INTEGRATED EARTH, SPACE, AND PHYSICAL SCIENCE
(IESPS)
GRADES 9-12
Unit of Credit: 1 Year, Required
Prerequisite: None
Course Overview:
Students, through the inquiry process, demonstrate knowledge of composition, structures,
processes, and interactions of Earth’s systems and other objects in space. Students will also
demonstrate the knowledge of properties, forms, changes, and interactions of physical and
chemical systems. The following subject areas will be addressed: Astronomy, Earth’s History
and Forces, Meteorology, and Earth’s Chemistry as relating directly to the benchmarks and
standards.
The content of Integrated Earth, Space, and Physical Science (IESPS) is arranged around
the six Montana State Standards for science. All MCPS students, through the inquiry process,
will demonstrate the ability to design, conduct, evaluate, and communicate results and
reasonable conclusions of scientific investigations. They will also understand how historical
developments, scientific knowledge and technological developments impact communities,
cultures, and societies. To assess learning, each student will complete one lab report per
semester, based on a common template and rubric. In the future, a student may expand and
deepen his/her learning by completing an independent research project for Honors designation on
his/her transcript.
It is the intent of the MCPS science department to ensure students gain an understanding
of the interconnection of science in society so that each student functions as a scientifically
literate person.
Units of Study:
Astronomy:
• Stellar evolution
• Motions and force including (a) the laws of motion, and (b) an understanding of the
gravitational and electromagnetic forces
• Waves and electromagnetic radiation
Earth’s History and Forces:
• Paleontology and index fossils
Meteorology
• Local and global weather patterns
Earth’s Chemistry
• Atomic structure
• Basic chemistry (chemical properties, bonding)
• Chemical reactions in industry and earth systems
• Rocks and minerals
The following concepts are overarching and extend to all disciplines: plate tectonics, global
climate patterns, energy and natural resources, and biological classification and evolution. These
concepts are addressed at both the 9th and 10th grade levels.
NOTE: Throughout this document, learning targets are identified as knowledge (“K”),
reasoning (“R”), skill (“S”),or product (“P”). Bold items are essential learning targets.
Standard 1: Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate,
and communicate results and reasonable conclusions of scientific investigations.
Benchmark:
1. Generate a question, identify dependent and independent variables, formulate testable, multiple
hypotheses, plan an investigation, predict its outcome, safely conduct the scientific investigations, and
collect and analyze the data.
2. Select and use appropriate tools including technology to make measurements (in metric units), gather,
process, and analyze data from scientific investigations using appropriate mathematical analysis, error
analysis, and graphical representation.
3. Review evidence, communicate and defend results, and recognize that the results of a scientific
investigation are always open to revision by further investigations (through graphical representation or
charts).
4. Analyze observations and explain with scientific understanding to develop a plausible model (atom,
expanding universe).
5. Identify strengths, weaknesses, and assess the validity of the experimental design of an investigation
through analysis and evaluation.
6. Explain how observations of nature form an essential base of knowledge among the Montana American
Indians.
Unit of Study: Process skills integrated in all units of study (lab report and research topics).
Learning Target(Type)
Essential Vocabulary
1. 1 – I can generate a question, identify dependent and independent variables,
1.1
formulate testable, multiple hypotheses, plan an investigation, predict its outcome,
dependent variable
safely conduct the scientific investigations, and collect and analyze the data.
experiment
hypothesis
a. I can identify a testable question. (K)
independent variable
b. I can identify, from a set of questions, which question can be
investigation
analyzed using a given set of sample data. (K)
testable question
c. I can write a testable question and generate a valid hypothesis and
discriminate between the two. (S,R)
d. I can distinguish the independent and dependent variable to
determine the materials, tools and techniques needed for an
investigation. (R)
e. I can formulate a sequential plan for an investigation. (S)
f. I can identify the appropriate safety practices for an investigation.
