Language Arts
2006 Mississippi Language Arts Framework-Revised
FIFTH GRADE
COURSE DESCRIPTION
Grade 5; one-year course
FIFTH GRADE
Each competency and objective assumes the student has mastered the competencies
and objectives in fourth grade. New skills and objectives are bold-faced
throughout the K-8 portion of the document; however, teachers should review
previously taught skills and objectives with a focus on increasing complexity.
The Mississippi Curriculum Test, 2nd Edition (MCT2) for fifth grade is based on
the objectives found in the framework. At least fifty percent (50%) of the test
items on the MCT2 must match the depth-of-knowledge level assigned to that
objective.
The term text, as it is used throughout the Language Arts Framework, is
defined as a segment of spoken or written language available for description or
analysis. For the purposes of this document, text may include written
materials, teacher read or taped passages, visual images, or film.
Fifth graders should read accurately instructional level materials (texts in
which no more than approximately 1 in 10 words are difficult for the reader)
with an appropriate reading rate. (A fifth grader should read between 140 and
170 words per minute by the end of fifth grade.)
Reading rates below 150 minutes might include either oral reading or silent
reading. Because ordinary speech does not typically exceed 150 words per minute,
rates above 150 minutes should be considered silent reading rates.
While competencies for grades 4 - 8 remain identical, objectives require an
extension of knowledge and broader, deeper application of skills. A critical
component at each grade level is text complexity. Text complexity is indicated
by such elements as sophistication of language, content, and syntax. As students
move from grade four to grade eight, texts should require a greater cognitive
involvement by the student in order for the student to appreciate and comprehend
the meaning and beauty inherent in language.
In fifth grade, students are presented with a wide, rich variety of texts that
are read to, listened to, read by, or viewed by students and then discussed.
Fifth grade students are expected to engage actively in language activities
involving text as they continue to grow as fluent readers and writers.
New language added to objectives or numbered items is printed in bold for grades
4 8.
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2006 Mississippi Language Arts Framework-Revised
COMPETENCIES and Objectives
Each competency and objective assumes the student has mastered the competencies
and objectives in fourth grade. New skills and objectives are bold-faced
throughout the K-8 portion of the document; however, teachers should review
previously taught skills and objectives with a focus on increasing complexity.
The Mississippi Curriculum Test, 2nd Edition (MCT2) for fifth grade is based on
the objectives found in the framework. At least fifty percent (50%) of the test
items on the MCT2 must match the depth-of-knowledge level assigned to that
objective.
State level assessments may reflect skills and objectives covered in
kindergarten through grade five.
1. The student will use word recognition and vocabulary (word meaning) skills to
communicate.
a. The student will apply knowledge of roots and affixes (e.g., non-, trans-,
over-, anti-, inter-, super-, semi-, tion, -or, -ion, -ity, -ment, -ic, -ian, -ist,
-ous, -eous, -ious) in multi-syllabic words. (DOK 2)
b. The student will develop and apply expansive knowledge of words and word
meanings to communicate. (DOK 1)
c. The student will identify and produce grade level appropriate synonyms,
antonyms, and homonyms. (DOK 2)
d. The student will use definitional, synonym, antonym, or example clues to
infer the meanings of unfamiliar words. (DOK 2)
e. The student will apply knowledge of simple figurative language (e.g., simile,
metaphor, personification, hyperbole, idiom) to determine the meaning of text
and to communicate. (DOK 2)
f. The student will select the appropriate reference materials (e.g.,
dictionary, glossary, teacher or peer [as a resource], thesaurus, electronic
dictionary) to understand or gain information from text regarding the meaning,
pronunciation, syllabication, synonyms, antonyms, and parts of speech for words.
[Note: These reference materials are not available during the administration of
state tests.] (DOK 1)
g. The student will communicate using vocabulary that is appropriate for the
context, purpose, and situation (e.g., formal and informal language). (DOK 2)
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2006 Mississippi Language Arts Framework-Revised
2. The student will apply strategies and skills to comprehend, respond to,
interpret, or evaluate a variety of texts of increasing of length, difficulty,
and complexity.
a. The student will apply knowledge of text features, parts of a book, text
structures, and genres to understand, interpret, or analyze text. (DOK 2)
1) Text features - titles, headings, captions, illustrations, graphs, charts,
diagrams, bold-faced print, italics, headings, subheadings, numberings,
captions, illustrations, graphs, diagrams, maps, icons, pull down menus, key
word searches, etc.
2) Parts of a book - title page, table of contents, glossary, index, appendix,
footnotes, etc.
3) Text structures - sequential order, description, simple cause and effect,
procedure, compare/contrast, order of importance, problem/solution, etc.
4) Genres Fiction, nonfiction, poetry, biographies, and autobiographies
b. The student will analyze text to understand, infer, draw conclusions, or
synthesize information. (DOK 2)
1) Identify and infer the main idea or topic in literary text, literary
nonfiction, and informational text of increasing length and difficulty, citing
text-based evidence.
2) Apply knowledge of transitions and cue words to identify and sequence events
in narrative text including text containing flashbacks and events not in time
order.
3) Identify and infer cause and effect in texts.
4) Synthesize information stated in the text with prior knowledge and experience
to draw valid conclusions with supporting evidence including text-based
evidence.
5) Predict a logical outcome based upon information stated in a text and confirm
or revise based upon subsequent text.
c. The student will recognize or generate a summary or paraphrase of the events
or ideas in literary text, literary nonfiction, and informational text of
increasing length and difficulty, citing text-based evidence. (DOK 2)
d. The student will respond to or interpret increasingly complex literary text,
literary nonfiction, and informational text to compare and contrast information,
citing text-based evidence. (DOK 3)
1) Story elements (e.g., setting, characters, character traits, plot,
resolution, point of view)
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2006 Mississippi Language Arts Framework-Revised
2) Literary devices (e.g., imagery, exaggeration, dialogue)
3) Sound devices (e.g., rhyme, rhythm, alliteration, onomatopoeia, assonance)
4) Authors purpose (e.g., inform, entertain, persuade)
e. The student will identify and interpret facts, opinions, or tools of
persuasion
in texts. (DOK 2)
1) Distinguish between fact and opinion.
2) Identify and interpret tools of persuasion (e.g. name calling, endorsement,
repetition, air and rebut the other sides point of view, association,
stereotypes, bandwagon).
3. The student will express, communicate, evaluate, or exchange ideas
effectively.
a. The student will use and reflect on an appropriate composing process (e.g.,
planning, drafting, revising, editing, publishing) to express, communicate,
evaluate, or exchange ideas with a focus on text of increasing complexity and
length. [Note: Editing will be tested as a part of competency four.] (DOK 3)
1) Planning
Plan for composing using a variety of strategies (e.g., brainstorming,
drawing, graphic organizers, peer discussion, reading, viewing).
2) Drafting
Draft with increasing fluency.
3) Revising
Revise selected drafts by adding, elaborating, deleting, and rearranging text
based on feedback on teacher/peer feedback, writers checklist, or rubric.
4) Editing
Edit/proofread drafts to ensure standard usage, mechanics, spelling, and
varied sentence structure.
5) Publishing/Sharing
Share writing with others formally and informally using a variety of media.
b. The student will compose descriptive texts using specific details and vivid
language. (DOK 3)
c. The student will compose narrative text relating an event with a clear
beginning, middle, and end using specific details. (DOK 3)
1) Stories or retellings
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2006 Mississippi Language Arts Framework-Revised
2) Narrative poems
3) PowerPoint presentations
4) Plays
5) Biographies or autobiographies
6) Video narratives
d. The student will compose informational text clearly expressing a main idea
with supporting details, including but not limited to the following: texts
containing chronological order; procedural; cause and effect; comparison and
contrast; order of importance; problem/solution. (DOK 3)
1) Reports
2) Letters
3) Functional texts
4) Presentations
5) Poems
6) Essays
e. The student will compose simple persuasive text clearly expressing a main
idea with supporting details for a specific purpose and audience. (DOK 3)
1) Letters
2) Speeches
3) Advertisements
f. The student will compose text of a variety of modes based on inquiry and
research. (DOK 3)
1) Generate questions.
2) Locate sources (e.g., books, interviews, Internet) and gather relevant
information.
3) Identify and paraphrase important information from sources.
4) Present the results.
4. The student will apply Standard English to communicate.
a. The student will apply Standard English grammar to compose or edit. (DOK 1)
1) Nouns (e.g., singular; plural [including irregular forms]; common; proper;
singular possessive; plural possessive; appositives; concrete; abstract;
compound [one word: bookcase; two or more words: prime number/Yellowstone
National Park/George
Fifth Grade
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2006 Mississippi Language Arts Framework-Revised
Washington; hyphenated words: editor-in-chief]; predicate nominatives)
2) Verbs (e.g., helping verbs, irregular verbs, linking verbs)
3) Verb tense (conjugation and purpose for present, past, future; present
perfect and past perfect)
4) Subject-verb agreement
5) Articles and coordinating/subordinating conjunctions
6) Adjectives (e.g., descriptive, comparative, superlative; predicate
adjectives)
7) Prepositions
8) Pronouns (e.g., subject, object, reflexive, singular, singular possessive,
plural, plural possessive, demonstrative, and interrogative)
9) Pronoun-antecedent agreement (number and gender)
10) Adverbs (e.g., comparative forms; avoiding double negatives)
11) Interjections
b. The student will apply Standard English mechanics to compose or edit. (DOK 1)
1) End punctuation (e.g., period, question mark, exclamation point)
2) Periods in common abbreviations (e.g., titles of address, days of the week,
months of the year)
3) Commas (e.g., dates, series, addresses, greetings and closings of friendly
letters, quotations, introductory prepositional phrases, nonessential appositive
phrases, and interrupters)
4) Apostrophes (possessives; contractions)
5) Semicolons (compound sentences)
6) Quotation marks (e.g., quotations, titles of poems, titles of songs, titles
of short stories, titles of chapters, titles of magazine articles)
7) Underlining/Italics (titles of books and movies)
8) Colons (e.g., time, before lists introduced by independent clauses, business
letters)
9) Capitalization (e.g., first word in a sentence, proper nouns, days of the
week, months of the year, holidays, titles, initials, the pronoun I, first
word in greetings and closings of friendly letters, proper adjectives)
10) Spell words commonly found in fifth grade level text.
11) Produce legible text.
c. The student will apply knowledge of sentence structure in composing or
editing. (DOK 2)
1) Analyze the structure of sentences (e.g., simple sentences including those
with compound subjects and/or compound
Fifth Grade
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2006 Mississippi Language Arts Framework-Revised
predicates; compound sentences including those with compound subjects and/or
compound predicates; and complex sentences, including independent and dependent
clauses).
2) Compose simple sentences with compound subjects and/or compound predicates;
compound sentences including those with compound subjects and/or compound
predicates; and complex sentences, including independent and dependent clauses.
3) Avoid sentence fragments, run-on sentences, and comma splices.
4) Analyze sentences containing descriptive adjectives, adverbs, prepositional
phrases (functioning as adjectives or adverbs), and appositive phrases.
5) Compose sentences containing descriptive adjectives, adverbs, prepositional
phrases (functioning as adjectives or adverbs), and appositive phrases.
Fifth Grade
36
2007
Mississippi
Mathematics
Framework
Revised
Mississippi Department of Education
2007
2007 Mississippi Mathematics Framework
Revised
Hank M. Bounds, Ph.D., State Superintendent of Education
Beth H. Sewell, Ed.D., Executive to the State Superintendent
Kristopher Kaase, Ph.D., Associate State Superintendent
Trecina Green, Bureau Director, Office of Curriculum and Instruction
Camille Chapman, Division Director, Office of Curriculum and Instruction
Marcus Thompson, Mathematics Specialist
2007 Mississippi Mathematics Framework Revised
2
Mississippi Department of Education
Post Office Box 771
Jackson, Mississippi
39205-0771
(601) 359-2586
The Mississippi State Board of Education, the Mississippi Department of
Education, the
Mississippi School for the Arts, the Mississippi School for the Blind, the
Mississippi
School for the Deaf, and the Mississippi School for Mathematics and Science do
not
discriminate on the basis of race, sex, color, religion, national origin, age,
or disability in
the provision of educational programs and services or employment opportunities
and
benefits. The following office has been designated to handle inquiries and
complaints
regarding the non-discrimination policies of the above mentioned entities:
Director, Office of Human Resources
Mississippi Department of Education
359 North West Street
Suite 359
Jackson, Mississippi 39201
(601) 359-3511
2007 Mississippi Mathematics Framework Revised
3
ACKNOWLEDGEMENTS
The Mississippi Department of Education gratefully acknowledges the hard work
and
dedication of the following educators for developing a quality framework
document to
improve mathematics education in Mississippi classrooms.
John Bakelaar, Jackson Public School District
Marilyn Bingham, Covington County School District
Libby Chance, Forrest County School District
Martha Charlwood, East Union School District
Amanda Cross, Meridian Public School District
Kathy Dedwylder, Enterprise School District
Dana Franz, Mississippi State University
Linda Gater, Jackson Public School District
Faith Gibson, Rankin County School District
Jennifer Halfacre, Mississippi University for Women
Amanda Hanegan, Meridian Public School District
David Jay Herbert, Delta State University
Pamela Hilton, Natchez-Adams School District
Brad Johns, Rankin County School District
Nita Johnson, Grenada School District
Vicki Kibodeaux, Hattiesburg School District
Joe Knight, Desoto County School District
Phillip Knight, Copiah County School District
Genny Lindsey, Rankin County School District
Pat Luscomb, Rankin County School District
Cathy Lutz, Madison County School District
Shauneille Mason, Holly Springs School District
Felicia McCardle, Richton School District
Stephanie McCullough, Gulfport School District
Aisha McGee, Mississippi Department of Education
Wayne McGee, Copiah County School District
Jan Metzger, Oxford School District
Clif Mims, University of Mississippi
Viola Mixon, McComb School District
Cathey Orian, Mississippi Valley State University
Mary Phinisey, Columbus Municipal School District
Gwenda Purnell, Pascagoula School District
Debbie Ray, Pontotoc School District
Terry Richardson, Columbus Municipal School District
Joan Roberts, Corinth School District
Tina Scholtes, Starkville School District
Ruth Ann Striebeck, Greenville School District
Emily Thompson, McComb School District
Anita Waltman, East Jasper School District
Amy Zitta, Starkville School District
Special thanks to those individuals who served on the Mathematics Advisory Team
and
provided feedback in developing this document.
2007 Mississippi Mathematics Framework Revised
4
ACKNOWLEDGEMENTS
The Mississippi Department of Education also appreciates the efforts of the
following
educators for working on the vertical and horizontal alignment of this document.
Dr. Barbara Dougherty, University of Mississippi
Linda Flanagan, Rankin County School District
Brad Johns, Rankin County School District
Gail Keith, Oxford Public School District
Cathy Lutz, Madison County School District
Sherra Shearer, Rankin County School District
Jenny Simmons, Lee County School District
Bethany Spayde, Long Beach School District
Julie S. Torrent, North Pontotoc School District
Susan Williford, Mississippi Department of Education
2007 Mississippi Mathematics Framework Revised
5
TABLE OF CONTENTS
Introduction
...6
Kindergarten
...15
First Grade
..18
Second Grade
.21
Third Grade
.24
Fourth Grade
...27
Fifth Grade
...31
Sixth Grade
..34
Seventh Grade
....38
Pre-Algebra
..42
Transition to Algebra
...45
Algebra I
48
Geometry
..51
Algebra II
..55
Advanced Algebra
...59
Trigonometry
62
Pre-Calculus
.65
Discrete Mathematics
..68
Calculus
.71
Statistics
74
Survey of Mathematical Topics
..77
Introduction to Engineering
.80
2007 Mississippi Mathematics Framework Revised
6
MISSION STATEMENT
The Mississippi Department of Education is dedicated to student success
including the
improvement of student achievement in mathematics in order to produce citizens
who
are capable of making complex decisions, solving complex problems, and
communicating fluently in a technological society. Through the utilization of
the 2007
Mathematics Framework Revised, teachers will challenge their students to think
more
deeply about the mathematics content, thus improving student understanding of
mathematics. This document is based on premises that all children can learn, and
that
high expectations produce high achievement.
PURPOSE
The primary purpose of the 2007 Mathematics Framework Revised is to provide a
basis for curriculum development for K-12 mathematics teachers in Mississippi.
The
framework provides an outline of what students should learn through competencies
and
objectives. The 2007 Mathematics Framework Revised replaces the 2007 Mississippi
Mathematics Framework that was piloted during the 2006-2007 school year. The
content of the framework is centered on the strands of number and operations,
algebra, geometry, measurement, and data analysis & probability. Instruction in
these strands is designed to expose students to experiences, which reflect the
value of
mathematics, to enhance students confidence in their ability to do mathematics,
and to
help students communicate and reason mathematically.
CYCLE
All Mississippi content area frameworks are reviewed on a six-year cycle.
Approximately
three years after a framework is implemented, a writing team is selected to
review the
current framework and recommend changes and modifications based on best
practices in the teaching of content areas as reflected in state and national
trends.
The implementation (required) year for the 2007 Mathematics Framework Revised is
school year 2007-2008.
2007 Mississippi Mathematics Framework Revised
7
ORGANIZATION
The framework is organized by grade level (K-8) and by secondary courses (grades
9-
12). A general description that includes the purpose, overview, and
prerequisites is
found preceding each curriculum outline for the grade level/course. To enhance
the
implementation of the framework, a section of Literature Connections, Technology
Connections, a Glossary, and Resources are included at the end of the framework.
The
curriculum outline for the 2007 Mathematics Framework Revised is formatted as
follows:
COURSE
STRANDS
STRAND
COMPETENCY
OBJECTIVE
DEPTH OF
KNOWLEDGE (DOK)
LEVEL
KINDERGARTEN
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Identify and represent relationships among sets
of whole numbers up to 20 using manipulatives.
a. Count forward to 20 and backward from 10.
(DOK 1)
b. Create models of sets of objects 0 to 20. (DOK 1)
c. Recognize and write numbers to represent
quantities 0 to 20. (DOK 1)
2007 Mississippi Mathematics Framework Revised
8
STRANDS
The 2007 Mathematics Framework Revised is comprised of five content strands:
Number and Operations, Algebra, Geometry, Measurement, and Data Analysis
& Probability. The five process standards (problem solving, communication,
reasoning and proof, connections, and representations) should permeate all
instructional practices. The five interrelated content strands along with the
five process
strands combine to provide continuity to the teaching of K-12 mathematics.
Students
should be given the opportunity to use higher-order thinking to solve routine
and nonroutine
problems as well as to connect the mathematical topics within and across
strands and real-world applications. Communication strategies focus on the
inclusion
of reading, writing, speaking, and critical listening as ways for students to
justify their
answers or explain their thinking and reasoning. Communication strategies
strengthen students understanding and their achievement. Incorporating
representations into lessons allow students to use tables, charts, graphs,
diagrams,
symbols, and physical materials to model mathematical ideas.
These strands overlap and should be integrated and embedded throughout teachers
daily lesson plans. This continuity provides the necessary foundation for
successful
completion of high school mathematics requirements. The five strands help to
assure
that appropriate processes are used and important concepts are learned
throughout
each grade level and secondary course. Even though the process strands are not
listed
throughout the framework, these strands should be incorporated when presenting
the
content of the curriculum.
COMPETENCIES
The competencies, printed in bold face type, are the required learning
standards for all students. The Mississippi Curriculum Test, Second Edition
(MCT2) and Mississippi Subject Area Tests are aligned to the competencies.
Competencies do not have to be taught in the order presented in the framework.
The competencies are presented in outline form for consistency and for easy
reference throughout the framework. Competencies are intentionally broad in
order to
allow school districts and teachers the flexibility to create a curriculum that
meets the
needs of their students. They may relate to one, many, or all of the mathematics
framework strands and may be combined and taught with other competencies
throughout the school year. Competencies provide a general guideline of on-going
instruction, not isolated units, activities, or skills. The competencies are not
intended to
be a list of content skills that are taught and recorded as mastered.
2007 Mississippi Mathematics Framework Revised
9
OBJECTIVES
The objectives indicate how competencies can be fulfilled through a progression
of
content and concepts at each grade level and course. Many of the objectives are
interrelated rather than sequential, which means that objectives are not
intended to
be taught in the specific order in which they are presented. Multiple
objectives can and should be taught at the same time.
The Mississippi Curriculum Test, Second Edition (MCT2) will be developed
based on the objectives found in the framework. At least fifty percent (50%) of
the test items on the MCT2 must match the Depth of Knowledge (DOK) level
assigned to the objectives for each competency. The Depth of Knowledge
(DOK) level is indicated at the end of each objective.
DEPTH OF KNOWLEDGE
Each objective for the 2007 Mathematics Framework Revised has been assigned
a Depth of Knowledge (DOK) level based on the work of Norman L. Webb.
DOK levels help administrators, teachers, and parents understand the objective
in terms of the complexity of what students are expected to know and do.
Standards (i.e., competencies and objectives) vary in terms of complexity.
Some objectives expect students to reproduce a fact or complete a sequence of
steps, while others expect students to reason, extend their thinking, synthesize
information from multiple sources, and produce significant work over time.
Teachers must know what level of complexity is required by an objective in
order to ensure that students have received prior instruction or have had an
opportunity to learn content at the level students will be expected to
demonstrate or perform. Assessment items must be created to ensure that
what is elicited from students on the assessment is as demanding cognitively as
what students are expected to know and do as stated in the objectives.
Four levels of Depth of Knowledge (DOK) are used in the 2007 Mathematics
Framework Revised. The levels represent a hierarchy based on two main
factors. (1) One factor is sophistication and complexity. Sophistication will
depend on the abstractness of the activity, the degree to which simple knowledge
and
skills have to be recalled or drawn upon, the amount of cognitive processing
required,
the complexity of the content concepts used, the amount of content that has to
be
recalled or drawn upon, the lack of routine, and the need to extend knowledge
meaningfully or produce novel findings. (2) The other factor is that students at
the grade
level tested have received prior instruction or have had an opportunity to learn
the
content. Objectives and assessment items that address complex knowledge can
still
have a low DOK level if the required knowledge is commonly known and students
with
normal instruction at a grade level should have had the opportunity to learn how
to
routinely (habitually) perform what is being asked.
2007 Mississippi Mathematics Framework Revised
10
The four levels of Depth of Knowledge (DOK) are described below.
Levels:
Level 1 (Recall) includes the recall of information such as a fact, definition,
term, or a
simple procedure, as well as performing a simple algorithm or applying a
formula. That
is, in mathematics a one-step, well-defined, and straight algorithmic procedure
should be
included at this lowest level. Other key words that signify a Level 1 include
identify,
recall, recognize, use, and measure. Verbs such as describe and
explain
could be classified at different levels depending on what is to be described and
explained.
Level 2 (Skill/Concept) includes the engagement of some mental processing beyond
a habitual response. A level 2 assessment item requires students to make some
decisions as to how to approach the problem or activity, whereas Level 1
requires
students to demonstrate a rote response, perform a well-known algorithm, follow
a
set procedure (like a recipe), or perform a clearly defined series of steps.
Keywords that
generally distinguish a Level 2 item include classify, organize, estimate,
make
observations, collect and display data, and compare data. These actions
imply more
than one step. For example, to compare data requires first identifying
characteristics of
the objects or phenomenon and then grouping or ordering the objects. Some action
verbs, such as explain, describe, or interpret could be classified at
different levels
depending on the object of the action. For example, if an item required students
to
explain how light affects mass by indicating there is a relationship between
light and
heat, this is considered a Level 2. Interpreting information from a simple
graph,
requiring reading information from the graph, also is a Level 2. Interpreting
information
from a complex graph that requires some decisions on what features of the graph
need to be considered and how information from the graph can be aggregated is a
level 3. Caution is warranted in interpreting Level 2 as only skills because
some
reviewers will interpret skills very narrowly, as primarily numerical skills,
and such
interpretation excludes from this level other skills such as visualization
skills and
probability skills, which may be more complex simply because they are less
common.
Other Level 2 activities include explaining the purpose and use of experimental
procedures; carrying out experimental procedures; making observations and
collecting data; classifying, organizing, and comparing data; and organizing and
displaying data in tables, graphs, and charts.
Level 3 (Strategic Thinking) requires reasoning, planning, using evidence, and a
higher level of thinking than the previous two levels. In most instances,
requiring
students to explain their thinking is a Level 3. Activities that require
students to make
conjectures are also at this level. The cognitive demands at Level 3 are complex
and
abstract. The complexity does not result from the fact that there are multiple
answers,
a possibility for both levels 1 and 2, but because the task requires more
demanding
reasoning. An activity, however, that has more than one possible answer and
requires
students to justify the response they give would most likely be a Level 3. Other
Level 3 activities include drawing conclusions from observations; citing
evidence and
developing a logical argument for concepts; explaining phenomena in terms of
concepts;
and using concepts to solve problems.
2007 Mississippi Mathematics Framework Revised
11
Level 4 (Extended Thinking) requires complex reasoning, planning, developing,
and
thinking most likely over an extended period of time. The extended time period
is not a
distinguishing factor if the required work is only repetitive and does not
require applying
significant conceptual understanding and high-order thinking. For example, if a
student
has to take the water temperature from a river each day for a month and then
construct a
graph, this would be classified as a Level 2. However, if the student is to
conduct a
river study that requires taking into consideration a number of variables, this
would be a
Level 4. At Level 4, the cognitive demands of the task should be high and the
work
should be very complex. Students should be required to make several connections
-
relate ideas within the content area or among content areas - and have to select
one approach among many alternatives on how the situation should be solved, in
order to be at this highest level. Level 4 activities include designing and
conducting
experiments; making connections between a finding and related concepts and
phenomena; combining and synthesizing ideas into new concepts; and critiquing
experimental designs.
2007 Mississippi Mathematics Framework Revised
12
The Revision Process for the Mathematics Framework
From nominations by school district superintendents and others, the Mississippi
Mathematics Curriculum Writing Team was selected in January 2003. The purpose of
the team was to draft a new mathematics framework. The team was composed of
teachers, administrators, and university professors throughout Mississippi.
All nominated, but not selected to the Mississippi Mathematics Curriculum
Writing
Team, were asked to serve on the Mathematics Curriculum Advisory Team. The
Advisory Team was composed of teachers, administrators, university professors,
and
other professionals interested in mathematics education.
In order to gain a sufficient understanding of the direction of mathematics
education, the
writing team reviewed the National Council of Teachers of Mathematics (NCTM)
Principles and Standards for School Mathematics (2000), the National Assessment
of
Educational Progress (NAEP) Mathematics Framework for 2005, current literature
and
research. These resources served as a foundation for the development of the
framework.
Drafts were distributed to the writing team and advisory team in March 2005 and
to
superintendents and curriculum coordinators in November 2005 as a part of the
Administrative Procedures Act. Revisions were made in response to the submitted
suggestions and feedback. The Mississippi Department of Education solicited
further
comment from the Norman Webb Group, and other outside evaluators to assure a
vertical flow of mathematics with emphasis on rigorous mathematical content and
alignment with national standards.
The Refinement Process for the Mathematics Framework
Through the process of developing performance level descriptors and test item
specifications with teacher committees, misalignments and gaps in the framework
were
identified. In addition, the National Council of Teachers of Mathematics
released the
Curriculum Focal Points for Pre-Kindergarten through Grade 8 Mathematics in
September
2006. The Curriculum Focal Points provides a guide for states to design more
focused
curricular expectations for pre-K through grade 8 mathematics curriculum. These
sources of information, as well as feedback received from over 200 practitioners
through
survey responses on the 2007 framework, were used to refine the document. This
revised edition is more focused and better aligned vertically and horizontally
and
coincides with the implementation of the Mississippi Curriculum Test, Second
Edition
(MCT2).
2007 Mississippi Mathematics Framework Revised
13
SEQUENCE
Students will progress according to grade level through the sixth grade.
Beginning in
the seventh grade, students are given course sequence options. Below are
proposed
secondary course sequence options:
Proposed Secondary Course Sequence Options
Grade
Level
OPTION 1 OPTION 2 OPTION 3 OPTION 4
7 7th grade
Math
7th grade
Math
Pre-Algebra Pre-Algebra
8
Pre-Algebra
Pre-Algebra
Transition to
Algebra
Algebra I
9
Transition to
Algebra
Algebra I
Algebra I
Geometry or
Algebra II
10
Algebra I
Geometry or
Algebra II
Geometry or
Algebra II
Geometry or
Algebra II
11
Geometry or
Algebra II
Geometry or
Algebra II
Geometry or
Algebra II
Advanced
Algebra,
Trigonometry, or
Elective
12
Geometry or
Algebra II
Advanced
Algebra,
Trigonometry, or
Elective
Advanced
Algebra,
Trigonometry, or
Elective
Pre-Calculus,
Calculus,
Statistics, or
Elective
The following secondary mathematics electives have been included in the 2007
Mathematics Framework Revised:
Advanced Algebra, Pre-Calculus, Trigonometry, Discrete Mathematics, and
Statistics, which are designed for students who have successfully completed
Algebra II; and
Calculus, which provides a survey of Calculus without the theory and rigor
necessary
to receive advanced placement credit. This course is designed for the student
who
has a thorough knowledge of college preparatory mathematics.
The following secondary electives have been included in the 2007 Mathematics
Framework Revised:
Survey of Mathematical Topics and Introduction to Engineering, which may not
be
included in the four mathematics courses required for graduation, however, these
courses may be included in the 4 ½ general electives required for graduation.
2007 Mississippi Mathematics Framework Revised
14
TECHNOLOGY
The Mississippi Department of Education strongly encourages the use of
technology in
all mathematics classrooms. The learning and teaching of mathematics can be
greatly
enhanced when quality instructional technology is appropriately used.
The appropriate use of instructional technology is integrated throughout the
2007
Mathematics Framework Revised. Suggested teaching strategies at each grade level
and in every secondary course incorporate technology in the form of calculators,
software, or on-line internet resources. The graphing calculator is an integral
part of
mathematics courses beginning with Seventh Grade.
The MDE believes strongly in NCTMs Principles and Standards for School
Mathematics Technology Principle):
Electronic technologies - calculators and computers - are essential
tools for teaching, learning, and doing mathematics. They furnish
visual images of mathematical ideas, they facilitate organizing and
analyzing data, and they compute efficiently and accurately. They can
support investigation by students in every area of mathematics, including
geometry, statistics, algebra, measurement, and number. When
technological tools are available, students can focus on decision
making, reflection, reasoning, and problem solving.
Students can learn more mathematics more deeply with the appropriate
use of technology. Technology should not be used as a replacement
for basic understandings and intuitions; rather, it can and should be
used to foster those understandings and intuitions. In mathematicsinstruction
programs, technology should be used widely and
responsibly, with the goal of enriching students learning of mathematics.
(NCTM, 2000, page 24-25)
2007 Mississippi Mathematics Framework Revised
15
KINDERGARTEN
Kindergarten is the foundation for the development of mathematical concepts.
Students
explore different representations of numbers 0 to 20, expressing them in
symbolic form
with manipulatives like base-ten blocks or in diagrams. The representations help
to
show how numbers can be decomposed or broken apart into groups. Two- and
three-dimensional shapes, patterns, generalizations, units of measurement, and
data
analysis are also stressed. The instructional emphases are on mathematical
language
development with writing and talking mathematics, multiple representations, and
critical thinking. Mathematics instruction at this level should include
manipulatives,
cooperative and collaborative learning experiences, and problem solving.
The framework is comprised of five content strands: number and operations,
algebra, geometry, measurement, and data analysis & probability. The five
process strands are problem solving, reasoning & proof, communication,
connections, and representation. The five interrelated content strands along
with the
five process strands combine to provide continuity to the teaching of K 12
Mathematics. Even though the process strands are not listed throughout the
framework,
these strands should be incorporated when presenting the content of the
curriculum.
The competencies, printed in bold face type, are the required learning standards
for all students. The Mississippi Curriculum Test, Second Edition (MCT2) and
Mississippi Subject Area Tests are aligned to the competencies. Competencies do
not
have to be taught in the order presented in the framework. The competencies are
presented in outline form for consistency and for easy reference throughout the
framework. Competencies are intentionally broad in order to allow school
districts and
teachers the flexibility to create a curriculum that meets the needs of their
students.
They may relate to one, many, or all of the mathematics framework strands and
may be
combined and taught with other competencies throughout the school year.
Competencies provide a general guideline of on-going instruction, not isolated
units,
activities, or skills. The competencies are not intended to be a list of content
skills that
are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of
content and concepts at each grade level and course. Many of the objectives are
interrelated rather than sequential, which means that objectives are not
intended to
be taught in the specific order in which they are presented. Multiple objectives
can
and should be taught at the same time.
