT.SN. Scientific Numeracy: Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.

D.INQ.1. Identify questions that can be answered through scientific investigation.

D.INQ.2. Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D.INQ.3. Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D.INQ.4. Design and conduct appropriate types of scientific investigations to answer different questions.

D.INQ.5. Identify independent and dependent variables, including those that are kept constant and those used as controls.

D.INQ.6. Use appropriate tools and techniques to make observations and gather data.

D.INQ.7. Assess the reliability of the data that was generated in the investigation.

D.INQ.8. Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.

D.INQ.9. Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.

D.INQ.10. Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

CT.9.1. Energy Transformations: Energy Transfer and Transformations: Energy cannot be created or destroyed; however, energy can be converted from one form to another.

D.1. Describe the effects of adding energy to matter in terms of the motion of atoms and molecules, and the resulting phase changes.

D.2. Explain how energy is transferred by conduction, convection and radiation.

D.3. Describe energy transformations among heat, light, electricity and motion.

CT.9.2. Energy Transformations: Energy Transfer and Transformations: The electrical force is a universal force that exists between any two charged objects.

D.4. Explain the relationship among voltage, current and resistance in a simple series circuit.

D.5. Explain how electricity is used to produce heat and light in incandescent bulbs and heating elements.

D.6. Describe the relationship between current and magnetism.

CT.9.3. Energy Transformations: Science and Technology in Society: Various sources of energy are used by humans and all have advantages and disadvantages.

D.7. Explain how heat is used to generate electricity.

D.8. Describe the availability, current uses and environmental issues related to the use of fossil and nuclear fuels to produce electricity.

D.9. Describe the availability, current uses and environmental issues related to the use of hydrogen fuel cells, wind and solar energy to produce electricity.

CT.9.4. Chemical Structures and Properties: Properties of Matter: Atoms react with one another to form new molecules.

D.10. Describe the general structure of the atom, and explain how the properties of the first 20 elements in the Periodic Table are related to their atomic structures.

D.11. Describe how atoms combine to form new substances by transferring electrons (ionic bonding) or sharing electrons (covalent bonding).

D.12. Explain the chemical composition of acids and bases, and explain the change of pH in neutralization reactions.

CT.9.5. Chemical Structures and Properties: Properties of Matter: Due to its unique chemical structure, carbon forms many organic and inorganic compounds.

D.13. Explain how the structure of the carbon atom affects the type of bonds it forms in organic and inorganic molecules.

D.14. Describe combustion reactions of hydrocarbons and their resulting by-products.

D.15. Explain the general formation and structure of carbon-based polymers, including synthetic polymers, such as polyethylene, and biopolymers, such as carbohydrate.

CT.9.6. Chemical Structure and Properties: Science and Technology in Society: Chemical technologies present both risks and benefits to the health and well-being of humans, plants and animals.

D.16. Explain how simple chemical monomers can be combined to create linear, branched and/or cross-linked polymers.

D.17. Explain how the chemical structure of polymers affects their physical properties.

D.18. Explain the short- and long-term impacts of landfills and incineration of waste materials on the quality of the environment.

CT.9.7. Chemical Structure and Properties: The Changing Earth: Elements on Earth move among reservoirs in the solid earth, oceans, atmosphere and organisms as part of biogeochemical cycles.

D.19. Explain how chemical and physical processes cause carbon to cycle through the major earth reservoirs.

D.20. Explain how solar energy causes water to cycle through the major earth reservoirs.

D.21. Explain how internal energy of the Earth causes matter to cycle through the magma and the solid earth.

CT.9.8. Chemical Structure and Properties: Science and Technology in Society: The use of resources by human populations may affect the quality of the environment.

D.22. Explain how the release of sulfur dioxide (SO2) into the atmosphere can form acid rain, and how acid rain affects water sources, organisms and human-made structures.

D.23. Explain how the accumulation of carbon dioxide (CO2) in the atmosphere increases Earth's 'greenhouse' effect and may cause climate changes.

D.24. Explain how the accumulation of mercury, phosphates and nitrates affects the quality of water and the organisms that live in rivers, lakes and oceans.

CT.9.9. Chemical Structure and Properties: Science and Technology in Society: Some materials can be recycled, but others accumulate in the environment and may affect the balance of the Earth systems.

D.25. Explain how land development, transportation options and consumption of resources may affect the environment.

D.26. Describe human efforts to reduce the consumption of raw materials and improve air and water quality.

CT.SI. Scientific Inquiry: Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena. Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation. Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.

