New York State Standards for Science:

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.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to the immediate environment. 190
Suggested Titles for New York Science State Standard 1.1.1.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions. 154
Suggested Titles for New York Science State Standard 1.2.1.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible. 22
Suggested Titles for New York Science State Standard 1.3.1.

1.4. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.4.1. Students ask 'why' questions in attempts to seek greater understanding concerning objects and events they have observed and heard about. 40
Suggested Titles for New York Science State Standard 1.4.1.

1.4.2. Students question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings. 22
Suggested Titles for New York Science State Standard 1.4.2.

1.4.3. Students develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed. 48
Suggested Titles for New York Science State Standard 1.4.3.

1.5. 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.

1.5.1. Students develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate. 22
Suggested Titles for New York Science State Standard 1.5.1.

1.5.2. Students share their research plans with others and revise them based on their suggestions. 22
Suggested Titles for New York Science State Standard 1.5.2.

1.5.3. Students carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities (e.g., length, mass, volume, temperature, and time). 180
Suggested Titles for New York Science State Standard 1.5.3.

1.6. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.6.1. Students organize observations and measurements of objects and events through classification and the preparation of simple charts and tables. 207
Suggested Titles for New York Science State Standard 1.6.1.

1.6.2. Students interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships. 22
Suggested Titles for New York Science State Standard 1.6.2.

1.6.3. Students share their findings with others and actively seek their interpretations and ideas. 22
Suggested Titles for New York Science State Standard 1.6.3.

1.6.4. Students adjust their explanations and understandings of objects and events based on their findings and new ideas. 22
Suggested Titles for New York Science State Standard 1.6.4.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved. 22
Suggested Titles for New York Science State Standard 1.7.1.

1.7.2. Students investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members. 22
Suggested Titles for New York Science State Standard 1.7.2.

1.7.3. Students generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices. 212
Suggested Titles for New York Science State Standard 1.7.3.

1.7.4. Students plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools. 188
Suggested Titles for New York Science State Standard 1.7.4.

1.7.5. Students discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make the solution better. 239
Suggested Titles for New York Science State Standard 1.7.5.

NY.2. Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound. 207
Suggested Titles for New York Science State Standard 2.1.1.

2.1.2. Students telecommunicate a message to a distant location with teacher help. 51
Suggested Titles for New York Science State Standard 2.1.2.

2.1.3. Students access needed information from printed media, electronic databases, and community resources. 22
Suggested Titles for New York Science State Standard 2.1.3.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students describe the uses of information systems in homes, schools, and businesses. 59
Suggested Titles for New York Science State Standard 2.2.1.

2.2.2. Students understand that computers are used to store personal information. 36
Suggested Titles for New York Science State Standard 2.2.2.

2.2.3. Students demonstrate ability to evaluate information. 215
Suggested Titles for New York Science State Standard 2.2.3.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.3.1. Students describe the uses of information systems in homes and schools. 59
Suggested Titles for New York Science State Standard 2.3.1.

2.3.2. Students demonstrate ability to evaluate information critically. 215
Suggested Titles for New York Science State Standard 2.3.2.

NY.4. The Physical Setting: 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.

4.1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.

4.1.1. Students describe patterns of daily, monthly, and seasonal changes in their environment. 83
Suggested Titles for New York Science State Standard 4.1.1.

4.2. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

4.2.1. Students describe the relationships among air, water, and land on Earth. 54
Suggested Titles for New York Science State Standard 4.2.1.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students observe and describe properties of materials using appropriate tools. 220
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students describe chemical and physical changes, including changes in states of matter. 187
Suggested Titles for New York Science State Standard 4.3.2.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy. 10
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students observe the way one form of energy can be transformed into another form of energy present in common situations (e.g., mechanical to heat energy, mechanical to electrical energy, chemical to heat energy). 44
Suggested Titles for New York Science State Standard 4.4.2.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.1. Students describe the effects of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forces. 6
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students describe how forces can operate across distances. 6
Suggested Titles for New York Science State Standard 4.5.2.

NY.4. 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.

4.1. Living things are both similar to and different from each other and nonliving things.

4.1.1. Students describe the characteristics of and variations between living and nonliving things. 125
Suggested Titles for New York Science State Standard 4.1.1.

4.1.2. Students describe the life processes common to all living things. 67
Suggested Titles for New York Science State Standard 4.1.2.

4.2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

4.2.1. Students recognize that traits of living things are both inherited and acquired or learned. 175
Suggested Titles for New York Science State Standard 4.2.1.

4.2.2. Students recognize that for humans and other living things there is genetic continuity between generations. 142
Suggested Titles for New York Science State Standard 4.2.2.

4.3. Individual organisms and species change over time.

4.3.1. Students describe how the structures of plants and animals complement the environment of the plant or animal. 64
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students observe that differences within a species may give individuals an advantage in surviving and reproducing. 15
Suggested Titles for New York Science State Standard 4.3.2.

4.4. The continuity of life is sustained through reproduction and development.

4.4.1. Students describe the major stages in the life cycles of selected plants and animals. 63
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises. 36
Suggested Titles for New York Science State Standard 4.4.2.

4.5. Organisms maintain a dynamic equilibrium that sustains life.

4.5.1. Students describe basic life functions of common living specimens (guppy, mealworm, gerbil). 59
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students describe some survival behaviors of common living specimens. 42
Suggested Titles for New York Science State Standard 4.5.2.

4.5.3. Students describe the factors that help promote good health and growth in humans. 26
Suggested Titles for New York Science State Standard 4.5.3.

4.6. Plants and animals depend on each other and their physical environment.

4.6.1. Students describe how plants and animals, including humans, depend upon each other and the nonliving environment. 87
Suggested Titles for New York Science State Standard 4.6.1.

4.6.2. Students describe the relationship of the sun as an energy source for living and nonliving cycles. 92
Suggested Titles for New York Science State Standard 4.6.2.

4.7. Human decisions and activities have had a profound impact on the physical and living environment.

4.7.1. Students identify ways in which humans have changed their environment and the effects of those changes. 17
Suggested Titles for New York Science State Standard 4.7.1.

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. Systems Thinking: 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. Students observe and describe interactions among components of simple systems. 177
Suggested Titles for New York Science State Standard 6.1.1.

6.1.2. Students identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings). 121
Suggested Titles for New York Science State Standard 6.1.2.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students analyze, construct, and operate models in order to discover attributes of the real thing. 188
Suggested Titles for New York Science State Standard 6.2.1.

6.2.2. Students discover that a model of something is different from the real thing but can be used to study the real thing. 38
Suggested Titles for New York Science State Standard 6.2.2.

6.2.3. Students use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world. 74
Suggested Titles for New York Science State Standard 6.2.3.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students provide examples of natural and manufactured things that belong to the same category yet have very different sizes, weights, ages, speeds, and other measurements. 108
Suggested Titles for New York Science State Standard 6.3.1.

6.3.2. Students identify the biggest and the smallest values as well as the average value of a system when given information about its characteristics and behavior. 54
Suggested Titles for New York Science State Standard 6.3.2.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students cite examples of systems in which some features stay the same while other features change. 199
Suggested Titles for New York Science State Standard 6.4.1.

6.4.2. Students distinguish between reasons for stability - from lack of changes to changes that counterbalance one another to changes within cycles. 199
Suggested Titles for New York Science State Standard 6.4.2.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data. 302
Suggested Titles for New York Science State Standard 6.5.1.

6.5.2. Students analyze data by making tables and graphs and looking for patterns of change. 177
Suggested Titles for New York Science State Standard 6.5.2.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students determine the criteria and constraints of a simple decision making problem. 22
Suggested Titles for New York Science State Standard 6.6.1.

6.6.2. Students use simple quantitative methods, such as ratios, to compare costs to benefits of a decision problem. 60
Suggested Titles for New York Science State Standard 6.6.2.

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. Connections: 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.

7.1.1. Students analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action. 23
Suggested Titles for New York Science State Standard 7.1.1.

7.1.2. Students make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit tradeoffs to arrive at an optimal choice. 103
Suggested Titles for New York Science State Standard 7.1.2.

7.1.3. Students design solutions to problems involving a familiar and real context, investigate related science concepts to inform the solution, and use mathematics to model, quantify, measure, and compute. 180
Suggested Titles for New York Science State Standard 7.1.3.

7.1.4. Students observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions. 212
Suggested Titles for New York Science State Standard 7.1.4.

7.2. Strategies: 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: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results. 22
Suggested Titles for New York Science State Standard 7.2.1.

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.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to the immediate environment. 228
Suggested Titles for New York Science State Standard 1.1.1.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions. 171
Suggested Titles for New York Science State Standard 1.2.1.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible. 28
Suggested Titles for New York Science State Standard 1.3.1.

1.4. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.4.1. Students ask 'why' questions in attempts to seek greater understanding concerning objects and events they have observed and heard about. 73
Suggested Titles for New York Science State Standard 1.4.1.

1.4.2. Students question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings. 28
Suggested Titles for New York Science State Standard 1.4.2.

1.4.3. Students develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed. 86
Suggested Titles for New York Science State Standard 1.4.3.

1.5. 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.

1.5.1. Students develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate. 28
Suggested Titles for New York Science State Standard 1.5.1.

1.5.2. Students share their research plans with others and revise them based on their suggestions. 28
Suggested Titles for New York Science State Standard 1.5.2.

1.5.3. Students carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities (e.g., length, mass, volume, temperature, and time). 218
Suggested Titles for New York Science State Standard 1.5.3.

1.6. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.6.1. Students organize observations and measurements of objects and events through classification and the preparation of simple charts and tables. 248
Suggested Titles for New York Science State Standard 1.6.1.

1.6.2. Students interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships. 28
Suggested Titles for New York Science State Standard 1.6.2.

1.6.3. Students share their findings with others and actively seek their interpretations and ideas. 28
Suggested Titles for New York Science State Standard 1.6.3.

1.6.4. Students adjust their explanations and understandings of objects and events based on their findings and new ideas. 28
Suggested Titles for New York Science State Standard 1.6.4.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved. 29
Suggested Titles for New York Science State Standard 1.7.1.

1.7.2. Students investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members. 28
Suggested Titles for New York Science State Standard 1.7.2.

1.7.3. Students generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices. 256
Suggested Titles for New York Science State Standard 1.7.3.

1.7.4. Students plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools. 230
Suggested Titles for New York Science State Standard 1.7.4.

1.7.5. Students discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make the solution better. 287
Suggested Titles for New York Science State Standard 1.7.5.

NY.2. Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound. 249
Suggested Titles for New York Science State Standard 2.1.1.

2.1.2. Students telecommunicate a message to a distant location with teacher help. 74
Suggested Titles for New York Science State Standard 2.1.2.

2.1.3. Students access needed information from printed media, electronic databases, and community resources. 28
Suggested Titles for New York Science State Standard 2.1.3.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students describe the uses of information systems in homes, schools, and businesses. 77
Suggested Titles for New York Science State Standard 2.2.1.

2.2.2. Students understand that computers are used to store personal information. 50
Suggested Titles for New York Science State Standard 2.2.2.

2.2.3. Students demonstrate ability to evaluate information. 261
Suggested Titles for New York Science State Standard 2.2.3.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.3.1. Students describe the uses of information systems in homes and schools. 77
Suggested Titles for New York Science State Standard 2.3.1.

2.3.2. Students demonstrate ability to evaluate information critically. 261
Suggested Titles for New York Science State Standard 2.3.2.

NY.4. The Physical Setting: 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.

4.1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.

4.1.1. Students describe patterns of daily, monthly, and seasonal changes in their environment. 118
Suggested Titles for New York Science State Standard 4.1.1.

4.2. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

4.2.1. Students describe the relationships among air, water, and land on Earth. 85
Suggested Titles for New York Science State Standard 4.2.1.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students observe and describe properties of materials using appropriate tools. 28
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students describe chemical and physical changes, including changes in states of matter. 249
Suggested Titles for New York Science State Standard 4.3.2.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy. 21
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students observe the way one form of energy can be transformed into another form of energy present in common situations (e.g., mechanical to heat energy, mechanical to electrical energy, chemical to heat energy). 63
Suggested Titles for New York Science State Standard 4.4.2.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.1. Students describe the effects of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forces. 14
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students describe how forces can operate across distances. 14
Suggested Titles for New York Science State Standard 4.5.2.

NY.4. 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.

4.1. Living things are both similar to and different from each other and nonliving things.

4.1.1. Students describe the characteristics of and variations between living and nonliving things. 203
Suggested Titles for New York Science State Standard 4.1.1.

4.1.2. Students describe the life processes common to all living things. 106
Suggested Titles for New York Science State Standard 4.1.2.

4.2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

4.2.1. Students recognize that traits of living things are both inherited and acquired or learned. 251
Suggested Titles for New York Science State Standard 4.2.1.

4.2.2. Students recognize that for humans and other living things there is genetic continuity between generations. 198
Suggested Titles for New York Science State Standard 4.2.2.

4.3. Individual organisms and species change over time.

4.3.1. Students describe how the structures of plants and animals complement the environment of the plant or animal. 99
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students observe that differences within a species may give individuals an advantage in surviving and reproducing. 19
Suggested Titles for New York Science State Standard 4.3.2.

4.4. The continuity of life is sustained through reproduction and development.

4.4.1. Students describe the major stages in the life cycles of selected plants and animals. 100
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises. 16
Suggested Titles for New York Science State Standard 4.4.2.

4.5. Organisms maintain a dynamic equilibrium that sustains life.

4.5.1. Students describe basic life functions of common living specimens (guppy, mealworm, gerbil). 102
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students describe some survival behaviors of common living specimens. 64
Suggested Titles for New York Science State Standard 4.5.2.

4.5.3. Students describe the factors that help promote good health and growth in humans. 31
Suggested Titles for New York Science State Standard 4.5.3.

4.6. Plants and animals depend on each other and their physical environment.

4.6.1. Students describe how plants and animals, including humans, depend upon each other and the nonliving environment. 121
Suggested Titles for New York Science State Standard 4.6.1.

4.6.2. Students describe the relationship of the sun as an energy source for living and nonliving cycles. 117
Suggested Titles for New York Science State Standard 4.6.2.

4.7. Human decisions and activities have had a profound impact on the physical and living environment.

4.7.1. Students identify ways in which humans have changed their environment and the effects of those changes. 27
Suggested Titles for New York Science State Standard 4.7.1.

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. Systems Thinking: 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. Students observe and describe interactions among components of simple systems. 254
Suggested Titles for New York Science State Standard 6.1.1.

6.1.2. Students identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings). 167
Suggested Titles for New York Science State Standard 6.1.2.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students analyze, construct, and operate models in order to discover attributes of the real thing. 230
Suggested Titles for New York Science State Standard 6.2.1.

6.2.2. Students discover that a model of something is different from the real thing but can be used to study the real thing. 39
Suggested Titles for New York Science State Standard 6.2.2.

6.2.3. Students use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world. 82
Suggested Titles for New York Science State Standard 6.2.3.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students provide examples of natural and manufactured things that belong to the same category yet have very different sizes, weights, ages, speeds, and other measurements. 156
Suggested Titles for New York Science State Standard 6.3.1.

6.3.2. Students identify the biggest and the smallest values as well as the average value of a system when given information about its characteristics and behavior. 65
Suggested Titles for New York Science State Standard 6.3.2.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students cite examples of systems in which some features stay the same while other features change. 275
Suggested Titles for New York Science State Standard 6.4.1.

6.4.2. Students distinguish between reasons for stability - from lack of changes to changes that counterbalance one another to changes within cycles. 275
Suggested Titles for New York Science State Standard 6.4.2.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data. 353
Suggested Titles for New York Science State Standard 6.5.1.

6.5.2. Students analyze data by making tables and graphs and looking for patterns of change. 197
Suggested Titles for New York Science State Standard 6.5.2.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students determine the criteria and constraints of a simple decision making problem. 28
Suggested Titles for New York Science State Standard 6.6.1.

6.6.2. Students use simple quantitative methods, such as ratios, to compare costs to benefits of a decision problem. 64
Suggested Titles for New York Science State Standard 6.6.2.

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. Connections: 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.

7.1.1. Students analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action. 28
Suggested Titles for New York Science State Standard 7.1.1.

7.1.2. Students make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit tradeoffs to arrive at an optimal choice. 119
Suggested Titles for New York Science State Standard 7.1.2.

7.1.3. Students design solutions to problems involving a familiar and real context, investigate related science concepts to inform the solution, and use mathematics to model, quantify, measure, and compute. 217
Suggested Titles for New York Science State Standard 7.1.3.

7.1.4. Students observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions. 257
Suggested Titles for New York Science State Standard 7.1.4.

7.2. Strategies: 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: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results. 29
Suggested Titles for New York Science State Standard 7.2.1.

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.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to the immediate environment. 230
Suggested Titles for New York Science State Standard 1.1.1.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions. 171
Suggested Titles for New York Science State Standard 1.2.1.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible. 94
Suggested Titles for New York Science State Standard 1.3.1.

1.4. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.4.1. Students ask 'why' questions in attempts to seek greater understanding concerning objects and events they have observed and heard about. 70
Suggested Titles for New York Science State Standard 1.4.1.

1.4.2. Students question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings. 53
Suggested Titles for New York Science State Standard 1.4.2.

1.4.3. Students develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed. 107
Suggested Titles for New York Science State Standard 1.4.3.

1.5. 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.

1.5.1. Students develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate. 53
Suggested Titles for New York Science State Standard 1.5.1.

1.5.2. Students share their research plans with others and revise them based on their suggestions. 55
Suggested Titles for New York Science State Standard 1.5.2.

1.5.3. Students carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities (e.g., length, mass, volume, temperature, and time). 210
Suggested Titles for New York Science State Standard 1.5.3.