The Mississippi Curriculum Test, Second Edition (MCT2) will be developed
based on the objectives found in the framework. At least fifty percent
(50%) of the test items on the MCT2 must match the Depth of Knowledge
level assigned to the objectives for each competency. The Depth of
Knowledge (DOK) level is indicated at the end of each objective.
2007 Mississippi Mathematics Framework Revised
16
KINDERGARTEN
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Identify and represent relationships among sets of whole numbers up to
20 using manipulatives.
a. Count forward to 20 and backward from 10. (DOK 1)
b. Create models of sets of objects 0 to 20. (DOK 1)
c. Recognize and write numbers to represent quantities 0 to 20. (DOK 1)
d. Compose and decompose two-digit numbers (up to 20) with
representations in words and physical models. (DOK 2)
e. Determine first through tenth (ordinal numbers), next, and last
positions. (DOK 1)
f. Develop multiple representations for addition (combining of sets) and
subtraction (take-away, missing addend, comparison). (DOK 2)
g. Apply mathematical language by telling when a certain number is too
many, not enough, just right, more than, less than, or equal to
for a given situation. (DOK 1)
ALGEBRA
2. Identify, describe, and reproduce patterns using concrete objects.
a. Describe a rule for sorting objects. (DOK 2)
b. Identify, reproduce, and extend repeating patterns in visual, auditory, and
physical contexts. (DOK 2)
c. Identify and describe qualitative changes (such as temperature changes it
feels
hotter). (DOK 1)
d. Identify and describe quantitative changes (such as temperature increases
five
degrees). (DOK 1)
2007 Mississippi Mathematics Framework Revised
17
GEOMETRY
3. Identify and classify two-dimensional shapes.
a. Recognize and describe open and closed figures. (DOK 1)
b. Identify two-dimensional figures such as the square,
rectangle, triangle, and circle. (DOK 1)
c. Demonstrate an understanding of positional words (e.g., in,
above, below, over, under, beside, etc.). (DOK 1)
MEASUREMENT
4. Identify measurable attributes of objects.
a. Measure the length, weight, and capacity of objects using nonstandard
units. (DOK 2)
b. Determine and describe comparisons of length (longer, shorter, the same),
mass (heavier, lighter, the same), and capacity (holds more, less, or about
the same) using different-shaped or congruent containers, objects or
figures. (DOK 2)
c. Recognize the clock (analog and digital) and calendar as measurements
of time. (DOK 1)
d. Determine attributes of objects that can be compared, such as length,
area, mass or volume/capacity. (DOK 1)
DATA ANALYSIS & PROBABILITY
5. Collect, organize, and interpret data.
a. Collect and organize data by counting and using tally marks and other
symbols. (DOK 1)
b. Describe data by using mathematical language such as more than, less than,
etc. (DOK 1)
2007 Mississippi Mathematics Framework Revised
18
FIRST GRADE
The First Grade mathematics framework extends concepts from Kindergarten.
Students explore number relationships through place value concepts (units, tens,
and
hundreds) as they develop addition and subtraction models. These models are
related to
the actions of the computations (joining for addition and take-away, comparison,
and
missing addend for subtraction). Students describe patterns in number,
computational,
and geometric contexts. Data analysis continues the generalizations of patterns
in
pictographs and bar graphs as interpretations are made. The instructional
emphases
are on mathematical language development with writing and talking mathematics,
multiple representations, and critical thinking. Mathematics instruction at this
level
should include manipulatives, cooperative and collaborative learning
experiences, and
problem solving.
The framework is comprised of five content strands: number and operations,
algebra, geometry, measurement, and data analysis & probability. The five
process strands are problem solving, reasoning & proof, communication,
connections, and representation. The five interrelated content strands along
with the
five process strands combine to provide continuity to the teaching of K 12
Mathematics. Even though the process strands are not listed throughout the
framework,
these strands should be incorporated when presenting the content of the
curriculum.
The competencies, printed in bold face type, are the required learning standards
for all students. The Mississippi Curriculum Test, Second Edition (MCT2) and
Mississippi Subject Area Tests are aligned to the competencies. Competencies do
not
have to be taught in the order presented in the framework. The competencies are
presented in outline form for consistency and for easy reference throughout the
framework. Competencies are intentionally broad in order to allow school
districts and
teachers the flexibility to create a curriculum that meets the needs of their
students.
They may relate to one, many, or all of the mathematics framework strands and
may be
combined and taught with other competencies throughout the school year.
Competencies provide a general guideline of on-going instruction, not isolated
units,
activities, or skills. The competencies are not intended to be a list of content
skills that
are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of
content and concepts at each grade level and course. Many of the objectives are
interrelated rather than sequential, which means that objectives are not
intended to
be taught in the specific order in which they are presented. Multiple objectives
can
and should be taught at the same time.
The Mississippi Curriculum Test, Second Edition (MCT2) will be developed
based on the objectives found in the framework. At least fifty percent
(50%) of the test items on the MCT2 must match the Depth of Knowledge
level assigned to the objectives for each competency. The Depth of
Knowledge (DOK) level is indicated at the end of each objective.
2007 Mississippi Mathematics Framework Revised
19
FIRST GRADE
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Understand and represent relationships among numbers and compute
operations (addition and subtraction) with and without manipulatives.
a. Recognize and write numbers 0 to 100. (DOK 1)
b. Compose and decompose two-digit numbers with representations in
words and physical models. (DOK 2)
c. Explain how to compare and order two-digit numbers using the terms
more, less, greater than, less than, equal to, and almost, and the
symbols >, <, and =. (DOK 1)
d. Use multiple representations for addition (combining of sets) and subtraction
(takeaway, missing addend, comparison) to solve problems. (DOK 1)
e. Find the sums of 3 single-digit addends (for example: 3 + 6 + 2 =11). (DOK 1)
f. Justify addition and subtraction of two-digit whole numbers without
regrouping. (DOK 2)
g. Find equal money amounts with different coin combinations up to $0.25. (DOK
1)
h. Identify the value of coins (penny, nickel, dime, quarter). (DOK 1)
i. Determine the value of like coins up to $1.00. (DOK 1)
j. Find the value of mixed coins up to $1.00. (DOK 1)
ALGEBRA
2. Recognize, extend, and create patterns.
a. Use a pattern rule to translate and recognize patterns from one pattern
representation to another. (DOK 2)
b. Formulate, explain, and generalize patterns within and across addition
and subtraction. (DOK 2)
c. Model situations and solve equations that require addition and subtraction of
whole numbers; use objects, pictures, and symbols. (DOK 2)
d. Count by different units when given a group of objects using 1s, 2s, 5s,
and
10s. (DOK 1)
2007 Mississippi Mathematics Framework Revised
20
GEOMETRY
3. Identify and classify properties of two- and three-dimensional shapes.
a. Identify and classify two-dimensional figures (triangle, square,
rectangle, circle, trapezoid, hexagon, and rhombus). (DOK 1)
b. Identify and classify three-dimensional figures (cube, rectangular prism, and
sphere) according to their characteristics. (DOK 1)
c. Explain the part-whole relationships resulting from the composition or
decomposition of plane and solid figures. (DOK 2)
MEASUREMENT
4. Identify and apply measurable attributes.
a. Use nonstandard units (paper clips, unifix cubes, etc.) and standard units
(inches, centimeters) to measure length. (DOK 1)
b. Compare weight of objects using a balance scale with and without
nonstandard units. (DOK 1)
c. Compare and estimate capacity of various containers in nonstandard
units. (DOK 2)
d. Tell time to the hour and half-hour intervals using both digital and analog
clocks. (DOK 1)
DATA ANALYSIS & PROBABILITY
5. Collect, organize, and interpret data in graphical form.
a. Gather data, construct, and interpret simple bar graphs and pictographs. (DOK
2)
b. Analyze and interpret data by using mathematical language such as more than,
less than, etc. (DOK 1)
2007 Mississippi Mathematics Framework Revised
21
SECOND GRADE
Building on First Grade and Kindergarten, the Second Grade mathematics
framework supports the development of fluency with addition and subtraction
facts.
Composition and decomposition of numerical quantities helps students understand
multiple addition and subtraction algorithms with three-digit numbers.
Generalizations involving growing and repeating patterns and numerical contexts
are emphasized. Other concepts include the development of data analysis,
prediction, measurement, and geometric topics. The instructional emphases are on
mathematical language development with writing and talking mathematics, multiple
representations, and critical thinking. Mathematics instruction at this level
should
include manipulatives, cooperative and collaborative learning experiences, and
problem
solving.
The framework is comprised of five content strands: number and operations,
algebra, geometry, measurement, and data analysis & probability. The five
process strands are problem solving, reasoning & proof, communication,
connections, and representation. The five interrelated content strands along
with the
five process strands combine to provide continuity to the teaching of K 12
Mathematics. Even though the process strands are not listed throughout the
framework,
these strands should be incorporated when presenting the content of the
curriculum.
The competencies, printed in bold face type, are the required learning standards
for all students. The Mississippi Curriculum Test, Second Edition (MCT2) and
Mississippi Subject Area Tests are aligned to the competencies. Competencies do
not
have to be taught in the order presented in the framework. The competencies are
presented in outline form for consistency and for easy reference throughout the
framework. Competencies are intentionally broad in order to allow school
districts and
teachers the flexibility to create a curriculum that meets the needs of their
students.
They may relate to one, many, or all of the mathematics framework strands and
may be
combined and taught with other competencies throughout the school year.
Competencies provide a general guideline of on-going instruction, not isolated
units,
activities, or skills. The competencies are not intended to be a list of content
skills that
are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of
content and concepts at each grade level and course. Many of the objectives are
interrelated rather than sequential, which means that objectives are not
intended to
be taught in the specific order in which they are presented. Multiple objectives
can
and should be taught at the same time.
The Mississippi Curriculum Test, Second Edition (MCT2) will be developed
based on the objectives found in the framework. At least fifty percent
(50%) of the test items on the MCT2 must match the Depth of Knowledge
level assigned to the objectives for each competency. The Depth of
Knowledge (DOK) level is indicated at the end of each objective.
2007 Mississippi Mathematics Framework Revised
22
SECOND GRADE
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Data Analysis and Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Understand and represent relationships among numbers and operations
(addition, subtraction, and multiplication). Compute fluently using effective
strategies or rote memory.
a. Recall addition and subtraction facts. (DOK 1)
b. Justify addition and subtraction of two- and three-digit whole numbers with
and without regrouping. (DOK 2)
c. Compose and decompose three-digit numbers with representations in
words and physical models. (DOK 2)
d. Round up to three-digit whole numbers to the nearest hundreds. (DOK 1)
e. Compare and order three-digit numbers using the symbols
<, >, and =, and justify reasoning. (DOK 1)
f. Determine and compare the value of money up to $5.00 using the
appropriate symbols for dollars and cents. (DOK 1)
ALGEBRA
2. Analyze patterns, numbers, relationships, and functions.
a. Explain, analyze, and extend repeating and growing patterns. (DOK 2)
b. Use number patterns to skip count by 2s, 3s, 5s, and 10s. (DOK 1)
c. Model situations and solve equations that involve the addition and
subtraction of whole numbers. (DOK 2)
d. Analyze and generalize the inverse relationships between addition
and subtraction. (DOK 2)
GEOMETRY
3. Describe, classify, and sort geometric figures according to their
properties.
a. Recognize and identify polygons (rhombus, square, triangle, trapezoid,
rectangle, pentagon, hexagon, octagon, and decagon) according to the
number of sides. (DOK 1)
2007 Mississippi Mathematics Framework Revised
23
b. Describe the effects of composition and decomposition of polygons when
smaller shapes are substituted for a larger shape or a larger shape is
substituted for smaller ones. (DOK 2)
c. Identify and classify three-dimensional figures (cone, pyramid, and cylinder)
according to their characteristics. (DOK 1)
MEASUREMENT
4. Estimate, identify, and apply measurable attributes.
a. Select appropriate tools and units, estimate, and measure length (to the
nearest inch, foot, yard, centimeter, and meter), capacity (to the nearest
ounce, cup, pint, quart, gallon, and liter), and weight (to the nearest ounce,
pound, gram, and kilogram). (DOK 2)
b. Read and write time to the hour, half-hour, quarter-hour, and five-minute
intervals using digital and analog clocks. (DOK 1)
DATA ANALYSIS & PROBABILITY
5. Organize and interpret data in graphical form.
a. Tally, record, interpret, and predict outcomes based on given information.
(DOK 3)
b. Create line graphs, bar graphs, and pictographs using real data. (DOK 2)
2007 Mississippi Mathematics Framework Revised
24
THIRD GRADE
The Third Grade competencies and objectives continue to develop number
concepts with four-digit whole numbers and with fractions. These concepts
include
the properties of the four operations and multiple representations of the
numerical
quantities. Multiplication and division are formally introduced with their
appropriate
models. Students begin to use multiple approaches to find unknown quantities in
word problems and equations that may include variables. Perimeter concepts are
developed, leading to generalizations about the topic. Students apply the
techniques
of composition and decomposition to geometric contexts in addition to numerical
ones.
Data analysis now adds line plots as students interpret and use data. The
instructional
emphases are on mathematical language development with writing and talking
mathematics, multiple representations, and critical thinking. Mathematics
instruction
at this level should include manipulatives, cooperative and collaborative
learning
experiences, and problem solving.
The framework is comprised of five content strands: number and operations,
algebra, geometry, measurement, and data analysis & probability. The five
process strands are problem solving, reasoning & proof, communication,
connections, and representation. The five interrelated content strands along
with the
five process strands combine to provide continuity to the teaching of K 12
Mathematics. Even though the process strands are not listed throughout the
framework,
these strands should be incorporated when presenting the content of the
curriculum.
The competencies, printed in bold face type, are the required learning standards
for all students. The Mississippi Curriculum Test, Second Edition (MCT2) and
Mississippi Subject Area Tests are aligned to the competencies. Competencies do
not
have to be taught in the order presented in the framework. The competencies are
presented in outline form for consistency and for easy reference throughout the
framework. Competencies are intentionally broad in order to allow school
districts and
teachers the flexibility to create a curriculum that meets the needs of their
students.
They may relate to one, many, or all of the mathematics framework strands and
may be
combined and taught with other competencies throughout the school year.
Competencies provide a general guideline of on-going instruction, not isolated
units,
activities, or skills. The competencies are not intended to be a list of content
skills that
are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of
content and concepts at each grade level and course. Many of the objectives are
interrelated rather than sequential, which means that objectives are not
intended to
be taught in the specific order in which they are presented. Multiple objectives
can
and should be taught at the same time.
The Mississippi Curriculum Test, Second Edition (MCT2) will be developed
based on the objectives found in the framework. At least fifty percent
(50%) of the test items on the MCT2 must match the Depth of Knowledge
level assigned to the objectives for each competency. The Depth of
Knowledge (DOK) level is indicated at the end of each objective.
2007 Mississippi Mathematics Framework Revised
25
THIRD GRADE
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Understand and represent number relationships among numbers and
the four basic operations. Compute fluently and make reasonable estimates.
a. Compose and decompose four-digit whole numbers with representations in
words, physical models, and expanded and standard forms. (DOK 1)
b. Compare and order four-digit numbers using <, >, and =, and justify
reasoning. (DOK 2)
c. Estimate sums and differences of whole numbers to include strategies
such as rounding. (DOK 2)
d. Identify and model representations of fractions (halves, thirds, fourths,
fifths, sixths, and eighths). (DOK 1)
e. Add (up to three addends) and subtract four-digit whole numbers with and
without regrouping. (DOK 1)
f. Model multiplication using arrays, equal-sized groups, area models, and
equal-sized moves on the number line. (DOK 2)
g. Model division with successive or repeated subtraction, partitioning, and
sharing. (DOK 2)
ALGEBRA
2. Explain, analyze, and generate patterns, relationships, and functions
using algebraic symbols.
a. Create, describe, and extend growing and repeating patterns with physical
materials and symbols including numbers. (DOK 2)
b. Determine the value of missing quantities or variables within equations or
number sentences, and justify the process used. (DOK 2)
c. Use real number properties to develop multiple algorithms and to solve
problems. (DOK 2)
Associative property of addition
Commutative property of addition
Identity property of addition
2007 Mississippi Mathematics Framework Revised
26
d. Model and identify the inverse relationships of addition/subtraction. (DOK 2)
e. Create models for the concept of equality, recognizing that the equal sign
(=)
denotes equivalent terms such that 4 + 3 = 7, 4 + 3 = 6 + 1 or
7 = 5 + 2. (DOK 1)
GEOMETRY
3. Describe, compare, and contrast two- and three-dimensional shapes and
relationships.
a. Describe, compare, analyze, and classify two-dimensional shapes by
sides and angles. (DOK 1)
b. Explain and describe the process of decomposing, composing, and
transforming polygons. (DOK 2)
c. Create three-dimensional shapes (prisms and pyramids) from
two-dimensional nets, and create two-dimensional nets from prisms and
pyramids. (DOK 2)
MEASUREMENT
4. Measure and explain the measurable attributes of objects, units,
systems, and processes.
a. Develop and use methods to find perimeter of polygons and to solve
problems involving perimeter. (DOK 2)
b. Estimate and measure length using fractional parts to the nearest ½ inch in
the
English system. (DOK 2)
c. Measure capacity, weight/mass, and length in both English and metric
systems of measurement. (DOK 1)
DATA ANALYSIS AND PROBABILITY
5. Interpret and analyze data. Explore basic concepts of probability.
a. Compare data and interpret quantities represented on tables
and different types of graphs (line plots, pictographs, and
bar graphs), make predictions, and solve problems based on the
information. (DOK 3)
b. Analyze, predict, and model the number of different combinations of two or
more objects and relate to multiplication. (DOK 2)
2007 Mississippi Mathematics Framework Revised
27
FOURTH GRADE
While recall of multiplication and division facts is included in the Fourth
Grade
framework, students continue a conceptual development of rational and whole
numbers.
Benchmark numbers are emphasized with regard to decimals and fractions. Whole
number computation begins a more concentrated focus on developing algorithms for
multi-digit numbers. Because fourth-grade students can use more complex
communication skills, they begin to justify solution processes for solving for
unknowns in
word problems and equations with variables. Transformational geometry is
introduced
at this grade level. Data analysis includes stem-and-leaf plot graphs and
coordinate
geometry explorations begin. The instructional emphases are on mathematical
language development with writing and talking mathematics, multiple
representations, and routine and non-routine problem solving. Mathematics
instruction at this level should include manipulatives, cooperative and
collaborative
learning experiences, and justifications, proofs or arguments to support
reasoning.
The framework is comprised of five content strands: number and operations,
algebra, geometry, measurement, and data analysis & probability. The five
process strands are problem solving, reasoning & proof, communication,
connections, and representation. The five interrelated content strands along
with the
five process strands combine to provide continuity to the teaching of K 12
Mathematics. Even though the process strands are not listed throughout the
framework,
these strands should be incorporated when presenting the content of the
curriculum.
The competencies, printed in bold face type, are the required learning standards
for all students. The Mississippi Curriculum Test, Second Edition (MCT2) and
Mississippi Subject Area Tests are aligned to the competencies. Competencies do
not
have to be taught in the order presented in the framework. The competencies are
presented in outline form for consistency and for easy reference throughout the
framework. Competencies are intentionally broad in order to allow school
districts and
teachers the flexibility to create a curriculum that meets the needs of their
students.
They may relate to one, many, or all of the mathematics framework strands and
may be
combined and taught with other competencies throughout the school year.
Competencies provide a general guideline of on-going instruction, not isolated
units,
activities, or skills. The competencies are not intended to be a list of content
skills that
are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of
content and concepts at each grade level and course. Many of the objectives are
interrelated rather than sequential, which means that objectives are not
intended to
be taught in the specific order in which they are presented. Multiple objectives
can
and should be taught at the same time.
The Mississippi Curriculum Test, Second Edition (MCT2) will be developed
based on the objectives found in the framework. At least fifty percent
(50%) of the test items on the MCT2 must match the Depth of Knowledge
level assigned to the objectives for each competency. The Depth of
Knowledge (DOK) level is indicated at the end of each objective.
2007 Mississippi Mathematics Framework Revised
28
FOURTH GRADE
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Understand relationships among numbers, use the four basic
operations, compute fluently, and make reasonable estimates.
a. Add and subtract up to five-digit whole numbers with and without
regrouping. (DOK 1)
b. Add and subtract decimals through hundredths. (DOK 1)
c. Explain two or more methods of multiplying whole numbers (one- and
two-digits)
with justification. (DOK 2)
d. Explain two or more methods of dividing four-digit dividends by one- and
two-digit
divisors, with and without remainders, and justify the processes. (DOK 2)
e. Add and subtract fractions with like denominators. (DOK 1)
f. Model and identify equivalent fractions. (DOK 2)
g. Represent equivalence relationships between fractions and decimals using
concrete materials, diagrams, or other models. (DOK 1)
h. Estimate products and quotients of whole numbers to include strategies
such as rounding. (DOK 2)
i. Recall multiplication and division facts. (DOK 1)
j. Compose and decompose five-digit numbers and decimal numbers
through hundredths, with representations in words, physical models, and
expanded and standard forms. (DOK 1)
k. Determine and use benchmark numbers such as 0, 0.5 (½), and 1 to judge the
magnitude of whole numbers, decimals, and fractions. (DOK 2)
l. Model factors and multiples of whole numbers. (DOK 1)
ALGEBRA
2. Analyze and represent patterns, number relationships, and functions
using algebraic symbols. Demonstrate an understanding of the
properties of the basic operations.
a. Analyze a given numeric pattern and generate a similar pattern. (DOK 2)
b. Determine the value of variables in equations; justify the process used to
make
the determination. (DOK 2)
c. Construct input/output function tables and generalize the rule using words,
models, and symbols. (DOK 3)
2007 Mississippi Mathematics Framework Revised
29
d. Explain the properties of the basic operations using models, numbers, and
variables: (DOK 2)
Zero property of multiplication
Associative properties of addition and multiplication
Commutative properties of addition and multiplication
Identity properties of addition and multiplication
Distributive properties of multiplication over addition and subtraction
e. Demonstrate and explain the inverse operations of addition/subtraction
and multiplication/division. (DOK 2)
GEOMETRY
3. Analyze characteristics, properties, and relationships of two- and
threedimensional
geometric shapes. Use coordinate geometry.
a. Analyze and describe the similarities and differences between and among
twoand
three-dimensional geometric shapes, figures, and models using
mathematical language. (DOK 2)
b. Identify and analyze the relationships between and among points, lines, line
segments, angles, and rays. (DOK 2)
c. Identify transformations (rotations [turns], reflections [flips], and
translations
[slides]) of two-dimensional figures. (DOK 1)
d. Locate ordered pairs in the first quadrant of the coordinate plane. (DOK 1)
MEASUREMENT
4. Evaluate and justify measurable attributes of objects, units, systems,
and processes. Perform measurements.
a. Estimate and measure a given object to the nearest eighth of an inch. (DOK 2)
b. Convert capacity, weight/mass, and length within the English and metric
systems
of measurement. (DOK 1)
c. Describe relationships of rectangular area to numerical multiplication. (DOK
2)
d. Use appropriate tools to determine, estimate, and compare units for
measurement of weight/mass, area, size of angle, temperature, length, distance,
and volume in English and metric systems and time in real-life situations.
(DOK 1)
2007 Mississippi Mathematics Framework Revised
30
DATA ANALYSIS & PROBABILITY
5. Formulate and analyze data. Evaluate inferences and predictions.
a. Draw, label, and interpret bar graphs, line graphs, and stem-and-leaf plots.
(DOK 2)
b. Find and interpret the mean, mode, median, and range of a set of data. (DOK
1)
c. Compare data and interpret quantities represented on tables and graphs
including line graphs, bar graphs, frequency tables, and stem-and-leaf plots to
make predictions and solve problems based on the information.
(DOK 3)
2007 Mississippi Mathematics Framework Revised
31
FIFTH GRADE
In the Fifth Grade competencies and objectives, rational and whole number
computations are now at a skill level. Students apply the properties of real
numbers
and computations in algebraic contexts. Generalizations and patterns are more
formal. Transformational geometry is used as a tool for students to continue
their
geometric explorations. Students develop formulas for perimeter and area of
polygons as part of these explorations. Data analysis now includes
interpretations of
line graphs, stem-and-leaf plots, histograms, and box-and-whisker plots.
Continued
emphases should be placed on communicating mathematically through writing,
speaking,
reading, and critical listening. Mathematics instruction at this level should
include
manipulatives, cooperative and collaborative learning experiences, and
justifications,
proofs or arguments to support reasoning.
The framework is comprised of five content strands: number and operations,
algebra, geometry, measurement, and data analysis & probability. The five
process strands are problem solving, reasoning & proof, communication,
connections, and representation. The five interrelated content strands along
with the
five process strands combine to provide continuity to the teaching of K 12
Mathematics. Even though the process strands are not listed throughout the
framework,
these strands should be incorporated when presenting the content of the
curriculum.
The competencies, printed in bold face type, are the required learning standards
for all students. The Mississippi Curriculum Test, Second Edition (MCT2) and
Mississippi Subject Area Tests are aligned to the competencies. Competencies do
not
have to be taught in the order presented in the framework. The competencies are
presented in outline form for consistency and for easy reference throughout the
framework. Competencies are intentionally broad in order to allow school
districts and
teachers the flexibility to create a curriculum that meets the needs of their
students.
They may relate to one, many, or all of the mathematics framework strands and
may be
combined and taught with other competencies throughout the school year.
Competencies provide a general guideline of on-going instruction, not isolated
units,
activities, or skills. The competencies are not intended to be a list of content
skills that
are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of
content and concepts at each grade level and course. Many of the objectives are
interrelated rather than sequential, which means that objectives are not
intended to
be taught in the specific order in which they are presented. Multiple objectives
can
and should be taught at the same time.
The Mississippi Curriculum Test, Second Edition (MCT2) will be developed
based on the objectives found in the framework. At least fifty percent
(50%) of the test items on the MCT2 must match the Depth of Knowledge
level assigned to the objectives for each competency. The Depth of
Knowledge (DOK) level is indicated at the end of each objective.
2007 Mississippi Mathematics Framework Revised
32
FIFTH GRADE
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Analyze relationships among numbers and the four basic operations,
compute fluently, and make reasonable estimates.
a. Compare and order integers, decimals to the nearest thousandths, like and
unlike fractions, and mixed numbers using >, <, and =. (DOK 1)
b. Compose and decompose seven-digit numbers and decimals through
thousandths in word, standard, and expanded forms. (DOK 1)
c. Identify factors and multiples of whole numbers. (DOK 1)
d. Model and distinguish between prime and composite numbers. (DOK 1)
e. Model and identify equivalent fractions including conversion of improper
fractions
to mixed numbers and vice versa. (DOK 1)
f. Add, subtract, multiply, and divide (with and without remainders) using
nonnegative
rational numbers. (DOK 1)
g. Estimate sums, differences, products, and quotients of non-negative rational
numbers to include strategies such as front-end rounding, benchmark numbers,
compatible numbers, and rounding. (DOK 2)
ALGEBRA
2. Explain and analyze number relationships and functions using algebraic
symbols, and demonstrate an understanding of the properties of the
basic operations.
a. Determine the value of variables in equations and inequalities, justifying
the
process.
(DOK 2)
b. Devise a rule for an input/output function table, describing it in words and
symbols. (DOK 2)
c. Apply the properties of basic operations to solve problems: (DOK 2)
Zero property of multiplication
Commutative properties of addition and multiplication
Associative properties of addition and multiplication
Distributive properties of multiplication over addition and subtraction
Identity properties of addition and multiplication
2007 Mississippi Mathematics Framework Revised
33
d. Apply inverse operations of addition/subtraction and multiplication/division
to
problem-solving situations. (DOK 2)
GEOMETRY
3. Develop mathematical arguments about geometric relationships and
describe spatial relationships using coordinate geometry.
a. Analyze and describe the characteristics of symmetry relative to classes of
polygons (parallelograms, triangles, etc.). (DOK 2)
b. Explain the relationships between coordinates in each quadrant of the
coordinate
plane. (DOK 2)
c. Describe the characteristics, including the relationship of the pre-image and
the
image, of each type of transformation (rotations [turns], reflections [flips],
and
translations [slides]) of two-dimensional figures. (DOK 2)
d. Construct and analyze two- and three-dimensional shapes to solve problems
involving congruence and symmetry. (DOK 3)
e. Label ordered pairs in the coordinate plane. (DOK 1)
MEASUREMENT
4. Develop concepts and apply appropriate tools and techniques to
determine units of measure.
a. Estimate and measure length to nearest millimeter in the metric system and
onesixteenth
inch in the English system. (DOK 2)
b. Convert units within a given measurement system to include length,
weight/mass, and volume. (DOK 1)
c. Develop, compare, and use formulas to estimate and calculate the
perimeter and area of rectangles, triangles, and parallelograms. (DOK 2)
d. Select and apply appropriate units for measuring length, mass, volume, and
temperature in the standard (English and metric) systems. (DOK 1)
DATA ANALYSIS & PROBABILITY
5. Interpret and analyze data and make predictions.
a. Use the mean, median, mode, and range to analyze a data set. (DOK 2)
b. Compare data and interpret quantities represented on tables and graphs,
including line graphs, stem-and-leaf plots, histograms, and box-and-whisker
plots
to make predictions, and solve problems based on the information. (DOK 2)
2007 Mississippi Mathematics Framework Revised
34
SIXTH GRADE
In the Sixth Grade mathematics framework, rational number computations are more
fully
developed. Solving algebraic equations in multiple ways (such as
guess-and-check,
tables, inspection, and algebraic manipulations) is part of the course of study
as students
move toward the middle grades where there is a stronger focus on algebraic
topics.
Using function tables and graphing supports the algebraic development. Rigid
(translations, reflections and rotations) and non-rigid (dilations) motions are
used in
problem-solving situations and in making generalizations. Application problems
using
area and perimeter of regular and irregular shapes are part of the measurement
strand,
while volume is introduced. Data analysis includes box-and-whisker plots along
with
other graphical representations. The instructional approach should provide
opportunities
for students to work together collaboratively and cooperatively as they solve
routine and
non-routine problems. Communication strategies should include reading, writing,
speaking, and critical listening as students present and evaluate mathematical
arguments, proofs, and explanations about their reasoning. Physical materials
should
continue to be part of the development of mathematical understanding.
The framework is comprised of five content strands: number and operations,
algebra,
geometry, measurement, and data analysis & probability. The five process strands
are
problem solving, reasoning & proof, communication, connections, and
representation. The five interrelated content strands along with the five
process strands
combine to provide continuity to the teaching of K 12 Mathematics. Even though
the process
strands are not listed throughout the framework, these strands should be
incorporated when
presenting the content of the curriculum.
The competencies, printed in bold face type, are the required learning standards
for all
students. The Mississippi Curriculum Test, Second Edition (MCT2) and Mississippi
Subject
Area Tests are aligned to the competencies. Competencies do not have to be
taught in the
order presented in the framework. The competencies are presented in outline form
for
consistency and for easy reference throughout the framework. Competencies are
intentionally broad in order to allow school districts and teachers the
flexibility to create a
curriculum that meets the needs of their students. They may relate to one, many,
or all of the
mathematics framework strands and may be combined and taught with other
competencies
throughout the school year. Competencies provide a general guideline of on-going
instruction, not isolated units, activities, or skills. The competencies are not
intended to be a
list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content
and concepts at each grade level and course. Many of the objectives are
interrelated rather
than sequential, which means that objectives are not intended to be taught in
the specific
order in which they are presented. Multiple objectives can and should be taught
at the
same time.
The Mississippi Curriculum Test, Second Edition (MCT2) will be developed based
on the objectives found in the framework. At least fifty percent (50%) of the
test
items on the MCT2 must match the Depth of Knowledge level assigned to the
objectives for each competency. The Depth of Knowledge (DOK) level is indicated
at the end of each objective.
2007 Mississippi Mathematics Framework Revised
35
SIXTH GRADE
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Analyze numbers using place value and prime factorization. Solve problems
involving basic operations of rational numbers.
a. Compare and order rational numbers using symbols (<, >, and =) and a number
line. (DOK 1)
b. Use estimation strategies to determine the reasonableness of results in a
variety
of situations including rational number computations. (DOK 2)
c. Determine the Greatest Common Factor (GCF) and Least Common Multiple
(LCM) of two numbers. (DOK 2)
d. Compute using basic operations with fractions and mixed numbers. Express
answers in the simplest form. (DOK 1)
e. Solve problems by dividing whole and decimal numbers by decimals and
interpret the quotient and remainder within the problem context. (DOK 2)
f. Explain the relationship(s) among fractions, decimals, and percents and model
and represent a specific quantity in multiple ways. (DOK 2)
g. Model addition and subtraction of integers with physical materials and the
number line. (DOK 2)
h. Solve problems by finding the percentage of a number including percentages
greater than 100 and less than 1. (DOK 2)
i. Multiply four-digit numbers by two-digit numbers (including whole numbers and
decimals). (DOK 1)
j. Explain the meaning of multiplication and division of rational numbers. (DOK
2)
k. Explain the meaning and relationship between absolute value and opposites.