(K)
1.2 – I can select and use appropriate tools including technology to make
1.2
measurements (in metric units), gather, process, and analyze data from scientific
error analysis
investigations using appropriate mathematical analysis, error analysis, and
qualitative
quantitative
graphical representation.
a. I can design data tables/setup and show an organizational strategy
including appropriate labels. (P)
b. I can gather qualitative and quantitative data using appropriate
measurements and methods. (S)
c. I can apply the metric system by appropriate use of units and
conversion factors. (S)
d. I can apply appropriate mathematical analysis. (S)
e. I can demonstrate graphing design (placement of dependent and
independent variables/scaling/units/keys/titles/labels/graph types).
(S)
f. I can identify possible sources of error. (K)
g. I can, using graphical analysis, identify and interpret trends in data.
(R)
1.3 – I can review evidence, communicate and defend results, and recognize that
the results of a scientific investigation are always open to revision by further
investigations (through graphical representation or charts).
a. I can identify and interpret techniques used to review evidence
(summary, graphical organizers, models). (R)
b. I can identify relationship between data trends and scientific
concepts. (R)
c. I can communicate interpretations and conclusions using scientific
concepts, mathematical relationships and technology while using
appropriate communication techniques to defend results. (P)
d. I can justify and defend conclusions based on evidence. (R)
e. I can explain why conclusions based on evidence are open to
revision by further investigation. (K)
1.4 – I can analyze observations and explain with scientific understanding to
develop a plausible model (atom, expanding universe).
a. I can identify that various types of models (physical, mental,
graphical, and mathematical) can be used to illustrate scientific
concepts. (K)
b. I can explain why models are used to express scientific concepts. (K)
c. I can use models to investigate and represent scientific concepts. (S)
d. I can generate a model based on evidence gathered in an
investigation. (P)
1.5 – I can identify strengths, weaknesses, and assess the validity of the
experimental design of an investigation through analysis and evaluation.
a. I can identify and assess the characteristics of a valid investigation.
(S,R)
b. I can identify experimental error and communicate suggestions for
modified or redesigned experiment. (R)
c. I can compare and contrast the validity of various experiments
designed to measure the same outcome. (R)
1.6 – I can explain how observations of nature form an essential base of knowledge
among Montana American Indians.
a. I can explain how observations of nature form an essential base of
knowledge. (K)
b. I can describe an example of Montana American Indians using
observation to develop cultural knowledge and practices. (K)
1.3
evidence
1.4
model
1.5
experimental design
valid
Standard 2: Students, through the inquiry process, demonstrate knowledge of properties, forms,
changes, and interactions of physical and chemical systems.
Benchmark:
1. Describe the structure of atoms, including knowledge of (a) subatomic particles and their relative
masses, charges, and locations within the atom, (b) the electrical and nuclear forces that hold the atom
together, (c) fission and fusion, and (d) radioactive decay.
2. Explain how the particulate level structure and properties of matter affect its macroscopic properties,
including the effect of (a) valence electrons on the chemical properties of elements and the resulting
periodic trends in these properties, (b) chemical bonding, (c) molecular geometry and intermolecular
forces, (d) kinetic molecular theory on phases of matter, and (e) carbon-carbon atom bonding on
biomolecules.
3. Describe the major features associated with chemical reactions, including (a) giving examples of
reactions important to industry and living organisms, (b) energy changes associated with chemical
changes, (c) classes of chemical reactions, (d) rates of reactions, and (e) the role of catalysts.
4. Identify, measure, calculate, and analyze relationships associated with matter and energy transfer or
transformations, and the associated conservation of mass.
5. Explain the interactions between motions and forces, including (a) the laws of motion and (b) an
understanding of the gravitational and electromagnetic forces.
6. Explain how energy is stored, transferred, and transformed, including (a) the conservation of energy,
(b) kinetic and potential energy and energy contained by a field, (c) heat energy and atomic and
molecular motion, and (d) energy tends to change from concentrated to diffuse.
7. Describe how energy and matter interact, including (a) waves, (b) the electromagnetic spectrum, (c)
quantization of energy, and (d) insulators and conductors.
Unit of Study: Earth’s Chemistry.