1.6. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.6.1. Students organize observations and measurements of objects and events through classification and the preparation of simple charts and tables. 235
Suggested Titles for New York Science State Standard 1.6.1.

1.6.2. Students interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships. 55
Suggested Titles for New York Science State Standard 1.6.2.

1.6.3. Students share their findings with others and actively seek their interpretations and ideas. 55
Suggested Titles for New York Science State Standard 1.6.3.

1.6.4. Students adjust their explanations and understandings of objects and events based on their findings and new ideas. 55
Suggested Titles for New York Science State Standard 1.6.4.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved. 55
Suggested Titles for New York Science State Standard 1.7.1.

1.7.2. Students investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members. 53
Suggested Titles for New York Science State Standard 1.7.2.

1.7.3. Students generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices. 282
Suggested Titles for New York Science State Standard 1.7.3.

1.7.4. Students plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools. 244
Suggested Titles for New York Science State Standard 1.7.4.

1.7.5. Students discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make the solution better. 311
Suggested Titles for New York Science State Standard 1.7.5.

NY.2. Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound. 237
Suggested Titles for New York Science State Standard 2.1.1.

2.1.2. Students telecommunicate a message to a distant location with teacher help. 118
Suggested Titles for New York Science State Standard 2.1.2.

2.1.3. Students access needed information from printed media, electronic databases, and community resources. 53
Suggested Titles for New York Science State Standard 2.1.3.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students describe the uses of information systems in homes, schools, and businesses. 117
Suggested Titles for New York Science State Standard 2.2.1.

2.2.2. Students understand that computers are used to store personal information. 81
Suggested Titles for New York Science State Standard 2.2.2.

2.2.3. Students demonstrate ability to evaluate information. 268
Suggested Titles for New York Science State Standard 2.2.3.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.3.1. Students describe the uses of information systems in homes and schools. 100
Suggested Titles for New York Science State Standard 2.3.1.

2.3.2. Students demonstrate ability to evaluate information critically. 268
Suggested Titles for New York Science State Standard 2.3.2.

NY.4. The Physical Setting: 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.

4.1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.

4.1.1. Students describe patterns of daily, monthly, and seasonal changes in their environment. 124
Suggested Titles for New York Science State Standard 4.1.1.

4.2. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

4.2.1. Students describe the relationships among air, water, and land on Earth. 115
Suggested Titles for New York Science State Standard 4.2.1.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students observe and describe properties of materials using appropriate tools. 91
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students describe chemical and physical changes, including changes in states of matter. 232
Suggested Titles for New York Science State Standard 4.3.2.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy. 28
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students observe the way one form of energy can be transformed into another form of energy present in common situations (e.g., mechanical to heat energy, mechanical to electrical energy, chemical to heat energy). 49
Suggested Titles for New York Science State Standard 4.4.2.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.1. Students describe the effects of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forces. 17
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students describe how forces can operate across distances. 17
Suggested Titles for New York Science State Standard 4.5.2.

NY.4. 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.

4.1. Living things are both similar to and different from each other and nonliving things.

4.1.1. Students describe the characteristics of and variations between living and nonliving things. 213
Suggested Titles for New York Science State Standard 4.1.1.

4.1.2. Students describe the life processes common to all living things. 142
Suggested Titles for New York Science State Standard 4.1.2.

4.2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

4.2.1. Students recognize that traits of living things are both inherited and acquired or learned. 211
Suggested Titles for New York Science State Standard 4.2.1.

4.2.2. Students recognize that for humans and other living things there is genetic continuity between generations. 248
Suggested Titles for New York Science State Standard 4.2.2.

4.3. Individual organisms and species change over time.

4.3.1. Students describe how the structures of plants and animals complement the environment of the plant or animal. 122
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students observe that differences within a species may give individuals an advantage in surviving and reproducing. 36
Suggested Titles for New York Science State Standard 4.3.2.

4.4. The continuity of life is sustained through reproduction and development.

4.4.1. Students describe the major stages in the life cycles of selected plants and animals. 137
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises. 51
Suggested Titles for New York Science State Standard 4.4.2.

4.5. Organisms maintain a dynamic equilibrium that sustains life.

4.5.1. Students describe basic life functions of common living specimens (guppy, mealworm, gerbil). 133
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students describe some survival behaviors of common living specimens. 92
Suggested Titles for New York Science State Standard 4.5.2.

4.5.3. Students describe the factors that help promote good health and growth in humans. 26
Suggested Titles for New York Science State Standard 4.5.3.

4.6. Plants and animals depend on each other and their physical environment.

4.6.1. Students describe how plants and animals, including humans, depend upon each other and the nonliving environment. 153
Suggested Titles for New York Science State Standard 4.6.1.

4.6.2. Students describe the relationship of the sun as an energy source for living and nonliving cycles. 122
Suggested Titles for New York Science State Standard 4.6.2.

4.7. Human decisions and activities have had a profound impact on the physical and living environment.

4.7.1. Students identify ways in which humans have changed their environment and the effects of those changes. 79
Suggested Titles for New York Science State Standard 4.7.1.

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. Systems Thinking: 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. Students observe and describe interactions among components of simple systems. 309
Suggested Titles for New York Science State Standard 6.1.1.

6.1.2. Students identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings). 199
Suggested Titles for New York Science State Standard 6.1.2.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students analyze, construct, and operate models in order to discover attributes of the real thing. 244
Suggested Titles for New York Science State Standard 6.2.1.

6.2.2. Students discover that a model of something is different from the real thing but can be used to study the real thing. 51
Suggested Titles for New York Science State Standard 6.2.2.

6.2.3. Students use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world. 92
Suggested Titles for New York Science State Standard 6.2.3.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students provide examples of natural and manufactured things that belong to the same category yet have very different sizes, weights, ages, speeds, and other measurements. 141
Suggested Titles for New York Science State Standard 6.3.1.

6.3.2. Students identify the biggest and the smallest values as well as the average value of a system when given information about its characteristics and behavior. 87
Suggested Titles for New York Science State Standard 6.3.2.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students cite examples of systems in which some features stay the same while other features change. 353
Suggested Titles for New York Science State Standard 6.4.1.

6.4.2. Students distinguish between reasons for stability - from lack of changes to changes that counterbalance one another to changes within cycles. 353
Suggested Titles for New York Science State Standard 6.4.2.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data. 336
Suggested Titles for New York Science State Standard 6.5.1.

6.5.2. Students analyze data by making tables and graphs and looking for patterns of change. 189
Suggested Titles for New York Science State Standard 6.5.2.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students determine the criteria and constraints of a simple decision making problem. 53
Suggested Titles for New York Science State Standard 6.6.1.

6.6.2. Students use simple quantitative methods, such as ratios, to compare costs to benefits of a decision problem. 244
Suggested Titles for New York Science State Standard 6.6.2.

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. Connections: 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.

7.1.1. Students analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action. 42
Suggested Titles for New York Science State Standard 7.1.1.

7.1.2. Students make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit tradeoffs to arrive at an optimal choice. 102
Suggested Titles for New York Science State Standard 7.1.2.

7.1.3. Students design solutions to problems involving a familiar and real context, investigate related science concepts to inform the solution, and use mathematics to model, quantify, measure, and compute. 93
Suggested Titles for New York Science State Standard 7.1.3.

7.1.4. Students observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions. 285
Suggested Titles for New York Science State Standard 7.1.4.

7.2. Strategies: 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: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results. 57
Suggested Titles for New York Science State Standard 7.2.1.

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.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to the immediate environment. 152
Suggested Titles for New York Science State Standard 1.1.1.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions. 135
Suggested Titles for New York Science State Standard 1.2.1.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible. 64
Suggested Titles for New York Science State Standard 1.3.1.

1.4. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.4.1. Students ask 'why' questions in attempts to seek greater understanding concerning objects and events they have observed and heard about. 67
Suggested Titles for New York Science State Standard 1.4.1.

1.4.2. Students question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings. 94
Suggested Titles for New York Science State Standard 1.4.2.

1.4.3. Students develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed. 67
Suggested Titles for New York Science State Standard 1.4.3.

1.5. 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.

1.5.1. Students develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate. 33
Suggested Titles for New York Science State Standard 1.5.1.

1.5.2. Students share their research plans with others and revise them based on their suggestions. 33
Suggested Titles for New York Science State Standard 1.5.2.

1.5.3. Students carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities (e.g., length, mass, volume, temperature, and time). 161
Suggested Titles for New York Science State Standard 1.5.3.

1.6. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.6.1. Students organize observations and measurements of objects and events through classification and the preparation of simple charts and tables. 175
Suggested Titles for New York Science State Standard 1.6.1.

1.6.2. Students interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships. 129
Suggested Titles for New York Science State Standard 1.6.2.

1.6.3. Students share their findings with others and actively seek their interpretations and ideas. 89
Suggested Titles for New York Science State Standard 1.6.3.

1.6.4. Students adjust their explanations and understandings of objects and events based on their findings and new ideas. 33
Suggested Titles for New York Science State Standard 1.6.4.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved. 56
Suggested Titles for New York Science State Standard 1.7.1.

1.7.2. Students investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members. 93
Suggested Titles for New York Science State Standard 1.7.2.

1.7.3. Students generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices. 182
Suggested Titles for New York Science State Standard 1.7.3.

1.7.4. Students plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools. 159
Suggested Titles for New York Science State Standard 1.7.4.

1.7.5. Students discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make the solution better. 255
Suggested Titles for New York Science State Standard 1.7.5.

NY.2. Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound. 174
Suggested Titles for New York Science State Standard 2.1.1.

2.1.2. Students telecommunicate a message to a distant location with teacher help. 148
Suggested Titles for New York Science State Standard 2.1.2.

2.1.3. Students access needed information from printed media, electronic databases, and community resources. 163
Suggested Titles for New York Science State Standard 2.1.3.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students describe the uses of information systems in homes, schools, and businesses. 150
Suggested Titles for New York Science State Standard 2.2.1.

2.2.2. Students understand that computers are used to store personal information. 107
Suggested Titles for New York Science State Standard 2.2.2.

2.2.3. Students demonstrate ability to evaluate information. 172
Suggested Titles for New York Science State Standard 2.2.3.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.3.1. Students describe the uses of information systems in homes and schools. 88
Suggested Titles for New York Science State Standard 2.3.1.

2.3.2. Students demonstrate ability to evaluate information critically. 172
Suggested Titles for New York Science State Standard 2.3.2.

NY.4. The Physical Setting: 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.

4.1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.

4.1.1. Students describe patterns of daily, monthly, and seasonal changes in their environment. 114
Suggested Titles for New York Science State Standard 4.1.1.

4.2. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

4.2.1. Students describe the relationships among air, water, and land on Earth. 157
Suggested Titles for New York Science State Standard 4.2.1.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students observe and describe properties of materials using appropriate tools. 93
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students describe chemical and physical changes, including changes in states of matter. 150
Suggested Titles for New York Science State Standard 4.3.2.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy. 30
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students observe the way one form of energy can be transformed into another form of energy present in common situations (e.g., mechanical to heat energy, mechanical to electrical energy, chemical to heat energy). 56
Suggested Titles for New York Science State Standard 4.4.2.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.1. Students describe the effects of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forces. 17
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students describe how forces can operate across distances. 17
Suggested Titles for New York Science State Standard 4.5.2.

NY.4. 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.

4.1. Living things are both similar to and different from each other and nonliving things.

4.1.1. Students describe the characteristics of and variations between living and nonliving things. 241
Suggested Titles for New York Science State Standard 4.1.1.

4.1.2. Students describe the life processes common to all living things. 180
Suggested Titles for New York Science State Standard 4.1.2.

4.2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

4.2.1. Students recognize that traits of living things are both inherited and acquired or learned. 149
Suggested Titles for New York Science State Standard 4.2.1.

4.2.2. Students recognize that for humans and other living things there is genetic continuity between generations. 250
Suggested Titles for New York Science State Standard 4.2.2.

4.3. Individual organisms and species change over time.

4.3.1. Students describe how the structures of plants and animals complement the environment of the plant or animal. 130
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students observe that differences within a species may give individuals an advantage in surviving and reproducing. 56
Suggested Titles for New York Science State Standard 4.3.2.

4.4. The continuity of life is sustained through reproduction and development.

4.4.1. Students describe the major stages in the life cycles of selected plants and animals. 120
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises. 64
Suggested Titles for New York Science State Standard 4.4.2.

4.5. Organisms maintain a dynamic equilibrium that sustains life.

4.5.1. Students describe basic life functions of common living specimens (guppy, mealworm, gerbil). 165
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students describe some survival behaviors of common living specimens. 99
Suggested Titles for New York Science State Standard 4.5.2.

4.5.3. Students describe the factors that help promote good health and growth in humans. 12
Suggested Titles for New York Science State Standard 4.5.3.

4.6. Plants and animals depend on each other and their physical environment.

4.6.1. Students describe how plants and animals, including humans, depend upon each other and the nonliving environment. 150
Suggested Titles for New York Science State Standard 4.6.1.

4.6.2. Students describe the relationship of the sun as an energy source for living and nonliving cycles. 101
Suggested Titles for New York Science State Standard 4.6.2.

4.7. Human decisions and activities have had a profound impact on the physical and living environment.

4.7.1. Students identify ways in which humans have changed their environment and the effects of those changes. 37
Suggested Titles for New York Science State Standard 4.7.1.

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. Systems Thinking: 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. Students observe and describe interactions among components of simple systems. 264
Suggested Titles for New York Science State Standard 6.1.1.

6.1.2. Students identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings). 187
Suggested Titles for New York Science State Standard 6.1.2.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students analyze, construct, and operate models in order to discover attributes of the real thing. 159
Suggested Titles for New York Science State Standard 6.2.1.

6.2.2. Students discover that a model of something is different from the real thing but can be used to study the real thing. 74
Suggested Titles for New York Science State Standard 6.2.2.

6.2.3. Students use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world. 92
Suggested Titles for New York Science State Standard 6.2.3.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students provide examples of natural and manufactured things that belong to the same category yet have very different sizes, weights, ages, speeds, and other measurements. 114
Suggested Titles for New York Science State Standard 6.3.1.

6.3.2. Students identify the biggest and the smallest values as well as the average value of a system when given information about its characteristics and behavior. 94
Suggested Titles for New York Science State Standard 6.3.2.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students cite examples of systems in which some features stay the same while other features change. 352
Suggested Titles for New York Science State Standard 6.4.1.

6.4.2. Students distinguish between reasons for stability - from lack of changes to changes that counterbalance one another to changes within cycles. 395
Suggested Titles for New York Science State Standard 6.4.2.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data. 252
Suggested Titles for New York Science State Standard 6.5.1.

6.5.2. Students analyze data by making tables and graphs and looking for patterns of change. 141
Suggested Titles for New York Science State Standard 6.5.2.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students determine the criteria and constraints of a simple decision making problem. 87
Suggested Titles for New York Science State Standard 6.6.1.

6.6.2. Students use simple quantitative methods, such as ratios, to compare costs to benefits of a decision problem. 156
Suggested Titles for New York Science State Standard 6.6.2.

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. Connections: 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.

7.1.1. Students analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action. 34
Suggested Titles for New York Science State Standard 7.1.1.

7.1.2. Students make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit tradeoffs to arrive at an optimal choice. 94
Suggested Titles for New York Science State Standard 7.1.2.

7.1.3. Students design solutions to problems involving a familiar and real context, investigate related science concepts to inform the solution, and use mathematics to model, quantify, measure, and compute. 79
Suggested Titles for New York Science State Standard 7.1.3.

7.1.4. Students observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions. 184
Suggested Titles for New York Science State Standard 7.1.4.

7.2. Strategies: 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: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results. 161
Suggested Titles for New York Science State Standard 7.2.1.

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.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to the immediate environment. 379
Suggested Titles for New York Science State Standard 1.1.1.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions. 115
Suggested Titles for New York Science State Standard 1.2.1.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible. 73
Suggested Titles for New York Science State Standard 1.3.1.

1.4. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.4.1. Students ask 'why' questions in attempts to seek greater understanding concerning objects and events they have observed and heard about. 43
Suggested Titles for New York Science State Standard 1.4.1.

1.4.2. Students question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings. 97
Suggested Titles for New York Science State Standard 1.4.2.

1.4.3. Students develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed. 43
Suggested Titles for New York Science State Standard 1.4.3.

1.5. 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.

1.5.1. Students develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate. 42
Suggested Titles for New York Science State Standard 1.5.1.

1.5.2. Students share their research plans with others and revise them based on their suggestions. 264
Suggested Titles for New York Science State Standard 1.5.2.

1.5.3. Students carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities (e.g., length, mass, volume, temperature, and time). 94
Suggested Titles for New York Science State Standard 1.5.3.

1.6. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.6.1. Students organize observations and measurements of objects and events through classification and the preparation of simple charts and tables. 109
Suggested Titles for New York Science State Standard 1.6.1.

1.6.2. Students interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships. 170
Suggested Titles for New York Science State Standard 1.6.2.

1.6.3. Students share their findings with others and actively seek their interpretations and ideas. 264
Suggested Titles for New York Science State Standard 1.6.3.

1.6.4. Students adjust their explanations and understandings of objects and events based on their findings and new ideas. 264
Suggested Titles for New York Science State Standard 1.6.4.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved. 62
Suggested Titles for New York Science State Standard 1.7.1.

1.7.2. Students investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members. 94
Suggested Titles for New York Science State Standard 1.7.2.

1.7.3. Students generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices. 111
Suggested Titles for New York Science State Standard 1.7.3.

1.7.4. Students plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools. 142
Suggested Titles for New York Science State Standard 1.7.4.

1.7.5. Students discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make the solution better. 109
Suggested Titles for New York Science State Standard 1.7.5.

NY.2. Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound. 112
Suggested Titles for New York Science State Standard 2.1.1.

2.1.2. Students telecommunicate a message to a distant location with teacher help. 110
Suggested Titles for New York Science State Standard 2.1.2.