(DOK 2)
ALGEBRA
2. Use algebraic functions, patterns, and language across a variety of contexts.
a. Solve simple equations using guess-and-check, diagrams, properties, or
inspection, explaining the process used. (DOK 2)
b. Complete a function table based on a given rule. (DOK 2)
c. Formulate algebraic expressions, equations, and inequalities to reflect a
given
situation. (DOK 2)
2007 Mississippi Mathematics Framework Revised
36
d. State the following properties using variables and apply them in solving
problems: (DOK 1)
Zero property of multiplication
Inverse properties of addition/subtraction and multiplication/division
Commutative and associative properties of addition and multiplication
Identity properties of addition and multiplication
Distributive properties of multiplication over addition and subtraction
e. Describe a rule for a function table using words, symbols, and points on a
graph
and vice versa. (DOK 2)
GEOMETRY
3. Analyze geometric relationships of lines, angles, two- and three-dimensional
shapes, and transformations.
a. Compare, classify, and construct transformations (reflections, translations,
and
rotations). (DOK 3)
b. Construct three-dimensional figures using manipulatives and generalize the
relationships among vertices, faces, and edges (such as Eulers Formula).
(DOK 3)
c. Draw, label, and classify polygons to include regular and irregular shapes.
Identify congruent and symmetrical figures. (DOK 1)
d. Identify, estimate, and compare right, acute, and obtuse angles. (DOK 1)
e. Explain the relationships between corresponding parts of the pre-image and
image
of a dilation. (DOK 2)
MEASUREMENT
4. Apply geometric formulas and standard (English and metric) units of
measurement in mathematical and real-life situations.
a. Convert units within a given measurement system to solve problems. (DOK 1)
b. Calculate the perimeter and area of regular and irregular shapes using a
variety
of methods. (DOK 2)
c. Determine the radius, diameter, and circumference of a circle. (DOK 1)
d. Use scale factors to perform dilations and to solve ratio and proportion
problems.
(DOK 2)
e. Predict and calculate the volume of prisms. (DOK 2)
f. Apply techniques and tools to accurately find length, area, and angle
measures
to appropriate levels of precision. (DOK 1)
g. Explain the relationship of circumference of a circle to its diameter,
linking to pi.
(DOK 1)
2007 Mississippi Mathematics Framework Revised
37
DATA ANALYSIS & PROBABILITY
5. Organize, interpret, analyze, and display data to predict trends.
a. Construct, interpret, and explain line graphs, double bar graphs, frequency
plots,
stem-and-leaf plots, histograms, and box-and-whisker plots. (DOK 2)
b. Determine how changes in data affect mean, median, mode, and range.
(DOK 2)
c. Predict trends based on graphical representation. (DOK 3)
2007 Mississippi Mathematics Framework Revised
38
SEVENTH GRADE
The Seventh Grade mathematics framework supports the more sophisticated
computations that students can do with rational numbers and introduces
exponents. Algebraic topics and the formation of generalizations are major foci
as
this course is preparing students for Pre-Algebra. Given the work with rational
numbers, students explore probability ideas. Transformations are now carried out
on the
coordinate plane. Technology should be a component of the instruction. The
instructional approach should provide opportunities for students to work
together
collaboratively and cooperatively as they solve routine and non-routine
problems.
Communication strategies should include reading, writing, speaking, and critical
listening as students present and evaluate mathematical arguments, proofs, and
explanations about their reasoning. Physical materials should continue to be
part
of the development of mathematical understanding.
The framework is comprised of five content strands: number and operations,
algebra, geometry, measurement, and data analysis & probability. The five
process strands are problem solving, reasoning & proof, communication,
connections, and representation. The five interrelated content strands along
with the
five process strands combine to provide continuity to the teaching of K 12
Mathematics. Even though the process strands are not listed throughout the
framework,
these strands should be incorporated when presenting the content of the
curriculum.
The competencies, printed in bold face type, are the required learning standards
for all students. The Mississippi Curriculum Test, Second Edition (MCT2) and
Mississippi Subject Area Tests are aligned to the competencies. Competencies do
not
have to be taught in the order presented in the framework. The competencies are
presented in outline form for consistency and for easy reference throughout the
framework. Competencies are intentionally broad in order to allow school
districts and
teachers the flexibility to create a curriculum that meets the needs of their
students.
They may relate to one, many, or all of the mathematics framework strands and
may be
combined and taught with other competencies throughout the school year.
Competencies provide a general guideline of on-going instruction, not isolated
units,
activities, or skills. The competencies are not intended to be a list of content
skills that
are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of
content and concepts at each grade level and course. Many of the objectives are
interrelated rather than sequential, which means that objectives are not
intended to
be taught in the specific order in which they are presented. Multiple objectives
can
and should be taught at the same time.
The Mississippi Curriculum Test, Second Edition (MCT2) will be developed
based on the objectives found in the framework. At least fifty percent
(50%) of the test items on the MCT2 must match the Depth of Knowledge
level assigned to the objectives for each competency. The Depth of
Knowledge (DOK) level is indicated at the end of each objective.
2007 Mississippi Mathematics Framework Revised
39
SEVENTH GRADE
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Apply concepts of rational numbers and perform basic operations
emphasizing the concepts of ratio, proportion, and percent with and without
the use of calculators.
a. Use the order of operations to simplify and/or evaluate whole numbers
(including
exponents and grouping symbols). (DOK 1)
b. Solve problems involving addition, subtraction, multiplication, and division
of
rational numbers. Express answers in simplest form. (DOK 2)
c. Convert among decimals, fractions, mixed numbers, and percents. (DOK 1)
d. Evaluate and estimate powers and square roots of real numbers. (DOK 2)
e. Explain the relationship between standard form and scientific notation. (DOK
1)
f. Multiply and divide numbers written in scientific notation. (DOK 1)
g. Solve real-life problems involving unit price, unit rate, sales price, sales
tax,
discount, simple interest, commission, and rates of commission. (DOK 1)
h. Solve contextual problems requiring the comparison, ordering, and application
of
integers. (DOK 2)
i. Develop a logical argument to demonstrate the denseness of rational
numbers.
(DOK 3)
ALGEBRA
2. Develop and apply the basic operations of rational numbers to algebraic and
numerical tasks. Create and apply algebraic expressions and equations.
a. Recognize, describe, and state the rule of generalized numerical and
geometric
patterns using tables, graphs, words, and symbols. (DOK 2)
b. Solve equations that represent algebraic and real-world problems using
multiple
methods including the real number properties. (DOK 1)
c. Formulate algebraic expressions, equations, and inequalities to reflect a
given
situation and vice versa. (DOK 2)
d. Complete a function table based on a given rule and vice versa. (DOK 1)
2007 Mississippi Mathematics Framework Revised
40
e. Identify the following properties using variables and apply them in solving
problems: (DOK 1)
Zero property of multiplication
Inverse properties of addition/subtraction and multiplication/division
Commutative and associative properties of addition and multiplication
Identity properties of addition and multiplication
Distributive properties of multiplication over addition and subtraction.
f. Predict the shape of a graph from a function table. (DOK 2)
GEOMETRY
3. Apply geometric relationships of angles, two- and three-dimensional shapes,
and transformations.
a. Classify and compare three-dimensional shapes using their properties. (DOK 1)
b. Construct two-dimensional representations of three-dimensional objects.
(DOK 2)
c. Justify the congruency or symmetry of two figures. (DOK 2)
d. Perform transformations (rigid and non-rigid motions) on two-dimensional
figures
using the coordinate plane. (DOK 2)
e. Create an argument using the Pythagorean Theorem principles to show that a
triangle is a right triangle. (DOK 2)
f. Construct and classify angles. (DOK 2)
MEASUREMENT
4. Apply appropriate techniques, tools, and formulas to determine measurements
with a focus on real-world problems. Recognize that formulas in mathematics
are generalized statements about rules, equations, principles, or other logical
mathematical relationships.
a. Convert from one unit to another, perform basic operations, and solve
real-world
problems using standard (English and metric) measurements within the same
system. (DOK 2)
b. Use formulas and strategies, such as decomposition, to compute the perimeter
and area of triangles, parallelograms, trapezoids, the circumference and area of
circles, and find the area of more complex shapes. (DOK 2)
c. Develop and justify geometric formulas for volume and surface area of
cylinders,
pyramids, and prisms. (DOK 3)
d. Solve problems involving scale factors using ratios and proportions. (DOK 2)
2007 Mississippi Mathematics Framework Revised
41
DATA ANALYSIS & PROBABILITY
5. Organize and interpret data. Analyze data to make predictions.
a. Use proportions, estimates, and percentages to construct, interpret, and make
predictions about a population based on histograms or circle graph
representations of data from a sample. (DOK 2)
b. Determine how outliers affect mean, median, mode, or range. (DOK 2)
c. Construct and interpret line graphs, frequency tables, circle graphs,
box-andwhisker
plots, and scatter plots to generalize trends from given data. (DOK 2)
d. Determine probabilities through experimentation, simulation, or calculation.
(Note: Make and test conjectures and predictions by calculating the probability
of
an event.) (DOK 2)
2007 Mississippi Mathematics Framework Revised
42
PRE-ALGEBRA
The Pre-Algebra mathematics framework serves as a bridge between lower-grades
mathematics and Algebra. This course will build a foundation of algebraic
concepts through
the use of manipulatives and collaborative/cooperative learning. Concepts
include real
numbers, algebraic expressions, linear equations, polynomials, inequalities,
geometry, ratios,
proportions, percents, number theory, measurement, data analysis, statistics,
and graphing. A
variety of problem-solving techniques and technology will be used when applying
these
concepts, which will enable students to solve real-life application, routine
word, and nonroutine
problems. Technology should be a component of the instruction. The instructional
approach should provide opportunities for students to work together
collaboratively and
cooperatively as they solve routine and non-routine problems. Communication
strategies
should include reading, writing, speaking, and critical listening as students
present and
evaluate mathematical arguments, proofs, and explanations about their reasoning.
This
course should provide a foundation for the development of justifications to
support
solutions and solution methods. Physical materials should continue to be part of
the
development of mathematical understanding. This course is designed to prepare
students
for Transition to Algebra or Algebra I.
The framework is comprised of five content strands: number and operations,
algebra,
geometry, measurement, and data analysis & probability. The five process strands
are
problem solving, reasoning & proof, communication, connections, and
representation. The five interrelated content strands along with the five
process strands
combine to provide continuity to the teaching of K 12 Mathematics. Even though
the process
strands are not listed throughout the framework, these strands should be
incorporated when
presenting the content of the curriculum.
The competencies, printed in bold face type, are the required learning standards
for all
students. The Mississippi Curriculum Test, Second Edition (MCT2) and Mississippi
Subject
Area Tests are aligned to the competencies. Competencies do not have to be
taught in the
order presented in the framework. The competencies are presented in outline form
for
consistency and for easy reference throughout the framework. Competencies are
intentionally broad in order to allow school districts and teachers the
flexibility to create a
curriculum that meets the needs of their students. They may relate to one, many,
or all of the
mathematics framework strands and may be combined and taught with other
competencies
throughout the school year. Competencies provide a general guideline of on-going
instruction, not isolated units, activities, or skills. The competencies are not
intended to be a
list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content
and concepts at each grade level and course. Many of the objectives are
interrelated rather
than sequential, which means that objectives are not intended to be taught in
the specific
order in which they are presented. Multiple objectives can and should be taught
at the
same time.
The Mississippi Curriculum Test, Second Edition (MCT2) will be developed based
on the objectives found in the framework. At least fifty percent (50%) of the
test
items on the MCT2 must match the Depth of Knowledge level assigned to the
objectives for each competency. The Depth of Knowledge (DOK) level is indicated
at the end of each objective.
2007 Mississippi Mathematics Framework Revised
43
PRE-ALGEBRA
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Apply concepts and perform basic operations using real numbers in real-world
contexts.
a. Define, classify, and order rational and irrational numbers and their
subsets.
(DOK 1)
b. Formulate and solve standard and real-life problems involving addition,
subtraction, multiplication, and division of rational numbers. (DOK 2)
c. Apply the concepts of Greatest Common Factor (GCF) and Least Common
Multiple (LCM) to monomials with variables. (DOK 2)
d. Simplify and evaluate expressions using order of operations and use real
number
properties to justify solutions. (DOK 2)
e. Explain the rules of exponents related to multiplication and division of
terms with
exponents. (DOK 2)
f. Recognize and appropriately use exponential and scientific notation. (DOK 1)
g. Explain and use the inverse relationship between square roots and squares.
(DOK 2)
ALGEBRA
2. Apply properties to simplify algebraic expressions, solve linear equations
and
inequalities, and apply principles of graphing.
a. Simplify and evaluate numerical and algebraic expressions. (DOK 1)
b. Apply properties of real numbers with an emphasis on the distributive
properties
of multiplication over addition and subtraction. (DOK 1)
c. Solve and check equations and inequalities using one variable. (DOK 2)
d. Model inequalities (and their solutions) on a number line. (DOK 1)
e. Graph linear equations and non-linear equations (y = x²) using multiple
methods
including t-tables and slope-intercept. (DOK 2)
f. Given a linear graph, identify its slope as positive, negative, undefined, or
zero,
and interpret slope as rate of change. (DOK 2)
g. Determine slope, x-intercept, and y-intercept from a graph and/or equation in
slope-intercept or standard form. (DOK 1)
h. Add, subtract, and multiply monomials and binomials. (DOK 1)
i. Predict characteristics of a graph given an equation or t-table. (DOK 2)
2007 Mississippi Mathematics Framework Revised
44
GEOMETRY
3. Identify and apply geometric principles to polygons, angles, and two- and
three-dimensional figures.
a. Locate and identify angles formed by parallel lines cut by a transversal(s)
(e.g.,
adjacent, vertical, complementary, supplementary, corresponding, alternate
interior, and alternate exterior). (DOK 1)
b. Find missing angle measurements for parallel lines cut by a transversal(s)
and
for a vertex of a polygon. (DOK 1)
c. Explain the Pythagorean Theorem and apply it to solve routine and non-routine
problems. (DOK 3)
d. Solve real-world and non-routine problems involving congruent and similar
figures. (DOK 3)
e. Use two-dimensional representations (nets) of three-dimensional objects to
describe objects from various perspectives. (DOK 2)
MEASUREMENT
4. Understand measurable attributes of objects and apply various formulas in
problem solving situations.
a. Solve real-world application problems that include length, area, perimeter,
and
circumference using standard measurements. (DOK 2)
b. Develop, analyze, and explain methods for solving problems involving
proportions, such as scaling and finding equivalent ratios. (DOK 3)
c. Use formulas and/or appropriate measuring tools to find length and angle
measures (to appropriate levels of precision), perimeter, area, volume, and
surface area of polygons, circles, spheres, cones, pyramids, and composite or
irregular figures. (DOK 1)
DATA ANALYSIS & PROBABILITY
5. Interpret, organize, and make predictions about a variety of data using
concepts of probability.
a. Use a given mean, mode, median, and range to summarize and compare data
sets including investigation of the different effects that change in data values
have on these measures. (DOK 2)
b. Select the appropriate measures of central tendency for a particular purpose.
(DOK 2)
c. Make and list conjectures by calculating probability for experimental or
simulated
contexts. (DOK 3)
d. Construct and interpret scatter plots to generalize trends from given data
sets.
(DOK 3)
2007 Mississippi Mathematics Framework Revised
45
TRANSITION TO ALGEBRA
Transition to Algebra is designed to give students an additional opportunity to
develop
foundational skills required to be successful in Algebra I. Students should
enter Transition to
Algebra with fluency in computing with rational numbers and an understanding of
solving
and interpreting linear equations and graphs. In Transition to Algebra, students
continue the
development of their understanding by making generalizations about the
characteristics of
graphs and their associated equations, expanding the techniques used to solve
equations, and
applying properties in real-world applications, routine word, and non-routine
problems.
Technology should be a component of the instruction. The instructional approach
should
provide opportunities for students to work together collaboratively and
cooperatively as
they solve routine and non-routine problems. Communication strategies should
include
reading, writing, speaking, and critical listening as students present and
evaluate
mathematical arguments, proofs, and explanations about their reasoning. Physical
materials should continue to be part of the development of mathematical
understanding.
The framework is comprised of five content strands: number and operations,
algebra,
geometry, measurement, and data analysis & probability. The five process strands
are
problem solving, reasoning & proof, communication, connections, and
representation. The five interrelated content strands along with the five
process strands
combine to provide continuity to the teaching of K 12 Mathematics. Even though
the process
strands are not listed throughout the framework, these strands should be
incorporated when
presenting the content of the curriculum.
The competencies, printed in bold face type, are the required learning standards
for all
students. The Mississippi Curriculum Test, Second Edition (MCT2) and Mississippi
Subject
Area Tests are aligned to the competencies. Competencies do not have to be
taught in the
order presented in the framework. The competencies are presented in outline form
for
consistency and for easy reference throughout the framework. Competencies are
intentionally broad in order to allow school districts and teachers the
flexibility to create a
curriculum that meets the needs of their students. They may relate to one, many,
or all of the
mathematics framework strands and may be combined and taught with other
competencies
throughout the school year. Competencies provide a general guideline of on-going
instruction, not isolated units, activities, or skills. The competencies are not
intended to be a
list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content
and concepts at each grade level and course. Many of the objectives are
interrelated rather
than sequential, which means that objectives are not intended to be taught in
the specific
order in which they are presented. Multiple objectives can and should be taught
at the
same time.
The Mississippi Curriculum Test, Second Edition (MCT2) will be developed based
on the objectives found in the framework. At least fifty percent (50%) of the
test
items on the MCT2 must match the Depth of Knowledge level assigned to the
objectives for each competency. The Depth of Knowledge (DOK) level is indicated
at the end of each objective.
2007 Mississippi Mathematics Framework Revised
46
TRANSITION TO ALGEBRA
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Data Analysis
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Understand relationships between numbers and their properties and perform
operations fluently.
a. Compare and contrast the subsets of real numbers. (DOK 1)
b. Simplify and evaluate expressions using order of operations and use real
number
properties to justify solutions. (DOK 2)
c. Express, interpret, and compute numbers using scientific notation in
meaningful
contexts. (DOK 1)
d. Apply the concept of Greatest Common Factor (GCF) and Least Common
Multiple (LCM) to monomials with variables. (DOK 2)
e. Use the inverse relationship to develop the concept of roots and perfect
squares.
(DOK 2)
ALGEBRA
2. Understand, represent, and analyze patterns, relations, and functions.
a. Given a literal equation, solve for a specified variable of degree one. (DOK
1)
b. Explain and illustrate how changes in one variable may result in a change in
another variable. (DOK 2)
c. Solve and check multi-step equations and inequalities, including distributive
property, variables on both sides, and rational coefficients. (DOK 2)
d. Use real-world data to express slope as a rate of change. (DOK 2)
e. Graph solutions to linear inequalities. (DOK 2)
f. Write linear equations given slope and y-intercept or two points. (DOK 2)
g. Identify domain, range, slope, and intercepts of functions. (DOK 1)
h. Develop generalizations to characterize the behaviors of graphs (linear,
quadratic, and absolute value). (DOK 2)
i. Classify and determine degree of a polynomial and arrange polynomials in
ascending or descending order of a variable. (DOK 1)
j. Apply ratios and use proportional reasoning to solve real-world algebraic
problems. (DOK 2)
k. Add, subtract, multiply, and divide polynomial expressions. (DOK 1)
l. Analyze the relationship between x and y values, and determine whether a
relation is a function. (DOK 2)
2007 Mississippi Mathematics Framework Revised
47
GEOMETRY
3. Understand geometric principles of polygons, angles, figures.
a. Apply the Pythagorean Theorem to solve problems. (DOK 2)
b. Apply proportional reasoning to determine similar figures and find unknown
measures. (DOK 2)
MEASUREMENT
4. Demonstrate and apply various formulas in problem-solving situations.
a. Solve real-world problems involving measurements (i.e., circumference,
perimeter, area, volume, distance, temperature, etc.). (DOK 2)
b. Explain and apply the appropriate formula to determine length, midpoint, and
slope of a segment in a coordinate plane (i.e., distance formula, Pythagorean
Theorem). (DOK 2)
DATA ANALYSIS
5. Interpret data.
a. Construct graphs, make predictions, and draw conclusions from tables, line
graphs, and scatter plots. (DOK 3)
b. Use a given mean, mode, median, and range to summarize and compare data
sets including investigation of the different effects that change in data have
on
these measures of central tendency, and select the appropriate measures of
central tendency for a given purpose. (DOK 2)
c. Calculate basic probability of experiments and simulations to make and test
conjectures about results. (DOK 3)
2007 Mississippi Mathematics Framework Revised
48
ALGEBRA I
The Algebra I framework provides the minimum competencies required for students
to be
successful in higher-level math courses. Students should enter Algebra I with
fluency in
computing with all four operations using rational numbers and basic knowledge
and
understanding of how to use formulas to solve problems. Solving equations and
graphing is
extended to include linear and non-linear functions and relations and
higher-degree equations.
Concepts and computations with matrices are introduced. The analysis of graphs
includes scatter
plots. Written and oral justifications to support solution methods and solutions
are required.
Technology should be a component of the instruction. The instructional approach
should
provide opportunities for students to work together collaboratively and
cooperatively as
they solve routine and non-routine problems. Communication strategies should
include
reading, writing, speaking, and critical listening as students present and
evaluate
mathematical arguments, proofs, and explanations about their reasoning. Physical
materials should continue to be part of the development of mathematical
understanding
including area models for polynomial operations.
The framework is comprised of five content strands: number and operations,
algebra,
geometry, measurement, and data analysis & probability. The five process strands
are
problem solving, reasoning & proof, communication, connections, and
representation. The five interrelated content strands along with the five
process strands
combine to provide continuity to the teaching of K 12 Mathematics. Even though
the process
strands are not listed throughout the framework, these strands should be
incorporated when
presenting the content of the curriculum.
The competencies, printed in bold face type, are the required learning standards
for all
students. The Mississippi Curriculum Test, Second Edition (MCT2) and Mississippi
Subject
Area Tests are aligned to the competencies. Competencies do not have to be
taught in the
order presented in the framework. The competencies are presented in outline form
for
consistency and for easy reference throughout the framework. Competencies are
intentionally broad in order to allow school districts and teachers the
flexibility to create a
curriculum that meets the needs of their students. They may relate to one, many,
or all of the
mathematics framework strands and may be combined and taught with other
competencies
throughout the school year. Competencies provide a general guideline of on-going
instruction, not isolated units, activities, or skills. The competencies are not
intended to be a
list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content
and concepts at each grade level and course. Many of the objectives are
interrelated rather
than sequential, which means that objectives are not intended to be taught in
the specific
order in which they are presented. Multiple objectives can and should be taught
at the
same time.
The Mississippi Curriculum Test, Second Edition (MCT2) will be developed based
on the objectives found in the framework. At least fifty percent (50%) of the
test
items on the MCT2 must match the Depth of Knowledge level assigned to the
objectives for each competency. The Depth of Knowledge (DOK) level is indicated
at the end of each objective.
2007 Mississippi Mathematics Framework Revised
49
ALGEBRA I
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Understand relationships between numbers and their properties and perform
operations fluently.
a. Apply properties of real numbers to simplify algebraic expressions, including
polynomials. (DOK 1)
b. Use matrices to solve mathematical situations and contextual problems. (DOK
2)
ALGEBRA
2. Understand, represent, and analyze patterns, relations, and functions.
a. Solve, check, and graph multi-step linear equations and inequalities in one
variable, including rational coefficients in mathematical and real-world
situations.
(DOK 2)
b. Solve and graph absolute value equations and inequalities in one variable.
(DOK 2)
c. Analyze the relationship between x and y values, determine whether a relation
is
a function, and identify domain and range. (DOK 2)
d. Explain and illustrate how a change in one variable may result in a change in
another variable and apply to the relationships between independent and
dependent variables. (DOK 2)
e. Graph and analyze linear functions. (DOK 2)
f. Use algebraic and graphical methods to solve systems of linear equations and
inequalities in mathematical and real-world situations. (DOK 2)
g. Add, subtract, multiply, and divide polynomial expressions. (DOK 1)
h. Factor polynomials by using Greatest Common Factor (GCF) and factor
quadratics that have only rational roots. (DOK 1)
i. Determine the solutions to quadratic equations by using graphing, tables,
completing the square, the Quadratic formula, and factoring. (DOK 1)
j. Justify why some polynomials are prime over the rational number system.
(DOK 2)
k. Graph and analyze absolute value and quadratic functions. (DOK 2)
l. Write, graph, and analyze inequalities in two variables. (DOK 2)
2007 Mississippi Mathematics Framework Revised
50
GEOMETRY
3. Understand how algebra and geometric representations interconnect and build
on one another.
a. Apply the concept of slope to determine if lines in a plane are parallel or
perpendicular. (DOK 2)
b. Solve problems that involve interpreting slope as a rate of change. (DOK 2)
MEASUREMENT
4. Demonstrate and apply various formulas in problem-solving situations.
a. Solve real-world problems involving formulas for perimeter, area, distance,
and
rate. (DOK 2)
b. Explain and apply the appropriate formula to determine length, midpoint, and
slope of a segment in a coordinate plane. (i.e., distance formula, Pythagorean
Theorem). (DOK 2)
c. Represent polynomial operations with area models. (DOK 2)
DATA ANALYSIS & PROBABILITY
5. Represent, analyze and make inferences based on data with and without the
use of technology.
a. Draw conclusions and make predictions from scatter plots. (DOK 3)
b. Use linear regression to find the line-of-best fit from a given set of data.
(DOK 3)
2007 Mississippi Mathematics Framework Revised
51
GEOMETRY
Students should enter Geometry with an understanding and the ability to solve
and
interpret linear equations and associated graphs, be familiar with quadratic
equations, understand the Pythagorean Theorem, be able to identify two- and
threedimensional
shapes, and be familiar with the basic geometric (measurement) formulas.
Geometry provides a graphical and visual representation of the mathematical
world
around us. These representations should be included across all objectives.
Students
should be given an opportunity to develop spatial sense and an understanding of
a
variety means of providing reasoning, mathematical arguments, and proofs. The
justifications used in geometry should include a variety of techniques including
paragraph and algebraic proofs. Technology should be a component of the
instruction.
The instructional approach should provide opportunities for students to work
together collaboratively and cooperatively as they solve routine and non-routine
problems. Communication strategies should include reading, writing, speaking,
and critical listening as students present and evaluate mathematical arguments,
proofs, and explanations about their reasoning. Physical materials should
continue to be part of the development of mathematical understanding.
The framework is comprised of five content strands: number and operations,
algebra, geometry, measurement, and data analysis & probability. The five
process strands are problem solving, reasoning & proof, communication,
connections, and representation. The five interrelated content strands along
with the
five process strands combine to provide continuity to the teaching of K 12
Mathematics. Even though the process strands are not listed throughout the
framework,
these strands should be incorporated when presenting the content of the
curriculum.
The competencies, printed in bold face type, are the required learning standards
for all students. Competencies do not have to be taught in the order presented
in the
framework. The competencies are presented in outline form for consistency and
for easy reference throughout the framework. Competencies are intentionally
broad
in order to allow school districts and teachers the flexibility to create a
curriculum that
meets the needs of their students. They may relate to one, many, or all of the
mathematics framework strands and may be combined and taught with other
competencies throughout the school year. Competencies provide a general
guideline of on-going instruction, not isolated units, activities, or skills.
The
competencies are not intended to be a list of content skills that are taught and
recorded
as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of
content and concepts at each grade level and course. Many of the objectives are
interrelated rather than sequential, which means that objectives are not
intended to
be taught in the specific order in which they are presented. Multiple objectives
can
and should be taught at the same time. The Depth of Knowledge (DOK) level is
indicated at the end of each objective.
2007 Mississippi Mathematics Framework Revised
52
GEOMETRY
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Compute and determine the reasonableness of a result in mathematical and
real-world situations with and without technology.
a. Apply problem-solving skills to solve and verify the solutions for unknown
measures in similar polygons. (DOK 2)
b. Given exact irrational solutions, determine the best rational estimation.
(DOK 2)
c. Solve real-world or application problems that involve square roots and the
Pythagorean Theorem. (DOK 3)
ALGEBRA
2. Understand relations, functions, and patterns. Analyze change using various
geometric properties.
a. Represent data from geometric and real-world contexts with expressions,
formulas, tables, charts, graphs, relations, and functions. (DOK 2)
b. Recognize and write the equation of a circle in standard form
(x-h)2 + (y-k)2 = r2 and identify the center and radius. (DOK 2)
c. Use slope to analyze and write equations for parallel and perpendicular
lines.
(DOK 2)
d. Apply the Midpoint and Distance Formulas to solve application problems
involving the coordinate plane. (DOK 2)
e. Determine the effects of rigid (translations, rotations, and reflections) and
nonrigid
(dilations) motions and compositions when performed on objects on the
coordinate plane. (DOK 2)
2007 Mississippi Mathematics Framework Revised
53
GEOMETRY
3. Investigate, apply, and prove properties and theorems from postulates and
definitions related to angles, lines, circles, polygons, and two- and
threedimensional
figures. Explore applications of patterns and transformational
geometry.
a. Use inductive reasoning to make conjectures and deductive reasoning to make
valid conclusions. (DOK 3)
b. Develop and evaluate mathematical arguments and proofs to include paragraph,
two-column, and flow chart forms. (DOK 3)
c. Identify, classify, and apply angle relationships formed by parallel lines
cut by
transversals. (DOK 2)
d. Use the properties of altitudes, medians, angle bisectors, and perpendicular
bisectors of triangles to solve problems. (DOK 2)
e. Classify triangles and apply postulates and theorems to test for triangle
inequality, congruence, and similarity. (DOK 2)
f. Determine and justify if a given shape could be tessellated. (DOK 2)
g. Describe and draw cross-sections of prisms, cylinders, pyramids, and cones.
(DOK 1)
h. Graph a vector and determine the magnitude and direction of a given vector.
(DOK 2)
i. Given the pre-image or image, find figures obtained by applying reflections,
translations, rotations, and dilations; describe and justify the method used.
(DOK
2)
MEASUREMENT
4. Select and apply various strategies, tools, and formulas to calculate length,
surface area, volume, and angle measurements.
a. Use the properties of circles using arc, angle, and segment relationships to
find
missing measures. (DOK 2)
b. Solve real-world applications and mathematical problems to find missing
measurements in right triangles by applying special right triangle
relationships,
geometric means, or trigonometric functions. (DOK 2)
c. Solve real-world and mathematical problems involving the lateral area,
surface
area and volume of three-dimensional figures, including prisms, cylinders,
cones, pyramids, and spheres. (DOK 2)
d. Explain and use the properties of 45-45-90 and 30-60-90 triangles. (DOK 2)
e. Apply the relationships of sine, cosine, and tangent to problems involving
right
triangles. (DOK 2)
2007 Mississippi Mathematics Framework Revised
54
DATA ANALYSIS & PROBABILITY
5. Represent, analyze, and make inferences based on data with and without the
use of technology.
a. Apply multiple strategies and representations, including area models, to
solve
probability problems. (DOK 2)
2007 Mississippi Mathematics Framework Revised
55
ALGEBRA II
Algebra II builds on earlier experiences with linear equations and functions.
The genre
of functions expands to include polynomial, exponential, rational, and radical
examples.
Attention is given to inverses, composition of functions, and families of
graphs.
Computations with matrices, logarithms, and complex numbers are introduced.
Conic
sections increase the sophistication level of graphing and the geometric
aspects. The
instructional approach should provide opportunities for students to work
together
collaboratively and cooperatively as they solve routine and non-routine
problems.
Communication strategies should include reading, writing, speaking, and critical
listening as students present and evaluate mathematical arguments, proofs, and
explanations about their reasoning. Justifications, written and oral, should
continue to be part of regular instruction. Physical materials should continue
to be
part of the development of mathematical understanding.