Learning Target(Type)
Essential Vocabulary
2.1 – I can describe the structure of atoms, including knowledge of (a) subatomic
2.1
particles and their relative masses, charges, and locations within the atom, (b) the
atomic mass
electrical and nuclear forces that hold the atom together, (c) fission and fusion, and atomic number
(d) radioactive decay.
electrical force
a. I can use evidence to relate the structure of the atom to atomic
electron
properties (water tension, electrolysis). (S,R)
element
isotope
neutron
nuclear force
proton
2.2 – I can explain how the particulate level structure and properties of matter
2.2
affect its macroscopic properties, including the effect of (a) valence electrons on
adhesion
the chemical properties of elements and the resulting periodic trends in these
carbon-carbon bonds
properties, (b) chemical bonding, (c) molecular geometry and intermolecular
biomolecules chemical
forces, (d) kinetic molecular theory on phases of matter, and (e) carbon-carbon
bond
atom bonding on biomolecules.
cohesion
condensation
a. I can identify and use patterns in the Periodic Table to predict
deposition
formation of ions and chemical bonds. (K,S)
double bond
b. I can use evidence to relate the geometric structure of the water
molecule to its chemical and physical properties (polarity, cohesion, freezing
ions
adhesion, heat, capacity, density). (R)
c. I can, given the distance an object has traveled in a set amount of time,
melting
calculate velocity. (S)
molecular geometry
polarity
single bond
sublimation
triple bonds
valence electrons
vaporization (boiling
and evaporation)
2.3 - I can describe the major features associated with chemical reactions,
2.3
including (a) giving examples of reactions important to industry and living
acid/base
organisms, (b) energy changes associated with chemical changes, (c) classes of
catalyst
chemical reactions, (d) rates of reactions, and (e) the role of catalysts.
double-replacement
endothermic
a. I can provide evidence that a chemical reaction has occurred and
exothermic
represent it with chemical formulas relevant to industry and living
oxidation/reduction
organisms (e.g. respiration and photosynthesis). (S)
b. I can describe factors that affect the rate of reactions. (K)
products
c. I can describe the relationships between kinetic and potential energy
reactants
and the conservation of energy within a system. (K)
single-replacement
synthesis
2.4 - I can identify, measure, calculate, and analyze relationships associated with
matter and energy transfer or transformations, and the associated conservation of
mass.
a. I can describe the evidence that supports the law of conservation of
mass. (R)
b. I can illustrate the similarities and differences between mechanical and
electromagnetic waves. (S)
2.5 – I can explain the interactions between motions and forces, including (a) the
laws of motion and (b) an understanding of the gravitational and electromagnetic
forces.
a. I can, given the equations, calculate force, acceleration, and velocity.
(S)
b. I can describe the different types of forces and their interaction. (K)
c. I can describe situations that illustrate Newton’s three laws of motion.
(R)
d. I can explain the relationship between mass and distance in relation to
gravitational force. (R)
2.6 – I can explain how energy is stored, transferred, and transformed, including (a)
the conservation of energy, (b) kinetic and potential energy and energy contained
by a field, (c) heat energy and atomic and molecular motion, and (d) energy tends
to change from concentrated to diffuse.
a. I can recognize heat as a form of energy transfer. (K)
b. I can recognize the relationships among temperature, heat, and
thermal energy within a system. (K)
2.4
Law of conservation of
mass
2.7 – I can describe how energy and matter interact, including (a) waves, (b) the
electromagnetic spectrum, (c) quantization of energy, and (d) insulators and
conductors.
a. I can compare electromagnetic waves in terms of their energies and
wave lengths and identify their practical uses. (R)
b. I can differentiate between a conductor and an insulator in terms of
heat and electricity. (R)
2.7
amplitude
conductor
current
electromagnetic
spectrum
frequency
insulator
period
photon
power
reflection
refraction
resistance
voltage
wavelength
2.5
acceleration
electromagnetic force
force
gravitational force
inertia
mass
scalar quantity
vector quantity
velocity
2.6
calories
energy
heat
joules
kinetic energy
potential energy
temperature
Standard 3. Students, through the inquiry process, demonstrate knowledge of characteristics,
structures, and function of living things, the process and diversity of life, and how living organisms
interact with each other and their environment.