2.1.3. Students access needed information from printed media, electronic databases, and community resources. 273
Suggested Titles for New York Science State Standard 2.1.3.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students describe the uses of information systems in homes, schools, and businesses. 129
Suggested Titles for New York Science State Standard 2.2.1.

2.2.2. Students understand that computers are used to store personal information. 60
Suggested Titles for New York Science State Standard 2.2.2.

2.2.3. Students demonstrate ability to evaluate information. 109
Suggested Titles for New York Science State Standard 2.2.3.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.3.1. Students describe the uses of information systems in homes and schools. 79
Suggested Titles for New York Science State Standard 2.3.1.

2.3.2. Students demonstrate ability to evaluate information critically. 137
Suggested Titles for New York Science State Standard 2.3.2.

NY.4. The Physical Setting: 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.

4.1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.

4.1.1. Students describe patterns of daily, monthly, and seasonal changes in their environment. 91
Suggested Titles for New York Science State Standard 4.1.1.

4.2. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

4.2.1. Students describe the relationships among air, water, and land on Earth. 142
Suggested Titles for New York Science State Standard 4.2.1.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students observe and describe properties of materials using appropriate tools. 104
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students describe chemical and physical changes, including changes in states of matter. 116
Suggested Titles for New York Science State Standard 4.3.2.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy. 33
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students observe the way one form of energy can be transformed into another form of energy present in common situations (e.g., mechanical to heat energy, mechanical to electrical energy, chemical to heat energy). 70
Suggested Titles for New York Science State Standard 4.4.2.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.1. Students describe the effects of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forces. 5
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students describe how forces can operate across distances. 5
Suggested Titles for New York Science State Standard 4.5.2.

NY.4. 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.

4.1. Living things are both similar to and different from each other and nonliving things.

4.1.1. Students describe the characteristics of and variations between living and nonliving things. 208
Suggested Titles for New York Science State Standard 4.1.1.

4.1.2. Students describe the life processes common to all living things. 146
Suggested Titles for New York Science State Standard 4.1.2.

4.2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

4.2.1. Students recognize that traits of living things are both inherited and acquired or learned. 110
Suggested Titles for New York Science State Standard 4.2.1.

4.2.2. Students recognize that for humans and other living things there is genetic continuity between generations. 5
Suggested Titles for New York Science State Standard 4.2.2.

4.3. Individual organisms and species change over time.

4.3.1. Students describe how the structures of plants and animals complement the environment of the plant or animal. 109
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students observe that differences within a species may give individuals an advantage in surviving and reproducing. 47
Suggested Titles for New York Science State Standard 4.3.2.

4.4. The continuity of life is sustained through reproduction and development.

4.4.1. Students describe the major stages in the life cycles of selected plants and animals. 97
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises. 55
Suggested Titles for New York Science State Standard 4.4.2.

4.5. Organisms maintain a dynamic equilibrium that sustains life.

4.5.1. Students describe basic life functions of common living specimens (guppy, mealworm, gerbil). 133
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students describe some survival behaviors of common living specimens. 83
Suggested Titles for New York Science State Standard 4.5.2.

4.5.3. Students describe the factors that help promote good health and growth in humans. 69
Suggested Titles for New York Science State Standard 4.5.3.

4.6. Plants and animals depend on each other and their physical environment.

4.6.1. Students describe how plants and animals, including humans, depend upon each other and the nonliving environment. 144
Suggested Titles for New York Science State Standard 4.6.1.

4.6.2. Students describe the relationship of the sun as an energy source for living and nonliving cycles. 87
Suggested Titles for New York Science State Standard 4.6.2.

4.7. Human decisions and activities have had a profound impact on the physical and living environment.

4.7.1. Students identify ways in which humans have changed their environment and the effects of those changes. 53
Suggested Titles for New York Science State Standard 4.7.1.

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. Systems Thinking: 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. Students observe and describe interactions among components of simple systems. 217
Suggested Titles for New York Science State Standard 6.1.1.

6.1.2. Students identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings). 166
Suggested Titles for New York Science State Standard 6.1.2.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students analyze, construct, and operate models in order to discover attributes of the real thing. 142
Suggested Titles for New York Science State Standard 6.2.1.

6.2.2. Students discover that a model of something is different from the real thing but can be used to study the real thing. 80
Suggested Titles for New York Science State Standard 6.2.2.

6.2.3. Students use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world. 99
Suggested Titles for New York Science State Standard 6.2.3.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students provide examples of natural and manufactured things that belong to the same category yet have very different sizes, weights, ages, speeds, and other measurements. 79
Suggested Titles for New York Science State Standard 6.3.1.

6.3.2. Students identify the biggest and the smallest values as well as the average value of a system when given information about its characteristics and behavior. 82
Suggested Titles for New York Science State Standard 6.3.2.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students cite examples of systems in which some features stay the same while other features change. 289
Suggested Titles for New York Science State Standard 6.4.1.

6.4.2. Students distinguish between reasons for stability - from lack of changes to changes that counterbalance one another to changes within cycles. 347
Suggested Titles for New York Science State Standard 6.4.2.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data. 200
Suggested Titles for New York Science State Standard 6.5.1.

6.5.2. Students analyze data by making tables and graphs and looking for patterns of change. 152
Suggested Titles for New York Science State Standard 6.5.2.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students determine the criteria and constraints of a simple decision making problem. 32
Suggested Titles for New York Science State Standard 6.6.1.

6.6.2. Students use simple quantitative methods, such as ratios, to compare costs to benefits of a decision problem. 32
Suggested Titles for New York Science State Standard 6.6.2.

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. Connections: 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.

7.1.1. Students analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action. 44
Suggested Titles for New York Science State Standard 7.1.1.

7.1.2. Students make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit tradeoffs to arrive at an optimal choice. 72
Suggested Titles for New York Science State Standard 7.1.2.

7.1.3. Students design solutions to problems involving a familiar and real context, investigate related science concepts to inform the solution, and use mathematics to model, quantify, measure, and compute. 401
Suggested Titles for New York Science State Standard 7.1.3.

7.1.4. Students observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions. 96
Suggested Titles for New York Science State Standard 7.1.4.

7.2. Strategies: 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: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results. 97
Suggested Titles for New York Science State Standard 7.2.1.

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.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to the immediate environment. 296
Suggested Titles for New York Science State Standard 1.1.1.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions. 79
Suggested Titles for New York Science State Standard 1.2.1.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible. 64
Suggested Titles for New York Science State Standard 1.3.1.

1.4. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.4.1. Students ask 'why' questions in attempts to seek greater understanding concerning objects and events they have observed and heard about. 33
Suggested Titles for New York Science State Standard 1.4.1.

1.4.2. Students question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings. 85
Suggested Titles for New York Science State Standard 1.4.2.

1.4.3. Students develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed. 33
Suggested Titles for New York Science State Standard 1.4.3.

1.5. 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.

1.5.1. Students develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate. 33
Suggested Titles for New York Science State Standard 1.5.1.

1.5.2. Students share their research plans with others and revise them based on their suggestions. 209
Suggested Titles for New York Science State Standard 1.5.2.

1.5.3. Students carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities (e.g., length, mass, volume, temperature, and time). 75
Suggested Titles for New York Science State Standard 1.5.3.

1.6. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.6.1. Students organize observations and measurements of objects and events through classification and the preparation of simple charts and tables. 84
Suggested Titles for New York Science State Standard 1.6.1.

1.6.2. Students interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships. 125
Suggested Titles for New York Science State Standard 1.6.2.

1.6.3. Students share their findings with others and actively seek their interpretations and ideas. 209
Suggested Titles for New York Science State Standard 1.6.3.

1.6.4. Students adjust their explanations and understandings of objects and events based on their findings and new ideas. 209
Suggested Titles for New York Science State Standard 1.6.4.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved. 68
Suggested Titles for New York Science State Standard 1.7.1.

1.7.2. Students investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members. 84
Suggested Titles for New York Science State Standard 1.7.2.

1.7.3. Students generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices. 93
Suggested Titles for New York Science State Standard 1.7.3.

1.7.4. Students plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools. 128
Suggested Titles for New York Science State Standard 1.7.4.

1.7.5. Students discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make the solution better. 84
Suggested Titles for New York Science State Standard 1.7.5.

NY.2. Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound. 94
Suggested Titles for New York Science State Standard 2.1.1.

2.1.2. Students telecommunicate a message to a distant location with teacher help. 63
Suggested Titles for New York Science State Standard 2.1.2.

2.1.3. Students access needed information from printed media, electronic databases, and community resources. 238
Suggested Titles for New York Science State Standard 2.1.3.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students describe the uses of information systems in homes, schools, and businesses. 84
Suggested Titles for New York Science State Standard 2.2.1.

2.2.2. Students understand that computers are used to store personal information. 72
Suggested Titles for New York Science State Standard 2.2.2.

2.2.3. Students demonstrate ability to evaluate information. 84
Suggested Titles for New York Science State Standard 2.2.3.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.3.1. Students describe the uses of information systems in homes and schools. 90
Suggested Titles for New York Science State Standard 2.3.1.

2.3.2. Students demonstrate ability to evaluate information critically. 119
Suggested Titles for New York Science State Standard 2.3.2.

NY.4. The Physical Setting: 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.

4.1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.

4.1.1. Students describe patterns of daily, monthly, and seasonal changes in their environment. 85
Suggested Titles for New York Science State Standard 4.1.1.

4.2. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

4.2.1. Students describe the relationships among air, water, and land on Earth. 35
Suggested Titles for New York Science State Standard 4.2.1.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students observe and describe properties of materials using appropriate tools. 108
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students describe chemical and physical changes, including changes in states of matter. 109
Suggested Titles for New York Science State Standard 4.3.2.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy. 59
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students observe the way one form of energy can be transformed into another form of energy present in common situations (e.g., mechanical to heat energy, mechanical to electrical energy, chemical to heat energy). 62
Suggested Titles for New York Science State Standard 4.4.2.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.1. Students describe the effects of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forces. 6
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students describe how forces can operate across distances. 6
Suggested Titles for New York Science State Standard 4.5.2.

NY.4. 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.

4.1. Living things are both similar to and different from each other and nonliving things.

4.1.1. Students describe the characteristics of and variations between living and nonliving things. 117
Suggested Titles for New York Science State Standard 4.1.1.

4.1.2. Students describe the life processes common to all living things. 58
Suggested Titles for New York Science State Standard 4.1.2.

4.2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

4.2.1. Students recognize that traits of living things are both inherited and acquired or learned. 25
Suggested Titles for New York Science State Standard 4.2.1.

4.2.2. Students recognize that for humans and other living things there is genetic continuity between generations. 8
Suggested Titles for New York Science State Standard 4.2.2.

4.3. Individual organisms and species change over time.

4.3.1. Students describe how the structures of plants and animals complement the environment of the plant or animal. 22
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students observe that differences within a species may give individuals an advantage in surviving and reproducing. 16
Suggested Titles for New York Science State Standard 4.3.2.

4.4. The continuity of life is sustained through reproduction and development.

4.4.1. Students describe the major stages in the life cycles of selected plants and animals. 18
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises. 9
Suggested Titles for New York Science State Standard 4.4.2.

4.5. Organisms maintain a dynamic equilibrium that sustains life.

4.5.1. Students describe basic life functions of common living specimens (guppy, mealworm, gerbil). 25
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students describe some survival behaviors of common living specimens. 17
Suggested Titles for New York Science State Standard 4.5.2.

4.5.3. Students describe the factors that help promote good health and growth in humans. 56
Suggested Titles for New York Science State Standard 4.5.3.

4.6. Plants and animals depend on each other and their physical environment.

4.6.1. Students describe how plants and animals, including humans, depend upon each other and the nonliving environment. 35
Suggested Titles for New York Science State Standard 4.6.1.

4.6.2. Students describe the relationship of the sun as an energy source for living and nonliving cycles. 59
Suggested Titles for New York Science State Standard 4.6.2.

4.7. Human decisions and activities have had a profound impact on the physical and living environment.

4.7.1. Students identify ways in which humans have changed their environment and the effects of those changes. 43
Suggested Titles for New York Science State Standard 4.7.1.

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. Systems Thinking: 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. Students observe and describe interactions among components of simple systems. 90
Suggested Titles for New York Science State Standard 6.1.1.

6.1.2. Students identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings). 110
Suggested Titles for New York Science State Standard 6.1.2.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students analyze, construct, and operate models in order to discover attributes of the real thing. 128
Suggested Titles for New York Science State Standard 6.2.1.

6.2.2. Students discover that a model of something is different from the real thing but can be used to study the real thing. 76
Suggested Titles for New York Science State Standard 6.2.2.

6.2.3. Students use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world. 85
Suggested Titles for New York Science State Standard 6.2.3.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students provide examples of natural and manufactured things that belong to the same category yet have very different sizes, weights, ages, speeds, and other measurements. 65
Suggested Titles for New York Science State Standard 6.3.1.

6.3.2. Students identify the biggest and the smallest values as well as the average value of a system when given information about its characteristics and behavior. 83
Suggested Titles for New York Science State Standard 6.3.2.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students cite examples of systems in which some features stay the same while other features change. 116
Suggested Titles for New York Science State Standard 6.4.1.

6.4.2. Students distinguish between reasons for stability - from lack of changes to changes that counterbalance one another to changes within cycles. 110
Suggested Titles for New York Science State Standard 6.4.2.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data. 167
Suggested Titles for New York Science State Standard 6.5.1.

6.5.2. Students analyze data by making tables and graphs and looking for patterns of change. 117
Suggested Titles for New York Science State Standard 6.5.2.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students determine the criteria and constraints of a simple decision making problem. 23
Suggested Titles for New York Science State Standard 6.6.1.

6.6.2. Students use simple quantitative methods, such as ratios, to compare costs to benefits of a decision problem. 297
Suggested Titles for New York Science State Standard 6.6.2.

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. Connections: 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.

7.1.1. Students analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action. 41
Suggested Titles for New York Science State Standard 7.1.1.

7.1.2. Students make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit tradeoffs to arrive at an optimal choice. 49
Suggested Titles for New York Science State Standard 7.1.2.

7.1.3. Students design solutions to problems involving a familiar and real context, investigate related science concepts to inform the solution, and use mathematics to model, quantify, measure, and compute. 363
Suggested Titles for New York Science State Standard 7.1.3.

7.1.4. Students observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions. 84
Suggested Titles for New York Science State Standard 7.1.4.

7.2. Strategies: 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: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results. 85
Suggested Titles for New York Science State Standard 7.2.1.

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.

1.1. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.1.1. Students formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations. 24
Suggested Titles for New York Science State Standard 1.1.1.

1.1.2. Students construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena. 57
Suggested Titles for New York Science State Standard 1.1.2.

1.1.3. Students represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others. 57
Suggested Titles for New York Science State Standard 1.1.3.

1.1.4. Students seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists. 99
Suggested Titles for New York Science State Standard 1.1.4.

1.2. 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.

1.2.1. Students use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information. 11
Suggested Titles for New York Science State Standard 1.2.1.

1.2.2. Students develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments. 11
Suggested Titles for New York Science State Standard 1.2.2.

1.2.3. Students carry out their research proposals, recording observations and measurements (e.g., lab notes, audio tape, computer disk, video tape) to help assess the explanation. 185
Suggested Titles for New York Science State Standard 1.2.3.

1.3. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.3.1. Students design charts, tables, graphs and other representations of observations in conventional and creative ways to help them address their research question or hypothesis. 351
Suggested Titles for New York Science State Standard 1.3.1.

1.3.2. Students interpret the organized data to answer the research question or hypothesis and to gain insight into the problem. 351
Suggested Titles for New York Science State Standard 1.3.2.

1.3.3. Students modify their personal understanding of phenomena based on evaluation of their hypothesis. 351
Suggested Titles for New York Science State Standard 1.3.3.

1.4. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.4.1. Students extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships. 176
Suggested Titles for New York Science State Standard 1.4.1.

1.5. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.5.1. Students use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena. 176
Suggested Titles for New York Science State Standard 1.5.1.

1.6. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.6.1. Students apply mathematical knowledge to solve real-world problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables. 196
Suggested Titles for New York Science State Standard 1.6.1.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students identify needs and opportunities for technical solutions from an investigation of situations of general or social interest. 56
Suggested Titles for New York Science State Standard 1.7.1.

1.7.2. Students locate and utilize a range of printed, electronic, and human information resources to obtain ideas. 218
Suggested Titles for New York Science State Standard 1.7.2.

1.7.3. Students consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal. 168
Suggested Titles for New York Science State Standard 1.7.3.

1.7.4. Students develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship. 67
Suggested Titles for New York Science State Standard 1.7.4.

1.7.5. Students, in a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss trade-offs that might have to be made. 67
Suggested Titles for New York Science State Standard 1.7.5.

NY.2. Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text-based presentations. 44
Suggested Titles for New York Science State Standard 2.1.1.

2.1.2. Students use spreadsheets and database software to collect, process, display, and analyze information. Students access needed information from electronic databases and on-line telecommunication services. 49
Suggested Titles for New York Science State Standard 2.1.2.

2.1.3. Students systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, museums, governmental agencies, industries, and individuals. 218
Suggested Titles for New York Science State Standard 2.1.3.

2.1.4. Students collect data from probes to measure events and phenomena. 205
Suggested Titles for New York Science State Standard 2.1.4.

2.1.5. Students use simple modeling programs to make predictions. 50
Suggested Titles for New York Science State Standard 2.1.5.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students understand the need to question the accuracy of information displayed on a computer because the results produced by a computer may be affected by incorrect data entry. 24
Suggested Titles for New York Science State Standard 2.2.1.

2.2.2. Students identify advantages and limitations of data-handling programs and graphics programs. 24
Suggested Titles for New York Science State Standard 2.2.2.