The framework is comprised of five content strands: number and operations,
algebra, geometry, measurement, and data analysis & probability. The five
process strands are problem solving, reasoning & proof, communication,
connections, and representation. The five interrelated content strands along
with the
five process strands combine to provide continuity to the teaching of K 12
Mathematics. Even though the process strands are not listed throughout the
framework,
these strands should be incorporated when presenting the content of the
curriculum.
The competencies, printed in bold face type, are the required learning standards
for all students. Competencies do not have to be taught in the order presented
in the
framework. The competencies are presented in outline form for consistency and
for easy reference throughout the framework. Competencies are intentionally
broad
in order to allow school districts and teachers the flexibility to create a
curriculum that
meets the needs of their students. They may relate to one, many, or all of the
mathematics framework strands and may be combined and taught with other
competencies throughout the school year. Competencies provide a general
guideline of on-going instruction, not isolated units, activities, or skills.
The
competencies are not intended to be a list of content skills that are taught and
recorded
as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of
content and concepts at each grade level and course. Many of the objectives are
interrelated rather than sequential, which means that objectives are not
intended to
be taught in the specific order in which they are presented. Multiple objectives
can
and should be taught at the same time. The Depth of Knowledge (DOK) level is
indicated at the end of each objective.
2007 Mississippi Mathematics Framework Revised
56
ALGEBRA II
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Understand relationships among numbers and compute fluently. Verify with
technology.
a. Diagram the relationship among the subsets of the complex number system.
(DOK 2)
b. Compute with rational and radical expressions and complex numbers,
expressing in simplest form. (DOK 1)
c. Evaluate powers of the imaginary unit, i. (DOK 1)
d. Perform computations, including addition, scalar multiplication,
multiplication,
determinants, and inverses on matrices. (DOK 1)
e. Solve applications and problems in mathematical settings involving arithmetic
and geometric sequences and series. (DOK 3)
f. Explain and use the inverse relationship between exponential and logarithmic
expressions. (DOK 2)
g. Use the properties of logarithms to simplify logarithmic expressions and to
find
their approximate values. (DOK 1)
h. Solve application problems involving exponential functions related to growth
and
decay. (DOK 3)
ALGEBRA
2. Use algebraic concepts to identify patterns, use multiple representations of
relations and functions, and apply operations to expressions, equations, and
inequalities.
a. Solve compound and absolute value inequalities, graphing and writing
solutions
in interval notation. (DOK 2)
b. Solve systems of absolute value and quadratic equations using a variety of
solution methods including graphing. (DOK 2)
c. Given constraints, find the maximum and minimum value(s) of a system of
linear
inequalities and explain your reasoning. (DOK 2)
d. Given the solution(s) to a quadratic equation, find a quadratic equation to
fit the
solution(s) and explain or justify the solution process. (DOK 2)
e. Use the discriminant to classify and predict the types of solutions of
quadratic
equations and justify the classification. (DOK 2)
2007 Mississippi Mathematics Framework Revised
57
f. Factor sums and differences of cubes and factor polynomials by grouping.
(DOK 2)
g. Solve radical equations. (DOK 2)
h. Write equivalent forms of rational expressions using real and complex
conjugates. (DOK 2)
i. Solve equations involving rational expressions and verify solutions. (DOK 2)
j. Explain the results of compositions of functions. (DOK 2)
k. Explain the Binomial Theorem and use it to expand binomial expressions raised
to positive integral powers. (DOK 2)
l. Interpret the zeros and maximum or minimum value(s) of quadratic functions.
(DOK 2)
GEOMETRY
3. Use coordinate geometry to specify locations, describe relationships, and
apply transformations to analyze algebraic relationships.
a. Determine and justify whether the inverse of a relation or a function exists.
(DOK 2)
b. Classify functions based on sketches of their graphs. (DOK 2)
c. Sketch and describe transformations of quadratic and absolute value
functions.
(DOK 2)
d. Represent complex numbers and the sum of complex numbers in a complex
coordinate plane. (DOK 1)
e. Identify and sketch the essential graphs of the four conic sections: circle,
parabola, ellipse, and hyperbola. (DOK 1)
MEASUREMENT
4. Understand measurable attributes of objects and apply appropriate techniques
and formulas to determine measurements.
a. Verify the appropriateness of the numerical value and the units of a variable
in
an equation. (DOK 2)
b. Describe the level of accuracy of measurements in real-world situations by
using
absolute value inequalities. (DOK 1)
2007 Mississippi Mathematics Framework Revised
58
DATA ANALYSIS & PROBABILITY
5. Use technology to represent, analyze, and make inferences based on data.
a. Through the use of technology, use scatter plots and linear and quadratic
regression analysis to determine an appropriate function to model real-life
data.
(DOK 3)
b. Solve simple combinations. (DOK 2)
c. Model a data set using the median-fit-method with a linear equation and make
predictions based on the model and the equation. (DOK 3)
d. Identify the difference between permutations and combinations and use them to
solve real-world problems. (DOK 2)
2007 Mississippi Mathematics Framework Revised
59
ADVANCED ALGEBRA
Advanced Algebra requires skills developed in earlier courses to investigate
advanced
topics such as conic sections, higher-order polynomials, matrices, functions,
and data
representations. The justifications of solutions and solution methods should be
expected.
The use of technology, especially graphing calculators, should be an integral
part of this
course. The instructional approach should provide opportunities for students to
work together collaboratively and cooperatively as they solve routine and
nonroutine
problems. Communication strategies should include reading, writing,
speaking, and critical listening as students present and evaluate mathematical
arguments, proofs, and explanations about their reasoning. Physical materials
should continue to be part of the development of mathematical understanding.
Prerequisites for this course include Geometry and Algebra II. This is a
one-half credit
course.
The framework for this course is comprised of four content strands: number and
operations, algebra, geometry, and data analysis & probability. The five process
strands are problem solving, reasoning & proof, communication,
connections, and representation. The four interrelated content strands along
with
the five process strands combine to provide continuity to the teaching of K 12
Mathematics. Even though the process strands are not listed throughout the
framework,
these strands should be incorporated when presenting the content of the
curriculum.
The competencies, printed in bold face type, are the required learning standards
for all students. Competencies do not have to be taught in the order presented
in the
framework. The competencies are presented in outline form for consistency and
for easy reference throughout the framework. Competencies are intentionally
broad
in order to allow school districts and teachers the flexibility to create a
curriculum that
meets the needs of their students. They may relate to one, many, or all of the
mathematics framework strands and may be combined and taught with other
competencies throughout the school year. Competencies provide a general
guideline of on-going instruction, not isolated units, activities, or skills.
The
competencies are not intended to be a list of content skills that are taught and
recorded
as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of
content and concepts at each grade level and course. Many of the objectives are
interrelated rather than sequential, which means that objectives are not
intended to
be taught in the specific order in which they are presented. Multiple objectives
can
and should be taught at the same time. The Depth of Knowledge (DOK) level is
indicated at the end of each objective.
2007 Mississippi Mathematics Framework Revised
60
ADVANCED ALGEBRA
CONTENT STRANDS:
Number and Operations Algebra
Geometry Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Understand and perform computations with different representations of
numbers.
a. Express a series using summation notation. (DOK 2)
b. Evaluate the sum of a series. (DOK 2)
c. Explain expansion by minors and find the determinant of a 3 x 3 matrix with
that
process. (DOK 2)
d. Use problem-solving strategies to solve non-routine problems. (DOK 3)
e. Solve application problems involving e and exponential functions related to
growth and decay. (DOK 3)
ALGEBRA
2. Use algebraic concepts to identify patterns and use multiple representations
of relations and functions. Apply operations to expressions and equations.
a. Find the sum, difference, product, and quotient of functions, noting any
restrictions on the domain. (DOK 2)
b. Provide a convincing argument (or proof) regarding the inverse relationship
of
two functions. (DOK 3)
c. Describe patterns found in Pascals Triangle and explain the relationship to
the
Binomial Theorem. (DOK 2)
d. Write and graph the equations of conic sections. (DOK 1)
e. Solve linear-quadratic and quadratic-quadratic systems of equations and
inequalities. (DOK 2)
GEOMETRY
3. Recognize, analyze, and graph conic sections.
a. Describe and explain the conic sections resulting from cutting a cone. (DOK
1)
b. Explain and perform the geometric constructions of conic sections. (DOK 2)
2007 Mississippi Mathematics Framework Revised
61
DATA ANALYSIS & PROBABILITY
4. Apply simple probability and curve fitting to data.
a. Use technology and regression analysis to determine appropriate quadratic and
cubic functions modeling real-life data. (DOK 3)
2007 Mississippi Mathematics Framework Revised
62
TRIGONOMETRY
Trigonometry builds on a well-developed geometry and algebra background to
explore
the study of unit circles and triangles. Computations with complex numbers are
extended. Trigonometric functions, their properties, and graphs are analyzed and
studied in the context of real and complex numbers. Proofs should include a
variety of
techniques and sophisticated reasoning should be applied to verbal
justifications.
Graphing calculators and software aid students in the analysis and application
of
concepts. The instructional approach should provide opportunities for students
to
work together collaboratively and cooperatively as they solve routine and
nonroutine
problems. Communication strategies should include reading, writing,
speaking, and critical listening as students present and evaluate mathematical
arguments, proofs, and explanations about their reasoning. Physical materials
should continue to be part of the development of mathematical understanding.
Trigonometry, a one-half credit course, is taken by students who have
successfully
completed Algebra II and Geometry and is a pre-requisite for Calculus.
The framework for this course is comprised of four content strands: number and
operations, algebra, geometry, and measurement. The five process strands are
problem solving, reasoning & proof, communication, connections, and
representation. The four interrelated content strands along with the five
process
strands combine to provide continuity to the teaching of K 12 Mathematics.
Even
though the process strands are not listed throughout the framework, these
strands
should be incorporated when presenting the content of the curriculum.
The competencies, printed in bold face type, are the required learning standards
for all students. Competencies do not have to be taught in the order presented
in the
framework. The competencies are presented in outline form for consistency and
for easy reference throughout the framework. Competencies are intentionally
broad
in order to allow school districts and teachers the flexibility to create a
curriculum that
meets the needs of their students. They may relate to one, many, or all of the
mathematics framework strands and may be combined and taught with other
competencies throughout the school year. Competencies provide a general
guideline of on-going instruction, not isolated units, activities, or skills.
The
competencies are not intended to be a list of content skills that are taught and
recorded
as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of
content and concepts at each grade level and course. Many of the objectives are
interrelated rather than sequential, which means that objectives are not
intended to
be taught in the specific order in which they are presented. Multiple objectives
can
and should be taught at the same time. The Depth of Knowledge (DOK) level is
indicated at the end of each objective.
2007 Mississippi Mathematics Framework Revised
63
TRIGONOMETRY
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Represent and compare numbers in various forms and perform operations.
a. Perform conversions across measurement systems including degree to radian
measurements of angles, radian measurements to degree measurements of
angles, polar to rectangular coordinates, rectangular to polar coordinates,
rectangular to trigonometric forms of complex numbers, and trigonometric to
rectangular forms of complex numbers. (DOK 1)
b. Determine the product and quotient of complex numbers in trigonometric form.
(DOK 1)
c. Apply De Moivres theorem to determine the nth roots of a complex number
given
in polar form. (DOK 1)
d. Explain the addition formulas for sine and cosine and use them to prove (or
simplify) other trigonometric functions. (DOK 2)
2. Investigate basic concepts of vectors and operations with vectors.
a. Recognize and draw different notations for vectors to represent a quantity.
(DOK 1)
b. Analyze properties of vectors and the effects of these properties on
operations
with vectors. (DOK 2)
c. Apply the limit definition of e. (DOK 2)
ALGEBRA
3. Compare and produce equivalent forms of trigonometric expressions and
solve trigonometric equations.
a. Determine the domain and range of trigonometric functions. (DOK 2)
b. Identify and apply trigonometric identities. (DOK 2)
c. Verify identities analytically and with technology. (DOK 2)
d. Solve trigonometric equations in real-world situations or mathematical
settings.
(DOK 2)
2007 Mississippi Mathematics Framework Revised
64
GEOMETRY
4. Use geometric modeling to analyze trigonometric relationships.
a. Use the unit circle to solve real-world applications and problems in
mathematical
settings. (DOK 3)
b. Apply the six trigonometric functions in relation to a right triangle to
solve realworld
applications and problems in mathematical settings. (DOK 3)
c. Find exact values of trigonometric functions of special angles in the unit
circle.
(DOK 1)
d. Recognize, sketch, and interpret graphs of the six trigonometric functions
and
include restrictions on their domain. (DOK 2)
e. Model and apply right triangle formulas, Law of Sines, and Law of Cosines to
problem-solving situations. (DOK 2)
f. Use the graph of polar coordinates and associated equations to model
real-world
applications and mathematical situations. (DOK 2)
MEASUREMENT
5. Select and apply formulas to determine length and area.
a. Find arc length and sector area of a circle. (DOK 2)
b. Using graphs of functions of the form f(t) = A sin (Bt + C) or f(t) = A cos
(Bt + C),
interpret A, B, C in terms of amplitude, frequency, period, and phase shift.
(DOK 2)
c. Given one angle and the measures of two adjacent sides, determine the area of
a
triangle and explain the process used. (DOK 2)
2007 Mississippi Mathematics Framework Revised
65
PRE-CALCULUS
Pre-Calculus covers those skills and objectives necessary for success in
calculus.
Topics of study include sequences and series, functions, and higher order
polynomials.
Polynomial functions provide the context for higher-order investigations. Topics
are
addressed from a numeric, graphical, and analytical perspective. Technology is
to
be used to enhance presentation and understanding of concepts. The instructional
approach should provide opportunities for students to work together
collaboratively and cooperatively as they solve routine and non-routine
problems.
Communication strategies should include reading, writing, speaking, and critical
listening as students present and evaluate mathematical arguments, proofs, and
explanations about their reasoning. Pre-Calculus, a one-half-credit course, is
taken
by students who have successfully completed Algebra II and Geometry and is a
prerequisite for Calculus.
The framework for this course is comprised of four content strands: number and
operations, algebra, geometry, and data analysis & probability. The five process
strands are problem solving, reasoning & proof, communication,
connections, and representation. The four interrelated content strands along
with
the five process strands combine to provide continuity to the teaching of K 12
Mathematics. Even though the process strands are not listed throughout the
framework,
these strands should be incorporated when presenting the content of the
curriculum.
The competencies, printed in bold face type, are the required learning standards
for all students. Competencies do not have to be taught in the order presented
in the
framework. The competencies are presented in outline form for consistency and
for easy reference throughout the framework. Competencies are intentionally
broad
in order to allow school districts and teachers the flexibility to create a
curriculum that
meets the needs of their students. They may relate to one, many, or all of the
mathematics framework strands and may be combined and taught with other
competencies throughout the school year. Competencies provide a general
guideline of on-going instruction, not isolated units, activities, or skills.
The
competencies are not intended to be a list of content skills that are taught and
recorded
as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of
content and concepts at each grade level and course. Many of the objectives are
interrelated rather than sequential, which means that objectives are not
intended to
be taught in the specific order in which they are presented. Multiple objectives
can
and should be taught at the same time. The Depth of Knowledge (DOK) level is
indicated at the end of each objective.
2007 Mississippi Mathematics Framework Revised
66
PRE-CALCULUS
CONTENT STRANDS:
Number and Operations Algebra
Geometry Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Explore and illustrate the characteristics and operations connecting
sequences and series.
a. Express sequences and series using recursive and explicit formulas. (DOK 2)
b. Evaluate and apply formulas for arithmetic and geometric sequences and
series. (DOK 2)
c. Calculate limits based on convergent and divergent series. (DOK 2)
d. Evaluate and apply infinite geometric series. (DOK 2)
ALGEBRA
2. Analyze, manipulate, and solve equations and inequalities.
a. Determine characteristics of graphs of parent functions (domain/range,
increasing/decreasing intervals, intercepts, symmetry, end behavior, and
asymptotic behavior). (DOK 2)
b. Determine horizontal, vertical, and slant asymptotes and holes of rational
functions and explain how each was found. (DOK 2)
c. Determine the domain and range of functions, including piece-wise functions.
(DOK 2)
d. Determine the end behavior of polynomial functions. (DOK 2)
e. Decompose composite functions into component functions. (DOK 2)
f. Solve exponential and logarithmic equations to include real-world
applications.
(DOK 2)
g. Find the possible rational roots using the Rational Root Theorem.
(DOK 1)
h. Find the zeros of polynomial functions by synthetic division and the Factor
Theorem. (DOK 1)
i. Graph and solve quadratic inequalities. (DOK 2)
j. Decompose a rational function into partial fractions. (DOK 2)
2007 Mississippi Mathematics Framework Revised
67
GEOMETRY
3. Recognize, sketch, and transform graphs of functions.
a. Describe the attributes of graphs and the general equations of parent
functions
(linear, quadratic, cubic, absolute value, rational, exponential, logarithmic,
square
root, cube root, and greatest integer). (DOK 1)
b. Explain the effects of changing the parameters in transformations of
functions.
(DOK 2)
c. Predict the shapes of graphs of exponential, logarithmic, rational, and
piece-wise
functions, and verify the prediction with and without technology. (DOK 2)
d. Relate symmetry of the behavior of even and odd functions. (DOK 2)
DATA ANALYSIS & PROBABILITY
4. Adapt curves to data.
a. Use regression methods available through technology to determine appropriate
exponential and logarithmic functions that model real-life data. (DOK 3)
b. Use regression methods available through technology to determine appropriate
cubic functions that model real-life data. (DOK 3)
5. Explore and apply fundamental principles of probability.
a. Analyze expressions in summation and factorial notation to solve problems.
(DOK 2)
b. Expand and apply the Binomial Theorem to problem-solving situations. (DOK 2)
2007 Mississippi Mathematics Framework Revised
68
DISCRETE MATHEMATICS
Discrete Mathematics is the study of processes that involve sequences of
individual or
countable steps as opposed to the study of continuously changing processes
addressed
in Calculus. Topics of study include number systems, logic of compound
statements,
mathematical induction and recursion, graph theory and set theory. The
instructional approach should provide opportunities for students to work
together
collaboratively and cooperatively as they solve routine and non-routine
problems.
Communication strategies should include reading, writing, speaking, and critical
listening as students present and evaluate mathematical arguments, proofs, and
explanations about their reasoning. Discrete Mathematics, a one-half credit
course, is designed to provide students who have completed Geometry and Algebra
II with an overview of concepts needed for computer science, electrical
engineering, or
fields requiring networking.
The framework for this course is comprised of four content strands: number and
operations, algebra, geometry, and data analysis & probability. The five process
strands are problem solving, reasoning & proof, communication,
connections, and representation. The four interrelated content strands along
with
the five process strands combine to provide continuity to the teaching of K 12
Mathematics. Even though the process strands are not listed throughout the
framework,
these strands should be incorporated when presenting the content of the
curriculum.
The competencies, printed in bold face type, are the required learning standards
for all students. Competencies do not have to be taught in the order presented
in the
framework. The competencies are presented in outline form for consistency and
for easy reference throughout the framework. Competencies are intentionally
broad
in order to allow school districts and teachers the flexibility to create a
curriculum that
meets the needs of their students. They may relate to one, many, or all of the
mathematics framework strands and may be combined and taught with other
competencies throughout the school year. Competencies provide a general
guideline of on-going instruction, not isolated units, activities, or skills.
The
competencies are not intended to be a list of content skills that are taught and
recorded
as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of
content and concepts at each grade level and course. Many of the objectives are
interrelated rather than sequential, which means that objectives are not
intended to
be taught in the specific order in which they are presented. Multiple objectives
can
and should be taught at the same time. The Depth of Knowledge (DOK) level is
indicated at the end of each objective.
2007 Mississippi Mathematics Framework Revised
69
DISCRETE MATHEMATICS
CONTENT STRANDS:
Number and Operations Algebra
Geometry Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Explore relationships among number systems.
a. Use matrices to model and solve problems. (DOK 2)
b. Model relationships and solve problems using Graph Theory. (DOK 2)
ALGEBRA
2. Use algebraic methods to represent simple and complex relationships among
statements. Use models to represent patterns and operations.
a. Define sentence (proposition), and use logic to determine if the sentence is
true
or false. (DOK 2)
b. Define simple compound statements: negation, conjunction, disjunction,
contradiction, and tautology using truth tables. (DOK 2)
c. Define a conditional statement using truth tables. (DOK 2)
d. Apply the principles of logic to determine the validity of arguments. (DOK 3)
e. Define a sequence recursively and explicitly. (DOK 2)
f. Find the explicit formula for a recursively-defined sequence using iteration.
(DOK 2)
g. Use mathematical induction to verify explicit formulas for arithmetic,
geometric,
and other sequences and/or series. (DOK 2)
h. Add, subtract, multiply, and divide sets and find unions, intersections,
differences, and complements of sets. (DOK 2)
GEOMETRY
3. Use geometric models to describe and analyze mathematical relationships,
establish the validity of conjectures, and determine solutions to real
applications.
a. Construct a logic circuit from a Boolean expression to determine output. (DOK
2)
b. Construct a Boolean expression given a logic circuit. (DOK 2)
c. Construct a logic circuit and Boolean expression given an input/output
table. (DOK 2)
d. Use Venn diagrams to represent basic operations on sets. (DOK 1)
2007 Mississippi Mathematics Framework Revised
70
e. Determine the number of vertices and edges as well as walks, paths, and
circuits
in a graph. (DOK 2)
f. Construct walks, paths, and circuits given an edge/vertex string. (DOK 2)
g. Determine whether Euler and Hamiltonial (HamiItonian) circuits exist in a
given
graph. (DOK 2)
h. Construct a graph given the adjacency matrix of the graph and vice versa.
(DOK 1)
i. Determine connectivity of a graph using an adjacency matrix. (DOK 1)
j. Determine the number of walks between two vertices using powers of the
adjacency matrix. (DOK 2)
k. Explain why a graph is a tree. (DOK 2)
l. Determine the level, parent, siblings, ancestors, descendants of a given
node.
Determine the height of a rooted tree. (DOK 1)
m. Determine the shortest route in a spanning tree. (DOK 2)
DATA ANALYSIS & PROBABILITY
4. Investigate and explain strategies for solving simple games.
a. Determine the characteristics that result in a fair game. (DOK 2)
b. Identify winning strategies for basic games. (DOK 3)
c. Create and use simulations for probability models. (DOK 3)
d. Solve problems using discrete random variables. (DOK 2)
2007 Mississippi Mathematics Framework Revised
71
CALCULUS
Calculus is the study of the mathematics of change. The major focus is on
differential
and integral calculus. The use of graphing calculators and other technologies
are
major components of the course. The instructional approach should provide
opportunities for students to work together collaboratively and cooperatively as
they solve routine and non-routine problems. Communication strategies should
include reading, writing, speaking, and critical listening as students present
and
evaluate mathematical arguments, proofs, and explanations about their reasoning.
This one-credit course is designed for the student who has a thorough knowledge
of
college preparatory mathematics.
The framework for this course is comprised of four content strands: number and
operations, algebra, geometry, and measurement. The five process strands are
problem solving, reasoning & proof, communication, connections, and
representation. The four interrelated content strands along with the five
process
strands combine to provide continuity to the teaching of K 12 Mathematics.
Even
though the process strands are not listed throughout the framework, these
strands
should be incorporated when presenting the content of the curriculum.
The competencies, printed in bold face type, are the required learning standards
for all students. Competencies do not have to be taught in the order presented
in the
framework. The competencies are presented in outline form for consistency and
for easy reference throughout the framework. Competencies are intentionally
broad
in order to allow school districts and teachers the flexibility to create a
curriculum that
meets the needs of their students. They may relate to one, many, or all of the
mathematics framework strands and may be combined and taught with other
competencies throughout the school year. Competencies provide a general
guideline of on-going instruction, not isolated units, activities, or skills.
The
competencies are not intended to be a list of content skills that are taught and
recorded
as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of
content and concepts at each grade level and course. Many of the objectives are
interrelated rather than sequential, which means that objectives are not
intended to
be taught in the specific order in which they are presented. Multiple objectives
can
and should be taught at the same time. The Depth of Knowledge (DOK) level is
indicated at the end of each objective.
2007 Mississippi Mathematics Framework Revised
72
CALCULUS
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Compute and determine the reasonableness of results in mathematical and
real world situations.
a. Estimate limits from graphs or tables. (DOK 2)
b. Estimate numerical derivatives from graphs or tables of data. (DOK 2)
c. Prove statements using mathematical induction. (DOK 3)
ALGEBRA
2. Demonstrate basic knowledge of functions, including their behavior and
characteristics.
a. Predict and explain the characteristics and behavior of functions and
their graphs (domain, range, increasing/decreasing intervals, intercepts,
symmetry, and end behavior). (DOK 2)
b. Investigate, describe, and determine asymptotic behavior using tables,
graphs,
and analytical methods. (DOK 2)
c. Determine and justify the continuity and discontinuity of functions. (DOK 2)
3. Evaluate limits and communicate an understanding of the limiting process.
a. Solve mathematical situations and application problems involving or using
derivatives, including exponential, logarithmic, and trigonometric functions.
(DOK 2)
b. Calculate limits using algebraic methods. (DOK 2)
c. Verify the behavior and direction of non-determinable limits. (DOK 2)
4. Use the definition and formal rules of differentiation to compute
derivatives.
a. State and apply the formal definition of a derivative. (DOK 1)
b. Apply differentiation rules to sums, products, quotients, and powers of
functions.
(DOK 2)
c. Use the chain rule and implicit differentiation. (DOK 2)
d. Describe the relationship between differentiability and continuity. (DOK 2)
2007 Mississippi Mathematics Framework Revised
73
5. Apply derivatives to find solutions in a variety of situations.
a. Define a derivative and explain the purpose/utility of the derivative. (DOK
2)
b. Apply the derivative as a rate of change in varied contexts, including
velocity,
speed, and acceleration. (DOK 2)
c. Apply the derivative to find tangent lines and normal lines to given curves
at
given points. (DOK 2)
d. Predict and explain the relationships between functions and their
derivatives.
(DOK 2)
e. Model rates of change to solve related rate problems. (DOK 2)
f. Solve optimization problems. (DOK 2)
6. Employ various integration properties and techniques to evaluate integrals.
a. State and apply the First and Second Fundamental Theorem of Calculus.
(DOK 2)
b. Apply the power rule and u-substitution to evaluate indefinite integrals.
(DOK 2)
GEOMETRY
7. Use geometric concepts to gain insights into, answer questions about, and
graph various implications of differentiation.
a. Demonstrate and explain the differences between average and instantaneous
rates of change. (DOK 2)
b. Apply differentiation techniques to curve sketching. (DOK 2)
c. Apply Rolles Theorem and the Mean Value Theorem and their geometric
consequences. (DOK 2)
d. Identify and apply local linear approximations. (DOK 1)
e. Analyze curves with attention to non-decreasing functions (monotonicity) and
concavity. (DOK 2)
MEASUREMENT
8. Adapt integration methods to model situations to problems.
a. Apply integration to solve problems of area. (DOK 2)
b. Utilize integrals to model and find solutions to real-world problems such as
calculating displacement and total distance traveled. (DOK 2)
9. Apply appropriate techniques, tools, and formulas to determine values for the
definite integral.
a. Interpret the concept of definite integral as a limit of Riemann sums over
equal
subdivisions. (DOK 3)
2007 Mississippi Mathematics Framework Revised
74
STATISTICS
Statistics introduces students to the major concepts and tools for collecting,
analyzing,
and drawing conclusions from data. Four major areas of concentration include
data
explorations, design of experiments, production of models using probability, and
simulation and statistical inference. Students are required to design, conduct,
represent,
and interpret statistical and probabilistic studies. The use of technology will
be an integral
part of the course. The instructional approach should provide opportunities for
students to work together collaboratively and cooperatively as they solve
routine
and non-routine problems. Communication strategies should include reading,
writing, speaking, and critical listening as students present and evaluate
mathematical arguments, proofs, and explanations about their reasoning. This
course is designed for students who have successfully completed Algebra II. This
is a
one-credit course.
The framework for this course is comprised of four content strands: number and
operations, algebra, geometry, and data analysis & probability. The five process
strands are problem solving, reasoning & proof, communication,
connections, and representation. The four interrelated content strands along
with
the five process strands combine to provide continuity to the teaching of K 12
Mathematics. Even though the process strands are not listed throughout the
framework,
these strands should be incorporated when presenting the content of the
curriculum.
The competencies, printed in bold face type, are the required learning standards
for all students. Competencies do not have to be taught in the order presented
in the
framework. The competencies are presented in outline form for consistency and
for easy reference throughout the framework. Competencies are intentionally
broad
in order to allow school districts and teachers the flexibility to create a
curriculum that
meets the needs of their students. They may relate to one, many, or all of the
mathematics framework strands and may be combined and taught with other
competencies throughout the school year. Competencies provide a general
guideline of on-going instruction, not isolated units, activities, or skills.
The
competencies are not intended to be a list of content skills that are taught and
recorded
as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of
content and concepts at each grade level and course. Many of the objectives are
interrelated rather than sequential, which means that objectives are not
intended to
be taught in the specific order in which they are presented. Multiple objectives
can
and should be taught at the same time. The Depth of Knowledge (DOK) level is
indicated at the end of each objective.
2007 Mississippi Mathematics Framework Revised
75
STATISTICS
CONTENT STRANDS:
Number and Operations Algebra
Geometry Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Explore phenomena using probability and simulation. Compute appropriate
statistical and probabilistic measures.
a. Describe the comparison of center and spread within groups and between or
across group variation. (DOK 2)
b. Interpret and apply the concept of the Law of Large Numbers. (DOK 2)
c. Apply the counting principles, including permutations and combinations. (DOK
1)
d. Construct and interpret sample spaces, events, and tree diagrams. (DOK 2)
e. Identify types of events, including mutually exclusive, independent, and
complements. (DOK 1)
f. Calculate geometric probability using two-dimensional models, and explain the
processes used. (DOK 2)
g. Create simulations and experiments that correlate to theoretical probability.
(DOK 2)
h. Use Markov Chains to calculate probability by constructing matrix models.
(DOK 2)
i. Apply the concept of a random variable to generate and interpret probability
distributions. (DOK 2)
ALGEBRA
2. Analyze one and two variable data using algebraic concepts and methods.
a. Analyze and describe outliers and shape of the data including linearity and
correlation across graphs and data sets. (DOK 2)
b. Calculate mean, median, mode, standard deviation, z-scores, t-scores,
quartiles,
and ranges, and explain their applications. (DOK 2)
c. Select and use appropriate statistical methods in decision-making and
hypothesis
testing. (DOK 2)
d. Use algebraic concepts and methods to determine mathematical models of best
fit.
(DOK 2)
2007 Mississippi Mathematics Framework Revised
76
GEOMETRY
3. Design an appropriate form of displaying data collected, whether in tabular
or
graphic form.
a. Organize data using graphs that are appropriate to the data set, including
frequency distributions, stacked line and bar graphs, stem-and-leaf plots,
scatter
plot, frequency polygon, and histograms. (DOK 2)
b. Determine and justify the graph type that best represents a given set of
data.
(DOK 2)
c. Create graphs with scales that fairly display the data. (DOK 2)
DATA ANALYSIS & PROBABILITY
4. Collect, read, interpret, and analyze data as it relates to the real world.
a. Make inferences and predictions from charts, tables, and graphs that
summarize
data. (DOK 3)
b. Determine the most appropriate measure to describe a data set, including
mean,
median, mode, standard deviation, and variance. (DOK 2)
c. Use curve-fitting to make predictions from collected data. (DOK 2)
d. Explain and defend regression models using correlation coefficients and
residuals.
(DOK 2)
5. Design a study by clarifying a question and deciding upon a method of data
collection and analysis.
a. Design and execute a statistical experiment, including the preparation of a
report
that communicates the statement of the problem, methodology, results, and
conclusions. (DOK 4)
b. Explain the generalizability of results and types of conclusions that can be
drawn
from observational studies, empirical experiments, and surveys. (DOK 2)
c. Analyze sources of bias and sampling error(s) in studies. (DOK 3)
d. Compare and contrast sampling methods, including simple random sampling,
stratified random sampling, and cluster sampling with regard to benefits and
trade-offs. (DOK 2)
2007 Mississippi Mathematics Framework Revised
77
SURVEY OF MATHEMATICAL TOPICS
Survey of Mathematical Topics is designed to provide students with the skills
necessary
in making wise financial decisions. The basic concepts of algebra will be
reviewed and
extended as students solve real-life problems that affect them and their
families. This
course will provide skills in probability and statistics, logic, linear
programming, and
regression analysis. Students are encouraged to use a variety of techniques and
appropriate technology (calculators and/or computers) to solve problems. The
instructional approach should provide opportunities for students to work
together
collaboratively and cooperatively as they solve routine and non-routine
problems.