Benchmark:
1. Investigate and use appropriate technology to demonstrate that cells have common features including
differences that determine function and that they are composed of common building blocks (proteins,
carbohydrate, nucleic acids, lipids).
2. Describe and explain the complex processes involved in energy use in cell maintenance, growth,
repair, and development.
3. Model the structure of DNA and protein synthesis, discuss the molecular basis of heredity, and
explain how it contributes to the diversity of life.
4. Predict and model the interaction of biotic and abiotic factors that affect populations through natural
selection, and explain how this contributes to the evolution of species over time.
5. Generate and apply biological classification schemes to infer and discuss the degree of divergence
between ecosystems.
Unit of Study: *Standard 3 is not addressed in this course, but integration will be included when appropriate.
Learning Target(Type)
Essential Vocabulary
3.1 – I can investigate and use appropriate technology to demonstrate that cells
3.1
have common features including differences that determine function and that they
carbohydrates
are composed of common building blocks (proteins, carbohydrates, nucleic acids,
cell membrane
lipids).
compound light
microscope
a. I can use a microscope to observe cellular structures (nucleus,
chloroplast, cell membrane and cell wall). (S)
depth of field
b. I can identify features that are common among cells and use the
diffusion
information to compare prokaryotes and eukaryotes. (K,R)
dynamic equilibrium
c. I can describe the structure, function and relationship of key cellular
eukaryote
components, and use that information to compare plant and animal
field of view
cells. (K,R)
genetic material
d. I can explain how concentration gradients affect diffusion and osmosis. lipids
micrometer
(K)
e. I can explain the role of key biologically important macromolecules.
nucleic acids
organic molecule
(K)
osmosis
prokaryote
proteins
ribosome
3.2 – I can describe and explain the complex processes involved in energy use in
3.2
ADP
cell maintenance, growth, repair, and development.
a. I can explain the importance of a constant internal environment and
aerobic
identify processes that maintain homeostasis. (K)
anaerobic
b. I can classify and compare heterotrophs and autotrophs. (R)
mitochondria
c. I can describe the chemical reaction of cellular respiration and what
anaphase
ATP
role that plays in producing ATP in cells. (K)
d. I can compare aerobic with anaerobic respiration. (R)
autotroph
e. I can describe the chemical reaction of photosynthesis. (K)
carbon dioxide
f. I can explain the relationship between products and reactants of
cellular respiration
photosynthesis and cellular respiration. (K)
chloroplast
g. I can explain the cell cycle and describe the stages of mitosis in plants
chromosome
and animals. (K)
dipoid
h. I can explain how and why chromosome numbers are reduced as a
gamete
result of meiosis. (K)
glucose
i. I can compare the process and purpose of mitosis and meiosis and
haploid
differentiate between haploid and diploid chromosome numbers. (R)
heterotroph
homeostasis
homologous paris
interphase
meiosis I and II
metaphase
mitosis
oxygen
3.3 – I can model the structure of DNA and protein synthesis, discuss the
molecular basis of heredity, and explain how it contributes to the diversity of life.
a. I can compare the function and structure of DNA and RNA. (R)
b. I can explain the purpose and process of DNA replication. (K)
c. I can explain the purpose and process of protein synthesis. (K)
d. I can explain the relationship between DNA and RNA. (K)
e. I can explain why meiosis results in a variety of outcomes through
segregation and independent assortment. (K)
f. I can distinguish between dominant and recessive alleles. (R)
g. I can distinguish between genotype and phenotype. (R)
h. I can use Punnett squares to predict genotypic and phenotypic ratios.