2.2.3. Students understand why electronically stored personal information has greater potential for misuse than records kept in conventional form. 45
Suggested Titles for New York Science State Standard 2.2.3.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.3.1. Students use graphical, statistical, and presentation software to presents project to fellow classmates. 55
Suggested Titles for New York Science State Standard 2.3.1.

2.3.2. Students describe applications of information technology in mathematics, science, and other technologies that address needs and solve problems in the community. 201
Suggested Titles for New York Science State Standard 2.3.2.

2.3.3. Students explain the impact of the use and abuse of electronically generated information on individuals and families. 13
Suggested Titles for New York Science State Standard 2.3.3.

NY.4. The Physical Setting: 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.

4.1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.

4.1.1. Students explain daily, monthly, and seasonal changes on earth. 90
Suggested Titles for New York Science State Standard 4.1.1.

4.2. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

4.2.1. Students explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change. 64
Suggested Titles for New York Science State Standard 4.2.1.

4.2.2. Students describe volcano and earthquake patterns, the rock cycle, and weather and climate changes. 66
Suggested Titles for New York Science State Standard 4.2.2.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students observe and describe properties of materials, such as density, conductivity, and solubility. 128
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students distinguish between chemical and physical changes. 94
Suggested Titles for New York Science State Standard 4.3.2.

4.3.3. Students develop their own mental models to explain common chemical reactions and changes in states of matter. 94
Suggested Titles for New York Science State Standard 4.3.3.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students describe the sources and identify the transformations of energy observed in everyday life. 29
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students observe and describe heating and cooling events. 36
Suggested Titles for New York Science State Standard 4.4.2.

4.4.3. Students observe and describe energy changes as related to chemical reactions. 24
Suggested Titles for New York Science State Standard 4.4.3.

4.4.4. Students observe and describe the properties of sound, light, magnetism, and electricity. 96
Suggested Titles for New York Science State Standard 4.4.4.

4.4.5. Students describe situations that support the principle of conservation of energy. 50
Suggested Titles for New York Science State Standard 4.4.5.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.1. Students describe different patterns of motion of objects. 5
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects. 31
Suggested Titles for New York Science State Standard 4.5.2.

NY.4. 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.

4.1. Living things are both similar to and different from each other and nonliving things.

4.1.1. Students compare and contrast the parts of plants, animals, and one-celled organisms. 19
Suggested Titles for New York Science State Standard 4.1.1.

4.1.2. Students explain the functioning of the major human organ systems and their interactions. 60
Suggested Titles for New York Science State Standard 4.1.2.

4.2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

4.2.1. Students describe sexual and asexual mechanisms for passing genetic materials from generation to generation. 19
Suggested Titles for New York Science State Standard 4.2.1.

4.2.2. Students describe simple mechanisms related to the inheritance of some physical traits in offspring. 43
Suggested Titles for New York Science State Standard 4.2.2.

4.3. Individual organisms and species change over time.

4.3.1. Students describe sources of variation in organisms and their structures and relate the variations to survival. 3
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students describe factors responsible for competition within species and the significance of that competition. 25
Suggested Titles for New York Science State Standard 4.3.2.

4.4. The continuity of life is sustained through reproduction and development.

4.4.1. Students observe and describe the variations in reproductive patterns of organisms, including asexual and sexual reproduction. 18
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students explain the role of sperm and egg cells in sexual reproduction. 82
Suggested Titles for New York Science State Standard 4.4.2.

4.4.3. Students observe and describe developmental patterns in selected plants and animals (e.g., insects, frogs, humans, seed-bearing plants). 20
Suggested Titles for New York Science State Standard 4.4.3.

4.4.4. Students observe and describe cell division at the microscopic level and its macroscopic effects. 15
Suggested Titles for New York Science State Standard 4.4.4.

4.5. Organisms maintain a dynamic equilibrium that sustains life.

4.5.1. Students compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium. 24
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students describe the importance of major nutrients, vitamins, and minerals in maintaining health and promoting growth and explain the need for a constant input of energy for living organisms. 28
Suggested Titles for New York Science State Standard 4.5.2.

4.6. Plants and animals depend on each other and their physical environment. 26
Suggested Titles for New York Science State Standard 4.6.

4.6.1. Students describe the flow of energy and matter through food chains and food webs. 17
Suggested Titles for New York Science State Standard 4.6.1.

4.6.2. Students provide evidence that green plants make food and explain the significance of this process to other organisms. 6
Suggested Titles for New York Science State Standard 4.6.2.

4.7. Human decisions and activities have had a profound impact on the physical and living environment.

4.7.1. Students describe how living things, including humans, depend upon the living and nonliving environment for their survival. 64
Suggested Titles for New York Science State Standard 4.7.1.

4.7.2. Students describe the effects of environmental changes on humans and other populations. 39
Suggested Titles for New York Science State Standard 4.7.2.

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. Systems Thinking: 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. Students observe and describe interactions among components of simple systems. 40
Suggested Titles for New York Science State Standard 6.1.1.

6.1.2. Students identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings). 59
Suggested Titles for New York Science State Standard 6.1.2.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students analyze, construct, and operate models in order to discover attributes of the real thing. 55
Suggested Titles for New York Science State Standard 6.2.1.

6.2.2. Students discover that a model of something is different from the real thing but can be used to study the real thing. 38
Suggested Titles for New York Science State Standard 6.2.2.

6.2.3. Students use different types of models, such as graphs, sketches, diagrams, and maps to represent various aspects of the real world. 45
Suggested Titles for New York Science State Standard 6.2.3.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students provide examples of natural and manufactured things that belong to the same category yet have very different sizes, weights, ages, speeds, and other measurements. 34
Suggested Titles for New York Science State Standard 6.3.1.

6.3.2. Students identify the biggest and the smallest values as well as the average value of a system when given information about its characteristics and behavior. 33
Suggested Titles for New York Science State Standard 6.3.2.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students cite examples of systems in which some features stay the same while other features change. 63
Suggested Titles for New York Science State Standard 6.4.1.

6.4.2. Students distinguish between reasons for stability - from lack of changes to changes that counterbalance one another to changes within cycles. 47
Suggested Titles for New York Science State Standard 6.4.2.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data. 110
Suggested Titles for New York Science State Standard 6.5.1.

6.5.2. Students analyze data by making tables and graphs and looking for patterns of change. 92
Suggested Titles for New York Science State Standard 6.5.2.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students determine the criteria and constraints and make trade-offs to determine the best decision. 11
Suggested Titles for New York Science State Standard 6.6.1.

6.6.2. Students use simple quantitative methods, such as ratios, to compare costs to benefits of a decision problem. 190
Suggested Titles for New York Science State Standard 6.6.2.

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. Connections: 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.

7.1.1. Students analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action. 45
Suggested Titles for New York Science State Standard 7.1.1.

7.1.2. Students make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems; determining the cost/benefit and risk/benefit tradeoffs; and applying this knowledge to a potential purchase. 28
Suggested Titles for New York Science State Standard 7.1.2.

7.1.3. Students 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. 277
Suggested Titles for New York Science State Standard 7.1.3.

7.1.4. Students describe and explain phenomena by designing and conducting investigations involving systematic observations, accurate measurements, and the identification and control of variables; by inquiring into relevant mathematical ideas; and by using mathematical and technological tools and procedures to assist in the investigation. 209
Suggested Titles for New York Science State Standard 7.1.4.

7.2. Strategies: 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: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results. 42
Suggested Titles for New York Science State Standard 7.2.1.

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.

1.1. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.1.1. Students formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations. 14
Suggested Titles for New York Science State Standard 1.1.1.

1.1.2. Students construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena. 120
Suggested Titles for New York Science State Standard 1.1.2.

1.1.3. Students represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others. 120
Suggested Titles for New York Science State Standard 1.1.3.

1.1.4. Students seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists. 145
Suggested Titles for New York Science State Standard 1.1.4.

1.2. 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.

1.2.1. Students use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information. 4
Suggested Titles for New York Science State Standard 1.2.1.

1.2.2. Students develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments. 4
Suggested Titles for New York Science State Standard 1.2.2.

1.2.3. Students carry out their research proposals, recording observations and measurements (e.g., lab notes, audio tape, computer disk, video tape) to help assess the explanation. 166
Suggested Titles for New York Science State Standard 1.2.3.

1.3. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.3.1. Students design charts, tables, graphs and other representations of observations in conventional and creative ways to help them address their research question or hypothesis. 117
Suggested Titles for New York Science State Standard 1.3.1.

1.3.2. Students interpret the organized data to answer the research question or hypothesis and to gain insight into the problem. 590
Suggested Titles for New York Science State Standard 1.3.2.

1.3.3. Students modify their personal understanding of phenomena based on evaluation of their hypothesis. 65
Suggested Titles for New York Science State Standard 1.3.3.

1.4. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.4.1. Students extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships. 230
Suggested Titles for New York Science State Standard 1.4.1.

1.5. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.5.1. Students use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena. 195
Suggested Titles for New York Science State Standard 1.5.1.

1.6. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.6.1. Students apply mathematical knowledge to solve real-world problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables. 208
Suggested Titles for New York Science State Standard 1.6.1.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students identify needs and opportunities for technical solutions from an investigation of situations of general or social interest. 110
Suggested Titles for New York Science State Standard 1.7.1.

1.7.2. Students locate and utilize a range of printed, electronic, and human information resources to obtain ideas. 17
Suggested Titles for New York Science State Standard 1.7.2.

1.7.3. Students consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal. 545
Suggested Titles for New York Science State Standard 1.7.3.

1.7.4. Students develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship. 125
Suggested Titles for New York Science State Standard 1.7.4.

1.7.5. Students, in a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss trade-offs that might have to be made. 125
Suggested Titles for New York Science State Standard 1.7.5.

NY.2. Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text-based presentations. 60
Suggested Titles for New York Science State Standard 2.1.1.

2.1.2. Students use spreadsheets and database software to collect, process, display, and analyze information. Students access needed information from electronic databases and on-line telecommunication services. 60
Suggested Titles for New York Science State Standard 2.1.2.

2.1.3. Students systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, museums, governmental agencies, industries, and individuals. 308
Suggested Titles for New York Science State Standard 2.1.3.

2.1.4. Students collect data from probes to measure events and phenomena. 11
Suggested Titles for New York Science State Standard 2.1.4.

2.1.5. Students use simple modeling programs to make predictions. 111
Suggested Titles for New York Science State Standard 2.1.5.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students understand the need to question the accuracy of information displayed on a computer because the results produced by a computer may be affected by incorrect data entry. 64
Suggested Titles for New York Science State Standard 2.2.1.

2.2.2. Students identify advantages and limitations of data-handling programs and graphics programs. 64
Suggested Titles for New York Science State Standard 2.2.2.

2.2.3. Students understand why electronically stored personal information has greater potential for misuse than records kept in conventional form. 86
Suggested Titles for New York Science State Standard 2.2.3.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.3.1. Students use graphical, statistical, and presentation software to presents project to fellow classmates. 91
Suggested Titles for New York Science State Standard 2.3.1.

2.3.2. Students describe applications of information technology in mathematics, science, and other technologies that address needs and solve problems in the community. 231
Suggested Titles for New York Science State Standard 2.3.2.

2.3.3. Students explain the impact of the use and abuse of electronically generated information on individuals and families. 35
Suggested Titles for New York Science State Standard 2.3.3.

NY.4. The Physical Setting: 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.

4.1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.

4.1.1. Students explain daily, monthly, and seasonal changes on earth. 409
Suggested Titles for New York Science State Standard 4.1.1.

4.2. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

4.2.1. Students explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change. 65
Suggested Titles for New York Science State Standard 4.2.1.

4.2.2. Students describe volcano and earthquake patterns, the rock cycle, and weather and climate changes. 69
Suggested Titles for New York Science State Standard 4.2.2.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students observe and describe properties of materials, such as density, conductivity, and solubility. 129
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students distinguish between chemical and physical changes. 106
Suggested Titles for New York Science State Standard 4.3.2.

4.3.3. Students develop their own mental models to explain common chemical reactions and changes in states of matter. 106
Suggested Titles for New York Science State Standard 4.3.3.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students describe the sources and identify the transformations of energy observed in everyday life. 42
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students observe and describe heating and cooling events. 43
Suggested Titles for New York Science State Standard 4.4.2.

4.4.3. Students observe and describe energy changes as related to chemical reactions. 38
Suggested Titles for New York Science State Standard 4.4.3.

4.4.4. Students observe and describe the properties of sound, light, magnetism, and electricity. 193
Suggested Titles for New York Science State Standard 4.4.4.

4.4.5. Students describe situations that support the principle of conservation of energy. 46
Suggested Titles for New York Science State Standard 4.4.5.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.1. Students describe different patterns of motion of objects. 11
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects. 46
Suggested Titles for New York Science State Standard 4.5.2.

NY.4. 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.

4.1. Living things are both similar to and different from each other and nonliving things.

4.1.1. Students compare and contrast the parts of plants, animals, and one-celled organisms. 26
Suggested Titles for New York Science State Standard 4.1.1.

4.1.2. Students explain the functioning of the major human organ systems and their interactions. 70
Suggested Titles for New York Science State Standard 4.1.2.

4.2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

4.2.1. Students describe sexual and asexual mechanisms for passing genetic materials from generation to generation. 163
Suggested Titles for New York Science State Standard 4.2.1.

4.2.2. Students describe simple mechanisms related to the inheritance of some physical traits in offspring. 141
Suggested Titles for New York Science State Standard 4.2.2.

4.3. Individual organisms and species change over time.

4.3.1. Students describe sources of variation in organisms and their structures and relate the variations to survival. 21
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students describe factors responsible for competition within species and the significance of that competition. 48
Suggested Titles for New York Science State Standard 4.3.2.

4.4. The continuity of life is sustained through reproduction and development.

4.4.1. Students observe and describe the variations in reproductive patterns of organisms, including asexual and sexual reproduction. 58
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students explain the role of sperm and egg cells in sexual reproduction. 111
Suggested Titles for New York Science State Standard 4.4.2.

4.4.3. Students observe and describe developmental patterns in selected plants and animals (e.g., insects, frogs, humans, seed-bearing plants). 56
Suggested Titles for New York Science State Standard 4.4.3.

4.4.4. Students observe and describe cell division at the microscopic level and its macroscopic effects. 53
Suggested Titles for New York Science State Standard 4.4.4.

4.5. Organisms maintain a dynamic equilibrium that sustains life.

4.5.1. Students compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium. 161
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students describe the importance of major nutrients, vitamins, and minerals in maintaining health and promoting growth and explain the need for a constant input of energy for living organisms. 35
Suggested Titles for New York Science State Standard 4.5.2.

4.6. Plants and animals depend on each other and their physical environment.

4.6.1. Students describe the flow of energy and matter through food chains and food webs. 45
Suggested Titles for New York Science State Standard 4.6.1.

4.6.2. Students provide evidence that green plants make food and explain the significance of this process to other organisms. 22
Suggested Titles for New York Science State Standard 4.6.2.

4.7. Human decisions and activities have had a profound impact on the physical and living environment.

4.7.1. Students describe how living things, including humans, depend upon the living and nonliving environment for their survival. 138
Suggested Titles for New York Science State Standard 4.7.1.

4.7.2. Students describe the effects of environmental changes on humans and other populations. 76
Suggested Titles for New York Science State Standard 4.7.2.

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. Systems Thinking: 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. Students observe and describe interactions among components of simple systems. 61
Suggested Titles for New York Science State Standard 6.1.1.

6.1.2. Students identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings). 89
Suggested Titles for New York Science State Standard 6.1.2.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students analyze, construct, and operate models in order to discover attributes of the real thing. 102
Suggested Titles for New York Science State Standard 6.2.1.

6.2.2. Students discover that a model of something is different from the real thing but can be used to study the real thing. 89
Suggested Titles for New York Science State Standard 6.2.2.

6.2.3. Students use different types of models, such as graphs, sketches, diagrams, and maps to represent various aspects of the real world. 100
Suggested Titles for New York Science State Standard 6.2.3.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students provide examples of natural and manufactured things that belong to the same category yet have very different sizes, weights, ages, speeds, and other measurements. 64
Suggested Titles for New York Science State Standard 6.3.1.

6.3.2. Students identify the biggest and the smallest values as well as the average value of a system when given information about its characteristics and behavior. 17
Suggested Titles for New York Science State Standard 6.3.2.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students cite examples of systems in which some features stay the same while other features change. 117
Suggested Titles for New York Science State Standard 6.4.1.

6.4.2. Students distinguish between reasons for stability - from lack of changes to changes that counterbalance one another to changes within cycles. 76
Suggested Titles for New York Science State Standard 6.4.2.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data. 24
Suggested Titles for New York Science State Standard 6.5.1.

6.5.2. Students analyze data by making tables and graphs and looking for patterns of change. 18
Suggested Titles for New York Science State Standard 6.5.2.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students determine the criteria and constraints and make trade-offs to determine the best decision. 4
Suggested Titles for New York Science State Standard 6.6.1.

6.6.2. Students use simple quantitative methods, such as ratios, to compare costs to benefits of a decision problem. 201
Suggested Titles for New York Science State Standard 6.6.2.

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. Connections: 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.

7.1.1. Students analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action. 103
Suggested Titles for New York Science State Standard 7.1.1.

7.1.2. Students make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems; determining the cost/benefit and risk/benefit tradeoffs; and applying this knowledge to a potential purchase. 4
Suggested Titles for New York Science State Standard 7.1.2.

7.1.3. Students 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. 460
Suggested Titles for New York Science State Standard 7.1.3.

7.1.4. Students describe and explain phenomena by designing and conducting investigations involving systematic observations, accurate measurements, and the identification and control of variables; by inquiring into relevant mathematical ideas; and by using mathematical and technological tools and procedures to assist in the investigation. 241
Suggested Titles for New York Science State Standard 7.1.4.