Communication strategies should include reading, writing, speaking, and critical
listening as students present and evaluate mathematical arguments, proofs, and
explanations about their reasoning. This course is designed for students who
have
successfully completed Algebra I, Geometry, and/or Algebra II. This is a
one-credit
course.
The framework for this course is comprised of three content strands: number and
operations, algebra, and data analysis & probability. The five process strands
are
problem solving, reasoning & proof, communication, connections, and
representation. The three interrelated content strands along with the five
process
strands combine to provide continuity to the teaching of K 12 Mathematics.
Even
though the process strands are not listed throughout the framework, these
strands
should be incorporated when presenting the content of the curriculum.
The competencies, printed in bold face type, are the required learning standards
for all students. Competencies do not have to be taught in the order presented
in the
framework. The competencies are presented in outline form for consistency and
for easy reference throughout the framework. Competencies are intentionally
broad
in order to allow school districts and teachers the flexibility to create a
curriculum that
meets the needs of their students. They may relate to one, many, or all of the
mathematics framework strands and may be combined and taught with other
competencies throughout the school year. Competencies provide a general
guideline of on-going instruction, not isolated units, activities, or skills.
The
competencies are not intended to be a list of content skills that are taught and
recorded
as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of
content and concepts at each grade level and course. Many of the objectives are
interrelated rather than sequential, which means that objectives are not
intended to
be taught in the specific order in which they are presented. Multiple objectives
can
and should be taught at the same time. The Depth of Knowledge (DOK) level is
indicated at the end of each objective.
2007 Mississippi Mathematics Framework Revised
78
SURVEY OF MATHEMATICAL TOPICS
CONTENT STRANDS:
Number and Operations Algebra
Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Compute, analyze, and develop a variety of skills necessary to manage
personal
and business finance to include aspects of employer-employee decision making
and consumer credit.
a. Develop a household budget. (DOK 2)
b. Use and apply basic accounting procedures to maintain and balance a
checkbook. (DOK 2)
c. Identify the terminology and apply the process of filing personal income tax.
(DOK 2)
d. Identify and explain the components and processes involved in the purchase,
operation, and maintenance of a personal vehicle. (DOK 2)
e. Determine the advantages and disadvantages of housing alternatives. (DOK 2)
f. Use information and data to make sound decisions regarding personal savings.
(DOK 3)
g. Identify life and health insurance terminology and apply it to real world
situations.
(DOK 2)
h. Compute and compare various forms of earnings and calculate gross pay,
deductions, and net pay. (DOK 2)
i. Compare and contrast the finances of credit cards. (DOK 2)
j. Identify and evaluate modes of transportation. (DOK 2)
k. Identify and explain the components and processes involved in the stock
market
and apply them to real world applications. (DOK 2)
ALGEBRA
2. Identify and apply the practices that affect employer and employee
decisionmaking.
a. Identify and apply appropriate algebraic formulas to personal finance
situations.
(DOK 2)
b. Apply linear programming to business decisions. (DOK 2)
c. Identify and apply appropriate algebraic formulas to personal and business
investments. (DOK 2)
2007 Mississippi Mathematics Framework Revised
79
3. Demonstrate an understanding of the impact of consumer credit.
a. Identify and explain the advantages and disadvantages of installment loans.
(DOK 2)
b. Identify and apply appropriate algebraic formulas to consumer credit. (DOK 2)
DATA ANALYSIS & PROBABILITY
4. Collect and apply information for planning a trip.
a. Investigate and evaluate modes of transportation. (DOK 2)
b. Create a travel budget. (DOK 2)
c. Make travel plans based upon airline schedules. (DOK 2)
d. Apply map-reading skills. (DOK 1)
e. Apply appropriate formulas used for planning a trip. (DOK 1)
2007 Mississippi Mathematics Framework Revised
80
INTRODUCTION TO ENGINEERING
Introduction to Engineering is a unique projects-based course designed to give
students an
opportunity to evaluate their interest in engineering. Not only will students
learn about what
engineers do, they will also understand the differences in various types of
engineering
professions. Focus is given to civil, mechanical, electrical, chemical, and
geological
engineering, as well as computer science. The highly emphasized problem-solving
skills
promoted in this course should be useful to both the engineering and
non-engineering bound
students.
Engineers solve problems. Engineers design new things. Engineers understand how
things
work. This course introduces students to fundamental engineering concepts and
encourages
the use of creative, innovative, problem-solving skills. Students actively
engage in hands-on
design projects and participate on engineering teams as often as possible.
Typical course
projects may include but are not limited to the following: Design and build an
automated coffee
maker; Analyze gas chromatography (GC) lab data to solve a chemical crime scene
mystery
(poisons); Design and build a throwing device capable of hitting a target 20
feet away; Design a
swimming pool on a steep hill; Reinforce a model building to withstand a
simulated earthquake;
Create and program an animated cartoon using virtual world software; Design and
build an AM
radio; and Study and evaluate the engineering aspects of the most catastrophic
dam failure in
U.S. history.
The framework is comprised of five content strands: number and operations,
algebra,
geometry, measurement, and data analysis & probability. The five process strands
are
problem solving, reasoning & proof, communication, connections, and
representation. The five interrelated content strands along with the five
process strands
combine to provide continuity to the teaching of K 12 Mathematics. Even though
the process
strands are not listed throughout the framework, these strands should be
incorporated when
presenting the content of the curriculum.
The competencies, printed in bold face type, are the required learning standards
for all
students. Competencies do not have to be taught in the order presented in the
framework.
The competencies are presented in outline form for consistency and for easy
reference
throughout the framework. Competencies are intentionally broad in order to allow
school
districts and teachers the flexibility to create a curriculum that meets the
needs of their
students. They may relate to one, many, or all of the mathematics framework
strands and may
be combined and taught with other competencies throughout the school year.
Competencies provide a general guideline of on-going instruction, not isolated
units,
activities, or skills. The competencies are not intended to be a list of content
skills that are
taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content
and concepts at each grade level and course. Many of the objectives are
interrelated rather
than sequential, which means that objectives are not intended to be taught in
the specific
order in which they are presented. Multiple objectives can and should be taught
at the
same time. The Depth of Knowledge (DOK) level is indicated at the end of each
objective.
2007 Mississippi Mathematics Framework Revised
81
INTRODUCTION TO ENGINEERING
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Data Analysis & Probability
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Compute unit conversions and illustrate graphical interpretations.
a. Convert units using a standardized method. (DOK 1)
b. Convert decimal to binary numbers and binary to decimal numbers. (DOK 1)
c. Interpret analytical data for graphical depiction. (DOK 2)
d. Determine the proper outputs from graphical configurations of numeric value.
(DOK 2)
e. Determine and convert the values of molarity, weight percent, mass percent,
volume percent, and ppm of chemical solutions by hand calculations and Excel
spreadsheet calculations. (DOK 1)
ALGEBRA
2. Apply algebraic equations and functions to engineering situations.
a. Write mass and energy balance equations to solve for some unknown value.
(DOK 2)
b. Find voltage, current, resistance, and solve power in series, parallel, and
complex electric circuit theory problems using simultaneous equations
generated from Ohms Law, Kirchhoffs Voltage Law, and Kirchhoffs Current
Law (i.e., 3 equations and 3 unknowns). (DOK 2)
c. Graph a Line of Best Fit from given lab data and determine the degree of
linearity (R2 value), slope of the line, and equation of the line. (DOK 2)
d. Determine the BTU requirements and associated utility costs of an engineering
operation. (DOK 2)
GEOMETRY
3. Apply geometric principles to engineering situations.
a. Solve general surveying problems. (DOK 2)
b. Compute dynamic moment calculations using numeric values as well as
geometric/spatial positions. (DOK 2)
c. Calculate seepage under a dam and interpret a geological flownet diagram.
(DOK 2)
2007 Mississippi Mathematics Framework Revised
82
d. Identify the five basic types of internal stresses in structural members.
(DOK 1)
e. Select optimal geometric shapes for providing structural support. (DOK 2)
f. Calculate the maximum force a member can withstand before failure. (DOK 2)
MEASUREMENT
4. Apply fundamental concepts of measurement such as time, distance, area,
and volume with principles of engineering in a variety of contexts.
Note: This is a projects-based course. The teaching strategies to accompany
the following three items are an integral part of the course.
a. Design and construct a chemical engineering system to meet specific criteria.
(DOK 4)
b. Design and construct an electronic device to meet specific criteria. (DOK 4)
c. Design and construct a mechanical device to meet specific criteria. (DOK 4)
DATA ANALYSIS & PROBABILITY
5. Interpret charts, graphs, and other data obtained from actual or hypothetical
engineering events and situations.
a. Evaluate a failed engineering project. (DOK 4)
)s
Approved by the Mississippi State Board of Education
July 25, 2008
1
2010 Mississippi Science Framework
Approved July 25, 2008 2
Mississippi Science Framework
2010
Hank M. Bounds, Ph.D., State Superintendent of Education
Beth Sewell, Ed.D., Executive to the State Superintendent
Kristopher Kaase, Ph.D., Associate State Superintendent
Trecina Green, Bureau Director, Office of Curriculum and Instruction
Camille Chapman, Division Director, Office of Curriculum and Instruction
Mary Wroten, Science Specialist, Office of Curriculum and Instruction
July 25, 2008
2010 Mississippi Science Framework
Approved July 25, 2008 3
Mississippi Department of Education
Post Office Box 771, Jackson, Mississippi
39205-0771
(601) 359-2586
The Mississippi State Board of Education, the Mississippi Department of
Education, the
Mississippi School for the Arts, the Mississippi School for the Blind, the
Mississippi
School for the Deaf, and the Mississippi School for Mathematics and Science do
not
discriminate on the basis of race, sex, color, religion, national origin, age,
or disability in
the provision of educational programs and services or employment opportunities
and
benefits. The following office has been designated to handle inquiries and
complaints
regarding the non-discrimination policies of the above-mentioned entities:
Director, Office of Human Resources
Mississippi Department of Education
359 North West Street
Suite 359
Jackson, Mississippi 39201
(601) 359-3511
2010 Mississippi Science Framework
Approved July 25, 2008 4
ACKNOWLEDGEMENTS
The Mississippi Department of Education gratefully appreciates the
hard work and dedication of the following educators for developing a
quality document to improve science education.
Cynthia Alsworth, Covington County School District
Carol Baird, Jackson Public School District
Rodney Beasley, Mississippi State University
Carrie Bell, West Bolivar Public School District
Tamara Billingsley, Clarksdale Municipal School District
Valerie Bishop, Meridian Public School District
Lisa Campbell, Covington County Public School District
Peggy Carlisle, Jackson Public School District
Dr. Debby Chessin, University of Mississippi
Yolanda Cox, North Panola Public School District
Wynndi Davis, Gulfport School District
Eddie Dennis, Greenville Public Schools
Rebecca Duncan, Jackson County School District
Dr. Beth Dunigan, Mississippi College
Sondra Dunn, Brookhaven School District
Dr. Mehri Fadavi, Jackson State University
Debbie Fletcher, South Panola School District
Erin Fortenberry, North Pike School District
Gayle Fortenberry, McKellar Technology Center
Garry Gammill, East Mississippi Community College
Docia Generette, Jackson Public School District
Dr. Louis Hall, Mississippi Valley State University
Dr. Burnette Hamil, Mississippi State University
Dr. Ann Harsh, Hattiesburg Public School District
Shalunda Hawkins, Hinds County School District
Dr. Sherry Herron, University of Southern Mississippi
Rosalyn Hodge, Biloxi Public School District
Gaye Hunt, Natchez-Adams School District
Dr. John Hunt, Mississippi College
Nancy Jay, North Pike School District
Camella Johnson, Jackson Public School District
Marni Kendrick, University of Mississippi
Alicia Knighten, Greenville School District
Lender Luse, Jackson Public School District
Dr. Malcolm McEwen, Delta State University
Kathy McKone, Lincoln County School District
Lori Parkman Nail, Rankin School District
Dr. Babu Patiolla, Alcorn State University
Dr. Zahir Qureshi, Rust College
Karen Roberts, Harrison County School District
Amy Rutland, Brookhaven School District
2010 Mississippi Science Framework
Approved July 25, 2008 5
Dr. Jackie Sampsell, Neshoba County Schools
Dr. Daryl Schmitz, Mississippi State University
Dr. William Scott, III, University of Mississippi
Sheila Smith, Jackson Public School District
Lorri Smith, Corinth School District
Susan Spiers, Picayune School District
Dr.Kristy Stensaas, Mississippi College
Donna Suddith, Jones County Vocational Center
Deborah Tanner, Hazlehurst City School District
Cravin Turnage, Holly Springs School District
Sondra Vanderford, Rankin County School District
Rosemary Wade, Harrison School District
Minadine Waldrop, Rankin County School District
Pamela Ward, Greenville Public School District
Claudette Williams, Quitman School District
Anjanete Zinke, McComb School District
2010 Mississippi Science Framework
Approved July 25, 2008 6
TABLE OF CONTENTS
Introduction
.7
Kindergarten
19
First Grade
.
.
. 22
Second Grade
. 25
Third Grade
. 29
Fourth Grade
.
.. 33
Fifth Grade
37
Sixth Grade
.. 42
Seventh Grade
.... 47
Eighth Grade
... 52
Physical Science
.
58
Physics
. 63
Chemistry
..67
Organic Chemistry
.
. 72
Introduction to Biology
... 76
Biology I
.
.. 80
Biology II
85
Genetics
89
Microbiology
. 92
Botany
96
Zoology
100
Marine and Aquatic Science
104
Human Anatomy and Physiology
108
Biomedical Research
113
Earth and Space Science
.117
Environmental Science
.122
Geology
125
Astronomy
...128
Aerospace Studies
.132
Spatial Information Science
.....135
2010 Mississippi Science Framework
Approved July 25, 2008 7
Field Experiences
138
Suggested Materials and Equipment Lists
140
Laboratory Safety Section
147
Glossary
..152
Advanced Placement Science Courses
Biology
Chemistry
Physics B
Physics C, Electricity and Magnetism
Physics C, Mechanics
Environmental Science
For questions concerning the Advanced Placement Program, contact:
apexams@ets.org
(888)CALL-4-AP (Toll Free)
www.collegeboard.org/ap
To order AP Publications, contact: AP Order Services
P.O. Box 6670
Princeton, NJ 08541-6670
(609) 771-7243
2010 Mississippi Science Framework
Approved July 25, 2008 8
MISSION STATEMENT
The Mississippi Department of Education is dedicated to student success
including the
improvement of student achievement in science in order to produce citizens who
are
capable of making complex decisions, solving complex problems, and communicating
fluently in a technological society. Through the utilization of the 2010
Mississippi
Science Framework, teachers will challenge their students to think more deeply
about
the science content, thus improving student understanding of science. This
document is
based on premises that all children can learn, and that high expectations
produce high
achievement.
PURPOSE
The primary purpose of the 2010 Mississippi Science Framework is to provide a
basis
for curriculum development for K-12 teachers. The framework provides an outline
of
what students should learn through competencies and objectives. The 2010
Mississippi
Science Framework replaces the 2001 Mississippi Science Framework. The content
of
the framework is centered on the strands of inquiry, physical science, life
science,
and Earth and space science. Instruction in these areas is designed to expose
students to experiences which reflect how science should be valued, to enhance
students confidence in their ability to apply scientific processes, and to help
students
learn to communicate and reason scientifically. The 2010 Mississippi Science
Framework provides teachers with the systematic progression across grade levels
and
is written to ensure the development of essential science concepts that students
will
utilize as they pursue a career or continue their education.
2010 Mississippi Science Framework
Approved July 25, 2008 9
ORGANIZATION
The 2010 Mississippi Science Framework is organized by grade level (grades K-8)
and by
course at the secondary level (grades 9-12). A general description that includes
the
purpose, overview, and suggested prerequisites is found preceding each
curriculum
outline for the grade level or course. The curriculum outline for the 2010
Mississippi
Science Framework is formatted as follows:
FIFTH GRADE
CONTENT STRANDS:
Inquiry Life Science
Physical Science Earth and Space Science
EARTH AND SPACE SCIENCE
Competencies and Objectives:
4. Develop an understanding of the properties of
Earth materials, objects in the sky, and changes in
Earth and sky.
a. Summarize how weather changes. (DOK 2)
Weather changes from day to day and over
the seasons
Tools by which weather is observed,
recorded, and predicted
STRAND
COMPETENCY
SUB-OBJECTIVES
COURSE
STRANDS
OBJECTIVE
2010 Mississippi Science Framework
Approved July 25, 2008 10
STRANDS
The 2010 Mississippi Science Framework is comprised of three content strands:
Life
Science, Earth and Space Science, and Physical Science. The five process strands
are
Science as Inquiry, Unifying Concepts and Processes, Science and Technology,
Science in Personal and Social Perspectives, and the History and Nature of
Science.
The three content strands along with the five process strands combine to provide
continuity to the teaching of K-12 science. Even though the process strands are
not listed
throughout the framework, these strands should be incorporated when presenting
the
content of the curriculum. The content strands and process strands overlap and
should be
integrated and embedded throughout teachers daily lesson plans.
Inquiry is listed as a separate strand in order to place emphasis on developing
the ability
to ask questions, observe, experiment, measure, problem solve/reason, use tools
of
science, gather data, and communicate findings. Inquiry is not an isolated unit
of
instruction and must be embedded throughout the content strands.
Scientific inquiry refers to the diverse ways in which scientists study the
natural
world and propose explanations based on the evidence derived from their work.
Inquiry also refers to the activities of students in which they develop an
understanding of scientific ideas, as well as an understanding of how scientists
study the natural world. National Science Education Standards, p. 23.
COMPETENCIES
The competencies, printed in bold face type, are the part of the framework that
is
required to be taught to all students. The Elementary/Middle School Science Test
and Biology I Subject Area Test are aligned to the competencies. Competencies do
not have to be taught in the order presented in the framework. The competencies
are
presented in outline form for consistency and for easy reference throughout the
framework.
Competencies are intentionally broad in order to allow school districts and
teachers the
flexibility to create a curriculum that meets the needs of their students. They
may relate to
one, many, or all of the science framework strands and may be combined and
taught with
other competencies throughout the school year. Competencies provide a general
guideline
of on-going instruction, not isolated units, activities, or skills. The
competencies are not
intended to be a list of content skills that are taught and recorded as
mastered.
2010 Mississippi Science Framework
Approved July 25, 2008 11
OBJECTIVES
The objectives indicate how competencies can be fulfilled through a progression
of content
and concepts at each grade level and course. Many of the objectives are
interrelated
rather than sequential, which means that objectives are not intended to be
taught in the
specific order in which they are presented. Multiple objectives can and should
be
taught at the same time. The Elementary/Middle School Science Test and Biology I
Subject Area Test will be developed based on the objectives found in the
framework. At
least fifty percent (50%) of the test items on the Elementary/Middle School
Science Test
and Biology I Subject Area Test must match the Depth of Knowledge (DOK) level
assigned
to the objectives for each competency. The Depth of Knowledge (DOK) level is
indicated at
the end of each objective.
DEPTH OF KNOWLEDGE
Each objective for the 2010 Mississippi Science Framework has been assigned a
Depth of
Knowledge (DOK) level based on the work of Dr. Norman L. Webb. DOK levels help
administrators, teachers, and parents understand the objective in terms of the
complexity
of what students are expected to know and do. Standards (i.e., competencies and
objectives) vary in terms of complexity. Some objectives expect students to
reproduce a
fact or complete a sequence of steps, while others expect students to reason,
extend their
thinking, synthesize information from multiple sources, and produce significant
work over
time. Teachers must know what level of complexity is required by an objective in
order to
ensure that students have received prior instruction or have had an opportunity
to learn
content at the level students will be expected to demonstrate or perform.
Assessment
items must be created to ensure that what is elicited from students on the
assessment is
as demanding cognitively as what students are expected to know and do as stated
in the
objectives.
Four levels of Depth of Knowledge (DOK) are used in the 2010 Mississippi Science
Framework. The levels represent a hierarchy based on two main factors. (1) One
factor is
sophistication and complexity. Sophistication will depend on the abstractness of
the
activity, the degree to which simple knowledge and skills have to be recalled or
drawn
upon, the amount of cognitive processing required, the complexity of the content
concepts
used, the amount of content that has to be recalled or drawn upon, the lack of
routine, and
the need to extend knowledge meaningfully or produce novel findings. (2) The
other factor
is that students at the grade level tested have received prior instruction or
have had an
opportunity to learn the content. Objectives and assessment items that address
complex
knowledge can still have a low DOK level if the required knowledge is commonly
known
and students with normal instruction at a grade level should have had the
opportunity to
learn how to routinely (habitually) perform what is being asked.
2010 Mississippi Science Framework
Approved July 25, 2008 12
The four levels of Depth of Knowledge (DOK) are described below.
Levels:
Level 1 (Recall) includes the recall of information such as a fact, definition,
term, or a
simple procedure, as well as performing a simple algorithm or applying a
formula. Other
key words that signify a Level 1 include identify, recall, recognize,
use, and
measure. Verbs such as describe and explain could be classified at
different levels
depending on what is to be described and explained.
Level 2 (Skill/Concept) includes the engagement of some mental processing beyond
a
habitual response. A level 2 assessment item requires students to make some
decisions
as to how to approach the problem or activity, whereas Level 1 requires students
to
demonstrate a rote response, perform a well-known algorithm, follow a set
procedure (like
a recipe), or perform a clearly defined series of steps. Keywords that generally
distinguish
a Level 2 item include classify, organize, estimate, make observations,
collect and
display data, and compare data. These actions imply more than one step. For
example,
to compare data requires first identifying characteristics of the objects or
phenomenon and
then grouping or ordering the objects. Some action verbs, such as explain,
describe, or
interpret could be classified at different levels depending on the object of
the action. For
example, if an item required students to explain how light affects mass by
indicating there
is a relationship between light and heat, this is considered a Level 2.
Interpreting
information from a simple graph, requiring reading information from the graph,
also is a
Level 2. Interpreting information from a complex graph that requires some
decisions on
what features of the graph need to be considered and how information from the
graph can
be aggregated is a level 3. Caution is warranted in interpreting Level 2 as only
skills
because some reviewers will interpret skills very narrowly, as primarily
numerical skills,
and such interpretation excludes from this level other skills such as
visualization skills and
probability skills, which may be more complex simply because they are less
common.
Other Level 2 activities include explaining the purpose and use of experimental
procedures; carrying out experimental procedures; making observations and
collecting
data; classifying, organizing, and comparing data; and organizing and displaying
data in
tables, graphs, and charts.
Level 3 (Strategic Thinking) requires reasoning, planning, using evidence, and a
higher
level of thinking than the previous two levels. In most instances, requiring
students to
explain their thinking is a Level 3. Activities that require students to make
conjectures are
also at this level. The cognitive demands at Level 3 are complex and abstract.
The
complexity does not result from the fact that there are multiple answers, a
possibility for
both levels 1 and 2, but because the task requires more demanding reasoning. An
activity,
however, that has more than one possible answer and requires students to justify
the
response they give would most likely be a Level 3. Other Level 3 activities
include drawing
conclusions from observations; citing evidence and developing a logical argument
for
concepts; explaining phenomena in terms of concepts; and using concepts to solve
problems.
2010 Mississippi Science Framework
Approved July 25, 2008 13
Level 4 (Extended Thinking) requires complex reasoning, planning, developing,
and
thinking most likely over an extended period of time. The extended time period
is not a
distinguishing factor if the required work is only repetitive and does not
require applying
significant conceptual understanding and high-order thinking. For example, if a
student has
to take the water temperature from a river each day for a month and then
construct a
graph, this would be classified as a Level 2. However, if the student is to
conduct a river
study that requires taking into consideration a number of variables, this would
be a Level 4.
At Level 4, the cognitive demands of the task should be high and the work should
be very
complex. Students should be required to make several connections - relate ideas
within
the content area or among content areas - and have to select one approach among
many
alternatives on how the situation should be solved, in order to be at this
highest level.
Level 4 activities include designing and conducting experiments; making
connections
between a finding and related concepts and phenomena; combining and synthesizing
ideas into new concepts; and critiquing experimental designs.
THE REVISION PROCESS FOR THE
SCIENCE FRAMEWORK
From nominations by school district superintendents and others, the Mississippi
Science
Curriculum Writing Team was selected in July 2005. The purpose of the team was
to draft
a new science framework. The team was composed of teachers, administrators, and
university professors throughout Mississippi.
In order to gain a sufficient understanding of the direction of science
education, the writing
team reviewed the National Science Education Standards, Benchmarks for Science
Literacy, the Science Framework for the 2010 National Assessment of Educational
Progress (NAEP), current literature, and research. These resources served as a
foundation for the development of the framework.
The Mississippi Department of Education solicited comment from the Norman Webb
Group
and other outside evaluators to assure a vertical flow of science with emphasis
on rigorous
science content and alignment with national standards.
CYCLE
All Mississippi content area frameworks are revised on a six-year cycle.
Approximately
three years after a framework is implemented, a writing team is selected to
review the
current framework and make modifications based on best practices in the teaching
of
content areas as reflected in state and national trends. The revision process is
approximately two years.
The pilot (optional) years for the 2010 Mississippi Science Framework are school
years
2008-2010. The implementation (required) year for the framework is school year
2010-2011.
2010 Mississippi Science Framework
Approved July 25, 2008 14
SEQUENCE
Students will progress according to grade level through the eighth grade. Course
sequence options are available to students in grades 9-12. Below are some
proposed
secondary course sequence options:
Proposed Secondary Course Sequence Options
Grade Level OPTION 1 OPTION 2 OPTION 3 OPTION 4
9
Physical
Science
Biology I
Biology I
Elective
10
Biology I
Chemistry
Elective
Biology I
11
Earth
Science
Physics
Elective
Elective
12
Elective
Elective
Elective
Elective
Laboratory-based Science Courses
The 2010 Mississippi Science Framework is designed so that all science courses
function
as laboratory-based courses. A laboratory-based course is one in which 20% of
the
instructional time is spent in laboratory experiences. A school laboratory
investigation
(also referred to as a lab) is defined as an experience in the laboratory,
classroom, or the
field that provides students with opportunities to interact directly with
natural phenomena or
with data collected by others using tools, materials, data collection
techniques, and
models. (National Research Council, 2006, p. 3)
Lab-based Physical Science Courses are distinguished as follows:
Physical Science
Chemistry
Physics
AP Chemistry
AP Physics B
AP Physics C Electricity and Magnetism
AP Physics C Mechanics
2010 Mississippi Science Framework
Approved July 25, 2008 15
Science Courses and Electives
The following secondary science courses and electives are included in the
2010 Mississippi Science Framework:
Strand Course Carnegie Unit
Physical Physical Science 1
Science Physics 1
Chemistry 1
Organic Chemistry 0.5
Life Introduction to Biology 1
Science Biology I 1
Biology II 1
Genetics 0.5
Microbiology 0.5
Botany 0.5
Zoology 0.5
Marine and Aquatic Science 0.5
Human Anatomy and Physiology 1
Biomedical Research 1
Earth and Earth and Space Science 1
Space Environmental Science 0.5
Science Geology 0.5
Astronomy 0.5
Aerospace Studies 0.5
Spatial Information Science 0.5 or 1
Other Field Experiences 0.5
2010 Mississippi Science Framework
Approved July 25, 2008 16
CHANGING EMPHASES
The National Science Education Standards encompass the following changes in
emphases:
LESS EMPHASIS ON MORE EMPHASIS ON
Knowing scientific facts and information Understanding scientific concepts and
developing abilities
of inquiry
Studying subject matter disciplines (physical, life, Learning subject matter
disciplines in the context
Earth science) for their own sake of inquiry, technology, science in personal
and
social perspectives, and history and nature of science
Separating science knowledge and science process Integrating all aspects of
science content
Covering many science topics Studying a few fundamental science concepts
Implementing inquiry as a set of processes Implementing inquiry as instructional
strategies,
abilities, and ideas to be learned
CHANGING EMPHASES TO PROMOTE INQUIRY
LESS EMPHASIS ON MORE EMPHASIS ON
Activities that demonstrate and verify science Activities that investigate and
analyze science
content questions
Investigations confined to one class period Investigations over extended periods
of time
Process skills out of context Process skills in context
Emphasis on individual process skills such as Using multiple process skills
manipulation,
observation or inference cognitive, procedural
Getting an answer Using evidence and strategies for developing
or revising an explanation
Science as exploration and experiment Science as argument and explanation
Communicating science explanations
Individuals and groups of students analyzing and Groups of students often
analyzing and synthesizing
synthesizing data without defending a conclusion data after defending
conclusions
Doing few investigations in order to leave time to Doing more investigations in
order to develop
cover large amounts of content understanding, ability, values of inquiry and
knowledge of science content
Concluding inquiries with the result of the experiment Applying the results of
experiments
Management of materials and equipment Management of ideas and information
Private communication of student ideas and Public communication of student ideas
and
conclusions to teacher work to classmates
Note: Reprinted with permission from National Science Education Standards, 1996
2010 Mississippi Science Framework
Approved July 25, 2008 17
NSTA Position Statement:
The Teaching of Evolution
The National Science Teachers Association (NSTA) strongly supports the position
that evolution is
a major unifying concept in science and should be included in the K12 science
education
frameworks and curricula. Furthermore, if evolution is not taught, students will
not achieve the level
of scientific literacy they need. This position is consistent with that of the
National Academies, the
American Association for the Advancement of Science (AAAS), and many other
scientific and
educational organizations.
NSTA also recognizes that evolution has not been emphasized in science curricula
in a manner
commensurate to its importance because of official policies, intimidation of
science teachers, the
general public's misunderstanding of evolutionary theory, and a century of
controversy. In addition,
teachers are being pressured to introduce creationism, creation science, and
other nonscientific
views, which are intended to weaken or eliminate the teaching of evolution.
Declarations
Within this context, NSTA recommends that
Science curricula, state science standards, and teachers should emphasize
evolution in a
manner commensurate with its importance as a unifying concept in science and its
overall explanatory power.
Science teachers should not advocate any religious interpretations of nature
and should be
nonjudgmental about the personal beliefs of students.
Policy makers and administrators should not mandate policies requiring the
teaching of
creation science or related concepts, such as so-called intelligent design,
abrupt
appearance, and arguments against evolution. Administrators also should
support
teachers against pressure to promote nonscientific views or to diminish or
eliminate the
study of evolution.
Administrators and school boards should provide support to teachers as they
review,
adopt, and implement curricula that emphasize evolution. This should include
professional development to assist teachers in teaching evolution in a
comprehensive
and professional manner.
Parental and community involvement in establishing the goals of science
education and
the curriculum development process should be encouraged and nurtured in our
democratic society. However, the professional responsibility of science teachers
and
curriculum specialists to provide students with quality science education should
not be
compromised by censorship, pseudoscience, inconsistencies, faulty scholarship,
or
unconstitutional mandates.
Science textbooks shall emphasize evolution as a unifying concept. Publishers
should not
be required or volunteer to include disclaimers in textbooks that distort or
misrepresent
the methodology of science and the current body of knowledge concerning the
nature
and study of evolution.
Adopted by the NSTA Board of Directors
July 2003
2010 Mississippi Science Framework
Approved July 25, 2008 18
COMMITTEE RECOMMENDATIONS
In addition to the curriculum content, the Science Framework Revision Team
proposes
several recommendations for school districts in Mississippi. The recommendations
are as
follows:
1) Elementary science education is essential. The concepts, principles,
processes,
and skills must be acquired in order to comprehend what students see, hear, read
and interpret. Science at the elementary level can be used to enhance reading
comprehension and should be a central, integrated part of elementary education.
2) More resources should be available for science teachers. Equipment, computer
programs, primary or related documents, and other resources should be a part of
a
well-rounded science education program. School districts should promote the
acquisition of appropriate outstanding educational resources.
3) The number of students in lab-based science courses should be limited to
twentyfour
(24). This makes laboratory activities safer and more meaningful for the
student.
4) Lab-based science courses should include an average of twenty percent (20%)
of
instructional time for active laboratory activities. Those teachers should be
allotted
additional planning time to prepare for these essential activities.
2010 Mississippi Science Framework
Approved July 25, 2008 19
KINDERGARTEN
Kindergarten is the foundation for all other formal learning experiences.
Students explore
living/non-living things, the five senses, nutrition, magnets, matter,
nonstandard units of
measurement, graphs, the Earth, and environmental concerns. The focus is
hands-on science,
inquiry, self-discovery, cooperative learning, communication, and lifelong
learning.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. The Elementary/Middle School Science Tests and
Biology I
Subject Area Test are aligned to the competencies. Competencies do not have to
be taught
in the order presented in the framework. The competencies are presented in
outline form for
consistency and easy reference throughout the framework. Competencies are
intentionally broad
in order to allow school districts and teachers the flexibility to create a
curriculum that meets the
needs of their students. They may relate to one, many, or all of the science
framework strands and
may be combined and taught with other competencies throughout the school year.
