Standards & Benchmarks for Human Body in Motion

Legend: F=Focus in Lesson O=Ongoing Development E=Early Development

NSE STANDARDS			LESSON												SBAS
			1	2	3	4	5	6	7	8	9	10	11	12	S1	S2	S3	SRB
A. Science as Inquiry
	Abilities Necessary to Do Scientific Inquiry
		Ask a question about objects, organisms, and events in the environment. (K-4)	F
		Design and conduct a scientific investigation.															F
		Identify questions that can be answered through scientific investigations.										E
		Develop descriptions, explanations, predictions, and models using evidence.	E											O
		Think critically and logically to make the relationships between evidence and explanations.	F						F	F	F			O
	Understandings about Scientific Inquiry
		Scientists use different kinds of investigations depending on the questions they are trying to answer. Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting). (Grades K-4)						O	O	O	O	O				F	F
		Different kinds of questions suggest different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models.			O	O	O	O	O	O	O	O					F
C. Life Science
	Structure and function in living systems
		Living systems at all levels of organization demonstrate the complementary nature of structure and function. Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems.											E					E
		All organisms are composed of cells—the fundamental unit of life. Most organisms are single cells; other organisms, including humans, are multicellular.						E	E				F					O
		Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. This requires that they take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs.							F			F						O
		Specialized cells perform specialized functions in multicellular organisms. Groups of specialized cells cooperate to form a tissue, such as a muscle. Different tissues are in turn grouped together to form larger functional units, called organs. Each type of cell, tissue, and organ has a distinct structure and set of functions that serve the organism as a whole.						E	E				F					O
		The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease. These systems interact with one another.		F	F	F	F	F	F	F	F	F	F	F				O
E. Science and Technology
	Abilities of technological design
		Implement a proposed design.			F
F. Science in Personal and Social Perspectives
	Personal Health
		Regular exercise is important to the maintenance and improvement of health. The benefits of physical fitness include maintaining healthy weight, having energy and strength for routine activities, good muscle tone, bone strength, strong heart/lung systems, and improved mental health. Personal exercise, especially developing cardiovascular endurance, is the foundation of physical fitness.		F														O
		The use of tobacco increases the risk of illness. Students should understand the influence of short-term social and psychological factors that lead to tobacco use, and the possible long-term detrimental effects of smoking and chewing tobacco.																O
		Food provides energy and nutrients for growth and development. Nutrition requirements vary with body weight, age, sex, activity, and body functioning.										F						O
G. History and Nature of Science
	History of Science
		Many individuals have contributed to the traditions of science. Studying some of these individuals provides further understanding of scientific inquiry, science as a human endeavor, the nature of science, and the relationships between science and society.																O
		In historical perspective, science has been practiced by different individuals in different cultures. In looking at the history of many peoples, one finds that scientists and engineers of high achievement are considered to be among the most valued contributors to their culture.																O

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Legend: F=Focus in Lesson O=Ongoing Development E=Early Development

AAAS BENCHMARKS			LESSON												SBAS
			1	2	3	4	5	6	7	8	9	10	11	12	S1	S2	S3	SRB
1. The Nature of Science
	B. Scientific Inquiry
		Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. Investigations can focus on physical, biological, and social questions.					F	F	F			F				F	F
		Results of scientific investigations are seldom exactly the same, but if the differences are large, it is important to try to figure out why. One reason for following directions carefully and for keeping records of one's work is to provide information on what may have caused the differences.							O	O		O					F
		If more than one variable changes at the same time in an experiment, the outcome of the experiment may not be clearly attributable to any one of the variables from influencing the outcome of the investigation (or even to identify all of the variables), but collaboration among investigators can often lead to research designs that are able to deal with such situations. (Grades 6-8)							O	O		O					F
3. The Nature of Technology
	A. Technology and Science
		Technology enables scientists and others to observe things that are too small or too far away to be seen without them and to study the motion of objects that are moving rapidly or are hardly moving at all.																O
6. The Human Organism
	C. Basic Functions
		From food, people obtain energy and materials for body repair and growth. The indigestible parts of food are eliminated.										F						O
		By breathing, people take in the oxygen they need to live.									F							O
		The brain gets signals from all parts of the body telling what is going on there. The brain also sends signals to parts of the body to influence what they do.				F												O
		To burn food for the release of energy stored in it, oxygen must be supplied to cells, and carbon dioxide removed. Lungs take in oxygen for the combustion of food and they eliminate the carbon dioxide produced. The urinary system disposes of dissolved waste molecules, the intestinal tract removes solid wastes, and the skin and lungs rid the body of heat energy. The circulatory system moves all of these substances to or from cells where they are needed or produced, responding to changing demands. (Grades 6-8)								E	E	E						O
		Interactions among the senses, nerves, and brain make possible the learning that enables human beings to cope with changes in their environment. (Grades 6-8)				F	O											O
	E. Physical Health
		Food provides energy and materials for growth and repair of body parts. Vitamins and minerals present in small amounts in foods, are essential to keep everything working well. As people grow up, the amounts and kinds of food and exercise needed by the body may change.						F				F						O
		Tobacco, alcohol, other drugs, and certain poisons in the environment (pesticides, lead) can harm human beings and other living things.																O
8. The Designed World
	F. Health Technology
		There are normal ranges for body measurements —including temperature, heart rate, and what is in the blood and urine—that help to tell when people are well. Tools, such as thermometers and x-ray machines, provide us clues about what is happening inside the body.								E								O
		Technology has made it possible to repair and sometimes replace some body parts																O
9. The Mathematical World
	B. Symbolic Relationships
		Tables and graphs can show how values of one quantity are related to values of another.						F	O
	C. Shapes
		Graphical displays of numbers may make it possible to spot patterns that are not otherwise obvious, such as comparative sizes and trends.						O	O
11. Common Themes
	B. Models
		Models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly, or that are too vast to be changed deliberately, or that are potentially dangerous. (Grades 6-8)			F
	C. Constancy and Change
		Things change in steady, repetitive, or irregular ways—or sometimes in more than one way at the same time. Often the best way to tell which kinds of change are happening is to make a table or graph of measurements.						F	F	F
	D. Scale
		Finding out what the biggest and the smallest possible values of something are is often as revealing as knowing what the usual value is.																O
12. Habits of Mind
	A. Values and Attitudes
		Keep records of their investigations and observations and not change the records later.				O	O	O	O	O	O	O					O
		Offer reasons for their findings and consider reasons suggested by others.							O	O	O	O
	C. Manipulation and Observation
		Choose appropriate common materials for making simple mechanical constructions and repairing things.			F
		Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations about what was observed, and is understandable weeks or months later.	O			O	O	O	O	O	O	O		O
	D. Communication Skills
		Organize information in simple tables and graphs and identify relationships they reveal. (Grades 6-8)							O	O

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