7.2. Strategies: 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: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results. 52
Suggested Titles for New York Science State Standard 7.2.1.

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.

1.1. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.1.1. Students formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations. 12
Suggested Titles for New York Science State Standard 1.1.1.

1.1.2. Students construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena. 119
Suggested Titles for New York Science State Standard 1.1.2.

1.1.3. Students represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others. 12
Suggested Titles for New York Science State Standard 1.1.3.

1.1.4. Students seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists. 80
Suggested Titles for New York Science State Standard 1.1.4.

1.2. 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.

1.2.1. Students use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information. 26
Suggested Titles for New York Science State Standard 1.2.1.

1.2.2. Students develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments. 4
Suggested Titles for New York Science State Standard 1.2.2.

1.2.3. Students carry out their research proposals, recording observations and measurements (e.g., lab notes, audio tape, computer disk, video tape) to help assess the explanation. 18
Suggested Titles for New York Science State Standard 1.2.3.

1.3. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.3.1. Students design charts, tables, graphs and other representations of observations in conventional and creative ways to help them address their research question or hypothesis. 9
Suggested Titles for New York Science State Standard 1.3.1.

1.3.2. Students interpret the organized data to answer the research question or hypothesis and to gain insight into the problem. 193
Suggested Titles for New York Science State Standard 1.3.2.

1.3.3. Students modify their personal understanding of phenomena based on evaluation of their hypothesis. 193
Suggested Titles for New York Science State Standard 1.3.3.

1.4. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.4.1. Students extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships. 222
Suggested Titles for New York Science State Standard 1.4.1.

1.5. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.5.1. Students use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena. 187
Suggested Titles for New York Science State Standard 1.5.1.

1.6. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.6.1. Students apply mathematical knowledge to solve real-world problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables. 107
Suggested Titles for New York Science State Standard 1.6.1.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students identify needs and opportunities for technical solutions from an investigation of situations of general or social interest. 70
Suggested Titles for New York Science State Standard 1.7.1.

1.7.2. Students locate and utilize a range of printed, electronic, and human information resources to obtain ideas. 96
Suggested Titles for New York Science State Standard 1.7.2.

1.7.3. Students consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal. 4
Suggested Titles for New York Science State Standard 1.7.3.

1.7.4. Students develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship. 124
Suggested Titles for New York Science State Standard 1.7.4.

1.7.5. Students, in a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss trade-offs that might have to be made. 124
Suggested Titles for New York Science State Standard 1.7.5.

NY.2. Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.2. Students use spreadsheets and database software to collect, process, display, and analyze information. Students access needed information from electronic databases and on-line telecommunication services. 31
Suggested Titles for New York Science State Standard 2.1.2.

2.1.3. Students systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, museums, governmental agencies, industries, and individuals. 34
Suggested Titles for New York Science State Standard 2.1.3.

2.1.4. Students collect data from probes to measure events and phenomena. 25
Suggested Titles for New York Science State Standard 2.1.4.

2.1.5. Students use simple modeling programs to make predictions. 110
Suggested Titles for New York Science State Standard 2.1.5.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students understand the need to question the accuracy of information displayed on a computer because the results produced by a computer may be affected by incorrect data entry. 40
Suggested Titles for New York Science State Standard 2.2.1.

2.2.2. Students identify advantages and limitations of data-handling programs and graphics programs. 40
Suggested Titles for New York Science State Standard 2.2.2.

2.2.3. Students understand why electronically stored personal information has greater potential for misuse than records kept in conventional form. 52
Suggested Titles for New York Science State Standard 2.2.3.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.3.1. Students use graphical, statistical, and presentation software to presents project to fellow classmates. 56
Suggested Titles for New York Science State Standard 2.3.1.

2.3.2. Students describe applications of information technology in mathematics, science, and other technologies that address needs and solve problems in the community. 123
Suggested Titles for New York Science State Standard 2.3.2.

2.3.3. Students explain the impact of the use and abuse of electronically generated information on individuals and families. 27
Suggested Titles for New York Science State Standard 2.3.3.

NY.4. The Physical Setting: 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.

4.1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.

4.1.1. Students explain daily, monthly, and seasonal changes on earth. 523
Suggested Titles for New York Science State Standard 4.1.1.

4.2. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

4.2.1. Students explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change. 62
Suggested Titles for New York Science State Standard 4.2.1.

4.2.2. Students describe volcano and earthquake patterns, the rock cycle, and weather and climate changes. 116
Suggested Titles for New York Science State Standard 4.2.2.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students observe and describe properties of materials, such as density, conductivity, and solubility. 130
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students distinguish between chemical and physical changes. 71
Suggested Titles for New York Science State Standard 4.3.2.

4.3.3. Students develop their own mental models to explain common chemical reactions and changes in states of matter. 71
Suggested Titles for New York Science State Standard 4.3.3.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students describe the sources and identify the transformations of energy observed in everyday life. 29
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students observe and describe heating and cooling events. 26
Suggested Titles for New York Science State Standard 4.4.2.

4.4.3. Students observe and describe energy changes as related to chemical reactions. 33
Suggested Titles for New York Science State Standard 4.4.3.

4.4.4. Students observe and describe the properties of sound, light, magnetism, and electricity. 195
Suggested Titles for New York Science State Standard 4.4.4.

4.4.5. Students describe situations that support the principle of conservation of energy. 37
Suggested Titles for New York Science State Standard 4.4.5.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.1. Students describe different patterns of motion of objects. 40
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects. 32
Suggested Titles for New York Science State Standard 4.5.2.

NY.4. 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.

4.1. Living things are both similar to and different from each other and nonliving things.

4.1.1. Students compare and contrast the parts of plants, animals, and one-celled organisms. 17
Suggested Titles for New York Science State Standard 4.1.1.

4.1.2. Students explain the functioning of the major human organ systems and their interactions. 37
Suggested Titles for New York Science State Standard 4.1.2.

4.2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

4.2.1. Students describe sexual and asexual mechanisms for passing genetic materials from generation to generation. 55
Suggested Titles for New York Science State Standard 4.2.1.

4.2.2. Students describe simple mechanisms related to the inheritance of some physical traits in offspring. 76
Suggested Titles for New York Science State Standard 4.2.2.

4.3. Individual organisms and species change over time.

4.3.1. Students describe sources of variation in organisms and their structures and relate the variations to survival. 19
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students describe factors responsible for competition within species and the significance of that competition. 27
Suggested Titles for New York Science State Standard 4.3.2.

4.4. The continuity of life is sustained through reproduction and development.

4.4.1. Students observe and describe the variations in reproductive patterns of organisms, including asexual and sexual reproduction. 44
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students explain the role of sperm and egg cells in sexual reproduction. 56
Suggested Titles for New York Science State Standard 4.4.2.

4.4.3. Students observe and describe developmental patterns in selected plants and animals (e.g., insects, frogs, humans, seed-bearing plants). 39
Suggested Titles for New York Science State Standard 4.4.3.

4.4.4. Students observe and describe cell division at the microscopic level and its macroscopic effects. 105
Suggested Titles for New York Science State Standard 4.4.4.

4.5. Organisms maintain a dynamic equilibrium that sustains life.

4.5.1. Students compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium. 51
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students describe the importance of major nutrients, vitamins, and minerals in maintaining health and promoting growth and explain the need for a constant input of energy for living organisms. 37
Suggested Titles for New York Science State Standard 4.5.2.

4.6. Plants and animals depend on each other and their physical environment.

4.6.1. Students describe the flow of energy and matter through food chains and food webs. 22
Suggested Titles for New York Science State Standard 4.6.1.

4.6.2. Students provide evidence that green plants make food and explain the significance of this process to other organisms. 55
Suggested Titles for New York Science State Standard 4.6.2.

4.7. Human decisions and activities have had a profound impact on the physical and living environment.

4.7.1. Students describe how living things, including humans, depend upon the living and nonliving environment for their survival. 85
Suggested Titles for New York Science State Standard 4.7.1.

4.7.2. Students describe the effects of environmental changes on humans and other populations. 51
Suggested Titles for New York Science State Standard 4.7.2.

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. Systems Thinking: 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. Students observe and describe interactions among components of simple systems. 134
Suggested Titles for New York Science State Standard 6.1.1.

6.1.2. Students identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings). 53
Suggested Titles for New York Science State Standard 6.1.2.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students analyze, construct, and operate models in order to discover attributes of the real thing. 68
Suggested Titles for New York Science State Standard 6.2.1.

6.2.2. Students discover that a model of something is different from the real thing but can be used to study the real thing. 68
Suggested Titles for New York Science State Standard 6.2.2.

6.2.3. Students use different types of models, such as graphs, sketches, diagrams, and maps to represent various aspects of the real world. 66
Suggested Titles for New York Science State Standard 6.2.3.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students provide examples of natural and manufactured things that belong to the same category yet have very different sizes, weights, ages, speeds, and other measurements. 55
Suggested Titles for New York Science State Standard 6.3.1.

6.3.2. Students identify the biggest and the smallest values as well as the average value of a system when given information about its characteristics and behavior. 32
Suggested Titles for New York Science State Standard 6.3.2.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students cite examples of systems in which some features stay the same while other features change. 83
Suggested Titles for New York Science State Standard 6.4.1.

6.4.2. Students distinguish between reasons for stability - from lack of changes to changes that counterbalance one another to changes within cycles. 109
Suggested Titles for New York Science State Standard 6.4.2.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data. 8
Suggested Titles for New York Science State Standard 6.5.1.

6.5.2. Students analyze data by making tables and graphs and looking for patterns of change. 9
Suggested Titles for New York Science State Standard 6.5.2.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students determine the criteria and constraints and make trade-offs to determine the best decision. 65
Suggested Titles for New York Science State Standard 6.6.1.

6.6.2. Students use simple quantitative methods, such as ratios, to compare costs to benefits of a decision problem. 98
Suggested Titles for New York Science State Standard 6.6.2.

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. Connections: 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.

7.1.1. Students analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action. 67
Suggested Titles for New York Science State Standard 7.1.1.

7.1.2. Students make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems; determining the cost/benefit and risk/benefit tradeoffs; and applying this knowledge to a potential purchase. 110
Suggested Titles for New York Science State Standard 7.1.2.

7.1.3. Students 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. 228
Suggested Titles for New York Science State Standard 7.1.3.

7.1.4. Students describe and explain phenomena by designing and conducting investigations involving systematic observations, accurate measurements, and the identification and control of variables; by inquiring into relevant mathematical ideas; and by using mathematical and technological tools and procedures to assist in the investigation. 97
Suggested Titles for New York Science State Standard 7.1.4.

7.2. Strategies: 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: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results. 125
Suggested Titles for New York Science State Standard 7.2.1.

NY.1. Earth Science: Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use algebraic and geometric representations to describe and compare data.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students apply algebraic and geometric concepts and skills to the solution of problems.

1.4. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.4.1. Students elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent their thinking.

1.4.2. Students hone ideas through reasoning, library research, and discussion with others, including experts.

1.4.3. Students work toward reconciling competing explanations; clarifying points of agreement and disagreement.

1.4.4. Students coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity and recognize the need for such alternative representations of the natural world.

1.5. 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.

1.5.1. Students devise ways of making observations to test proposed explanations.

1.5.2. Students refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.

1.5.3. Students develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.

1.5.4. Students carry out their research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

1.6. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.6.1. Students use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

1.6.2. Students apply statistical analysis techniques when appropriate to test if chance alone explains the result.

1.6.3. Students assess correspondence between the predicted result contained in the hypothesis and the actual result and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.

1.6.4. Students based on the results of the test and through public discussion, they revise the explanation and contemplate additional research.

1.6.5. Students develop a written report for public scrutiny that describes their proposed explanation, including a literature review, the research they carried out, its result, and suggestions for further research.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.

1.7.2. Students identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.

1.7.3. Students generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human understandings, economic, ergonomics, and environmental considerations have influenced the solution.

1.7.4. Students develop work schedules and working plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).

1.7.5. Students devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Students use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications.

NY.2. Earth Science: Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students understand and use the more advanced features of word processing, spreadsheets, and database software.

2.1.2. Students prepare multimedia presentations demonstrating a clear sense of audience and purpose.

2.1.3. Students access, select, collate, and analyze information obtained from a wide range of sources such as research data bases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.

2.1.4. Students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries.

2.1.5. Students utilize electronic networks to share information.

2.1.6. Students model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students explain the impact of the use and abuse of electronically generated information on individuals and families.

2.2.2. Students evaluate software packages relative to their suitability to a particular application and their ease of use.

2.2.3. Students discuss the ethical and social issues raised by the use and abuse of information systems.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.3.1. Students work with a virtual community to conduct a project or solve a problem using the network.

2.3.2. Students discuss how applications of information technology can address some major global problems and issues.

2.3.3. Students discuss the environmental, ethical, moral, and social issues raised by the use and abuse of information technology.

NY.4. Earth Science: 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.

4.1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.

4.1.1. Students explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual traverse of the constellations.

4.1.2. Students describe current theories about the origin of the universe and solar system.

4.2. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

4.2.1. Students use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of the Earth's plates.

4.2.2. Students explain how incoming solar radiations, ocean currents, and land masses affect weather and climate.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.

NY.6. Earth Science: 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. Systems Thinking: 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. Students explain how positive feedback and negative feedback have opposite effects on system outputs.

6.1.2. Students use an input-process-output-feedback diagram to model and compare the behavior of natural and engineered systems.

6.1.3. Students define boundary conditions when doing systems analysis to determine what influences a system and how it behaves.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students revise a model to create a more complete or improved representation of the system.

6.2.2. Students collect information about the behavior of a system and use modeling tools to represent the operation of the system.

6.2.3. Students find and use mathematical models that behave in the same manner as the processes under investigation.

6.2.4. Students compare predictions to actual observations using test models.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students describe the effects of changes in scale on the functioning of physical, biological, or designed systems.

6.3.2. Students extend their use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students describe specific instances of how disturbances might affect a system's equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.

6.4.2. Students cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions.

6.5.2. Students search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students use optimization techniques, such as linear programming, to determine optimum solutions to problems that can be solved using quantitative methods.

6.6.2. Students analyze subjective decision making problems to explain the trade-offs that can be made to arrive at the best solution.

NY.7. Earth Science: 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. Connections: 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.

7.1.1. Students analyze science/technology/society problems and issues on a community, national, or global scale and plan and carry out a remedial course of action.

7.1.2. Students analyze and quantify consumer product data, understand environmental and economic impacts, develop a method for judging the value and efficacy of competing products, and discuss cost/benefit and risk/benefit tradeoffs made in arriving at the optimal choice.

7.1.3. Students design solutions to real-world problems on a community, national, or global scale using a technological design process that integrates scientific investigation and rigorous mathematical analysis of the problem and of the solution.

7.1.4. Students explain and evaluate phenomena mathematically and scientifically by formulating a testable hypothesis, demonstrating the logical connections between the scientific concepts guiding the hypothesis and the design of an experiment, applying and inquiring into the mathematical ideas relating to investigation of phenomena, and using (and if needed, designing) technological tools and procedures to assist in the investigation and in the communication of results.

7.2. Strategies: 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: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results.

NY.1. Biology: Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1.1. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.1.1. Students elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent their thinking.

1.1.2. Students hone ideas through reasoning, library research, and discussion with others, including experts.

1.1.3. Students work toward reconciling competing explanations; clarifying points of agreement and disagreement.

1.1.4. Students coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity and recognize the need for such alternative representations of the natural world.

1.2. 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.

1.2.1. Students devise ways of making observations to test proposed explanations.

1.2.2. Students refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.

1.2.3. Students develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.

1.2.4. Students carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

1.3. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.3.1. Students use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

1.3.2. Students apply statistical analysis techniques when appropriate to test if chance alone explains the result.

1.3.3. Students assess correspondence between the predicted result contained in the hypothesis and the actual result and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.

1.3.4. Students based on the results of the test and through public discussion, they revise the explanation and contemplate additional research.

1.3.5. Students develop a written report for public scrutiny that describes their proposed explanation, including a literature review, the research they carried out, its result, and suggestions for further research.

NY.1. Biology: The Living Environment: Laboratory Checklist: Biology students need to develop proficiency in certain laboratory or technical skills in order to successfully conduct investigations in biological science.

1.1. During the school year, teachers should ensure that students develop the capacity to successfully perform each of the laboratory skills.

1.1.1. Student follows safety rules in the laboratory: selects and uses correct instruments; uses graduated cylinders to measure volume; uses metric ruler to measure length; uses thermometer to measure temperature; and uses triple-beam or electronic balance to measure mass.

1.1.2. Student uses a compound microscope/stereoscope effectively to see specimens clearly, using different magnifications; identifies and compares parts of a variety of cells; compares relative sizes of cells and organelles; and prepares wet-mount slides and uses appropriate staining techniques.

1.1.3. Student designs and uses dichotomous keys to identify specimens.

1.1.4. Student makes observations of biological processes.

1.1.5. Student dissects plant and/or animal specimens to expose and identify internal structures.

1.1.6. Student follows directions to correctly use and interpret chemical indicators.

1.1.7. Student uses chromatography and/or electrophoresis to separate molecules.

1.1.8. Student designs and carries out a controlled, scientific experiment based on biological processes.

1.1.9. Student states an appropriate hypothesis.

1.1.10. Student differentiates between independent and dependent variables.

1.1.11. Student identifies the control group and/or controlled variables.

1.1.12. Student collects, organizes, and analyzes data, using a computer and/or other laboratory equipment.

1.1.13. Student organizes data through the use of data tables and graphs.

1.1.14. Student analyzes results from observations/expressed data.

1.1.15. Student formulates an appropriate conclusion or generalization from the result of an experiment.

1.1.16. Student recognizes assumptions and limitations of the experiment.

NY.4. Biology: 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.