Competencies
provide a guideline of on-going instruction, not isolated units, activities, or
skills. The competencies
are not intended to be a list of content skills that are taught and recorded as
mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
The Elementary/Middle School Science Test and Biology I Subject Area Test will
be developed
based on the objectives found in the framework. At least fifty percent (50%) of
the test items on the
Elementary/Middle School Science Test must match the Depth of Knowledge (DOK)
level assigned
to the objectives for each competency. The Depth of Knowledge (DOK) level is
indicated at the end
of each objective.
2010 Mississippi Science Framework
Approved July 25, 2008 20
KINDERGARTEN
CONTENT STRANDS:
Inquiry Life Science
Physical Science Earth and Space Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Ask questions and find answers by scientific investigation.
a. Demonstrate an understanding of a simple investigation by asking questions.
(DOK 2)
b. Compare, sort, and group objects according to size, shape, color, and
texture.
(DOK 2)
c. Identify simple tools (rulers, thermometers, scales, and hand lenses) used to
gather information. (DOK 1)
d. Recognize that people have always had questions about their world and
identify
science as one way of answering questions and explaining the natural world.
(DOK 1)
e. Describe ideas using drawings and oral expression. (DOK 2)
f. Recognize that when a science investigation is done the way it was done
before,
very similar results are expected. (DOK 1)
PHYSICAL SCIENCE
2. Identify properties of objects and materials, position and motion of objects,
and
properties of magnetism.
a. Classify properties of objects and materials according to their observable
characteristics. (DOK 2)
Materials (e.g., wood, paper, plastic, metal)
Matter (solid or liquid)
Objects that sink or float in water
b. Differentiate what happens to water left in an open container (disappears)
and
water left in a closed container (remains). (DOK 1)
c. Compare types of forces and motion. (DOK 1)
External motion of objects (e.g., straight-line, circular, back-and-forth,
rotational)
Internal motion of objects (e.g., bending, stretching)
2010 Mississippi Science Framework
Approved July 25, 2008 21
d. Compare the interaction between two magnets and the interaction between
magnets and other objects (e.g., iron, other metals, wood, water). (DOK 1)
LIFE SCIENCE
3. Understand characteristics, structures, life cycles, and environments of
organisms.
a. Group animals and plants by their physical features (e.g., size, appearance,
color). (DOK 2)
b. Compare and contrast physical characteristics of humans. (DOK1)
The five senses (sight, smell, touch, taste, hearing) and corresponding
body parts
The six major body organs (brain, skin, heart, lungs, stomach,
intestines).
c. Classify parts of the human body that help it seek, find, and take in food
when it
feels hunger. (DOK 1)
Eyes and nose for detecting food
Legs to get it
Arms to carry it away
Mouth to eat it
d. Identify offspring that resemble their parents. (DOK 1)
e. Recognize and compare the differences between living organisms and non-living
materials. (DOK 2)
EARTH AND SPACE SCIENCE
4. Understand properties of Earth materials, objects in the sky, and changes in
Earth and sky.
a. Sort, separate, and classify Earth materials (e.g.,clay, silt, sand, pebbles,
gravel) using various strategies. (DOK 2 )
b. Identify and describe properties of Earth materials (soil, rocks, water, and
air).
(DOK 1)
c. Collect and display local weather data. (DOK 2)
d. Describe ways to conserve water. (DOK 2)
e. Describe the effects of the sun on living and non-living things. (DOK 1)
Warms the land, air, and water
Helps plants grow
f. Identify the sun as Earths source of light and heat and describe changes in
shadows over time. (DOK 2)
2010 Mississippi Science Framework
Approved July 25, 2008 22
FIRST GRADE
The First Grade competencies and objectives are an extension of the Kindergarten
concepts.
Students explore patterns and diversity of living organisms, the structure of
the solar system, the
diversity of Earths surface, changes in the Earths atmosphere, environmental
concerns, changes
in matter, and measurement. Students begin to develop an understanding of the
nature of science
and scientific knowledge using hands-on science activities and inquiry-based
learning,
comunication, and life-long learning.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. The Elementary/Middle School Science Tests and
Biology I
Subject Area Test are aligned to the competencies. Competencies do not have to
be taught
in the order presented in the framework. The competencies are presented in
outline form for
consistency and easy reference throughout the framework. Competencies are
intentionally broad
in order to allow school districts and teachers the flexibility to create a
curriculum that meets the
needs of their students. They may relate to one, many, or all of the science
framework strands and
may be combined and taught with other competencies throughout the school year.
Competencies
provide a guideline of on-going instruction, not isolated units, activities, or
skills. The competencies
are not intended to be a list of content skills that are taught and recorded as
mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
The Elementary/Middle School Science Test and Biology I Subject Area Test will
be developed
based on the objectives found in the framework. At least fifty percent (50%) of
the test items on the
Elementary/Middle School Science Test must match the Depth of Knowledge (DOK)
level assigned
to the objectives for each competency. The Depth of Knowledge (DOK) level is
indicated at the end
of each objective.
2010 Mississippi Science Framework
Approved July 25, 2008 23
FIRST GRADE
CONTENT STRANDS:
Inquiry Life Science
Physical Science Earth and Space Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Understand how to plan and carry out a simple scientific investigation.
a. Demonstrate an understanding of a simple investigation by asking appropriate
questions about objects, organisms, and events. (DOK 2)
b. Compare, sort, and group objects according to their attributes. (DOK 2)
c. Use simple tools (e.g., rulers, scales, hand lenses, thermometers,
microscopes)
to gather information. (DOK 1)
Length, using nonstandard units (e.g., paper clips, Unifix cubes, etc.)
and standard units (inches, centimeters)
Weight, using a balance scale with and without nonstandard units
Capacity, using nonstandard units
d. Match a simple problem to a technological solution related to the problem
(e.g.,
dull pencil sharpener, bright light sunglasses, hot room fan, cold head
hat, heavy baby stroller). (DOK 1)
e. Use diagrams and written and oral expression to describe ideas or data.
(DOK 2)
f. Predict the results of an investigation if it is repeated. (DOK 2)
PHYSICAL SCIENCE
2. Develop an understanding of properties of objects and materials, position and
motion of objects, and properties of heat and magnetism.
a. Recognize that most things are made of parts. (DOK 1)
b. Describe properties and changes of objects and materials. (DOK 1)
Processes of melting and freezing
How water evaporates and disappears into the atmosphere
How water condenses onto cold surfaces
c. Describe the effects of various forms of motion and of forces on objects.
(DOK 2)
Different forms of motion (sliding, rolling, straight line, circular,
back-and-forth)
Effects that motion can produce (spilling, breaking, bending)
2010 Mississippi Science Framework
Approved July 25, 2008 24
d. Differentiate between interactions of two magnets and the interaction of a
magnet with objects made of iron, other metals, and nonmetals. (DOK 1)
e. Describe changes in shadows over time and predict how a shadow will look
as the light source moves. (DOK 2)
f. Compare and classify solids and liquids. (DOK 2)
g. Identify vibrating objects that produce sound and classify sounds (e.g., high
or
low pitched, loud or soft). (DOK 1)
LIFE SCIENCE
3. Develop an understanding of the characteristics, structures, life cycles,
interactions, and environments of organisms.
a. Classify animals and plants by observable features (e.g., size, appearance,
color, motion, habitat). (DOK 2)
b. Describe the primary function of the major body organs (brain, skin, heart,
lungs,
stomach, intestines, bones, and muscles). (DOK 2)
c. Communicate the importance of food and explain how the body utilizes food.
(DOK 2)
d. Chart and compare the growth and changes of animals from birth to adulthood.
(DOK 2)
e. Identify the basic needs of plants and animals and recognize that plants and
animals both need to take in water, animals need food, and plants need light.
(DOK 1)
f. Identify and label the parts of a plant. (DOK 2)
EARTH AND SPACE SCIENCE
4. Develop an understanding of the properties of Earth materials, objects in the
sky,
and changes in Earth and sky.
a. Compare and classify Earth materials. (DOK 1)
Physical attributes of rocks (e.g., large/small, heavy/light,
smooth/rough, hard/crumbly, dark/light, etc.)
Physical attributes of soil (e.g., smell, texture, color, etc.)
b. Identify Earth landforms and bodies of water (e.g., continents, islands,
peninsulas, oceans, rivers, lakes, ponds, creeks). (DOK 1)
c. Observe, identify, record, and graph daily weather conditions. (DOK 3)
d. Categorize types of actions that cause water, air, or land pollution. (DOK 2)
e. Collect, categorize, and display various ways energy from the sun is used.
(DOK 2)
f. Identify relationships between lights and shadows and illustrate how the
shape of
the moon changes over time. (DOK 1)
g. Distinguish characteristics of each season and describe how each season
merges into the next. (DOK 1)
2010 Mississippi Science Framework
Approved July 25, 2008 25
SECOND GRADE
The Second Grade science competencies and objectives are an extension of
concepts learned in
Kindergarten and First Grade. Students explore physical and behavioral
characteristics of different
species, the diversity of the solar system, changes in the Earths atmosphere,
and the
characteristics of sound, light, and color. Students continue to develop an
understanding of the
nature of science and scientific knowledge through hands-on science activities,
inquiry-based
learning, cooperative learning, and scientific communication.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. The Elementary/Middle School Science Tests and
Biology I
Subject Area Test are aligned to the competencies. Competencies do not have to
be taught
in the order presented in the framework. The competencies are presented in
outline form for
consistency and easy reference throughout the framework. Competencies are
intentionally broad
in order to allow school districts and teachers the flexibility to create a
curriculum that meets the
needs of their students. They may relate to one, many, or all of the science
framework strands and
may be combined and taught with other competencies throughout the school year.
Competencies
provide a guideline of on-going instruction, not isolated units, activities, or
skills. The competencies
are not intended to be a list of content skills that are taught and recorded as
mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
The Elementary/Middle School Science Test and Biology I Subject Area Test will
be developed
based on the objectives found in the framework. At least fifty percent (50%) of
the test items on the
Elementary/Middle School Science Test must match the Depth of Knowledge (DOK)
level assigned
to the objectives for each competency. The Depth of Knowledge (DOK) level is
indicated at the end
of each objective.
2010 Mississippi Science Framework
Approved July 25, 2008 26
SECOND GRADE
CONTENT STRANDS:
Inquiry Life Science
Physical Science Earth and Space Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Develop abilities necessary to conduct scientific investigations.
a. Formulate questions about objects and organisms and predict outcomes in order
to conduct a simple investigation. (DOK 2)
b. Compare, sort, and group objects according to two or more attributes. (DOK 2)
c. Use simple tools (e.g., rulers, thermometers, scales, hand lenses,
microscopes,
balances, clocks) to gather information. (DOK 1)
Length, to the nearest inch, foot, yard, centimeter, and meter
Capacity, to the nearest ounce, cup, pint, quart, gallon, and liter
Weight, to the nearest ounce, pound, gram, and kilogram
Time, to the nearest hour, half-hour, quarter-hour, and fiveminute
intervals (using digital and analog clocks)
d. Collect and display technological products (e.g., zipper, coat hook, ceiling
fan
pull chain, can opener, bridge, apple peeler, wheel barrow, nut cracker, etc.)
to
determine their function. (DOK 1)
e. Create line graphs, bar graphs, and pictographs to communicate data. (DOK 2)
f. Infer that science investigations generally work the same way in different
places.
(DOK 2)
PHYSICAL SCIENCE
2. Apply an understanding of properties of objects and materials, position
and motion of objects, and properties of magnetism.
a. Investigate to conclude that when water changes to ice and then melts, the
amount of water is the same as it was before freezing. (DOK 2)
2010 Mississippi Science Framework
Approved July 25, 2008 27
b. Investigate and describe properties and changes of matter. (DOK 2)
Unique properties of states of matter (Gases are easily compressed while
solids and liquids are not; the shape of a solid is independent of its
container; liquids and gases take the shape of their containers.)
Physical changes (e.g., boiling liquids, freezing ice, tearing paper)
Chemical changes (e.g., burning wood, making ice cream, cooking an
egg)
c. Describe observable effects of forces, including buoyancy, gravity, and
magnetism. (DOK1)
d. Classify materials that are or are not attracted to magnets and cite examples
of
useful magnetic tools in everyday living (e.g., can opener, compass,
refrigerator
door seal). (DOK 2)
e. Recognize that an object can be seen only if either light falls on it or it
emits
light, and that color is a property of light. (DOK 1)
f. Compare and classify solids, liquids, and gasses. (DOK 2)
g. Identify vibration as the source of sound and categorize different types of
media
(e.g., wood, plastic, water, air, metal, glass) according to how easily
vibrations
travel. (DOK 2)
LIFE SCIENCE
3. Develop and demonstrate an understanding of the characteristics, structures,
life
cycles, and environments of organisms.
a. Describe and categorize the characteristics of plants and animals. (DOK 2)
Plant parts (leaves, stems, roots, and flowers)
Animals (vertebrates or invertebrates, cold-blooded or warm-blooded)
b. Describe the human body systems with their basic functions and major organs
(e.g., brain-nervous, bones-skeletal, muscles-muscular). (DOK 1)
c. Identify the cause/effect relationships when basic needs of plants and
animals
are met and when they are not met. (DOK 1)
d. Compare the life cycles of plants and animals. (DOK 2)
e. Investigate and explain the interdependence of plants and animals. (DOK 2)
Herbivore, carnivore, or omnivore
Predator-prey relationships
EARTH AND SPACE SCIENCE
4. Develop an understanding of the properties of Earth materials, objects
in the sky, and changes in Earth and sky.
a. Categorize different types of Earth materials, (e.g., rocks, minerals, soils,
water, atmospheric gases). (DOK 2)
b. Describe the three layers of the Earth. (DOK 1)
2010 Mississippi Science Framework
Approved July 25, 2008 28
c. Collect, organize, and graph weather data obtained by using simple weather
instruments (wind vane, rain gauge, thermometer) and explain the
components of the water cycle. (DOK 2)
d. Distinguish how actions or events related to the Earths environment may be
harmful or helpful. (DOK 2)
e. Model and explain the concept of Earths rotation as it relates to day and
night
and infer why it is usually cooler at night than in the day. (DOK 2)
f. Describe characteristics and effects of objects in the universe. (DOK 1)
Position of the sun in relation to a fixed object on Earth at various times
(day and night)
The major characteristics of planets (revolution and rotation periods, size,
number of moons)
Changes in the appearance of the moon
2010 Mississippi Science Framework
Approved July 25, 2008 29
THIRD GRADE
The Third Grade competencies and objectives are designed to be an extension of
those concepts
learned in Kindergarten through Second grade. Students explore organisms and
systems,
changes in Earths atmosphere and surface, changes in matter, and measurement
skills. Students
begin to understand and accurately apply appropriate science concepts,
principles, laws, and
theories in interacting with society and the environment.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. The Elementary/Middle School Science Tests and
Biology I
Subject Area Test are aligned to the competencies. Competencies do not have to
be taught
in the order presented in the framework. The competencies are presented in
outline form for
consistency and easy reference throughout the framework. Competencies are
intentionally broad
in order to allow school districts and teachers the flexibility to create a
curriculum that meets the
needs of their students. They may relate to one, many, or all of the science
framework strands and
may be combined and taught with other competencies throughout the school year.
Competencies
provide a guideline of on-going instruction, not isolated units, activities, or
skills. The competencies
are not intended to be a list of content skills that are taught and recorded as
mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
The Elementary/Middle School Science Test and Biology I Subject Area Test will
be developed
based on the objectives found in the framework. At least fifty percent (50%) of
the test items on the
Elementary/Middle School Science Test must match the Depth of Knowledge (DOK)
level assigned
to the objectives for each competency. The Depth of Knowledge (DOK) level is
indicated at the end
of each objective.
2010 Mississippi Science Framework
Approved July 25, 2008 30
THIRD GRADE
CONTENT STRANDS:
Inquiry Life Science
Physical Science Earth and Space Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply concepts involved in a scientific investigation.
a. Identify questions and predict outcomes that can be examined through
scientific
investigations. (DOK 3)
b. Describe familiar objects and events using the senses to collect qualitative
(e.g.,
color, size, shape) information. (DOK 1)
c. Select and use simple tools (e.g., rulers, thermometers, scales, hand lenses,
microscopes, calculators, balances, clocks) to gather information. (DOK 1)
Length, to the nearest half of an inch, foot, yard, centimeter, and meter
Capacity and weight/mass, in English and metric systems
Time, to the nearest minute
Temperature, to the nearest degree
d. Draw conclusions and communicate the results of an investigation. (DOK 2)
e. Communicate data by creating diagrams, charts, tables, and graphs. (DOK 2)
f. Ask questions and seek answers to explain why different results sometimes
occur in repeated investigations. (DOK 2)
PHYSICAL SCIENCE
2. Explain concepts related to objects and materials, position and motion of
objects, and properties of magnetism.
a. Investigate to conclude that the weight of an object is always the sum of its
parts, regardless of how it is assembled, (e.g., Lego creation/separate blocks,
bucket/cups of sand, roll/stacks of pennies, bag/individual potatoes, etc.)
(DOK 2)
b. Explore and identify physical changes of matter, including melting, freezing,
boiling, evaporation, and condensation, (DOK 2)
c. Investigate and describe forces affecting motion in simple machines (lever,
wheel and axle, block and tackle, inclined plane, screw.) (DOK 2)
d. Differentiate between potential and kinetic energy and recognize their
conversions. (DOK 2)
Potential to kinetic (e.g., winding a clock/clock begins ticking)
Kinetic to potential (e.g., roller coaster moving downward/upward to the
top of the hill)
2010 Mississippi Science Framework
Approved July 25, 2008 31
e. Explain how light waves travel (e.g., in a straight line until they strike an
object,
through transparent and translucent objects, from reflecting and refracting
surfaces, at the surface of opaque objects). (DOK 1)
f. Differentiate the movement of vibrations in waves (e.g., sound and seismic
waves), and cite examples to explain that vibrations move through different
materials at different speeds. (DOK 1)
g. Cite evidence to explain why heating or cooling may change the properties of
materials (e.g., boiling an egg, evaporating water, chilling gelatin, making ice
cream, etc.) (DOK 2)
LIFE SCIENCE
3. Describe the characteristics, structures, life cycles, and environments of
organisms.
a. Research and explain diverse life forms (including vertebrates and
invertebrates)
that live in different environments (e.g., deserts, tundras, forests,
grasslands,
taigas, wetlands) and the structures that serve different functions in their
survival
(e.g., methods of movement, defense, camouflage). (DOK 2)
b. Identify and describe the purpose of the digestive, nervous, skeletal, and
muscular systems of the body. (DOK 1)
c. Investigate the relationships between the basic needs of different organisms
and
discern how adaptations enable an organism to survive in a particular
environment. (DOK 2)
d. Illustrate how the adult animal will look, when given pictures of young
animals
(e.g., birds, fish, cats, frogs, caterpillars, etc.) (DOK 2)
e. Recall that organisms can survive only when in environments (deserts,
tundras, forests, grasslands, taigas, wetlands) in which their needs are met and
interpret the interdependency of plants and animals within a food chain,
including
producer, consumer, decomposer, herbivore, carnivore, omnivore, predator, and
prey. (DOK 2)
f. Recognize that cells vary greatly in size, structure, and function, and that
some
cells and tiny organisms can be seen only with a microscope. (DOK 1)
EARTH AND SPACE SCIENCE
4. Develop an understanding of the properties of Earth materials, objects
in the sky, and changes in Earth and sky.
a. Recall that soil is made up of various materials (weathered rock,
minerals, plant and animal remains, living organisms.) (DOK 1)
b. Compare and contrast changes in the Earths surface that are due to slow
processes (erosion, weathering, mountain building) and rapid processes
(landslides, volcanic eruptions, earthquakes, floods, asteroid collisions).
(DOK 2)
2010 Mississippi Science Framework
Approved July 25, 2008 32
c. Gather and display local weather information such as temperature,
precipitation,
clouds, etc., on graphs and use graphs of weather patterns to predict weather
conditions. (DOK 3)
Instruments (wind vane, rain gauge, thermometers, anemometers, and
barometers)
Cloud types (cirrus, stratus, cumulus)
Water cycle (evaporation, precipitation, condensation)
d. Identify the causes and effects of various types of air, land, and water
pollution
and infer ways to protect the environment. (DOK 3)
e. Identify patterns in the phases of the moon, describe their sequence, and
predict
the next phase viewed in the night sky. (DOK 1)
f. Describe the different components of the solar system (sun, planets, moon,
asteroids, comets.) (DOK 1)
Gravitational attraction of the sun
Phases of the moon
Constellations
g. Explain how fossil records are used to learn about the past, identify
characteristics of selected fossils, and describe why they may be found in many
places. (DOK 2)
The Earth Science Museum at the Petrified Forest in Flora, MS
The Natural Science Museum in Jackson, MS
2010 Mississippi Science Framework
Approved July 25, 2008 33
FOURTH GRADE
The Fourth Grade competencies and objectives are designed to build on concepts
and processes
learned in Kindergarten through Third grade. Students explore and investigate
the diversity of
organisms, environmental concerns, matter, forces, and energy. Students apply
their
understanding of appropriate science concepts, principles, laws and theories in
interacting with
society and the environment and use the processes of science in solving
problems, making
decisions, and furthering understanding.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. The Elementary/Middle School Science Tests and
Biology I
Subject Area Test are aligned to the competencies. Competencies do not have to
be taught
in the order presented in the framework. The competencies are presented in
outline form for
consistency and easy reference throughout the framework. Competencies are
intentionally broad
in order to allow school districts and teachers the flexibility to create a
curriculum that meets the
needs of their students. They may relate to one, many, or all of the science
framework strands and
may be combined and taught with other competencies throughout the school year.
Competencies
provide a guideline of on-going instruction, not isolated units, activities, or
skills. The competencies
are not intended to be a list of content skills that are taught and recorded as
mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
The Elementary/Middle School Science Test and Biology I Subject Area Test will
be developed
based on the objectives found in the framework. At least fifty percent (50%) of
the test items on the
Elementary/Middle School Science Test must match the Depth of Knowledge (DOK)
level assigned
to the objectives for each competency. The Depth of Knowledge (DOK) level is
indicated at the end
of each objective.
2010 Mississippi Science Framework
Approved July 25, 2008 34
FOURTH GRADE
CONTENT STRANDS:
Inquiry Life Science
Physical Science Earth and Space Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Explain and use skills necessary to conduct scientific inquiry.
a. Form hypotheses and predict outcomes of problems to be investigated. (DOK 3)
b. Use the senses and simple tools to gather qualitative information about
objects
or events (size, shape, color, texture, sound, position, change). (DOK 1)
b. Demonstrate the accurate use of simple tools to gather and compare
information
(DOK 1)
Tools (English rulers [to the nearest eighth of an inch], metric rulers [to
the nearest centimeter], thermometers, scales, hand lenses,
microscopes, balances, clocks, calculators, anemometers, rain gauges)
Types of data (height, mass/weight, temperature, length, distance,
volume, area, perimeter)
d. Use simple sketches, diagrams, tables, charts, and writing to draw
conclusions
and communicate data results. (DOK 2)
e. Interpret and describe patterns of data using drawings, diagrams, charts,
tables,
graphs, and maps. (DOK 2)
f. Explain why scientists and engineers often work in teams with different
individuals doing different things that contribute to the results. (DOK 2)
g. Draw conclusions about important steps (e.g., making observations, asking
questions, trying to solve a problem, etc.) that led to inventions and
discoveries.
(DOK 3)
PHYSICAL SCIENCE
2. Use the properties of objects and materials, position and motion of objects,
and transfer of energy to develop an understanding of physical science
concepts.
a. Recognize that materials may be composed of parts that are too small to be
seen without magnification. (DOK 1)
2010 Mississippi Science Framework
Approved July 25, 2008 35
b. Distinguish between physical and chemical changes and between objects
composed of a single substance from those composed of more than one
substance. (DOK 2)
c. Determine the causes and effects of forces on motion. (DOK 2)
Force exerted over a distance causes work to be done and that the result
(work) is the product of force and distance
Friction on moving objects and actions that increase or decrease friction
Momentum and inertia
d. Explain how energy flowing through an electrical circuit can be converted
from
electrical energy to light, sound, or heat energy. (DOK1)
Parts of an electric circuit and resulting actions when circuits are opened
or closed
Construction and uses of electromagnets
Energy transferred through an electrical circuit to a bulb or bell to its
surroundings as light, sound, and heat (thermal) energy
e. Describe how light behaves (travels in a straight line, is absorbed,
reflected,
refracted, or appears transparent or translucent). (DOK 1)
f. Investigate and draw conclusions about the relationship between the rate of
vibrating objects and the pitch of the sound. (DOK 3)
g. Describe how heat flows from a warm object to a cold one and categorize
examples of materials that may or may not be used as insulators. (DOK 2)
LIFE SCIENCE
3. Analyze the characteristics, structures, life cycles, and environments of
organisms.
a. Describe the cause and effect relationships that explain the diversity
and evolution of organisms over time. (DOK 2)
Observable traits due to inherited or environmental adaptations
Variations in environment (over time and from place to place)
Variations in species as exemplified by fossils
Extinction of a species due to insufficient adaptive capability in the face
of environmental changes
b. Classify the organs and functions of the nervous, circulatory, and
respiratory
systems of the body. (DOK 1)
c. Compare characteristics of organisms, including growth and development,
reproduction, acquisition and use of energy, and response to the environment.
(DOK 2)
Life cycles of various animals to include complete and incomplete
metamorphosis
Plant or animal structures that serve different functions in growth,
adaptation, and survival
Photosynthesis
2010 Mississippi Science Framework
Approved July 25, 2008 36
d. Distinguish the parts of plants as they relate to sexual reproduction and
explain the effects of various actions on the pollination process (e.g., wind,
water, insects, adaptations of flowering plants, negative impacts of
pesticides).
(DOK 2)
e. Analyze food webs to interpret how energy flows from the sun. (DOK 2)
f. Describe the structural and functional relationships among the cells of an
organism. (DOK 2)
Benefit from cooperating
Vary greatly in appearance
Perform very different roles
EARTH AND SPACE SCIENCE
4. Develop an understanding of the properties of Earth materials, objects in the
sky, and changes in Earth and sky.
a. Classify sedimentary, metamorphic, and igneous rocks. (DOK 2)
b. Compare and contrast Earths geological features and the changes caused by
external forces. (DOK 2)
Bodies of water, beaches, ocean ridges, continental shelves, plateaus,
faults, canyons, sand dunes, and ice caps
External forces including heat, wind, and water
Movement of continental plates
c. Investigate, record, analyze and predict weather by observing, measuring with
simple weather instruments (thermometer, anemometer, wind vane, rain gauge,
barometer and hygrometer), recording weather data (temperature, precipitation,
sky conditions, and weather events), and using past patterns to predict future
patterns. (DOK 2)
d. Describe how human activities have decreased the capacity of the environment
to support some life forms. (DOK 2)
Reducing the amount of forest cover
Increasing the amount of chemicals released into the atmosphere
Farming intensively
e. Compare and contrast the seasons and explain why seasons vary at different
locations on Earth. (DOK 2)
f. Describe objects in the universe including their movement. (DOK 2)
Physical features of the moon (craters, plains, mountains)
Appearance and movement of Earth and its moon (e.g., waxing/waning of
the moon and lunar/solar eclipses)
Why a planet can be seen in different constellations (locations) at
different times
g. Summarize the process that results in deposits of fossil fuels and conclude
why
fossil fuels are classified as nonrenewable resources. (DOK 2)
2010 Mississippi Science Framework
Approved July 25, 2008 37
FIFTH GRADE
The Fifth Grade competencies and objectives build on the Kindergarten through
Fourth grade
concepts. Students explore structure and function in living systems,
reproduction and heredity,
behavior, populations and ecosystems, diversity, and adaptations of organisms.
Students also
investigate properties and changes of properties in matter, motions, forces,
transfer of energy,
structure of the Earth system, Earths history, and Earth in the solar system.
Throughout the
teaching process, inquiry, safety skills, the scientific method process,
measuring, use of scientific
equipment, current events, environmental factors, and hands-on activities should
be emphasized.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. The Elementary/Middle School Science Tests and
Biology I
Subject Area Test are aligned to the competencies. Competencies do not have to
be taught
in the order presented in the framework. The competencies are presented in
outline form for
consistency and easy reference throughout the framework. Competencies are
intentionally broad
in order to allow school districts and teachers the flexibility to create a
curriculum that meets the
needs of their students. They may relate to one, many, or all of the science
framework strands and
may be combined and taught with other competencies throughout the school year.
Competencies
provide a guideline of on-going instruction, not isolated units, activities, or
skills. The competencies
are not intended to be a list of content skills that are taught and recorded as
mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
The Elementary/Middle School Science Test and Biology I Subject Area Test will
be developed
based on the objectives found in the framework. At least fifty percent (50%) of
the test items on the
Elementary/Middle School Science Test must match the Depth of Knowledge (DOK)
level assigned
to the objectives for each competency. The Depth of Knowledge (DOK) level is
indicated at the end
of each objective.
2010 Mississippi Science Framework
Approved July 25, 2008 38
FIFTH GRADE
CONTENT STRANDS:
Inquiry Life Science
Physical Science Earth and Space Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Develop and demonstrate an understanding of scientific inquiry using
process skills.
a. Form a hypothesis, predict outcomes, and conduct a fair investigation that
includes manipulating variables and using experimental controls. (DOK 3)
b. Distinguish between observations and inferences. (DOK 2)
c. Use precise measurement in conjunction with simple tools and technology to
perform tests and collect data. (DOK 1)
Tools (English rulers [to the nearest one-sixteenth of an inch], metric
rulers [to the nearest millimeter], thermometers, scales, hand lenses,
microscopes, balances, clocks, calculators, anemometers, rain gauges,
barometers, hygrometers)
Types of data (height, mass, volume, temperature, length, time, distance,
volume, perimeter, area)
d. Organize and interpret data in tables and graphs to construct explanations
and
draw conclusions. (DOK 2)
e. Use drawings, tables, graphs, and written and oral language to describe
objects
and explain ideas and actions. (DOK 2)
f. Make and compare different proposals when designing a solution or product.
(DOK 2)
g. Evaluate results of different data (whether trivial or significant). (DOK 2)
h. Infer and describe alternate explanations and predictions. (DOK 3)
PHYSICAL SCIENCE
2. Understand relationships of the properties of objects and materials, position
and
motion of objects, and transfer of energy to explain the physical world.
a. Determine how the properties of an object affect how it acts and interacts.
(DOK 2)
b. Differentiate between elements, compounds, and mixtures and between
chemical and physical changes (e.g., gas evolves, color, and/or temperature
changes). (DOK 2)
2010 Mississippi Science Framework
Approved July 25, 2008 39
c. Investigate the motion of an object in terms of its position, direction of
motion,
and speed. (DOK 2)
The relative positions and movements of objects using points of reference
(distance vs. time of moving objects)
Force required to move an object using appropriate devices (e.g., spring
scale)
Variables that affect speed (e.g., ramp height/length/surface, mass of
object)
Effects of an unbalanced force on an objects motion in terms of speed
and direction
d. Categorize examples of potential energy as gravitational (e.g., boulder on a
hill,
child on a slide), elastic (e.g., compressed spring, slingshot, rubber band), or
chemical (e.g., unlit match, food). (DOK 2)
e. Differentiate between the properties of light as reflection, refraction, and
absorption. (DOK 1)
Image reflected by a plane mirror and a curved-surfaced mirror
Light passing through air or water
Optical tools such as prisms, lenses, mirrors, and eyeglasses
f. Describe physical properties of matter (e.g., mass, density, boiling point,
freezing
point) including mixtures and solutions. (DOK 1)
Filtration, sifting, magnetism, evaporation, and flotation
Mass, density, boiling point, and freezing point of matter
Effects of temperature changes on the solubility of substances
g. Categorize materials as conductors or insulators and discuss their real life
applications (e.g., building construction, clothing, animal covering). (DOK 2)
LIFE SCIENCE
3. Predict characteristics, structures, life cycles, environments, evolution,
and
diversity of organisms.
a. Compare and contrast the diversity of organisms due to adaptations to show
how organisms have evolved as a result of environmental changes. (DOK 2)
Diversity based on kingdoms, phyla, and classes (e.g., internal/external
structure, body temperature, size, shape)
Adaptations that increase an organisms chances to survive and
reproduce in a particular habitat (e.g., cacti needles/leaves, fur/scales)
Evidence of fossils as indicators of how life and environmental conditions
have changed
b. Research and classify the organization of living things. (DOK 2)
Differences between plant and animal cells
Function of the major parts of body systems (nervous, circulatory,
respiratory, digestive, skeletal, muscular) and the ways they support one
another
Examples of organisms as single-celled or multi-celled
c. Research and cite evidence of the work of scientists (e.g., Pasteur, Fleming,
2010 Mississippi Science Framework
Approved July 25, 2008 40
Salk) as it contributed to the discovery and prevention of disease. (DOK 3)
d. Distinguish between asexual and sexual reproduction. (DOK 1)
Asexual reproduction processes in plants and fungi (e.g., vegetative
propagation in stems, roots, and leaves of plants, budding in yeasts,
fruiting bodies in fungi)
Asexual cell division (mushroom spores produced/dispersed)
Sexual reproduction (e.g., eggs, seeds, fruit)
e. Give examples of how consumers and producers (carnivores, herbivores,
omnivores, and decomposers) are related in food chains and food webs.