(R)
i. I can distinguish between sex chromosomes and autosomes. (R)
j. I can explain how the basis of sex-linked inheritance. (K)
k. I can define genetic mutations, and identify their major causes. (K)
l. I can explain how mutations influence genetic expression and
evolution. (K)
3.4 – I can predict and model the interaction of biotic and abiotic factors that affect
populations through natural selection, and explain how this contributes to the
evolution of species over time.
a. I can differentiate between biotic and abiotic factors and how they
influence living systems. (R)
b. I can explain the water, carbon and nitrogen cycles and their
relationship to living systems. (K)
c. I can recognize that the sun is the ultimate source of energy in most
photosynthesis
prophase
teophase
water
zygote
3.3
adenine
assortment
autosome
co-dominance
complete dominance
crossing over
cytosine
DNA
dominate allele
gene
genotype
guanine
helical structure
heredity
heterozygous
homozygous
incomplete dominance
Law of Independent
Law of Segregation
monohybrid cross
mutation
non-disjunction
nucleotide
pedigree
phenotype
protein synthesis
Punnett square
recessive allele
replication
ribosome
RNA
sex chromosome
sex-linked inheritance
thymine
transcription
translation
uracil
virus
3.4
abiotic
biogeochemical cycle
biological evolution
biomass pyramid
biome
biotic
carrying capacity
ecosystems. (K)
d. I can diagram how energy is transferred through an ecosystem via a
food web/food chain. (P)
e. I can explain trophic levels and pyramids in terms of energy transfer,
biomass, and number of individuals. (K)
f. I can identify and predict density dependent and independent factors
that impact a population. (K,R)
g. I can describe predator-prey relationships. (K)
h. I can compare the various ways that species interact. (ex: symbiosis).
(R)
i. I can describe how communities progress through a series of changes
(succession). (K)
j. I can explain that evolution involves a change in allele frequencies in a
population across successive generations. (K)
k. I can model and explain how natural selection can change a population.
(K,S)
l. I can describe the major factors that influence speciation including
natural selection. (K)
m. I can explain evolution by citing multiple lines of supporting evidence.
(R)
3.5 – I can generate and apply biological classification schemes to infer and
discuss the degree of divergence between ecosystems.
a. I can list and explain the characteristics of the three domains of life. (K)
b. I can explain how morphological, behavioral and genetic characteristics
are used to classify organisms from domain to species. (K)
c. I can generate and use a dichotomous key. (P)
commensalism
community
competition
ecology
ecosystem
energy pyramid
food chain
food web
limiting factors
mutualism
natural selection
niche
parasitism
population
pyramid of numbers
speciation
succession
symbiosis
trophic level
3.5
animalia
archaea
archaebacteria
bacteria
binomial nomenclature
classification
dichotomous key
domain
eubacteria
eukarya
fungi
kingdom
plantae
protista
species
taxonomy
Standard 4: Students through the inquiry process, demonstrate knowledge of the composition,
structures, processes, and interactions of Earth’s systems and other objects in space.
Benchmark:
1. Understand the theory of plate tectonics and how it explains the interrelationship between
earthquakes, volcanoes, and sea floor spreading.
2. Identify and classify rocks and minerals based on physical and chemical properties and the utilization
by humans (natural resources, building materials).
3. Explain scientific theories about how fossils are used as evidence of changes over time.
4. Collect and analyze local and regional weather data to make inferences and predictions about weather
patterns; explain factors influencing global weather patterns and climate; and describe the impact on
Earth of fluctuations in weather and climate (drought, surface and ground water, glacial instability).
5. Explain the impact of terrestrial, solar, oceanic, and atmosphere conditions on global climatic
patterns.
6. Describe the origin, location, and evolution of stars and their planetary systems in respect to the solar
system, the Milky Way, the local galactic group, and the universe.
7. Relate how evidence from advanced technology applied to scientific investigations (large telescopes
and space-borne observatories), has dramatically impacted our understanding of the origin, size, and
evolution of the universe.
Unit of Study: Earth’s History And Forces. Earth’s Chemistry. Meteorology and Astronomy.