4.1. Living things are both similar to and different from each other and nonliving things.

4.1.1. Students explain how diversity of populations within ecosystems relates to the stability of ecosystems.

4.1.2. Students describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).

4.1.3. Students explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms.

4.2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

4.2.1. Students explain how the structure and replication of genetic material result in offspring that resemble their parents.

4.2.2. Students explain how the technology of genetic engineering allows humans to alter the genetic makeup of organisms.

4.3. Individual organisms and species change over time.

4.3.1. Students explain the mechanisms and patterns of evolution.

4.4. The continuity of life is sustained through reproduction and development.

4.4.1. Students explain how organisms, including humans, reproduce their own kind.

4.5. Organisms maintain a dynamic equilibrium that sustains life.

4.5.1. Students explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.

4.5.2. Students explain disease as a failure of homeostasis.

4.5.3. Students relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicelled organisms.

4.6. Plants and animals depend on each other and their physical environment.

4.6.1. Students explain factors that limit growth of individuals and populations.

4.6.2. Students explain the importance of preserving diversity of species and habitats.

4.6.3. Students explain how the living and nonliving environments change over time and respond to disturbances.

4.7. Human decisions and activities have had a profound impact on the physical and living environment.

4.7.1. Students describe the range of interrelationships of humans with the living and nonliving environment.

4.7.2. Students explain the impact of technological development and growth in the human population on the living and non-living environment.

4.7.3. Students explain how individual choices and societal actions can contribute to improving the environment.

NY.1. Chemistry: Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use algebraic and geometric representations to describe and compare data.

1.1.2. Students hone ideas through reasoning, library research, and discussion with others, including experts.

1.1.3. Students work toward reconciling competing explanations; clarifying points of agreement and disagreement.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments.

1.2.2. Students refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.

1.2.3. Students develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.

1.2.4. Students carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students apply algebraic and geometric concepts and skills to the solution of problems.

1.3.2. Students apply statistical analysis techniques when appropriate to test if chance alone explains the result.

1.3.3. Students assess correspondence between the predicted result contained in the hypothesis and the actual result and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.

1.3.4. Students using results of the test and through public discussion, revise the explanation and contemplate additional research.

1.3.5. Students develop a written report for public scrutiny that describes their proposed explanation, including a literature review, the research they carried out, its result, and suggestions for further research.

1.4. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.4.1. Students initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.

1.4.2. Students identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.

1.4.3. Students generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human understandings, economics, ergonomics, and environmental considerations have influenced the solution.

1.4.4. Students develop work schedules and working plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).

1.4.5. Students devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Students use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impact and new problems, and suggest and pursue modifications.

NY.2. Chemistry: Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students use the Internet to retrieve information systems for classroom use, e.g., Periodic Table, acid rain.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students critically assess the value of information with or without benefit of scientific backing and supporting data, and evaluate the effect such information could have on public judgment or opinion, e.g., environmental issues.

2.2.2. Students discuss the use of the peer-review process in the scientific community and explain its value in maintaining the integrity of scientific publication, e.g., 'cold fusion'.

NY.4. Chemistry: The Physical Setting: 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.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.

4.3.2. Students use atomic and molecular models to explain common chemical reactions.

4.3.3. Students apply the principle of conservation of mass to chemical reactions.

4.3.4. Students use kinetic molecular theory to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students observe and describe transmission of various forms of energy.

4.4.2. Students explain heat in terms of kinetic molecular theory.

4.4.4. Students explain the uses and hazards of radioactivity.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.2. Students explain chemical bonding in terms of the motion of electrons.

4.5.3. Students compare energy relationships within an atom's nucleus to those outside the nucleus.

NY.6. Chemistry: 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. Systems Thinking: 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. Students use the concept of systems and surroundings to describe heat flow in a chemical or physical change, e.g., dissolving process.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students revise a model to create a more complete or improved representation of the system.

6.2.2. Students collect information about the behavior of a system and use modeling tools to represent the operation of the system.

6.2.3. Students find and use mathematical models that behave in the same manner as the processes under investigation.

6.2.4. Students compare predictions to actual observations using test models.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students describe the effects of changes in scale on the functioning of physical, biological, or designed systems.

6.3.2. Students extend the use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students describe specific instances of how disturbances might affect a system's equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.

6.4.2. Students cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use graphs to make predictions, e.g., half-life, solubility.

6.5.2. Students use graphs to identify patterns and interpret experimental data, e.g., heating and cooling curves.

NY.7. Chemistry: 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. Connections: 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.

7.1.1. Students analyze science/technology/society problems and issues on a community, national, or global scale and plan and carry out a remedial course of action.

7.1.2. Students analyze and quantify consumer product data, understand environmental and economic impacts, develop a method for judging the value and efficacy of competing products, and discuss cost/benefit and risk/benefit tradeoffs made in arriving at the optimal choice.

7.1.3. Students design solutions to real-world problems on a community, national, or global scale using a technological design process that integrates scientific investigation and rigorous mathematical analysis of the problem and of the solution.

7.1.4. Students explain and evaluate phenomena mathematically and scientifically by formulating a testable hypothesis, demonstrating the logical connections between the scientific concepts guiding the hypothesis and the design of an experiment, applying and inquiring into the mathematical ideas relating to investigation of phenomena, and using (and if needed, designing) technological tools and procedures to assist in the investigation and in the communication of results.

7.2. Strategies: 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: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results.

NY.1. Physics: Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use algebraic and geometric representations to describe and compare data.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students apply algebraic and geometric concepts and skills to the solution of problems.

1.4. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.4.1. Students develop extended visual models and mathematical formulations to represent an understanding of natural phenomena.

1.4.2. Students clarify ideas through reasoning, research, and discussion.

1.4.3. Students evaluate competing explanations and overcome misconceptions.

1.5. 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.

1.5.1. Students devise ways of making observations to test proposed explanations.

1.5.2. Students refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.

1.5.3. Students develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.

1.5.4. Students carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

1.6. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.6.1. Students use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

1.6.2. Students apply statistical analysis techniques when appropriate to test if chance alone explains the result.

1.6.3. Students assess correspondence between the predicted result contained in the hypothesis and the actual result and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.

1.6.4. Students using results of the test and through public discussion, revise the explanation and contemplate additional research.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.

1.7.2. Students identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.

1.7.3. Students generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human understandings, economics, ergonomics, and environmental considerations have influenced the solution.

1.7.4. Students develop work schedules and working plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).

1.7.5. Students devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Students use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impact and new problems, and suggest and pursue modifications.

NY.2. Physics: Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students understand and use the more advanced features of word processing, spreadsheets, and database software.

2.1.2. Students prepare multimedia presentations demonstrating a clear sense of audience and purpose.

2.1.3. Students access, select, collate, and analyze information obtained from a wide range of sources such as research databases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.

2.1.4. Students utilize electronic networks to share information.

2.1.5. Students model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.1.5. Students model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.1.5. Students model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

NY.4. Physics: The Physical Setting: 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.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students observe and describe transmission of various forms of energy.

4.4.2. Students explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.1. Students explain and predict different patterns of motion of objects (e.g., linear and angular motion, velocity and acceleration, momentum and inertia).

4.5.3. Students compare energy relationships within an atom's nucleus to those outside the nucleus.

NY.6. Physics: 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. Systems Thinking: 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. Students define boundary conditions when doing systems analysis to determine what influences a system and how it behaves.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students revise a model to create a more complete or improved representation of the system.

6.2.2. Students collect information about the behavior of a system and use modeling tools to represent the operation of the system.

6.2.3. Students find and use mathematical models that behave in the same manner as the processes under investigation.

6.2.4. Students compare predictions to actual observations using test models.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students describe the effects of changes in scale on the functioning of physical, biological, or designed systems.

6.3.2. Students extend the use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students describe specific instances of how disturbances might affect a system's equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.

6.4.2. Students cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions.

6.5.2. Students search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students determine optimal solutions to problems that can be solved using quantitative methods.

NY.7. Physics: 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. Connections: 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.

7.1.1. Students address real-world problems, using scientific methodology.

7.2. Strategies: 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 collect, analyze, interpret, and present data using appropriate tools.

7.2.2. Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results.

NY.1. Earth Science: Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use algebraic and geometric representations to describe and compare data.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students apply algebraic and geometric concepts and skills to the solution of problems.

1.4. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.4.1. Students elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent their thinking.

1.4.2. Students hone ideas through reasoning, library research, and discussion with others, including experts.

1.4.3. Students work toward reconciling competing explanations; clarifying points of agreement and disagreement.

1.4.4. Students coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity and recognize the need for such alternative representations of the natural world.

1.5. 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.

1.5.1. Students devise ways of making observations to test proposed explanations.

1.5.2. Students refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.

1.5.3. Students develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.

1.5.4. Students carry out their research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

1.6. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.6.1. Students use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

1.6.2. Students apply statistical analysis techniques when appropriate to test if chance alone explains the result.

1.6.3. Students assess correspondence between the predicted result contained in the hypothesis and the actual result and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.

1.6.4. Students based on the results of the test and through public discussion, they revise the explanation and contemplate additional research.

1.6.5. Students develop a written report for public scrutiny that describes their proposed explanation, including a literature review, the research they carried out, its result, and suggestions for further research.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.

1.7.2. Students identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.

1.7.3. Students generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human understandings, economic, ergonomics, and environmental considerations have influenced the solution.

1.7.4. Students develop work schedules and working plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).

1.7.5. Students devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Students use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications.

NY.2. Earth Science: Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students understand and use the more advanced features of word processing, spreadsheets, and database software.

2.1.2. Students prepare multimedia presentations demonstrating a clear sense of audience and purpose.

2.1.3. Students access, select, collate, and analyze information obtained from a wide range of sources such as research data bases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.

2.1.4. Students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries.

2.1.5. Students utilize electronic networks to share information.

2.1.6. Students model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students explain the impact of the use and abuse of electronically generated information on individuals and families.

2.2.2. Students evaluate software packages relative to their suitability to a particular application and their ease of use.

2.2.3. Students discuss the ethical and social issues raised by the use and abuse of information systems.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.3.1. Students work with a virtual community to conduct a project or solve a problem using the network.

2.3.2. Students discuss how applications of information technology can address some major global problems and issues.

2.3.3. Students discuss the environmental, ethical, moral, and social issues raised by the use and abuse of information technology.

NY.4. Earth Science: 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.

4.1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.

4.1.1. Students explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual traverse of the constellations.

4.1.2. Students describe current theories about the origin of the universe and solar system.

4.2. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

4.2.1. Students use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of the Earth's plates.

4.2.2. Students explain how incoming solar radiations, ocean currents, and land masses affect weather and climate.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.

NY.6. Earth Science: 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. Systems Thinking: 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. Students explain how positive feedback and negative feedback have opposite effects on system outputs.

6.1.2. Students use an input-process-output-feedback diagram to model and compare the behavior of natural and engineered systems.

6.1.3. Students define boundary conditions when doing systems analysis to determine what influences a system and how it behaves.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students revise a model to create a more complete or improved representation of the system.

6.2.2. Students collect information about the behavior of a system and use modeling tools to represent the operation of the system.

6.2.3. Students find and use mathematical models that behave in the same manner as the processes under investigation.

6.2.4. Students compare predictions to actual observations using test models.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students describe the effects of changes in scale on the functioning of physical, biological, or designed systems.

6.3.2. Students extend their use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students describe specific instances of how disturbances might affect a system's equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.

6.4.2. Students cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions.

6.5.2. Students search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students use optimization techniques, such as linear programming, to determine optimum solutions to problems that can be solved using quantitative methods.

6.6.2. Students analyze subjective decision making problems to explain the trade-offs that can be made to arrive at the best solution.

NY.7. Earth Science: 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. Connections: 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.

7.1.1. Students analyze science/technology/society problems and issues on a community, national, or global scale and plan and carry out a remedial course of action.

7.1.2. Students analyze and quantify consumer product data, understand environmental and economic impacts, develop a method for judging the value and efficacy of competing products, and discuss cost/benefit and risk/benefit tradeoffs made in arriving at the optimal choice.

7.1.3. Students design solutions to real-world problems on a community, national, or global scale using a technological design process that integrates scientific investigation and rigorous mathematical analysis of the problem and of the solution.

7.1.4. Students explain and evaluate phenomena mathematically and scientifically by formulating a testable hypothesis, demonstrating the logical connections between the scientific concepts guiding the hypothesis and the design of an experiment, applying and inquiring into the mathematical ideas relating to investigation of phenomena, and using (and if needed, designing) technological tools and procedures to assist in the investigation and in the communication of results.

7.2. Strategies: 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: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results.

NY.1. Biology: Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1.1. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.1.1. Students elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent their thinking.

1.1.2. Students hone ideas through reasoning, library research, and discussion with others, including experts.

1.1.3. Students work toward reconciling competing explanations; clarifying points of agreement and disagreement.

1.1.4. Students coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity and recognize the need for such alternative representations of the natural world.

1.2. 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.

1.2.1. Students devise ways of making observations to test proposed explanations.

1.2.2. Students refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.

1.2.3. Students develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.

1.2.4. Students carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

1.3. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.3.1. Students use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

1.3.2. Students apply statistical analysis techniques when appropriate to test if chance alone explains the result.

1.3.3. Students assess correspondence between the predicted result contained in the hypothesis and the actual result and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.

1.3.4. Students based on the results of the test and through public discussion, they revise the explanation and contemplate additional research.

1.3.5. Students develop a written report for public scrutiny that describes their proposed explanation, including a literature review, the research they carried out, its result, and suggestions for further research.

NY.1. Biology: The Living Environment: Laboratory Checklist: Biology students need to develop proficiency in certain laboratory or technical skills in order to successfully conduct investigations in biological science.

1.1. During the school year, teachers should ensure that students develop the capacity to successfully perform each of the laboratory skills.

1.1.1. Student follows safety rules in the laboratory: selects and uses correct instruments; uses graduated cylinders to measure volume; uses metric ruler to measure length; uses thermometer to measure temperature; and uses triple-beam or electronic balance to measure mass.

1.1.2. Student uses a compound microscope/stereoscope effectively to see specimens clearly, using different magnifications; identifies and compares parts of a variety of cells; compares relative sizes of cells and organelles; and prepares wet-mount slides and uses appropriate staining techniques.

1.1.3. Student designs and uses dichotomous keys to identify specimens.

1.1.4. Student makes observations of biological processes.

1.1.5. Student dissects plant and/or animal specimens to expose and identify internal structures.

1.1.6. Student follows directions to correctly use and interpret chemical indicators.

1.1.7. Student uses chromatography and/or electrophoresis to separate molecules.

1.1.8. Student designs and carries out a controlled, scientific experiment based on biological processes.

1.1.9. Student states an appropriate hypothesis.

1.1.10. Student differentiates between independent and dependent variables.

1.1.11. Student identifies the control group and/or controlled variables.

1.1.12. Student collects, organizes, and analyzes data, using a computer and/or other laboratory equipment.

1.1.13. Student organizes data through the use of data tables and graphs.

1.1.14. Student analyzes results from observations/expressed data.

1.1.15. Student formulates an appropriate conclusion or generalization from the result of an experiment.

1.1.16. Student recognizes assumptions and limitations of the experiment.

NY.4. Biology: 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.

4.1. Living things are both similar to and different from each other and nonliving things.

4.1.1. Students explain how diversity of populations within ecosystems relates to the stability of ecosystems.

4.1.2. Students describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).

4.1.3. Students explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms.

4.2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

4.2.1. Students explain how the structure and replication of genetic material result in offspring that resemble their parents.

4.2.2. Students explain how the technology of genetic engineering allows humans to alter the genetic makeup of organisms.

4.3. Individual organisms and species change over time.

4.3.1. Students explain the mechanisms and patterns of evolution.

4.4. The continuity of life is sustained through reproduction and development.

4.4.1. Students explain how organisms, including humans, reproduce their own kind.

4.5. Organisms maintain a dynamic equilibrium that sustains life.

4.5.1. Students explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.

4.5.2. Students explain disease as a failure of homeostasis.

4.5.3. Students relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicelled organisms.

4.6. Plants and animals depend on each other and their physical environment.

4.6.1. Students explain factors that limit growth of individuals and populations.

4.6.2. Students explain the importance of preserving diversity of species and habitats.

4.6.3. Students explain how the living and nonliving environments change over time and respond to disturbances.

4.7. Human decisions and activities have had a profound impact on the physical and living environment.

4.7.1. Students describe the range of interrelationships of humans with the living and nonliving environment.

4.7.2. Students explain the impact of technological development and growth in the human population on the living and non-living environment.

4.7.3. Students explain how individual choices and societal actions can contribute to improving the environment.

NY.1. Chemistry: Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use algebraic and geometric representations to describe and compare data.

1.1.2. Students hone ideas through reasoning, library research, and discussion with others, including experts.

1.1.3. Students work toward reconciling competing explanations; clarifying points of agreement and disagreement.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments.

1.2.2. Students refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.

1.2.3. Students develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.

1.2.4. Students carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students apply algebraic and geometric concepts and skills to the solution of problems.

1.3.2. Students apply statistical analysis techniques when appropriate to test if chance alone explains the result.

1.3.3. Students assess correspondence between the predicted result contained in the hypothesis and the actual result and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.

1.3.4. Students using results of the test and through public discussion, revise the explanation and contemplate additional research.

1.3.5. Students develop a written report for public scrutiny that describes their proposed explanation, including a literature review, the research they carried out, its result, and suggestions for further research.

1.4. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.4.1. Students initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.

1.4.2. Students identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.

1.4.3. Students generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human understandings, economics, ergonomics, and environmental considerations have influenced the solution.

1.4.4. Students develop work schedules and working plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).

1.4.5. Students devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Students use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impact and new problems, and suggest and pursue modifications.

NY.2. Chemistry: Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students use the Internet to retrieve information systems for classroom use, e.g., Periodic Table, acid rain.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students critically assess the value of information with or without benefit of scientific backing and supporting data, and evaluate the effect such information could have on public judgment or opinion, e.g., environmental issues.