(DOK 1)
EARTH AND SPACE SCIENCE
4. Develop an understanding of the properties of Earth materials, objects in the
sky,
and changes in Earth and sky.
a. Categorize Earths materials. (DOK 1)
Rocks, minerals, soils, water, and atmospheric gases
Layers of the atmosphere, hydrosphere, and lithosphere
b. Explain how surface features caused by constructive processes (e.g.,
depositions, volcanic eruptions, earthquakes) differ from destructive processes
(e.g., erosion, weathering, impact of organisms). (DOK 2)
c. Summarize how weather changes. (DOK 2)
Weather changes from day to day and over the seasons
Tools by which weather is observed, recorded, and predicted
d. Describe changes caused by humans on the environment and natural
resources and cite evidence from research of ways to conserve natural
resources in the United States, including (but not limited to) Mississippi.
Examples of Mississippi efforts include the following: (DOK 2)
Associated Physics of America, a private company located in Greenwood
Mississippi, develops ways to convert a variety of agricultural products
into efficient, environment-friendly and cost-effective energy sources.
The Natural Resource Enterprises (NRE) Program of the Department of
Wildlife and Fisheries and the Cooperative Extension Service at MSU
educate landowners in the Southeast about sustainable natural resource
enterprises and compatible habitat management practices.
The Engineer Research and Development Center of the Vicksburg
District of the U.S. Army Corps of Engineers provides quality engineering
and other professional products and services to develop and manage the
Nations water resources, reduce flood damage, and protect the
environment.
e. Predict the movement patterns of the sun, moon, and Earth over a
specified time period. (DOK 1)
f. Compare and contrast the physical characteristics of the planets (e.g., mass,
surface gravity, distance from the sun, surface characteristics, moons). (DOK 2)
2010 Mississippi Science Framework
Approved July 25, 2008 41
g. Conclude that the supply of many Earth resources (e.g., fuels, metals, fresh
water, farmland) is limited and critique a plan to extend the use of Earths
resources (e.g., recycling, reuse, renewal). (DOK 3)
2010 Mississippi Science Framework
Approved July 25, 2008 42
SIXTH GRADE
The Sixth Grade competencies and objectives build on the Kindergarten through
Fifth grade
concepts and provide foundational skills and knowledge for students to learn
core concepts,
principles, and theories of science studied in high school courses. Sixth grade
science is designed
to investigate properties and changes of properties of matter, motions and
forces, energy transfer,
structure and function in living systems, and the structure of the Earth system.
Throughout the
teaching process, inquiry, safety skills, the scientific method process,
measuring, use of scientific
equipment, current events, and hands-on activities should be emphasized.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. The Elementary/Middle School Science Tests and
Biology I
Subject Area Test are aligned to the competencies. Competencies do not have to
be taught
in the order presented in the framework. The competencies are presented in
outline form for
consistency and easy reference throughout the framework. Competencies are
intentionally broad
in order to allow school districts and teachers the flexibility to create a
curriculum that meets the
needs of their students. They may relate to one, many, or all of the science
framework strands and
may be combined and taught with other competencies throughout the school year.
Competencies
provide a guideline of on-going instruction, not isolated units, activities, or
skills. The competencies
are not intended to be a list of content skills that are taught and recorded as
mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
The Elementary/Middle School Science Test and Biology I Subject Area Test will
be developed
based on the objectives found in the framework. At least fifty percent (50%) of
the test items on the
Elementary/Middle School Science Test must match the Depth of Knowledge (DOK)
level assigned
to the objectives for each competency. The Depth of Knowledge (DOK) level is
indicated at the end
of each objective.
2010 Mississippi Science Framework
Approved July 25, 2008 43
SIXTH GRADE
CONTENT STRANDS:
Inquiry Life Science
Physical Science Earth and Space Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Conduct a scientific investigation utilizing appropriate process skills.
a. Design and conduct an investigation that includes predicting outcomes, using
experimental controls, and making inferences. (DOK 3)
b. Distinguish between qualitative and quantitative observations and make
inferences based on observations. (DOK 3)
c. Use simple tools and resources to gather and compare information (using
standard, metric, and non-standard units of measurement). (DOK 1)
Tools (e.g., English rulers [to the nearest one-sixteenth of an inch], metric
rulers [to the nearest millimeter], thermometers, scales, hand lenses,
microscopes, balances, clocks, calculators, anemometers, rain gauges,
barometers, hygrometers, telescopes, compasses, spring scales)
Types of data (e.g., linear measures, mass, volume, temperature, time,
area, perimeter)
Resources (e.g., Internet, electronic encyclopedias, journals, community
resources, etc.)
d. Analyze data collected from a scientific investigation to construct
explanations
and draw conclusions. (DOK 3)
e. Communicate scientific procedures and conclusions using diagrams, charts,
tables, graphs, maps, written explanations, and/or scientific models. (DOK 2)
f. Evaluate the results or solutions to problems by considering how well a
product
or design met the challenge to solve a problem. (DOK 3)
g. Infer explanations for why scientists might draw different conclusions from a
given set of data. (DOK 2)
h. Recognize and analyze alternative explanations and predictions. (DOK 2)
PHYSICAL SCIENCE
2. Analyze chemical and physical changes and interactions involving
energy and forces that affect motion of objects.
a. Recognize that atoms of a given element are all alike but atoms of other
elements have different atomic structures. (DOK 1)
2010 Mississippi Science Framework
Approved July 25, 2008 44
b. Distinguish physical properties of matter (e.g., melting points, boiling
points,
solubility) as it relates to changes in states. (DOK 2)
Between solids, liquids, and gases through models that relate matter to
particles in motion
Solubility in water of various solids to activities (e.g., heating, stirring,
shaking, crushing) on the rate of solution
Use of solubility differences to identify components of a mixture (e.g.,
chromatography)
c. Investigate and describe the effects of forces acting on objects. (DOK 2)
Gravity, friction, magnetism, drag, lift, and thrust
Forces affecting the motion of objects
d. Investigate the mechanical and chemical forms of energy and demonstrate
the transformations from one form to another. (DOK 2)
Energy transformations represented in the use of common household
objects
Mechanical energy transformed to another form of energy (e.g.,
vibrations, heat through friction)
Chemical energy transformed to another form of energy (e.g., light
wands, lightning bugs, batteries, bulbs)
e. Apply the laws of reflection and refraction to explain everyday phenomena.
(DOK 2)
Properties of reflection, refraction, transmission, and absorption of light
Images formed by plane, convex, and concave lenses and mirrors, and
reflecting and refracting telescopes
Objects that are opaque, transparent, or translucent
f. Develop a logical argument to explain how the forces which affect the motion
of
objects has real-world applications including (but not limited to) examples of
Mississippis contributions as follows: (DOK 3)
Automotive industry (Nissans new production plant is located in Canton,
MS. Toyotas new facility is in Tupelo, MS.)
Aerospace industry (The Raspet Flight Research Laboratory, housed at
Mississippi State University, is one of the premier university flight
research facilities in the country.)
Shipbuilding industry (Ingalls Shipbuilding, of Pascagoula, MS, is a
leading supplier of marine vessels to the United States Navy.)
g. Predict and explain factors that affect the flow of heat in solids, liquids,
and
gases. (DOK 3)
Insulating factors in real life applications (e.g., building, construction,
clothing, animal covering)
Conduction, convection, or radiation factors used to enhance the flow of
heat
Temperature differences on the movement of water
2010 Mississippi Science Framework
Approved July 25, 2008 45
LIFE SCIENCE
3. Explain the organization of living things, the flow of matter and energy
through ecosystems, the diversity and interactions among populations, and the
natural and human-made pressures that impact the environment.
a. Describe and predict interactions (among and within populations) and the
effects
of these interactions on population growth to include the effects on available
resources. (DOK 2)
How cooperation, competition and predation affect population growth
Effects of overpopulation within an ecosystem on the amount of
resources available
How natural selection acts on a population of organisms in a particular
environment via enhanced reproductive success
b. Compare and contrast structure and function in living things to include
cells and whole organisms. (DOK 2)
Hierarchy of cells, tissues, organs, and organ systems to their functions in
an organism
Function of plant and animal cell parts (vacuoles, nucleus, cytoplasm, cell
membrane, cell wall, chloroplast)
Vascular and nonvascular plants, flowering and non-flowering plants,
deciduous and coniferous trees
c. Distinguish between the organization and development of humans to include the
effects of disease. (DOK 2)
How systems work together (e.g., respiratory, circulatory)
Fertilization, early cell division, implantation, embryonic and fetal
development, infancy, childhood, adolescence, adulthood, and old age
Common diseases caused by microorganisms (e.g., bacteria, viruses,
malarial parasites)
d. Describe and summarize how an egg and sperm unite in the reproduction of
angiosperms and gymnosperms. (DOK 1)
The path of the sperm cells to the egg cell in the ovary of a flower
The structures and functions of parts of a seed in the formation of a plant
and of fruits
How the combination of sex cells results in a new combination of genetic
information different from either parent
e. Construct a diagram of the path of solar energy through food webs that
include humans and explain how the organisms relate to each other. (DOK 2)
Autotrophs and heterotrophs, producers, consumers and decomposers
Predator/prey relationships, competition, symbiosis, parasitism,
commensalisms, mutualism
2010 Mississippi Science Framework
Approved July 25, 2008 46
EARTH AND SPACE SCIENCE
4. Establish connections among Earths layers including the lithosphere,
hydrosphere, and atmosphere.
a. Compare and contrast the relative positions and components of the Earths
crust
(e.g., mantle, liquid and solid core, continental crust, oceanic crust). (DOK 1)
b. Draw conclusions about historical processes that contribute to the shaping of
planet Earth. (DOK 3)
Movements of the continents through time
Continental plates, subduction zones, trenches, etc.
c. Analyze climate data to draw conclusions and make predictions. (DOK 2)
d. Summarize the causes and effects of pollution on people and the environment
(e.g., air pollution, ground pollution, chemical pollution) and justify how and
why
pollution should be minimized. (DOK 1)
e. Explain the daily and annual changes in the Earths rotation and revolution.
(DOK 2)
How the positions of the moon and the sun affect tides
The phases of the moon (e.g., new, crescent, half, gibbous, full, waxing,
waning)
f. Differentiate between objects in the universe (e.g., stars, moons, solar
systems,
asteroids, galaxies). (DOK 1)
g. Research and cite evidence of current resources in Earths systems.
(DOK 3)
Resources such as fuels, metals, fresh water, wetlands, and farmlands
Methods being used to extend the use of Earths resources through
recycling, reuse, and renewal
Factors that contribute to and result from runoff (e.g., water cycle,
groundwater, drainage basin (watershed)
2010 Mississippi Science Framework
Approved July 25, 2008 47
SEVENTH GRADE
The Seventh Grade competencies and objectives build on the Kindergarten through
Sixth grade
concepts and allow students to make concrete associations using the processes of
science in
solving problems, making decisions, and furthering understanding. Seventh grade
topics include
properties and changes of properties of matter, motions and forces, energy
transfer, structure and
function in living systems, and the structure of the Earth system. Throughout
the teaching process,
inquiry, safety skills, the scientific method process, measuring, use of
scientific equipment, current
events, environmental, and hands-on activities should be emphasized.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. The Elementary/Middle School Science Tests and
Biology I
Subject Area Test are aligned to the competencies. Competencies do not have to
be taught
in the order presented in the framework. The competencies are presented in
outline form for
consistency and easy reference throughout the framework. Competencies are
intentionally broad
in order to allow school districts and teachers the flexibility to create a
curriculum that meets the
needs of their students. They may relate to one, many, or all of the science
framework strands and
may be combined and taught with other competencies throughout the school year.
Competencies
provide a guideline of on-going instruction, not isolated units, activities, or
skills. The competencies
are not intended to be a list of content skills that are taught and recorded as
mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
The Elementary/Middle School Science Test and Biology I Subject Area Test will
be developed
based on the objectives found in the framework. At least fifty percent (50%) of
the test items on the
Elementary/Middle School Science Test must match the Depth of Knowledge (DOK)
level assigned
to the objectives for each competency. The Depth of Knowledge (DOK) level is
indicated at the end
of each objective.
2010 Mississippi Science Framework
Approved July 25, 2008 48
SEVENTH GRADE
CONTENT STRANDS:
Inquiry Life Science
Physical Science Earth and Space Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Design and conduct a scientific investigation utilizing appropriate process
skills
and technology.
a. Design, conduct, and draw conclusions from an investigation that includes
using
experimental controls. (DOK 3)
b. Discriminate among observations, inferences, and predictions. (DOK 1)
c. Collect and display data using simple tools and resources to compare
information (using standard, metric, and non-standard measurement). (DOK 2)
Tools (e.g., English rulers [to the nearest one-sixteenth of an inch], metric
rulers [to the nearest millimeter], thermometers, scales, hand lenses,
microscopes, balances, clocks, calculators, anemometers, rain gauges,
barometers, hygrometers, telescopes, compasses, spring scales, pH
indicators, stopwatches)
Types of data (e.g., linear measures, mass, volume, temperature, area,
perimeter)
Resources (e.g., Internet, electronic encyclopedias, journals, community
resources, etc.)
d. Organize data in tables and graphs and analyze data to construct explanations
and draw conclusions. (DOK 3)
e. Communicate results of scientific procedures and explanations through a
variety
of written and graphic methods. (DOK 2)
f. Explain how science and technology are reciprocal. (DOK 1)
g. Develop a logical argument to explain why scientists often review and ask
questions about the results of other scientists work. (DOK 3)
h. Make relationships between evidence and explanations. (DOK 2)
PHYSICAL SCIENCE
2. Develop an understanding of chemical and physical changes, interactions
involving energy, and forces that affect motion of objects.
a. Identify patterns (e.g., atomic mass, increasing atomic numbers) and common
characteristics (metals, nonmetals, gasses) of elements found in the periodic
table of elements. (DOK 2)
2010 Mississippi Science Framework
Approved July 25, 2008 49
b. Categorize types of chemical changes, including synthesis and decomposition
reactions, and classify acids and bases using the pH scale and indicators.
(DOK 2)
c. Compare the force (effort) required to do the same amount of work with and
without simple machines (e.g., levers, pulleys, wheel and axle, inclined
planes).
(DOK 2)
d. Describe cause and effect relationships of electrical energy. (DOK 2)
Energy transfers through an electric circuit (using common pictures and
symbols)
Electric motor energy transfers (e.g., chemical to electrical to mechanical
motion) and generators
e. Distinguish how various types of longitudinal and transverse waves (e.g.,
water,
light, sound, seismic) transfer energy. (DOK 2)
Frequency
Wavelength
Speed
Amplitude
f. Describe the effects of unbalanced forces on the speed or direction of an
objects motion. (DOK 2)
Variables that describe position, distance, displacement, speed, and
change in speed of an object
Gravity, friction, drag, lift, electric forces, and magnetic forces
LIFE SCIENCE
3. Distinguish the characteristics of living things and explain the
interdependency
between form and function using the systems of the human organism to
illustrate this relationship.
a. Assess how an organisms chances for survival are influenced by adaptations
to
its environment. (DOK 2)
The importance of fungi as decomposers
Major characteristics of land biomes (e.g., tropical rainforests, temperate
rainforests, deserts, tundra, coniferous forests/taiga, and deciduous
forests)
Adaptations of various plants to survive and reproduce in different biomes
b. Classify the organization and development of living things to include
prokaryotic
(e.g., bacteria) and eukaryotic organisms (e.g., protozoa, certain fungi,
multicellular animals and plants). (DOK 2)
c. Evaluate how health care technology has improved the quality of human life
(e.g., computerized tomography [CT], artificial organs, magnetic resonance
imaging [MRI], ultrasound). (DOK 3)
2010 Mississippi Science Framework
Approved July 25, 2008 50
d. Compare and contrast reproduction in terms of the passing of genetic
information (DNA) from parent to offspring. (DOK 2)
Sexual and asexual reproduction
Reproduction that accounts for evolutional adaptability of species
Mitosis and meiosis
Historical contributions and significance of discoveries of Gregor Mendel
and Thomas Hunt Morgan as related to genetics
e. Compare and contrast how organisms obtain and utilize matter and energy.
(DOK 1)
How organisms use resources, grow, reproduce, maintain stable internal
conditions (homeostasis) and recycle waste
How plants break down sugar to release stored chemical energy through
respiration
EARTH AND SPACE SCIENCE
4. Describe the properties and structure of the sun and the moon with respect to
the Earth.
a. Justify the importance of Earth materials (e.g., rocks, minerals, atmospheric
gases, water) to humans. (DOK 3)
b. Explain the causes and effects of historical processes shaping the planet
Earth (e.g., movements of the continents, continental plates, subduction
zones, trenches, etc.) (DOK 2)
c. Describe the causes and effects of heat transfer as it relates to the
circulation
of ocean currents, atmospheric movement, and global wind patterns (e.g.,
trade winds, the jet stream). Provide examples of how these global
patterns can affect local weather. (DOK 2)
Characteristics of the Gulf Stream and other large ocean currents
Effects on climate in Eastern North America and Western Europe
Effects of heat transfer to the movement of air masses, high and low
pressure areas, and fronts in the atmosphere
d. Conclude why factors, such as lack of resources and climate can limit the
growth of populations in specific niches in the ecosystem. (DOK 2)
Abiotic factors that affect population, growth, and size (quantity of light,
water, range of temperatures, soil compositions)
Cycles of water, carbon, oxygen, and nitrogen in the environment
Role of single-celled organisms (e.g., phytoplankton) in the carbon and
oxygen cycles
2010 Mississippi Science Framework
Approved July 25, 2008 51
e. Research and develop a logical argument to support the funding of NASAs
Space Programs. (DOK 3)
Space exploration (e.g., telescopes, radio telescopes, X-ray telescopes,
cameras, spectro-meters, etc.)
Spinoffs (e.g., laser, pacemaker, dehydrated food, flame retardant
clothing, global positioning system [GPS], satellite imagery, global
weather information, diagnostic imagery)
Mississippis contributions to the space industry
f. Distinguish the structure and movements of objects in the solar system. (DOK
2)
Suns atmosphere (corona, chromosphere, photosphere and core)
How phenomena on the suns surface (e.g., sunspots, prominences, solar
wind, solar flares) affect Earth (e.g., auroras, interference in radio and
television communication)
Eclipses relative to the position of the sun, moon, and Earth
Contributions of Copernicus, Galileo, and Kepler in describing the solar
system
g. Research and evaluate the use of renewable and nonrenewable resources
and critique efforts in the United States including (but not limited) to
Mississippi
to conserve natural resources and reduce global warming. (DOK 3)
How materials are reused in a continuous cycle in ecosystems, (e.g.,
Mississippi Ethanol Gasification Project to develop and demonstrate
technologies for the conversion of biomass to ethanol)
Benefits of solid waste management (reduce, reuse, recycle)
Conserving renewable and nonrenewable resources (e.g., The Recycling
and Solid Waste Reduction Program in Jackson, MS)
h. Predict weather events by analyzing clouds, weather maps, satellites, and
various data. (DOK 3)
2010 Mississippi Science Framework
Approved July 25, 2008 52
EIGHTH GRADE
The Eighth Grade competencies and objectives build on the Kindergarten through
Seventh grade
concepts and explore the joint enterprises of science and technology and the
interrelationships of
these to each other in the context of society and the environment. Eighth grade
science is
designed to build connections that link technology and societal impacts to
topics such as properties
and changes of properties of matter, motions and forces, energy transfer,
structure and function in
living systems, and the structure of the Earth system. Throughout the teaching
process, inquiry,
safety skills, the scientific method process, measuring, use of scientific
equipment, current events,
environmental, and hands-on activities should be emphasized.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. The Elementary/Middle School Science Tests and
Biology I
Subject Area Test are aligned to the competencies. Competencies do not have to
be taught
in the order presented in the framework. The competencies are presented in
outline form for
consistency and easy reference throughout the framework. Competencies are
intentionally broad
in order to allow school districts and teachers the flexibility to create a
curriculum that meets the
needs of their students. They may relate to one, many, or all of the science
framework strands and
may be combined and taught with other competencies throughout the school year.
Competencies
provide a guideline of on-going instruction, not isolated units, activities, or
skills. The competencies
are not intended to be a list of content skills that are taught and recorded as
mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
The Elementary/Middle School Science Test and Biology I Subject Area Test will
be developed
based on the objectives found in the framework. At least fifty percent (50%) of
the test items on the
Elementary/Middle School Science Test must match the Depth of Knowledge (DOK)
level assigned
to the objectives for each competency. The Depth of Knowledge (DOK) level is
indicated at the end
of each objective.
2010 Mississippi Science Framework
Approved July 25, 2008 53
Eighth Grade
CONTENT STRANDS:
Inquiry Life Science
Physical Science Earth and Space Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Draw conclusions from scientific investigations including controlled
experiments.
a. Design, conduct, and analyze conclusions from an investigation that includes
using experimental controls. (DOK 3)
b. Distinguish between qualitative and quantitative observations and make
inferences based on observations. (DOK 3)
c. Summarize data to show the cause and effect relationship between qualitative
and quantitative observations (using standard, metric, and non-standard units of
measurement). (DOK 3)
Tools (e.g., English rulers [to the nearest one-sixteenth of an inch], metric
rulers [to the nearest millimeter], thermometers, scales, hand lenses,
microscopes, balances, clocks, calculators, anemometers, rain gauges,
barometers, hygrometers, telescopes, compasses, spring scales, pH
indicators, stopwatches, graduated cylinders, medicine droppers)
Types of data (e.g., linear measures, mass, volume, temperature, area,
perimeter)
Resources (e.g., Internet, electronic encyclopedias, journals, community
resources, etc.)
d. Analyze evidence that is used to form explanations and draw conclusions.
(DOK 3)
e. Develop a logical argument defending conclusions of an experimental method.
(DOK 3)
f. Develop a logical argument to explain why perfectly designed solutions do not
exist. (DOK 3)
g. Justify a scientists need to revise conclusions after encountering new
experimental evidence that does not match existing explanations. (DOK 3)
h. Analyze different ideas and recognize the skepticism of others as part of the
scientific process in considering alternative conclusions. (DOK 3)
2010 Mississippi Science Framework
Approved July 25, 2008 54
PHYSICAL SCIENCE
2. Apply concepts relating to an understanding of chemical and physical changes,
interactions involving energy, and forces that affect motion of objects.
a. Identify patterns found in chemical symbols, formulas, reactions, and
equations
that apply to the law of conservation of mass. (DOK 1)
Chemical symbols and chemical formulas of common substances such as
NaCl (table salt), H20 (water), C6H12O6 (sugar), O2 (oxygen gas), CO2
(carbon dioxide), and N2 (nitrogen gas)
Mass of reactants before a change and products after a change
Balanced chemical equations such as photosynthesis and respiration
b. Predict the properties and interactions of given elements using the periodic
table of the elements. (DOK 2)
Metals and nonmetals
Acids and bases
Chemical changes in matter (e.g., rusting [slow oxidation], combustion
[fast oxidation], food spoilage)
c. Distinguish the motion of an object by its position, direction of motion,
speed,
and acceleration and represent resulting data in graphic form in order to make a
prediction. (DOK 2)
d. Relate how electrical energy transfers through electric circuits, generators,
and power grids, including the importance of contributions from Mississippi
companies. (DOK 2)
The Electrical Power Products Division of Howard Industries, a leading
manufacturer of electrical distribution equipment in such locations as
Laurel and Ellisville, MS
Kuhlman Electric Corporation, located in Crystal Springs, MS
e. Contrast various components of the electromagnetic spectrum (e.g., infrared,
visible light, ultraviolet) and predict their impacts on living things. (DOK 2)
f. Recognize Newtons Three Laws of Motion and identify situations that
illustrate
each law (e.g., inertia, acceleration, action, reaction forces). (DOK 2)
LIFE SCIENCE
3. Compare and contrast the structure and functions of the cell, levels of
organization of living things, basis of heredity, and adaptations that explain
variations in populations.
a. Analyze how adaptations to a particular environment (e.g., desert, aquatic,
high
altitude) can increase an organisms survival and reproduction and relate
organisms and their ecological niches to evolutionary change and extinction.
(DOK 3)
2010 Mississippi Science Framework
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b. Compare and contrast the major components and functions of different types of
cells. (DOK 2)
Differences in plant and animal cells
Structures (nucleus, cytoplasm, cell membrane, cell wall, mitochondrion,
and nuclear membrane)
Different types of cells and tissues (e.g., epithelial, nerve, bone, blood,
muscle)
c. Describe how viruses, bacteria, fungi, and parasites may infect the human
body
and interfere with normal body functions. (DOK 1)
d. Describe heredity as the passage of instructions from one generation to
another
and recognize that hereditary information is contained in genes, located in the
chromosomes of each cell. (DOK 2)
How traits are passed from parents to offspring through pairs of genes
Phenotypes and genotypes
Hierarchy of DNA, genes, and chromosomes and their relationship to
phenotype
Punnett square calculations
e. Explain energy flow in a specified ecosystem. (DOK 2)
Populations, communities, and habitats
Niches, ecosystems and biomes
Producers, consumers and decomposers in an ecosystem
f. Develop a logical argument for or against research conducted in selective
breeding and genetic engineering, including (but not limited to) research
conducted in Mississippi. Examples from Mississippi include the following:
(DOK 3)
The Animal Functional Genomics Laboratory at Mississippi State
University
The Stoneville Pedigreed Seed Company in Stoneville, MS
Catfish Genetics Research Unit at the Thad Cochran National Warm
Water Aquaculture Center in Stoneville, MS
g. Research and draw conclusions about the use of single-celled organisms in
industry, in the production of food, and impacts on life. (DOK 3)
h. Describe how an organism gets energy from oxidizing its food and releasing
some of its energy as heat. (DOK 1)
2010 Mississippi Science Framework
Approved July 25, 2008 56
EARTH AND SPACE SCIENCE
4. Describe the Earths System in terms of its position to objects in the
universe, structure and composition, climate, and renewable and nonrenewable
resources.
a. Compare and contrast the lithosphere and the asthenosphere. (DOK 1)
Composition, density, and location of continental crust and oceanic crust
Physical nature of the lithosphere (brittle and rigid) with the
asthenosphere (plastic and flowing)
How the lithosphere responds to tectonic forces (faulting and folding)
b. Describe the cause and effect relationship between the composition of
and movement within the Earths lithosphere. (DOK 1)
Seismic wave velocities of earthquakes and volcanoes to lithospheric
plate boundaries using seismic data
Volcanoes formed at mid-ocean ridges, within intra-plate regions, at
island arcs, and along some continental edges
Modern distribution of continents to the movement of lithospheric plates
since the formation of Pangaea
c. Examine weather forecasting and describe how meteorologists use atmospheric
features and technology to predict the weather. (DOK 2)
Temperature, precipitation, wind (speed/direction), dew point, relative
humidity, and barometric pressure
How the thermal energy transferred to the air results in vertical and
horizontal movement of air masses, Coriolis effect
Global wind patterns (e.g., trade winds, westerlies, jet streams)
Satellites and computer modeling
d. Research the importance of the conservation of renewable and nonrenewable
resources, including (but not limited to) Mississippi, and justify methods that
might be useful in decreasing the human impact on global warming. (DOK 3)
Greenhouse gases
The effects of the human population
Relationships of the cycles of water, carbon, oxygen, and nitrogen
e. Explain how the tilt of Earths axis and the position of the Earth in
relation to the
sun determine climatic zones, seasons, and length of the days. (DOK 2)
f. Describe the hierarchical structure (stars, clusters, galaxies, galactic
clusters) of
the universe and examine the expanding universe to include its age and history
and the modern techniques (e.g., radio, infrared, ultraviolet and X-ray
astronomy) used to measure objects and distances in the universe. (DOK 2)
2010 Mississippi Science Framework
Approved July 25, 2008 57
g. Justify the importance of continued research and use of new technology in the
development and commercialization of potentially useful natural products,
including, but not limited to research efforts in Mississippi. (DOK 3)
The Thad Cochran National Center for Natural Products Research,
housed at the University of Mississippi
The Jamie Whitten Delta States Research Center in Stoneville, MS,
The Mississippi Polymer Institute, housed at the University of Southern
Mississippi
h. Justify why an imaginary hurricane might or might not hit a particular area,
using
important technological resources including (but not limited to) the following:
(DOK 2)
John C. Stennis Space Center Applied Research and Technology Project
Office in Hancock County
National Oceanic and Atmospheric Administration (NOAA)
The National Weather Service
2010 Mississippi Science Framework
Approved July 25, 2008 58
PHYSICAL SCIENCE
- one credit -
The Physical Science course provides opportunities for students to develop and
communicate an
understanding of physics and chemistry through lab-based activities,
mathematical expressions,
and concept exploration. Concepts covered in this course include structure of
matter, chemical
and physical properties and changes, kinematics, dynamics, energy, waves,
electromagnetic
spectrum, electricity, and magnetism. Laboratory activities, the use of
technology, and the
effective communication of results through various methods are integral
components of this
course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
Approved July 25, 2008 59
PHYSICAL SCIENCE
Algebra I as a pre- or co-requisite
- one credit -
CONTENT STRANDS:
Inquiry
Physical Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Use appropriate laboratory safety symbols and procedures to design and
conduct a scientific investigation. (DOK 2)
Safety symbols and safety rules in all laboratory activities
Proper use and care of the compound light microscope
Accuracy and precision in using graduated cylinders, balances, beakers,
thermometers, and rulers
b. Identify questions that can be answered through scientific
investigations. (DOK 3)
c. Identify and apply components of scientific methods in classroom
investigations.
(DOK 3)
Predicting, gathering data, drawing conclusions
Recording outcomes and organizing data from a variety of sources (e.g.,
scientific articles, magazines, student experiments, etc.)
Critically analyzing current investigations/problems using periodicals and
scientific scenarios
d. Interpret and generate graphs (e.g., plotting points, labeling x-and y-axis,
creating appropriate titles and legends for circle, bar, and line graphs.) (DOK
2)
e. Analyze procedures and data to draw conclusions about the validity of
research. (DOK 3)
f. Formulate and revise scientific explanations and models using logic
and evidence (data analysis). (DOK 3)
g. Communicate effectively to present and explain scientific results, using
appropriate terminology and graphics. (DOK 3)
2010 Mississippi Science Framework
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PHYSICAL SCIENCE
2. Describe and explain how forces affect motion.
a. Demonstrate and explain the basic principles of Newtons three laws of motion
including calculations of acceleration, force, and momentum. (DOK 2)
Inertia and distance-time graphs to determine average speed
Net force (accounting for gravity, friction, and air resistance) and the
resulting motion of objects
Effects of the gravitational force on objects on Earth and effects on
planetary and lunar motion
Simple harmonic motion (oscillation)
b. Explain the connection between force, work, and energy. (DOK 2)
Force exerted over a distance (results in work done)
Force-distance graph (to determine work)
Net work on an object which contributes to change in kinetic energy
(work-to-energy theorem)
c. Describe (with supporting details and diagrams) how the kinetic energy of an
object can be converted into potential energy (the energy of position) and how
energy is transferred or transformed (conservation of energy). (DOK 2)
d. Draw and assess conclusions about charges and electric current. (DOK 2)
Static/current electricity and direct current/alternating current
Elements in an electric circuit that are in series or parallel
Conductors and insulators
Relationship between current flowing through a resistor and voltage
flowing across a resistor
e. Cite evidence and explain the application of electric currents and
magnetic fields as they relate to their use in everyday living (e.g., the
application of fields in motors and generators and the concept of
electric current using Ohms Law). (DOK 2)
3. Demonstrate an understanding of general properties and characteristics of
waves.
a. Differentiate among transverse, longitudinal, and surface waves as
they propagate through a medium (e.g., string, air, water, steel beam). (DOK 1)
b. Compare properties of waves (e.g., superposition, interference,
refraction, reflection, diffraction, Doppler Effect) and explain the connection
among the quantities (e.g., wavelength, frequency, period, amplitude, and
velocity). (DOK 2)
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c. Classify the electromagnetic spectrums regions according to
frequency and/or wavelength and draw conclusions about their impact
on life. (DOK 2)
The emission of light by electrons when moving from higher to lower
levels
Energy (photons as quanta of light)
Additive and subtractive properties of colors
Relationship of visible light to the color spectrum
d. Explain how sound intensity is measured and its relationship to the decibel
scale. (DOK 1)
4. Develop an understanding of the atom.
a. Cite evidence to summarize the atomic theory. (DOK 1)
Models for atoms
Hunds rule and Aufbau process to specify the electron configuration of
elements
Building blocks of matter (e.g., proton, neutron, and electron) and
elementary particles (e.g., positron, mesons, neutrinos, etc.)