Learning Target(Type)
Essential Vocabulary
4.1 – I can understand the theory of plate tectonics and how it explains the
4.1
interrelationship between earthquakes, volcanoes, and sea floor spreading.
asthenosphere
a. I can use evidence to describe how the energy of Earth’s interior drives continental drift
the movement of crustal plates. (R)
convection
b. I can describe and model the interaction between the various types of
convergent
plate boundaries. (K,S)
divergent
c. I can compare the relationship between earthquakes, volcanoes, and
fault
plate boundaries. (R)
lava
lithosphere
magma
plate tectonics
sea floor spreading
seismic waves
strain
stress
subduction
transform
viscosity
4.2 – I can identify and classify rocks and minerals based on physical and chemical 4.2
properties and the utilization by humans (natural resources, building materials).
deposition
a. I can use the appropriate equipment and techniques to classify rocks
erosion
and minerals based upon their physical and chemical properties. (S)
igneous
b. I can differentiate between rocks and minerals and identify
metamorphic
environments and process that lead to the formation of various forms of mining
each. (R)
ore
c. I can identify how rocks and minerals are obtained and connect their
sedimentary
importance to humans. (K,R)
vein
weathering
4.3 – I can explain scientific theories about how fossils are used as evidence of
4.3
changes over time.
extinct
a. I can use a model to describe the scale of geologic time. (S)
fossil record
b. I can use fossils as evidence for major biologic, climactic, and geologic geologic time
changes in Earth’s history. (S)
index fossils
c. I can relate changes in rock layers, utilizing the principals of relative
and absolute dating, to major divisions in geologic time. (R)
4.4 – I can collect and analyze local and regional weather data to make inferences
4.4
and predictions about weather patterns; explain factors influencing global weather air mass
patterns and climate; and describe the impact on Earth of fluctuations in weather
barometric pressure
and climate (drought, surface and ground water, glacial instability).
climate
a. I can use appropriate instrumentation to collect weather data and use
convection
that data to predict weather patterns. (S)
ciorolis effect
b. I can describe the role atmospheric energy transfer plays in cloud
dew point
formation, precipitation, air masses, global winds, and severe weather.
El Niño/La Niña
elevation
(K)
c. I can differentiate between weather and climate and describe the
front
atmospheric and geographic factors that influence both at the local,
regional, and global levels. (R)
d. I can explain the effect climate change has on ocean currents and
weather. (K)
4.5 – I can explain the impact of terrestrial, solar, oceanic, and atmospheric
conditions on global climatic patterns.
a. I can explain the impact of terrestrial, solar, oceanic, and atmospheric
conditions on global climactic patterns. (K)
b. I can describe the geologic, astronomical, and human influence on
global climate and infer the relationship between socioeconomic and
environmental implications of climate change. (K,R)
4.6 – I can describe the origin, location, and evolution of stars and their planetary
systems in respect to the solar system, the Milky Way, the local galactic group, and
the universe.
a. I can use evidence to describe the origin and evolution of planets, stars,
galaxies, and the universe. (R)
b. I can describe the importance of fusion within the star’s life cycle. (K)
c. I can discuss how advances in technology have contributed to scientific
understanding of the universe. (S)
heat transfer
hurricane
jet stream
latitude
ocean currents
ozone layer
precipitation
pressure system
relative humidity
temperature
tornado
water cycle
weather
wind
wind belts
4.5
climate
climate change
climate zones
4.6
accretion
big band theory
galaxy
nebula
nova
nuclear fusion
planet
solar system
star
4.7 – I can relate how evidence from advanced technology applied to scientific
investigations (large telescopes and space-borne observatories), has dramatically
impacted our understanding of the origin, size, and evolution of the universe.
a. I can discuss how various types of technology are used to study space.
(S)
b. I can compare the advantages and disadvantages of various tools used
to study space. (R)
c. I can assess how our understanding of the universe changes as
technology advances. (R)
Standard 5: Students, through the inquiry process, understand how scientific knowledge and
technological developments impact communities, cultures, and societies.
Benchmark:
1. Predict how key factors (technology, competitiveness, and world events) affect the development and
acceptance of scientific thought.