D.INQ.1. Identify questions that can be answered through scientific investigation.

D.INQ.2. Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D.INQ.3. Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D.INQ.4. Design and conduct appropriate types of scientific investigations to answer different questions.

D.INQ.5. Identify independent and dependent variables, including those that are kept constant and those used as controls.

D.INQ.6. Use appropriate tools and techniques to make observations and gather data.

D.INQ.7. Assess the reliability of the data that was generated in the investigation.

D.INQ.8. Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.

D.INQ.9. Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.

D.INQ.10. Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

CT.SL. Scientific Literacy: Scientific literacy includes the ability to read, write, discuss and present coherent ideas about science. Scientific literacy also includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media.

D.INQ.1. Identify questions that can be answered through scientific investigation.

D.INQ.2. Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D.INQ.3. Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D.INQ.4. Design and conduct appropriate types of scientific investigations to answer different questions.

D.INQ.5. Identify independent and dependent variables, including those that are kept constant and those used as controls.

D.INQ.6. Use appropriate tools and techniques to make observations and gather data.

D.INQ.7. Assess the reliability of the data that was generated in the investigation.

D.INQ.8. Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.

D.INQ.9. Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.

D.INQ.10. Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

CT.SN. Scientific Numeracy: Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.

D.INQ.1. Identify questions that can be answered through scientific investigation.

D.INQ.2. Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D.INQ.3. Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D.INQ.4. Design and conduct appropriate types of scientific investigations to answer different questions.

D.INQ.5. Identify independent and dependent variables, including those that are kept constant and those used as controls.

D.INQ.6. Use appropriate tools and techniques to make observations and gather data.

D.INQ.7. Assess the reliability of the data that was generated in the investigation.

D.INQ.8. Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.

D.INQ.9. Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.

D.INQ.10. Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

CT.10.1. Cell Chemistry and Biotechnology: Fundamental life processes depend on the physical structure and the chemical activities of the cell.

D.27. Describe significant similarities and differences in the basic structure of plant and animal cells.

D.28. Describe the general role of DNA and RNA in protein synthesis.

D.29. Describe the general role of enzymes in metabolic cell processes.

D.30. Explain the role of the cell membrane in supporting cell functions.

CT.10.2. Cell Chemistry and Biotechnology: Science and Technology in Society: Microorganisms have an essential role in life processes and cycles on Earth.

D.31. Describe the similarities and differences between bacteria and viruses.

D.32. Describe how bacterial and viral infectious diseases are transmitted, and explain the roles of sanitation, vaccination and antibiotic medications in the prevention and treatment of infectious diseases.

D.33. Explain how bacteria and yeasts are used to produce foods for human consumption.

CT.10.3. Cell Chemistry and Biotechnology: Science and Technology in Society: Similarities in the chemical and structural properties of DNA in all living organisms allow the transfer of genes from one organism to another.

D.34. Describe, in general terms, how the genetic information of organisms can be altered to make them produce new materials.

D.35. Explain the risks and benefits of altering the genetic composition and cell products of existing organisms.

CT.10.4. Genetics, Evolution and Biodiversity: Heredity and Evolution: In sexually reproducing organisms, each offspring contains a mix of characteristics inherited from both parents.

D.36. Explain how meiosis contributes to the genetic variability of organisms.

D.37. Use the Punnet Square technique to predict the distribution of traits in mono- and di-hybrid crossings.

D.38. Deduce the probable mode of inheritance of traits (e.g., recessive/dominant, sex-linked) from pedigree diagrams showing phenotypes.

D.39. Describe the difference between genetic disorders and infectious diseases.

CT.10.5. Genetics, Evolution and Biodiversity: Evolution and biodiversity are the result of genetic changes that occur over time in constantly changing environments.

D.40. Explain how the processes of genetic mutation and natural selection are related to the evolution of species.

D.41. Explain how the current theory of evolution provides a scientific explanation for fossil records of ancient life forms.

D.42. Describe how structural and behavioral adaptations increase the chances for organisms to survive in their environments.

CT.10.6. Genetics, Evolution and Biodiversity: Science and Technology in Society: Living organisms have the capability of producing populations of unlimited size, but the environment can support only a limited number of individuals from each species.

D.43. Describe the factors that affect the carrying capacity of the environment.

D.44. Explain how change in population density is affected by emigration, immigration, birth rate and death rate, and relate these factors to the exponential growth of human populations.

D.45. Explain how technological advances have affected the size and growth rate of human populations throughout history.

CT.SI. Scientific Inquiry: Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena. Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation. Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.