2.2.2. Students discuss the use of the peer-review process in the scientific community and explain its value in maintaining the integrity of scientific publication, e.g., 'cold fusion'.

NY.4. Chemistry: The Physical Setting: 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.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.

4.3.2. Students use atomic and molecular models to explain common chemical reactions.

4.3.3. Students apply the principle of conservation of mass to chemical reactions.

4.3.4. Students use kinetic molecular theory to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students observe and describe transmission of various forms of energy.

4.4.2. Students explain heat in terms of kinetic molecular theory.

4.4.4. Students explain the uses and hazards of radioactivity.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.2. Students explain chemical bonding in terms of the motion of electrons.

4.5.3. Students compare energy relationships within an atom's nucleus to those outside the nucleus.

NY.6. Chemistry: 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. Systems Thinking: 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. Students use the concept of systems and surroundings to describe heat flow in a chemical or physical change, e.g., dissolving process.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students revise a model to create a more complete or improved representation of the system.

6.2.2. Students collect information about the behavior of a system and use modeling tools to represent the operation of the system.

6.2.3. Students find and use mathematical models that behave in the same manner as the processes under investigation.

6.2.4. Students compare predictions to actual observations using test models.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students describe the effects of changes in scale on the functioning of physical, biological, or designed systems.

6.3.2. Students extend the use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students describe specific instances of how disturbances might affect a system's equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.

6.4.2. Students cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use graphs to make predictions, e.g., half-life, solubility.

6.5.2. Students use graphs to identify patterns and interpret experimental data, e.g., heating and cooling curves.

NY.7. Chemistry: 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. Connections: 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.

7.1.1. Students analyze science/technology/society problems and issues on a community, national, or global scale and plan and carry out a remedial course of action.

7.1.2. Students analyze and quantify consumer product data, understand environmental and economic impacts, develop a method for judging the value and efficacy of competing products, and discuss cost/benefit and risk/benefit tradeoffs made in arriving at the optimal choice.

7.1.3. Students design solutions to real-world problems on a community, national, or global scale using a technological design process that integrates scientific investigation and rigorous mathematical analysis of the problem and of the solution.

7.1.4. Students explain and evaluate phenomena mathematically and scientifically by formulating a testable hypothesis, demonstrating the logical connections between the scientific concepts guiding the hypothesis and the design of an experiment, applying and inquiring into the mathematical ideas relating to investigation of phenomena, and using (and if needed, designing) technological tools and procedures to assist in the investigation and in the communication of results.

7.2. Strategies: 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: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results.

NY.1. Physics: Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use algebraic and geometric representations to describe and compare data.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students apply algebraic and geometric concepts and skills to the solution of problems.

1.4. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.4.1. Students develop extended visual models and mathematical formulations to represent an understanding of natural phenomena.

1.4.2. Students clarify ideas through reasoning, research, and discussion.

1.4.3. Students evaluate competing explanations and overcome misconceptions.

1.5. 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.

1.5.1. Students devise ways of making observations to test proposed explanations.

1.5.2. Students refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.

1.5.3. Students develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.

1.5.4. Students carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

1.6. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.6.1. Students use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

1.6.2. Students apply statistical analysis techniques when appropriate to test if chance alone explains the result.

1.6.3. Students assess correspondence between the predicted result contained in the hypothesis and the actual result and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.

1.6.4. Students using results of the test and through public discussion, revise the explanation and contemplate additional research.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.

1.7.2. Students identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.

1.7.3. Students generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human understandings, economics, ergonomics, and environmental considerations have influenced the solution.

1.7.4. Students develop work schedules and working plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).

1.7.5. Students devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Students use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impact and new problems, and suggest and pursue modifications.

NY.2. Physics: Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students understand and use the more advanced features of word processing, spreadsheets, and database software.

2.1.2. Students prepare multimedia presentations demonstrating a clear sense of audience and purpose.

2.1.3. Students access, select, collate, and analyze information obtained from a wide range of sources such as research databases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.

2.1.4. Students utilize electronic networks to share information.

2.1.5. Students model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.1.5. Students model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.1.5. Students model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

NY.4. Physics: The Physical Setting: 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.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students observe and describe transmission of various forms of energy.

4.4.2. Students explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.1. Students explain and predict different patterns of motion of objects (e.g., linear and angular motion, velocity and acceleration, momentum and inertia).

4.5.3. Students compare energy relationships within an atom's nucleus to those outside the nucleus.

NY.6. Physics: 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. Systems Thinking: 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. Students define boundary conditions when doing systems analysis to determine what influences a system and how it behaves.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students revise a model to create a more complete or improved representation of the system.

6.2.2. Students collect information about the behavior of a system and use modeling tools to represent the operation of the system.

6.2.3. Students find and use mathematical models that behave in the same manner as the processes under investigation.

6.2.4. Students compare predictions to actual observations using test models.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students describe the effects of changes in scale on the functioning of physical, biological, or designed systems.

6.3.2. Students extend the use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students describe specific instances of how disturbances might affect a system's equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.

6.4.2. Students cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions.

6.5.2. Students search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students determine optimal solutions to problems that can be solved using quantitative methods.

NY.7. Physics: 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. Connections: 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.

7.1.1. Students address real-world problems, using scientific methodology.

7.2. Strategies: 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 collect, analyze, interpret, and present data using appropriate tools.

7.2.2. Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results.

NY.1. Earth Science: Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use algebraic and geometric representations to describe and compare data.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students apply algebraic and geometric concepts and skills to the solution of problems.

1.4. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.4.1. Students elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent their thinking.

1.4.2. Students hone ideas through reasoning, library research, and discussion with others, including experts.

1.4.3. Students work toward reconciling competing explanations; clarifying points of agreement and disagreement.

1.4.4. Students coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity and recognize the need for such alternative representations of the natural world.

1.5. 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.

1.5.1. Students devise ways of making observations to test proposed explanations.

1.5.2. Students refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.

1.5.3. Students develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.

1.5.4. Students carry out their research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

1.6. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.6.1. Students use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

1.6.2. Students apply statistical analysis techniques when appropriate to test if chance alone explains the result.

1.6.3. Students assess correspondence between the predicted result contained in the hypothesis and the actual result and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.

1.6.4. Students based on the results of the test and through public discussion, they revise the explanation and contemplate additional research.

1.6.5. Students develop a written report for public scrutiny that describes their proposed explanation, including a literature review, the research they carried out, its result, and suggestions for further research.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.

1.7.2. Students identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.

1.7.3. Students generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human understandings, economic, ergonomics, and environmental considerations have influenced the solution.

1.7.4. Students develop work schedules and working plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).

1.7.5. Students devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Students use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications.

NY.2. Earth Science: Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students understand and use the more advanced features of word processing, spreadsheets, and database software.

2.1.2. Students prepare multimedia presentations demonstrating a clear sense of audience and purpose.

2.1.3. Students access, select, collate, and analyze information obtained from a wide range of sources such as research data bases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.

2.1.4. Students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries.

2.1.5. Students utilize electronic networks to share information.

2.1.6. Students model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students explain the impact of the use and abuse of electronically generated information on individuals and families.

2.2.2. Students evaluate software packages relative to their suitability to a particular application and their ease of use.

2.2.3. Students discuss the ethical and social issues raised by the use and abuse of information systems.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.3.1. Students work with a virtual community to conduct a project or solve a problem using the network.

2.3.2. Students discuss how applications of information technology can address some major global problems and issues.

2.3.3. Students discuss the environmental, ethical, moral, and social issues raised by the use and abuse of information technology.

NY.4. Earth Science: 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.

4.1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.

4.1.1. Students explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual traverse of the constellations.

4.1.2. Students describe current theories about the origin of the universe and solar system.

4.2. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

4.2.1. Students use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of the Earth's plates.

4.2.2. Students explain how incoming solar radiations, ocean currents, and land masses affect weather and climate.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.

NY.6. Earth Science: 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. Systems Thinking: 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. Students explain how positive feedback and negative feedback have opposite effects on system outputs.

6.1.2. Students use an input-process-output-feedback diagram to model and compare the behavior of natural and engineered systems.

6.1.3. Students define boundary conditions when doing systems analysis to determine what influences a system and how it behaves.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students revise a model to create a more complete or improved representation of the system.

6.2.2. Students collect information about the behavior of a system and use modeling tools to represent the operation of the system.

6.2.3. Students find and use mathematical models that behave in the same manner as the processes under investigation.

6.2.4. Students compare predictions to actual observations using test models.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students describe the effects of changes in scale on the functioning of physical, biological, or designed systems.

6.3.2. Students extend their use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students describe specific instances of how disturbances might affect a system's equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.

6.4.2. Students cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions.

6.5.2. Students search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students use optimization techniques, such as linear programming, to determine optimum solutions to problems that can be solved using quantitative methods.

6.6.2. Students analyze subjective decision making problems to explain the trade-offs that can be made to arrive at the best solution.

NY.7. Earth Science: 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. Connections: 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.

7.1.1. Students analyze science/technology/society problems and issues on a community, national, or global scale and plan and carry out a remedial course of action.

7.1.2. Students analyze and quantify consumer product data, understand environmental and economic impacts, develop a method for judging the value and efficacy of competing products, and discuss cost/benefit and risk/benefit tradeoffs made in arriving at the optimal choice.

7.1.3. Students design solutions to real-world problems on a community, national, or global scale using a technological design process that integrates scientific investigation and rigorous mathematical analysis of the problem and of the solution.

7.1.4. Students explain and evaluate phenomena mathematically and scientifically by formulating a testable hypothesis, demonstrating the logical connections between the scientific concepts guiding the hypothesis and the design of an experiment, applying and inquiring into the mathematical ideas relating to investigation of phenomena, and using (and if needed, designing) technological tools and procedures to assist in the investigation and in the communication of results.

7.2. Strategies: 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: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results.

NY.1. Biology: Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1.1. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.1.1. Students elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent their thinking.

1.1.2. Students hone ideas through reasoning, library research, and discussion with others, including experts.

1.1.3. Students work toward reconciling competing explanations; clarifying points of agreement and disagreement.

1.1.4. Students coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity and recognize the need for such alternative representations of the natural world.

1.2. 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.

1.2.1. Students devise ways of making observations to test proposed explanations.

1.2.2. Students refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.

1.2.3. Students develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.

1.2.4. Students carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

1.3. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.3.1. Students use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

1.3.2. Students apply statistical analysis techniques when appropriate to test if chance alone explains the result.

1.3.3. Students assess correspondence between the predicted result contained in the hypothesis and the actual result and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.

1.3.4. Students based on the results of the test and through public discussion, they revise the explanation and contemplate additional research.

1.3.5. Students develop a written report for public scrutiny that describes their proposed explanation, including a literature review, the research they carried out, its result, and suggestions for further research.

NY.1. Biology: The Living Environment: Laboratory Checklist: Biology students need to develop proficiency in certain laboratory or technical skills in order to successfully conduct investigations in biological science.

1.1. During the school year, teachers should ensure that students develop the capacity to successfully perform each of the laboratory skills.

1.1.1. Student follows safety rules in the laboratory: selects and uses correct instruments; uses graduated cylinders to measure volume; uses metric ruler to measure length; uses thermometer to measure temperature; and uses triple-beam or electronic balance to measure mass.

1.1.2. Student uses a compound microscope/stereoscope effectively to see specimens clearly, using different magnifications; identifies and compares parts of a variety of cells; compares relative sizes of cells and organelles; and prepares wet-mount slides and uses appropriate staining techniques.

1.1.3. Student designs and uses dichotomous keys to identify specimens.

1.1.4. Student makes observations of biological processes.

1.1.5. Student dissects plant and/or animal specimens to expose and identify internal structures.

1.1.6. Student follows directions to correctly use and interpret chemical indicators.

1.1.7. Student uses chromatography and/or electrophoresis to separate molecules.

1.1.8. Student designs and carries out a controlled, scientific experiment based on biological processes.

1.1.9. Student states an appropriate hypothesis.

1.1.10. Student differentiates between independent and dependent variables.

1.1.11. Student identifies the control group and/or controlled variables.

1.1.12. Student collects, organizes, and analyzes data, using a computer and/or other laboratory equipment.

1.1.13. Student organizes data through the use of data tables and graphs.

1.1.14. Student analyzes results from observations/expressed data.

1.1.15. Student formulates an appropriate conclusion or generalization from the result of an experiment.

1.1.16. Student recognizes assumptions and limitations of the experiment.

NY.4. Biology: 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.

4.1. Living things are both similar to and different from each other and nonliving things.

4.1.1. Students explain how diversity of populations within ecosystems relates to the stability of ecosystems.

4.1.2. Students describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).

4.1.3. Students explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms.

4.2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

4.2.1. Students explain how the structure and replication of genetic material result in offspring that resemble their parents.

4.2.2. Students explain how the technology of genetic engineering allows humans to alter the genetic makeup of organisms.

4.3. Individual organisms and species change over time.

4.3.1. Students explain the mechanisms and patterns of evolution.

4.4. The continuity of life is sustained through reproduction and development.

4.4.1. Students explain how organisms, including humans, reproduce their own kind.

4.5. Organisms maintain a dynamic equilibrium that sustains life.

4.5.1. Students explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.

4.5.2. Students explain disease as a failure of homeostasis.

4.5.3. Students relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicelled organisms.

4.6. Plants and animals depend on each other and their physical environment.

4.6.1. Students explain factors that limit growth of individuals and populations.

4.6.2. Students explain the importance of preserving diversity of species and habitats.

4.6.3. Students explain how the living and nonliving environments change over time and respond to disturbances.

4.7. Human decisions and activities have had a profound impact on the physical and living environment.

4.7.1. Students describe the range of interrelationships of humans with the living and nonliving environment.

4.7.2. Students explain the impact of technological development and growth in the human population on the living and non-living environment.

4.7.3. Students explain how individual choices and societal actions can contribute to improving the environment.

NY.1. Chemistry: Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use algebraic and geometric representations to describe and compare data.

1.1.2. Students hone ideas through reasoning, library research, and discussion with others, including experts.

1.1.3. Students work toward reconciling competing explanations; clarifying points of agreement and disagreement.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments.

1.2.2. Students refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.

1.2.3. Students develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.

1.2.4. Students carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students apply algebraic and geometric concepts and skills to the solution of problems.

1.3.2. Students apply statistical analysis techniques when appropriate to test if chance alone explains the result.

1.3.3. Students assess correspondence between the predicted result contained in the hypothesis and the actual result and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.

1.3.4. Students using results of the test and through public discussion, revise the explanation and contemplate additional research.

1.3.5. Students develop a written report for public scrutiny that describes their proposed explanation, including a literature review, the research they carried out, its result, and suggestions for further research.

1.4. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.4.1. Students initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.

1.4.2. Students identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.

1.4.3. Students generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human understandings, economics, ergonomics, and environmental considerations have influenced the solution.

1.4.4. Students develop work schedules and working plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).

1.4.5. Students devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Students use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impact and new problems, and suggest and pursue modifications.

NY.2. Chemistry: Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students use the Internet to retrieve information systems for classroom use, e.g., Periodic Table, acid rain.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students critically assess the value of information with or without benefit of scientific backing and supporting data, and evaluate the effect such information could have on public judgment or opinion, e.g., environmental issues.

2.2.2. Students discuss the use of the peer-review process in the scientific community and explain its value in maintaining the integrity of scientific publication, e.g., 'cold fusion'.

NY.4. Chemistry: The Physical Setting: 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.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.

4.3.2. Students use atomic and molecular models to explain common chemical reactions.

4.3.3. Students apply the principle of conservation of mass to chemical reactions.

4.3.4. Students use kinetic molecular theory to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students observe and describe transmission of various forms of energy.

4.4.2. Students explain heat in terms of kinetic molecular theory.

4.4.4. Students explain the uses and hazards of radioactivity.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.2. Students explain chemical bonding in terms of the motion of electrons.

4.5.3. Students compare energy relationships within an atom's nucleus to those outside the nucleus.

NY.6. Chemistry: 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. Systems Thinking: 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. Students use the concept of systems and surroundings to describe heat flow in a chemical or physical change, e.g., dissolving process.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students revise a model to create a more complete or improved representation of the system.

6.2.2. Students collect information about the behavior of a system and use modeling tools to represent the operation of the system.

6.2.3. Students find and use mathematical models that behave in the same manner as the processes under investigation.

6.2.4. Students compare predictions to actual observations using test models.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students describe the effects of changes in scale on the functioning of physical, biological, or designed systems.

6.3.2. Students extend the use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students describe specific instances of how disturbances might affect a system's equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.

6.4.2. Students cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use graphs to make predictions, e.g., half-life, solubility.

6.5.2. Students use graphs to identify patterns and interpret experimental data, e.g., heating and cooling curves.

NY.7. Chemistry: 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. Connections: 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.

7.1.1. Students analyze science/technology/society problems and issues on a community, national, or global scale and plan and carry out a remedial course of action.

7.1.2. Students analyze and quantify consumer product data, understand environmental and economic impacts, develop a method for judging the value and efficacy of competing products, and discuss cost/benefit and risk/benefit tradeoffs made in arriving at the optimal choice.

7.1.3. Students design solutions to real-world problems on a community, national, or global scale using a technological design process that integrates scientific investigation and rigorous mathematical analysis of the problem and of the solution.

7.1.4. Students explain and evaluate phenomena mathematically and scientifically by formulating a testable hypothesis, demonstrating the logical connections between the scientific concepts guiding the hypothesis and the design of an experiment, applying and inquiring into the mathematical ideas relating to investigation of phenomena, and using (and if needed, designing) technological tools and procedures to assist in the investigation and in the communication of results.

7.2. Strategies: 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: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results.

NY.1. Physics: Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use algebraic and geometric representations to describe and compare data.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students apply algebraic and geometric concepts and skills to the solution of problems.