2.
Give examples of scientific innovation challenging commonly held perceptions.
3.
Evaluate the ongoing, collaborative scientific process by gathering and critiquing information.
4. Analyze benefits, limitations, costs, consequences and ethics involved in using scientific and
technological innovations (biotechnology, environmental issues).
5. Explain how the knowledge of science and technology applies to contemporary Montana American
Indian communities (natural resources development, management, and conservation).
Unit of Study: Process skills integrated in all units of study (lab report and research topics).
Learning Target(Type)
Essential Vocabulary
5.1 – I can predict how key factors (technology, competitiveness, and world events) 5.1
affect the development and acceptance of scientific thought.
peer-review
a. I can provide an example of a scientific idea that has been affected by
technological, political, religious, or other key factors. (P)
b. I can analyze how the development of this idea was influenced by these
factors. (R)
c. I can discuss how political, religious, economic, and other factors impact
the development and acceptance of scientific thought. (S)
5.2 – I can give examples of scientific innovation challenging commonly held
perceptions.
a. I can identify and discuss examples of misconceptions that have
been challenged by science (heliocentrism, spontaneous generation).
(K,S)
5.3 – I can evaluate the ongoing, collaborative scientific process by gathering and
critiquing information.
a. I can identify practices that scientists use to share and critique
scientific information. (K)
b. I can understand both the formal and informal methods by which
scientists communicate with each other and the public. (K)
5.4 – I can analyze benefits, limitations, costs, consequences, and ethics involved in
using scientific and technological innovations (biotechnology, environmental
issues).
a. I can identify various scientific and technological innovations. (K)
b. I can evaluate the benefits, limitations, and consequences of these
innovations. (R)
c. I can examine ethical issues involved with these innovations. (R)
5.5 – I can explain how the knowledge of science and technology applies to
contemporary Montana American Indian communities (natural resources
development, management, and conservation).
a. I can identify current practices by Montana American Indian tribes that
are influenced by knowledge of science and technology. (K)
b. I can explain how tribal sovereignty affects the use of science and
technology within Montana American Indian communities. (K)
c. I can provide an example of a scientific idea that has been affected by
technological, political, religious, or other key factors. (P)
d. I can analyze how the development of this idea was influenced by these
factors. (R)
e. I can justify the analysis using cited sources. (R)
f. I can discuss how political, religious, economic, and other factors impact
the development and acceptance of scientific thought. (S)
Standard 6: Students understand historical developments in science and technology.
Benchmark:
1. Analyze and illustrate the historical impact of scientific and technological advances, including Montana
American Indian examples.
2. Trace developments that demonstrate scientific knowledge is subject to change as new evidence
becomes available.
3. Describe, explain, and analyze science as a human endeavor and an ongoing process.
Unit of Study: Process skills integrated in all units of study (lab report and research topics).
Learning Target(Type)
Essential Vocabulary
6.1 – I can analyze and illustrate the historical impact of scientific and technological
advances, including Montana American Indian examples.
a. I can identify important historical events in science and technology,
citing examples of scientific knowledge that have changed over time. (K)
b. I can analyze the positive and negative impacts of past, present, and
future science and technological advances. (R)
6.2 – I can trace developments that demonstrate scientific knowledge is subject to
change as new evidence becomes available.
a. I can discuss the developments that contributed to the progression of
scientific knowledge. (S)
b. I can analyze the impact of each development on scientific
knowledge. (R)
c. I can summarize the process of the advancement of scientific
knowledge. (R)
d. I can identify developments that demonstrate scientific knowledge is
subject to change as new evidence becomes available. (K)
6.3 – I can describe, explain, and analyze science as a human endeavor and an
ongoing process.
a. I can discuss the purpose of science and describe how science is an
ongoing process. (S)
b. I can summarize the parameters that guide the process of science.
(R)
c. I can examine the role of human reasoning in the process of science.
(S)
d. I can analyze how human interpretation of evidence affects the
process of science. (R)