D.INQ.1. Identify questions that can be answered through scientific investigation.

D.INQ.2. Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D.INQ.3. Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D.INQ.4. Design and conduct appropriate types of scientific investigations to answer different questions.

D.INQ.5. Identify independent and dependent variables, including those that are kept constant and those used as controls.

D.INQ.6. Use appropriate tools and techniques to make observations and gather data.

D.INQ.7. Assess the reliability of the data that was generated in the investigation.

D.INQ.8. Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.

D.INQ.9. Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.

D.INQ.10. Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

CT.SL. Scientific Literacy: Scientific literacy includes the ability to read, write, discuss and present coherent ideas about science. Scientific literacy also includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media.

D.INQ.1. Identify questions that can be answered through scientific investigation.

D.INQ.2. Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D.INQ.3. Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D.INQ.4. Design and conduct appropriate types of scientific investigations to answer different questions.

D.INQ.5. Identify independent and dependent variables, including those that are kept constant and those used as controls.

D.INQ.6. Use appropriate tools and techniques to make observations and gather data.

D.INQ.7. Assess the reliability of the data that was generated in the investigation.

D.INQ.8. Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.

D.INQ.9. Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.

D.INQ.10. Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

CT.SN. Scientific Numeracy: Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.

D.INQ.1. Identify questions that can be answered through scientific investigation.

D.INQ.2. Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D.INQ.3. Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D.INQ.4. Design and conduct appropriate types of scientific investigations to answer different questions.

D.INQ.5. Identify independent and dependent variables, including those that are kept constant and those used as controls.

D.INQ.6. Use appropriate tools and techniques to make observations and gather data.

D.INQ.7. Assess the reliability of the data that was generated in the investigation.

D.INQ.8. Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.

D.INQ.9. Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.

D.INQ.10. Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

CT.10.1. Cell Chemistry and Biotechnology: Fundamental life processes depend on the physical structure and the chemical activities of the cell.

D.27. Describe significant similarities and differences in the basic structure of plant and animal cells.

D.28. Describe the general role of DNA and RNA in protein synthesis.

D.29. Describe the general role of enzymes in metabolic cell processes.

D.30. Explain the role of the cell membrane in supporting cell functions.

CT.10.2. Cell Chemistry and Biotechnology: Science and Technology in Society: Microorganisms have an essential role in life processes and cycles on Earth.

D.31. Describe the similarities and differences between bacteria and viruses.

D.32. Describe how bacterial and viral infectious diseases are transmitted, and explain the roles of sanitation, vaccination and antibiotic medications in the prevention and treatment of infectious diseases.

D.33. Explain how bacteria and yeasts are used to produce foods for human consumption.

CT.10.3. Cell Chemistry and Biotechnology: Science and Technology in Society: Similarities in the chemical and structural properties of DNA in all living organisms allow the transfer of genes from one organism to another.

D.34. Describe, in general terms, how the genetic information of organisms can be altered to make them produce new materials.

D.35. Explain the risks and benefits of altering the genetic composition and cell products of existing organisms.

CT.10.4. Genetics, Evolution and Biodiversity: Heredity and Evolution: In sexually reproducing organisms, each offspring contains a mix of characteristics inherited from both parents.

D.36. Explain how meiosis contributes to the genetic variability of organisms.

D.37. Use the Punnet Square technique to predict the distribution of traits in mono- and di-hybrid crossings.

D.38. Deduce the probable mode of inheritance of traits (e.g., recessive/dominant, sex-linked) from pedigree diagrams showing phenotypes.

D.39. Describe the difference between genetic disorders and infectious diseases.

CT.10.5. Genetics, Evolution and Biodiversity: Evolution and biodiversity are the result of genetic changes that occur over time in constantly changing environments.

D.40. Explain how the processes of genetic mutation and natural selection are related to the evolution of species.

D.41. Explain how the current theory of evolution provides a scientific explanation for fossil records of ancient life forms.

D.42. Describe how structural and behavioral adaptations increase the chances for organisms to survive in their environments.

CT.10.6. Genetics, Evolution and Biodiversity: Science and Technology in Society: Living organisms have the capability of producing populations of unlimited size, but the environment can support only a limited number of individuals from each species.

D.43. Describe the factors that affect the carrying capacity of the environment.

D.44. Explain how change in population density is affected by emigration, immigration, birth rate and death rate, and relate these factors to the exponential growth of human populations.

D.45. Explain how technological advances have affected the size and growth rate of human populations throughout history.