1.4. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.4.1. Students develop extended visual models and mathematical formulations to represent an understanding of natural phenomena.

1.4.2. Students clarify ideas through reasoning, research, and discussion.

1.4.3. Students evaluate competing explanations and overcome misconceptions.

1.5. 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.

1.5.1. Students devise ways of making observations to test proposed explanations.

1.5.2. Students refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.

1.5.3. Students develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.

1.5.4. Students carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

1.6. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.6.1. Students use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

1.6.2. Students apply statistical analysis techniques when appropriate to test if chance alone explains the result.

1.6.3. Students assess correspondence between the predicted result contained in the hypothesis and the actual result and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.

1.6.4. Students using results of the test and through public discussion, revise the explanation and contemplate additional research.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.

1.7.2. Students identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.

1.7.3. Students generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human understandings, economics, ergonomics, and environmental considerations have influenced the solution.

1.7.4. Students develop work schedules and working plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).

1.7.5. Students devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Students use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impact and new problems, and suggest and pursue modifications.

NY.2. Physics: Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students understand and use the more advanced features of word processing, spreadsheets, and database software.

2.1.2. Students prepare multimedia presentations demonstrating a clear sense of audience and purpose.

2.1.3. Students access, select, collate, and analyze information obtained from a wide range of sources such as research databases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.

2.1.4. Students utilize electronic networks to share information.

2.1.5. Students model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.1.5. Students model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.1.5. Students model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

NY.4. Physics: The Physical Setting: 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.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students observe and describe transmission of various forms of energy.

4.4.2. Students explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.1. Students explain and predict different patterns of motion of objects (e.g., linear and angular motion, velocity and acceleration, momentum and inertia).

4.5.3. Students compare energy relationships within an atom's nucleus to those outside the nucleus.

NY.6. Physics: 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. Systems Thinking: 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. Students define boundary conditions when doing systems analysis to determine what influences a system and how it behaves.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students revise a model to create a more complete or improved representation of the system.

6.2.2. Students collect information about the behavior of a system and use modeling tools to represent the operation of the system.

6.2.3. Students find and use mathematical models that behave in the same manner as the processes under investigation.

6.2.4. Students compare predictions to actual observations using test models.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students describe the effects of changes in scale on the functioning of physical, biological, or designed systems.

6.3.2. Students extend the use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students describe specific instances of how disturbances might affect a system's equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.

6.4.2. Students cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions.

6.5.2. Students search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students determine optimal solutions to problems that can be solved using quantitative methods.

NY.7. Physics: 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. Connections: 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.

7.1.1. Students address real-world problems, using scientific methodology.

7.2. Strategies: 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 collect, analyze, interpret, and present data using appropriate tools.

7.2.2. Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results.

NY.1. Earth Science: Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use algebraic and geometric representations to describe and compare data.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students apply algebraic and geometric concepts and skills to the solution of problems.

1.4. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.4.1. Students elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent their thinking.

1.4.2. Students hone ideas through reasoning, library research, and discussion with others, including experts.

1.4.3. Students work toward reconciling competing explanations; clarifying points of agreement and disagreement.

1.4.4. Students coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity and recognize the need for such alternative representations of the natural world.

1.5. 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.

1.5.1. Students devise ways of making observations to test proposed explanations.

1.5.2. Students refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.

1.5.3. Students develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.

1.5.4. Students carry out their research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

1.6. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.6.1. Students use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

1.6.2. Students apply statistical analysis techniques when appropriate to test if chance alone explains the result.

1.6.3. Students assess correspondence between the predicted result contained in the hypothesis and the actual result and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.

1.6.4. Students based on the results of the test and through public discussion, they revise the explanation and contemplate additional research.

1.6.5. Students develop a written report for public scrutiny that describes their proposed explanation, including a literature review, the research they carried out, its result, and suggestions for further research.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.

1.7.2. Students identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.

1.7.3. Students generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human understandings, economic, ergonomics, and environmental considerations have influenced the solution.

1.7.4. Students develop work schedules and working plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).

1.7.5. Students devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Students use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications.

NY.2. Earth Science: Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students understand and use the more advanced features of word processing, spreadsheets, and database software.

2.1.2. Students prepare multimedia presentations demonstrating a clear sense of audience and purpose.

2.1.3. Students access, select, collate, and analyze information obtained from a wide range of sources such as research data bases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.

2.1.4. Students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries.

2.1.5. Students utilize electronic networks to share information.

2.1.6. Students model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students explain the impact of the use and abuse of electronically generated information on individuals and families.

2.2.2. Students evaluate software packages relative to their suitability to a particular application and their ease of use.

2.2.3. Students discuss the ethical and social issues raised by the use and abuse of information systems.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.3.1. Students work with a virtual community to conduct a project or solve a problem using the network.

2.3.2. Students discuss how applications of information technology can address some major global problems and issues.

2.3.3. Students discuss the environmental, ethical, moral, and social issues raised by the use and abuse of information technology.

NY.4. Earth Science: 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.

4.1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.

4.1.1. Students explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual traverse of the constellations.

4.1.2. Students describe current theories about the origin of the universe and solar system.

4.2. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

4.2.1. Students use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of the Earth's plates.

4.2.2. Students explain how incoming solar radiations, ocean currents, and land masses affect weather and climate.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.

NY.6. Earth Science: 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. Systems Thinking: 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. Students explain how positive feedback and negative feedback have opposite effects on system outputs.

6.1.2. Students use an input-process-output-feedback diagram to model and compare the behavior of natural and engineered systems.

6.1.3. Students define boundary conditions when doing systems analysis to determine what influences a system and how it behaves.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students revise a model to create a more complete or improved representation of the system.

6.2.2. Students collect information about the behavior of a system and use modeling tools to represent the operation of the system.

6.2.3. Students find and use mathematical models that behave in the same manner as the processes under investigation.

6.2.4. Students compare predictions to actual observations using test models.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students describe the effects of changes in scale on the functioning of physical, biological, or designed systems.

6.3.2. Students extend their use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students describe specific instances of how disturbances might affect a system's equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.

6.4.2. Students cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions.

6.5.2. Students search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students use optimization techniques, such as linear programming, to determine optimum solutions to problems that can be solved using quantitative methods.

6.6.2. Students analyze subjective decision making problems to explain the trade-offs that can be made to arrive at the best solution.

NY.7. Earth Science: 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. Connections: 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.

7.1.1. Students analyze science/technology/society problems and issues on a community, national, or global scale and plan and carry out a remedial course of action.

7.1.2. Students analyze and quantify consumer product data, understand environmental and economic impacts, develop a method for judging the value and efficacy of competing products, and discuss cost/benefit and risk/benefit tradeoffs made in arriving at the optimal choice.

7.1.3. Students design solutions to real-world problems on a community, national, or global scale using a technological design process that integrates scientific investigation and rigorous mathematical analysis of the problem and of the solution.

7.1.4. Students explain and evaluate phenomena mathematically and scientifically by formulating a testable hypothesis, demonstrating the logical connections between the scientific concepts guiding the hypothesis and the design of an experiment, applying and inquiring into the mathematical ideas relating to investigation of phenomena, and using (and if needed, designing) technological tools and procedures to assist in the investigation and in the communication of results.

7.2. Strategies: 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: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results.

NY.1. Biology: Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1.1. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.1.1. Students elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent their thinking.

1.1.2. Students hone ideas through reasoning, library research, and discussion with others, including experts.

1.1.3. Students work toward reconciling competing explanations; clarifying points of agreement and disagreement.

1.1.4. Students coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity and recognize the need for such alternative representations of the natural world.

1.2. 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.

1.2.1. Students devise ways of making observations to test proposed explanations.

1.2.2. Students refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.

1.2.3. Students develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.

1.2.4. Students carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

1.3. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.3.1. Students use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

1.3.2. Students apply statistical analysis techniques when appropriate to test if chance alone explains the result.

1.3.3. Students assess correspondence between the predicted result contained in the hypothesis and the actual result and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.

1.3.4. Students based on the results of the test and through public discussion, they revise the explanation and contemplate additional research.

1.3.5. Students develop a written report for public scrutiny that describes their proposed explanation, including a literature review, the research they carried out, its result, and suggestions for further research.

NY.1. Biology: The Living Environment: Laboratory Checklist: Biology students need to develop proficiency in certain laboratory or technical skills in order to successfully conduct investigations in biological science.

1.1. During the school year, teachers should ensure that students develop the capacity to successfully perform each of the laboratory skills.

1.1.1. Student follows safety rules in the laboratory: selects and uses correct instruments; uses graduated cylinders to measure volume; uses metric ruler to measure length; uses thermometer to measure temperature; and uses triple-beam or electronic balance to measure mass.

1.1.2. Student uses a compound microscope/stereoscope effectively to see specimens clearly, using different magnifications; identifies and compares parts of a variety of cells; compares relative sizes of cells and organelles; and prepares wet-mount slides and uses appropriate staining techniques.

1.1.3. Student designs and uses dichotomous keys to identify specimens.

1.1.4. Student makes observations of biological processes.

1.1.5. Student dissects plant and/or animal specimens to expose and identify internal structures.

1.1.6. Student follows directions to correctly use and interpret chemical indicators.

1.1.7. Student uses chromatography and/or electrophoresis to separate molecules.

1.1.8. Student designs and carries out a controlled, scientific experiment based on biological processes.

1.1.9. Student states an appropriate hypothesis.

1.1.10. Student differentiates between independent and dependent variables.

1.1.11. Student identifies the control group and/or controlled variables.

1.1.12. Student collects, organizes, and analyzes data, using a computer and/or other laboratory equipment.

1.1.13. Student organizes data through the use of data tables and graphs.

1.1.14. Student analyzes results from observations/expressed data.

1.1.15. Student formulates an appropriate conclusion or generalization from the result of an experiment.

1.1.16. Student recognizes assumptions and limitations of the experiment.

NY.4. Biology: 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.

4.1. Living things are both similar to and different from each other and nonliving things.

4.1.1. Students explain how diversity of populations within ecosystems relates to the stability of ecosystems.

4.1.2. Students describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).

4.1.3. Students explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms.

4.2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

4.2.1. Students explain how the structure and replication of genetic material result in offspring that resemble their parents.

4.2.2. Students explain how the technology of genetic engineering allows humans to alter the genetic makeup of organisms.

4.3. Individual organisms and species change over time.

4.3.1. Students explain the mechanisms and patterns of evolution.

4.4. The continuity of life is sustained through reproduction and development.

4.4.1. Students explain how organisms, including humans, reproduce their own kind.

4.5. Organisms maintain a dynamic equilibrium that sustains life.

4.5.1. Students explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.

4.5.2. Students explain disease as a failure of homeostasis.

4.5.3. Students relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicelled organisms.

4.6. Plants and animals depend on each other and their physical environment.

4.6.1. Students explain factors that limit growth of individuals and populations.

4.6.2. Students explain the importance of preserving diversity of species and habitats.

4.6.3. Students explain how the living and nonliving environments change over time and respond to disturbances.

4.7. Human decisions and activities have had a profound impact on the physical and living environment.

4.7.1. Students describe the range of interrelationships of humans with the living and nonliving environment.

4.7.2. Students explain the impact of technological development and growth in the human population on the living and non-living environment.

4.7.3. Students explain how individual choices and societal actions can contribute to improving the environment.

NY.1. Chemistry: Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use algebraic and geometric representations to describe and compare data.

1.1.2. Students hone ideas through reasoning, library research, and discussion with others, including experts.

1.1.3. Students work toward reconciling competing explanations; clarifying points of agreement and disagreement.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments.

1.2.2. Students refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.

1.2.3. Students develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.

1.2.4. Students carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students apply algebraic and geometric concepts and skills to the solution of problems.

1.3.2. Students apply statistical analysis techniques when appropriate to test if chance alone explains the result.

1.3.3. Students assess correspondence between the predicted result contained in the hypothesis and the actual result and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.

1.3.4. Students using results of the test and through public discussion, revise the explanation and contemplate additional research.

1.3.5. Students develop a written report for public scrutiny that describes their proposed explanation, including a literature review, the research they carried out, its result, and suggestions for further research.

1.4. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.4.1. Students initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.

1.4.2. Students identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.

1.4.3. Students generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human understandings, economics, ergonomics, and environmental considerations have influenced the solution.

1.4.4. Students develop work schedules and working plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).

1.4.5. Students devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Students use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impact and new problems, and suggest and pursue modifications.

NY.2. Chemistry: Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students use the Internet to retrieve information systems for classroom use, e.g., Periodic Table, acid rain.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students critically assess the value of information with or without benefit of scientific backing and supporting data, and evaluate the effect such information could have on public judgment or opinion, e.g., environmental issues.

2.2.2. Students discuss the use of the peer-review process in the scientific community and explain its value in maintaining the integrity of scientific publication, e.g., 'cold fusion'.

NY.4. Chemistry: The Physical Setting: 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.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.

4.3.2. Students use atomic and molecular models to explain common chemical reactions.

4.3.3. Students apply the principle of conservation of mass to chemical reactions.

4.3.4. Students use kinetic molecular theory to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students observe and describe transmission of various forms of energy.

4.4.2. Students explain heat in terms of kinetic molecular theory.

4.4.4. Students explain the uses and hazards of radioactivity.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.2. Students explain chemical bonding in terms of the motion of electrons.

4.5.3. Students compare energy relationships within an atom's nucleus to those outside the nucleus.

NY.6. Chemistry: 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. Systems Thinking: 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. Students use the concept of systems and surroundings to describe heat flow in a chemical or physical change, e.g., dissolving process.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students revise a model to create a more complete or improved representation of the system.

6.2.2. Students collect information about the behavior of a system and use modeling tools to represent the operation of the system.

6.2.3. Students find and use mathematical models that behave in the same manner as the processes under investigation.

6.2.4. Students compare predictions to actual observations using test models.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students describe the effects of changes in scale on the functioning of physical, biological, or designed systems.

6.3.2. Students extend the use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students describe specific instances of how disturbances might affect a system's equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.

6.4.2. Students cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use graphs to make predictions, e.g., half-life, solubility.

6.5.2. Students use graphs to identify patterns and interpret experimental data, e.g., heating and cooling curves.

NY.7. Chemistry: 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. Connections: 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.

7.1.1. Students analyze science/technology/society problems and issues on a community, national, or global scale and plan and carry out a remedial course of action.

7.1.2. Students analyze and quantify consumer product data, understand environmental and economic impacts, develop a method for judging the value and efficacy of competing products, and discuss cost/benefit and risk/benefit tradeoffs made in arriving at the optimal choice.

7.1.3. Students design solutions to real-world problems on a community, national, or global scale using a technological design process that integrates scientific investigation and rigorous mathematical analysis of the problem and of the solution.

7.1.4. Students explain and evaluate phenomena mathematically and scientifically by formulating a testable hypothesis, demonstrating the logical connections between the scientific concepts guiding the hypothesis and the design of an experiment, applying and inquiring into the mathematical ideas relating to investigation of phenomena, and using (and if needed, designing) technological tools and procedures to assist in the investigation and in the communication of results.

7.2. Strategies: 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: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results.

NY.1. Physics: Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use algebraic and geometric representations to describe and compare data.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students apply algebraic and geometric concepts and skills to the solution of problems.

1.4. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.4.1. Students develop extended visual models and mathematical formulations to represent an understanding of natural phenomena.

1.4.2. Students clarify ideas through reasoning, research, and discussion.

1.4.3. Students evaluate competing explanations and overcome misconceptions.

1.5. 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.

1.5.1. Students devise ways of making observations to test proposed explanations.

1.5.2. Students refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.

1.5.3. Students develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.

1.5.4. Students carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

1.6. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.6.1. Students use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.

1.6.2. Students apply statistical analysis techniques when appropriate to test if chance alone explains the result.

1.6.3. Students assess correspondence between the predicted result contained in the hypothesis and the actual result and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.

1.6.4. Students using results of the test and through public discussion, revise the explanation and contemplate additional research.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.

1.7.2. Students identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.

1.7.3. Students generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human understandings, economics, ergonomics, and environmental considerations have influenced the solution.

1.7.4. Students develop work schedules and working plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).

1.7.5. Students devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Students use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impact and new problems, and suggest and pursue modifications.

NY.2. Physics: Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students understand and use the more advanced features of word processing, spreadsheets, and database software.

2.1.2. Students prepare multimedia presentations demonstrating a clear sense of audience and purpose.

2.1.3. Students access, select, collate, and analyze information obtained from a wide range of sources such as research databases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.

2.1.4. Students utilize electronic networks to share information.

2.1.5. Students model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.1.5. Students model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.1.5. Students model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

NY.4. Physics: The Physical Setting: 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.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students observe and describe transmission of various forms of energy.

4.4.2. Students explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.1. Students explain and predict different patterns of motion of objects (e.g., linear and angular motion, velocity and acceleration, momentum and inertia).

4.5.3. Students compare energy relationships within an atom's nucleus to those outside the nucleus.

NY.6. Physics: 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. Systems Thinking: 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. Students define boundary conditions when doing systems analysis to determine what influences a system and how it behaves.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students revise a model to create a more complete or improved representation of the system.

6.2.2. Students collect information about the behavior of a system and use modeling tools to represent the operation of the system.

6.2.3. Students find and use mathematical models that behave in the same manner as the processes under investigation.

6.2.4. Students compare predictions to actual observations using test models.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students describe the effects of changes in scale on the functioning of physical, biological, or designed systems.

6.3.2. Students extend the use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students describe specific instances of how disturbances might affect a system's equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.

6.4.2. Students cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions.

6.5.2. Students search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students determine optimal solutions to problems that can be solved using quantitative methods.

NY.7. Physics: 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. Connections: 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.

7.1.1. Students address real-world problems, using scientific methodology.

7.2. Strategies: 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 collect, analyze, interpret, and present data using appropriate tools.

7.2.2. Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results.