CT.SI. Scientific Inquiry: Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena. Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation. Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.

D.INQ.1. Identify questions that can be answered through scientific investigation.

D.INQ.2. Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D.INQ.3. Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D.INQ.4. Design and conduct appropriate types of scientific investigations to answer different questions.

D.INQ.5. Identify independent and dependent variables, including those that are kept constant and those used as controls.

D.INQ.6. Use appropriate tools and techniques to make observations and gather data.

D.INQ.7. Assess the reliability of the data that was generated in the investigation.

D.INQ.8. Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.

D.INQ.9. Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.

D.INQ.10. Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

CT.SL. Scientific Literacy: Scientific literacy includes the ability to read, write, discuss and present coherent ideas about science. Scientific literacy also includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media.

D.INQ.1. Identify questions that can be answered through scientific investigation.

D.INQ.2. Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D.INQ.3. Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D.INQ.4. Design and conduct appropriate types of scientific investigations to answer different questions.

D.INQ.5. Identify independent and dependent variables, including those that are kept constant and those used as controls.

D.INQ.6. Use appropriate tools and techniques to make observations and gather data.

D.INQ.7. Assess the reliability of the data that was generated in the investigation.

D.INQ.8. Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.

D.INQ.9. Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.

D.INQ.10. Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

CT.SN. Scientific Numeracy: Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.

D.INQ.1. Identify questions that can be answered through scientific investigation.

D.INQ.2. Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D.INQ.3. Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D.INQ.4. Design and conduct appropriate types of scientific investigations to answer different questions.

D.INQ.5. Identify independent and dependent variables, including those that are kept constant and those used as controls.

D.INQ.6. Use appropriate tools and techniques to make observations and gather data.

D.INQ.7. Assess the reliability of the data that was generated in the investigation.

D.INQ.8. Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.

D.INQ.9. Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.

D.INQ.10. Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

CT.10.1. Cell Chemistry and Biotechnology: Fundamental life processes depend on the physical structure and the chemical activities of the cell.

D.27. Describe significant similarities and differences in the basic structure of plant and animal cells.

D.28. Describe the general role of DNA and RNA in protein synthesis.

D.29. Describe the general role of enzymes in metabolic cell processes.

D.30. Explain the role of the cell membrane in supporting cell functions.

CT.10.2. Cell Chemistry and Biotechnology: Science and Technology in Society: Microorganisms have an essential role in life processes and cycles on Earth.

D.31. Describe the similarities and differences between bacteria and viruses.

D.32. Describe how bacterial and viral infectious diseases are transmitted, and explain the roles of sanitation, vaccination and antibiotic medications in the prevention and treatment of infectious diseases.

D.33. Explain how bacteria and yeasts are used to produce foods for human consumption.

CT.10.3. Cell Chemistry and Biotechnology: Science and Technology in Society: Similarities in the chemical and structural properties of DNA in all living organisms allow the transfer of genes from one organism to another.

D.34. Describe, in general terms, how the genetic information of organisms can be altered to make them produce new materials.

D.35. Explain the risks and benefits of altering the genetic composition and cell products of existing organisms.

CT.10.4. Genetics, Evolution and Biodiversity: Heredity and Evolution: In sexually reproducing organisms, each offspring contains a mix of characteristics inherited from both parents.

D.36. Explain how meiosis contributes to the genetic variability of organisms.

D.37. Use the Punnet Square technique to predict the distribution of traits in mono- and di-hybrid crossings.

D.38. Deduce the probable mode of inheritance of traits (e.g., recessive/dominant, sex-linked) from pedigree diagrams showing phenotypes.

D.39. Describe the difference between genetic disorders and infectious diseases.

CT.10.5. Genetics, Evolution and Biodiversity: Evolution and biodiversity are the result of genetic changes that occur over time in constantly changing environments.

D.40. Explain how the processes of genetic mutation and natural selection are related to the evolution of species.

D.41. Explain how the current theory of evolution provides a scientific explanation for fossil records of ancient life forms.

D.42. Describe how structural and behavioral adaptations increase the chances for organisms to survive in their environments.

CT.10.6. Genetics, Evolution and Biodiversity: Science and Technology in Society: Living organisms have the capability of producing populations of unlimited size, but the environment can support only a limited number of individuals from each species.

D.43. Describe the factors that affect the carrying capacity of the environment.

D.44. Explain how change in population density is affected by emigration, immigration, birth rate and death rate, and relate these factors to the exponential growth of human populations.

D.45. Explain how technological advances have affected the size and growth rate of human populations throughout history.