Atomic orbitals (s, p, d, f) and their basic shapes
b. Explain the difference between chemical and physical changes and demonstrate
how these changes can be used to separate mixtures and compounds into their
components. (DOK 2)
c. Research the history of the periodic table of the elements and summarize the
contributions which led to the atomic theory. (DOK 2)
Contributions of scientists (e.g., John Dalton, J.J. Thomson, Ernest
Rutherford, Newton, Einstein, Neils, Bohr, Louis de Broglie, Erwin
Schrφdinger, etc.)
Technology (e.g., x-rays, cathode-ray tubes, spectroscopes)
Experiments (e.g., gold-foil, cathode-ray, etc.)
d. Utilize the periodic table to predict and explain patterns and draw
conclusions about the structure, properties, and organization of matter. (DOK 2)
Atomic composition and valence electron configuration (e.g., atomic
number, mass number of protons, neutrons, electrons, isotopes, and
ions)
Periodic trends using the periodic table (e.g., valence, reactivity, atomic
radius)
Average atomic mass from isotopic abundance
Solids, liquids, and gases
Periodic properties of elements (e.g., metal/nonmetal/metalloid behavior,
electrical/heat conductivity, electronegativity, electron affinity, ionization
energy, atomic/covalent/ionic radius) and how they relate to position in
the periodic table
2010 Mississippi Science Framework
Approved July 25, 2008 62
5. Investigate and apply principles of physical and chemical changes in matter.
a. Write chemical formulas for compounds comprising monatomic and
polyatomic ions. (DOK 1)
b. Balance chemical equations. (DOK 2)
c. Classify types of chemical reactions (e, g., composition, decomposition,
single
displacement, double displacement, combustion, acid/base reactions). (DOK 2)
2010 Mississippi Science Framework
Approved July 25, 2008 63
PHYSICS
- one credit -
Physics provides opportunities for students to develop and communicate an
understanding of
matter and energy through lab-based activities, mathematical expressions, and
concept
exploration. Concepts covered in this course include kinematics, dynamics,
energy, mechanical
and electromagnetic waves, and electricity. Laboratory activities, research, the
use of technology,
and the effective communication of results through various methods are integral
components of
this course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
Approved July 25, 2008 64
PHYSICS
(Trigonometry as a pre- or co-requisite)
- one credit -
CONTENT STRANDS:
Inquiry
Physical Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Use current technologies such as CD-ROM, DVD, Internet, and on-line data
search to explore current research related to a specific topic. (DOK 3)
b. Clarify research questions and design laboratory investigations. (DOK 3)
c. Demonstrate the use of scientific inquiry and methods to formulate, conduct,
and
evaluate laboratory investigations (e.g., hypotheses, experimental design,
observations, data analyses, interpretations, theory development). (DOK 3)
d. Organize data to construct graphs (e.g., plotting points, labeling x-and
y-axis,
creating appropriate titles and legends for circle, bar, and line graphs) draw
conclusions and make inferences. (DOK 3)
e. Evaluate procedures, data, and conclusions to critique the scientific
validity of
research. (DOK 3)
f. Formulate and revise scientific explanations and models using logic and
evidence (data analysis). (DOK 3)
g. Collect, analyze, and draw conclusions from data to create a formal
presentation
using available technology (e.g., computers, calculators, SmartBoard, CBLs,
etc.) (DOK 3)
PHYSICAL SCIENCE
2. Develop an understanding of concepts related to forces and motion.
a. Use inquiry to investigate and develop an understanding of the kinematics and
dynamics of physical bodies. (DOK 3)
Vector and scalar quantities
Vector problems (solved mathematically and graphically)
Vector techniques and free-body diagrams to determine the net force on
a body when several forces are acting on it
Relations among mass, inertia, and weight
2010 Mississippi Science Framework
Approved July 25, 2008 65
b. Analyze, describe, and solve problems by creating and utilizing graphs of
onedimensional
motion (e.g., position, distance, displacement, time, speed, velocity,
acceleration, the special case of freefall). (DOK 2)
c. Analyze real-world applications to draw conclusions about Newtons three laws
of motion. (DOK 2)
d. Apply the effects of the universal gravitation law to graph and interpret the
force
between two masses, acceleration due to gravity, and planetary motion. (DOK 2)
Situations where g is constant (falling bodies)
Concept of centripetal acceleration undergoing uniform circular motion
Keplers third law
Oscillatory motion and the mechanics of waves
3. Develop an understanding of concepts related to work and energy.
a. Explain and apply the conservation of energy and momentum. (DOK 2)
Concept of work and applications
Concept of kinetic energy, using the elementary work-energy theorem
Concept of conservation of energy with simple examples
Concepts of energy, work, and power (qualitatively and quantitatively)
Principles of impulse in inelastic and elastic collisions
b. Analyze real-world applications to draw conclusions about mechanical
potential
energy (the energy of configuration). (DOK 3)
c. Apply the principles of impulse and compare conservation of momentum and
conservation of kinetic energy in perfectly inelastic and elastic collisions.
(DOK 1)
d. Investigate and summarize the principles of thermodynamics. (DOK 2)
How heat energy is transferred from higher temperature to lower
temperature until equilibrium is reached
Temperature and thermal energy as related to molecular motion and
states of matter
Problems involving specific heat and heat capacity
First and second laws of thermodynamics as related to heat engines,
refrigerators, and thermal efficiency
e. Develop the kinetic theory of ideal gases and explain the concept of Carnot
efficiency. (DOK 2)
4. Discuss the characteristics and properties of light and sound.
a. Describe and model the characteristics and properties of mechanical waves.
(DOK 2)
Simple harmonic motion
Relationships among wave characteristics such as velocity, period,
frequency, amplitude, phase, and wavelength
Energy of a wave in terms of amplitude and frequency.
Standing waves and waves in specific media (e.g., stretched
string, water surface, air, etc.)
2010 Mississippi Science Framework
Approved July 25, 2008 66
b. Differentiate and explain the Doppler effect as it relates to a moving
source and to a moving observer. (DOK 1)
c. Explain the laws of reflection and refraction and apply Snells law to
describe the relationship between the angles of incidence and
refraction. (DOK 2)
d. Use ray tracing and the thin lens equation to solve real-world problems
involving
object distance from lenses. (DOK 2)
e. Investigate and draw conclusions about the characteristics and properties of
electromagnetic waves. (DOK 2)
5. Apply an understanding of magnetism, electric fields, and electricity.
a. Analyze and explain the relationship between electricity and magnetism.
(DOK 2)
Characteristics of static charge and how a static charge is generated
Electric field, electric potential, current, voltage, and resistance as
related
to Ohms Law
Magnetic poles, magnetic flux and field, Ampθres law and Faradays law
Coulombs Law
b. Use schematic diagrams to analyze the current flow in series and parallel
electric circuits, given the component resistances and the imposed electric
potential. (DOK 2)
c. Analyze and explain the relationship between magnetic fields and
electrical current by induction, generators, and electric motors. (DOK 2)
6. Analyze and explain concepts of nuclear physics.
a. Analyze and explain the principles of nuclear physics. (DOK 1)
The mass number and atomic number of the nucleus of an isotope of a
given chemical element
The conservation of mass and the conservation of charge
Nuclear decay
b. Defend the wave-particle duality model of light, using observational
evidence.
(DOK 3)
Quantum energy and emission spectra
Photoelectric and Compton effects
2010 Mississippi Science Framework
Approved July 25, 2008 67
CHEMISTRY
- one credit -
Chemistry provides opportunities for students to develop and communicate an
understanding of
structure, physical and chemical properties, and chemical change. Concepts
covered in this course
include properties of matter, measurement and use of the International System of
Measurement
applied to mathematical operations, atomic theory, bonding, periodicity,
nomenclature, equations
and reactions, stoichiometry of aqueous solutions, thermodynamics, kinetics,
equilibrium,
oxidation-reduction and electron chemistry, nuclear chemistry, and organic
chemistry. Laboratory
activities, research, the use of technology, and the effective communication of
results through
various methods are integral components of this course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
Approved July 25, 2008 68
CHEMISTRY
(Algebra II as pre- or co-requisite)
- one credit -
CONTENT STRANDS:
Inquiry
Physical Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Use current technologies such as CD-ROM, DVD, Internet, and on-line data
search to explore current research related to a specific topic. (DOK 3)
b. Clarify research questions and design laboratory investigations. (DOK 3)
c. Demonstrate the use of scientific inquiry and methods to formulate, conduct,
and
evaluate laboratory investigations (e.g., hypotheses, experimental design,
observations, data analyses, interpretations, theory development). (DOK 3)
d. Organize data to construct graphs (e.g., plotting points, labeling x-and
y-axis,
creating appropriate titles and legends for circle, bar, and line graphs), draw
conclusions, and make inferences. (DOK 3)
e. Evaluate procedures, data, and conclusions to critique the scientific
validity of
research. (DOK 3)
f. Formulate and revise scientific explanations and models using logic and
evidence (data analysis). (DOK 3)
g. Collect, analyze, and draw conclusions from data to create a formal
presentation
using available technology (e.g.,computers, calculators, SmartBoard, CBLs,
etc.) (DOK 3)
PHYSICAL SCIENCE
2. Demonstrate an understanding of the atomic model of matter by explaining
atomic structure and chemical bonding.
a. Describe and classify matter based on physical and chemical properties and
interactions between molecules or atoms. (DOK 1)
Physical properties (e.g., melting points, densities, boiling points)
of a variety of substances
Substances and mixtures
Three states of matter in terms of internal energy, molecular motion, and
the phase transitions between them
2010 Mississippi Science Framework
Approved July 25, 2008 69
b. Research and explain crucial contributions and critical experiments of
Dalton,
Thomson, Rutherford, Bohr, de Broglie, and Schrődinger and describe how each
discovery contributed to the current model of atomic and nuclear structure.
(DOK 2)
c. Develop a model of atomic and nuclear structure based on theory and
knowledge of fundamental particles. (DOK 2)
Properties and interactions of the three fundamental particles of the atom
Laws of conservation of mass, constant composition, definite proportions,
and multiple proportions
d. Write appropriate equations for nuclear decay reactions, describe how the
nucleus changes during these reactions, and compare the resulting radiation
with regard to penetrating ability. (DOK 1)
Three major types of radioactive decay (e.g., alpha, beta, gamma) and
the properties of the emissions (e.g., composition, mass, charge,
penetrating power)
The concept of half-life for a radioactive isotope (e.g., carbon-14 dating)
based on the principle that the decay of any individual atom is a random
process
e. Compare the properties of compounds according to their type of bonding.
(DOK 1)
Covalent, ionic, and metallic bonding
Polar and non-polar covalent bonding
Valence electrons and bonding atoms
f. Compare different types of intermolecular forces and explain the relationship
between intermolecular forces, boiling points, and vapor pressure when
comparing differences in properties of pure substances. (DOK 1)
g. Develop a three-dimensional model of molecular structure. (DOK 2)
Lewis dot structures for simple molecules and ionic compounds
Valence shell electron pair repulsion theory (VSEPR)
3. Develop an understanding of the periodic table.
a. Calculate the number of protons, neutrons, and electrons in individual
isotopes
using atomic numbers and mass numbers, write electron configurations of
elements and ions following the Aufbau principle, and balance equations
representing nuclear reactions. (DOK 1)
b. Analyze patterns and trends in the organization of elements in the periodic
table
and compare their relationship to position in the periodic table. (DOK 2)
Atomic number, atomic mass, mass number, and number of protons,
electrons, and neutrons in isotopes of elements
Average atomic mass calculations
Chemical characteristics of each region
Periodic properties (e.g., metal/nonmetal/metalloid behavior,
electrical/heat conductivity, electronegativity, electron affinity, ionization
energy, atomic/covalent/ionic radius)
2010 Mississippi Science Framework
Approved July 25, 2008 70
c. Classify chemical reactions by type. (DOK 2)
Single displacement, double displacement, synthesis (combination),
decomposition, disproportionation, combustion, or precipitation.
Products (given reactants) or reactants (given products) for each reaction
type
Solubility rules for precipitation reactions and the activity series for
single
and double displacement reactions
d. Use stoichiometry to calculate the amount of reactants consumed and products
formed. (DOK 3)
Difference between chemical reactions and chemical equations
Formulas and calculations of the molecular (molar) masses
Empirical formula given the percent composition of elements
Molecular formula given the empirical formula and molar mass
4. Analyze the relationship between microscopic and macroscopic models of
matter.
a. Analyze the nature and behavior of gaseous, liquid, and solid substances
using
the kinetic molecular theory. (DOK 3)
b. Use the ideal gas laws to explain the relationships between volume,
temperature, pressure, and quantity in moles. (DOK 2)
Difference between ideal and real gas
Assumptions made about an ideal gas
Conditions that favor an ideal gas
c. Use the gas laws of Boyles, Charles, Gay-Lussac, and Dalton to solve problems
based on the laws. (DOK 2)
d. Explain the thermodynamics associated with physical and chemical concepts
related to temperature, entropy, enthalpy, and heat energy. (DOK 2)
Specific heat as it relates to the conservation of energy
Amount of heat absorbed or released in a process, given mass, specific
heat, and temperature change
Energy (in calories and joules) required to change the state of a sample
of a given substance, using its mass and its heat of vaporization or heat
of fusion.
Endothermic or exothermic changes
e. Describe and identify factors affecting the solution process, rates of
reaction,
and equilibrium. (DOK 2)
Concentration of a solution in terms of its molarity, using stoichiometry to
perform specified dilutions
Chemical reaction rates affected by temperature, concentration, surface
area, pressure, mixing, and the presence of a catalyst
Relationship of solute character
LeChateliers Principle
2010 Mississippi Science Framework
Approved July 25, 2008 71
5. Compare factors associated with acid/base and oxidation/reduction reactions.
a. Analyze and explain acid/base reactions. (DOK 2)
Properties of acids and bases, including how they affect indicators and
the relative pH of the solution
Formation of acidic and basic solutions
Definition of pH in terms of the hydronium ion concentration and the
hydroxide ion concentration
The pH or pOH from the hydrogen ion or hydroxide ion concentrations of
solution
How a buffer works and examples of buffer solutions
b. Classify species in aqueous solutions according to the Arrhenius and
Bronsted-Lowry definitions, respectively and predict products for aqueous
neutralization reactions. (DOK 2)
c. Analyze a reduction/oxidation reaction (REDOX) to assign oxidation numbers
(states) to reaction species and identify the species oxidized and reduced, the
oxidizing agent, and reducing agent. (DOK 2)
2010 Mississippi Science Framework
Approved July 25, 2008 72
ORGANIC CHEMISTRY
- one half credit -
The Organic Chemistry course provides opportunities for students to develop and
communicate an
understanding of the structure, nomenclature, reactions and uses of organic
compounds, including
polymeric materials. Laboratory experiences should allow the student to
manipulate compounds,
observe change, collect and analyze data, and draw conclusions. Laboratory
activities, research,
the use of technology, and the effective communication of results through
various methods are
integral components of this course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
Approved July 25, 2008 73
ORGANIC CHEMISTRY
- one half credit -
CONTENT STRANDS:
Inquiry
Physical Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper
care of laboratory equipment. (DOK 2)
Safety rules and symbols
Proper use and care of the compound light microscope, slides, chemicals,
etc.
Accuracy and precision in using graduated cylinders, balances, beakers,
thermometers, and rulers
b. Formulate questions that can be answered through research and experimental
design. (DOK 3)
c. Apply the components of scientific processes and methods in classroom and
laboratory investigations (e.g., hypotheses, experimental design, observations,
data analyses, interpretations, theory development). (DOK 3)
d. Organize data to construct graphs (e.g., plotting points, labeling x-and
y-axis,
creating appropriate titles and legends for circle, bar, and line graphs), draw
conclusions, and make inferences. (DOK 3)
e. Analyze procedures, data, and conclusions to determine the scientific
validity of
research. (DOK 3)
f. Recognize and analyze alternative explanations for experimental results and
make predictions based on observations and prior knowledge. (DOK 3)
g. Communicate and defend a scientific argument in oral, written, and graphic
form. (DOK 3)
2010 Mississippi Science Framework
Approved July 25, 2008 74
PHYSICAL SCIENCE
2. Demonstrate an understanding of the properties, structure and function
of organic compounds.
a. Apply International Union of Pure and Applied Chemistry (IUPAC) nomenclature
and differentiate the structure of aliphatic, aromatic, and cyclic hydrocarbon
compounds. (DOK 1)
Structures of hydrocarbon compounds
Isomerism in hydrocarbon compounds
b. Relate structure to physical and chemical properties of hydrocarbon. (DOK 1)
c. Apply principles of geometry and hybridization to organic molecules. (DOK 2)
Lewis structures for organic molecules
Bond angles
Hybridization (as it applies to organic molecules)
d. Write, complete and classify common reactions for aliphatic, aromatic, and
cyclic
hydrocarbons. (DOK 1)
e. Construct, solve, and explain equations representing combustion reactions,
substitution reactions, dehydrogenation reactions, and addition reactions.
(DOK 2)
f. Classify functional groups (e.g., alcohols, ethers, aldehydes, ketones,
carboxylic
acids, esters, amines, amides, and nitrides) by their structure and properties.
(DOK 2)
Structural formulas from functional group names and vice-versa
Chemical and physical properties of compounds containing functional
groups
Equations representing the transformation of one functional group into
another
3. Discuss the versatility of polymers and the diverse application of
organic chemicals.
a. Describe and classify the synthesis, properties, and uses of polymers.
(DOK 2)
Common polymers
Synthesis of polymers from monomers by addition or condensation
Condensations of plastics according to their commercial types
Elasticity and other polymer properties
2010 Mississippi Science Framework
Approved July 25, 2008 75
b. Develop a logical argument supporting the use of organic chemicals
and their application in industry, drug manufacture, and biological
chemistry. (DOK 1)
Common uses of polymers and organic compounds in medicine, drugs,
and personal care products
Compounds which have the property to dye materials
Petrochemical production
Biologically active compounds in terms of functional group substrate
interaction
c. Research and summarize the diversity, applications, and economics of
industrial chemicals (solvents, coatings, surfactants, etc.) (DOK 3)
2010 Mississippi Science Framework
Approved July 25, 2008 76
INTRODUCTION TO BIOLOGY
- one credit -
This course is not a required prerequisite for Biology I; however, if selected
as a science elective,
Introduction to Biology should not be taken after successful completion of
Biology I. Concepts
covered in this course include scientific problem solving, research,
experimental design, laboratory
safety, measurement, graphing, characteristics of life, cell structure and
function, energy transfer in
biological systems, genetics, and diversity of life. Laboratory activities,
research, the use of
technology, and the effective communication of results through various methods
are integral
components of this course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. The Elementary/Middle School Science Tests and
Biology I
Subject Area Test are aligned to the competencies. Competencies do not have to
be taught
in the order presented in the framework. The competencies are presented in
outline form for
consistency and easy reference throughout the framework. Competencies are
intentionally broad
in order to allow school districts and teachers the flexibility to create a
curriculum that meets the
needs of their students. They may relate to one, many, or all of the science
framework strands and
may be combined and taught with other competencies throughout the school year.
Competencies
provide a guideline of on-going instruction, not isolated units, activities, or
skills. The competencies
are not intended to be a list of content skills that are taught and recorded as
mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
The Elementary/Middle School Science Test and Biology I Subject Area Test will
be developed
based on the objectives found in the framework. At least fifty percent (50%) of
the test items on the
Elementary/Middle School Science Test must match the Depth of Knowledge (DOK)
level assigned
to the objectives for each competency. The Depth of Knowledge (DOK) level is
indicated at the end
of each objective.
2010 Mississippi Science Framework
Approved July 25, 2008 77
INTRODUCTION TO BIOLOGY
- one credit -
CONTENT STRANDS:
Inquiry Physical Science
Life Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper
care of laboratory equipment. (DOK 2)
Safety rules and symbols
Proper use and care of the compound light microscope, slides, chemicals,
etc.
Accuracy and precision in using graduated cylinders, balances, beakers,
thermometers, and rulers
b. Identify questions that can be answered through scientific investigations.
(DOK 3)
c. Identify and apply components of scientific methods in classroom
investigations. (DOK 3)
Predicting, gathering data, drawing conclusions
Recording outcomes and organizing data from a variety of sources (e.g.,
scientific articles, magazines, student experiments, etc.)
Critically analyzing current investigations/problems using periodicals and
scientific scenarios
d. Interpret and generate graphs (e.g., plotting points, labeling x-and y-axis,
creating appropriate titles and legends for circle, bar, and line graphs. (DOK
2)
e. Analyze procedures and data to draw conclusions about the validity of
research. (DOK 3)
f. Formulate and revise scientific explanations and models using logic and
evidence (data analysis). (DOK 3)
g. Communicate effectively to present and explain scientific results, using
appropriate terminology and graphics. (DOK 3)
2010 Mississippi Science Framework
Approved July 25, 2008 78
PHYSICAL SCIENCE
2. Investigate and summarize the chemical basis of life.
a. Compare and contrast atoms, ions, elements, molecules, and compounds in
terms of the relationship of the bond types (e.g., ionic, covalent, and hydrogen
bonds) to chemical activity and explain how this is relevant to biological
activity.
(DOK 2)
b. Classify pH solutions (e.g., acids, bases, neutrals) and explain the
importance of
pH in living systems. (DOK 2)
c. Compare the composition and primary properties of carbohydrates, proteins,
lipids, and nucleic acids and relate these to their functions in living
organisms.
(DOK 2)
d. Compare and contrast the basic processes of photosynthesis and cellular
respiration. (DOK 2)
LIFE SCIENCE
3. Investigate and explain how organisms interact with their environment.
a. Describe the criteria that must be present to distinguish between living and
nonliving. (DOK 1)
Homeostasis, adaptation, and response to stimuli
Growth, development, reproduction, energy use
Levels of organization
b. Analyze and explain the interactions among organisms for each level of
biological organization. (DOK 2)
Biotic and abiotic
Predation, competition, symbiosis, mutualism, commensalism, parasitism,
etc.
Food chains, food webs, and food pyramids
c. Analyze energy flow through an ecosystem by assessing the roles of
carnivores, omnivores, herbivores, producers, and decomposers and
determine their effects on an ecosystem. (DOK 2)
d. Predict the impact of human activities (e.g., recycling, pollution,
overpopulation)
on the environment. (DOK 3)
4. Investigate, compare, and contrast cell structures, functions, and
methods of reproduction.
a. Compare and contrast cell structures, functions, and methods of reproduction
to
analyze the similarities and differences among cell types. (DOK 2)
Prokaryotic/eukaryotic
Unicellular/multicellular
Plant/animal/bacterial/protist/fungal
2010 Mississippi Science Framework
Approved July 25, 2008 79
b. Describe and explain the relationships between structures and functions of
major eukaryotic organelles (e.g., cell wall, cell membrane, chromosomes,
mitochondrion, nucleus, chloroplast, vacuole, endoplasmic reticulum, ribosomes,
centrioles, cytoplasm/cytosol, Golgi apparatus, vesicles, lysosomes,
microtubules, microfilaments, cytoskeleton, nucleolus, nuclear membrane.)
(DOK 2)
c. Describe how active, passive, and facilitated transports relate to the
maintenance of homeostasis. (DOK 1)
d. Compare and contrast the processes and results of mitosis and meiosis.
(DOK 2)
5. Analyze the roles DNA and RNA play on the mechanism of inheritance.
a. Utilize genetic terminology and principles to solve monohybrid crosses
involving
dominant and recessive traits. (DOK 2)
b. Identify inheritance patterns using pedigrees and karyotypes. (DOK 2)
c. Explain and distinguish among the roles of DNA and RNA in replication,
transcription, and translation. (DOK 1)
6. Apply the concept of evolution to the diversity of organisms.
a. Classify organisms into groups based on their unique characteristics (e.g.,
cell
type, nutrition, reproductive methods, organism examples, etc.) and trace the
evolutionary relationships among the groups. (DOK 2)
b. Describe how natural selection relates to adaptation, survival, and
speciation.
(DOK 1)
2010 Mississippi Science Framework
Approved July 25, 2008 80
BIOLOGY I
- one credit -
Biology I is a laboratory-based course designed to study living organisms and
their physical
environments. Students should apply scientific methods of inquiry and research
in the examination
of the chemical basis of life, cell structure, function and reproduction,
energy, natural selection and
diversity, and ecology. Laboratory activities, the use of technology, and the
effective
communication of results through various methods are integral components of this
course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. The Elementary/Middle School Science Tests and
Biology I
Subject Area Test are aligned to the competencies. Competencies do not have to
be taught
in the order presented in the framework. The competencies are presented in
outline form for
consistency and easy reference throughout the framework. Competencies are
intentionally broad
in order to allow school districts and teachers the flexibility to create a
curriculum that meets the
needs of their students. They may relate to one, many, or all of the science
framework strands and
may be combined and taught with other competencies throughout the school year.
Competencies
provide a guideline of on-going instruction, not isolated units, activities, or
skills. The competencies
are not intended to be a list of content skills that are taught and recorded as
mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
The Elementary/Middle School Science Test and Biology I Subject Area Test will
be developed
based on the objectives found in the framework. At least fifty percent (50%) of
the test items on the
Elementary/Middle School Science Test must match the Depth of Knowledge (DOK)
level assigned
to the objectives for each competency. The Depth of Knowledge (DOK) level is
indicated at the end
of each objective.
2010 Mississippi Science Framework
Approved July 25, 2008 81
BIOLOGY I
- one credit -
CONTENT STRANDS:
Inquiry Physical Science
Life Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper
care of laboratory equipment. (DOK 2)
Safety rules and symbols
Proper use and care of the compound light microscope, slides, chemicals,
etc.
Accuracy and precision in using graduated cylinders, balances, beakers,
thermometers, and rulers
b. Formulate questions that can be answered through research and experimental
design. (DOK 3)
c. Apply the components of scientific processes and methods in classroom and
laboratory investigations (e.g., hypotheses, experimental design, observations,
data analyses, interpretations, theory development). (DOK 2)
d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis,
creating appropriate titles and legends for circle, bar, and line graphs). (DOK
2)
e. Analyze procedures, data, and conclusions to determine the scientific
validity of
research. (DOK 3)
f. Recognize and analyze alternative explanations for experimental results and
to
make predictions based on observations and prior knowledge. (DOK 3)
g. Communicate and defend a scientific argument in oral, written, and graphic
form. (DOK 3)
PHYSICAL SCIENCE
2. Describe the biochemical basis of life and explain how energy flows within
and
between the living systems.
a. Explain and compare with the use of examples the types of bond formation
(e.g.,
covalent, ionic, hydrogen, etc.) between or among atoms. (DOK 2)
Subatomic particles and arrangement in atoms
2010 Mississippi Science Framework
Approved July 25, 2008 82
Importance of ions in biological processes
b. Develop a logical argument defending water as an essential component of
living
systems (e.g., unique bonding and properties including polarity, high specific
heat, surface tension, hydrogen bonding, adhesion, cohesion, and expansion
upon freezing). (DOK 2)
c. Classify solutions as acidic, basic, or neutral and relate the significance
of the
pH scale to an organisms survival (e.g., consequences of having different
concentrations of hydrogen and hydroxide ions). (DOK 2)
d. Compare and contrast the structure, properties, and principle functions of
carbohydrates, lipids, proteins, and nucleic acids in living organisms. (DOK 2)
Basic chemical composition of each group
Building components of each group (e.g., amino acids, monosaccharides,
nucleotides, etc.)
Basic functions (e.g., energy, storage, cellular, heredity) of each group
e. Examine the life processes to conclude the role enzymes play in regulating
biochemical reactions. (DOK 2)
Enzyme structure
Enzyme function, including enzyme-substrate specificity and factors that
effect enzyme function (pH and temperature)
f. Describe the role of adenosine triphosphate (ATP) in making energy available
to
cells. (DOK 1)
ATP structure
ATP function
g. Analyze and explain the biochemical process of photosynthesis and cellular
respiration and draw conclusions about the roles of the reactant and products in
each. (DOK 3)
Photosynthesis and respiration (reactants and products)
Light-dependent reactions and light independent reactions in
photosynthesis, including requirements and products of each
Aerobic and anaerobic processes in cellular respiration, including products
each and energy differences
LIFE SCIENCE
3. Investigate and evaluate the interaction between living organisms and their
environment.
a. Compare and contrast the characteristics of the worlds major biomes
(e.g., deserts, tundra, taiga, grassland, temperate forest, tropical
rainforest). (DOK 2)
Plant and animal species
Climate (temperature and rainfall)
Adaptations of organisms
b. Provide examples to justify the interdependence among environmental
elements. (DOK 2)
2010 Mississippi Science Framework
Approved July 25, 2008 83
Biotic and abiotic factors in an ecosystem (e.g., water, carbon, oxygen,
mold, leaves)
Energy flow in ecosystems (e.g., energy pyramids and photosynthetic
organisms to herbivores, carnivores, and decomposers)
Roles of beneficial bacteria
Interrelationships of organisms (e.g., cooperation, predation, parasitism,
commensalism, symbiosis, and mutualism)
c. Examine and evaluate the significance of natural events and human activities
on
major ecosystems (e.g., succession, population growth, technology, loss of
genetic diversity, consumption of resources). (DOK 2)
4. Analyze and explain the structures and function of the levels of biological
organization.
a. Differentiate among plant and animal cells and eukaryotic and prokaryotic
cells.
(DOK 2)
Functions of all major cell organelles and structures (e.g., nucleus,
mitochondrion, rough ER, smooth ER, ribosomes, Golgi bodies, vesicles,
lysosomes, vacuoles, microtubules, microfiliaments, chloroplast,
cytoskeleton, centrioles, nucleolus, chromosomes, nuclear membrane,
cell wall, cell membrane [active and passive transport], cytosol)
Components of mobility (e.g., cilia, flagella, pseudopodia)
b. Differentiate between types of cellular reproduction. (DOK 1)
Main events in the cell cycle and cell mitosis (including differences in
plant and animal cell divisions
Binary fission (e.g., budding, vegetative propagation, etc.)
Significance of meiosis in sexual reproduction
Significance of crossing over
c. Describe and differentiate among the organizational levels of organisms
(e.g., cells, tissues, organs, systems, types of tissues.) (DOK 1)
d. Explain and describe how plant structures (vascular and nonvascular) and
cellular functions are related to the survival of plants (e.g., movement of
materials, plant reproduction). (DOK 1)
5. Demonstrate an understanding of the molecular basis of heredity.
a. Analyze and explain the molecular basis of heredity and the inheritance of
traits
to successive generations by using the Central Dogma of Molecular Biology.
(DOK 3)
Structures of DNA and RNA
Processes of replication, transcription, and translation
Messenger RNA codon charts
b. Utilize Mendels laws to evaluate the results of monohybrid Punnett squares
involving complete dominance, incomplete dominance, codominance, sex
linked, and multiple alleles (including outcome percentage of both genotypes
and phenotypes.) (DOK 2)
2010 Mississippi Science Framework
Approved July 25, 2008 84
c. Examine inheritance patterns using current technology (e.g., pedigrees,
karyotypes, gel electrophoresis). (DOK 2)
d. Discuss the characteristics and implications of both chromosomal and gene
mutations. (DOK 2)
Significance of nondisjunction, deletion, substitutions, translocation,
frame shift mutation in animals
Occurrence and significance of genetic disorders such as sickle cell
anemia, Tay-Sachs disorder, cystic fibrosis, hemophilia, Downs
Syndrome, color blindness
6. Demonstrate an understanding of principles that explain the diversity of life
and
biological evolution.
a. Draw conclusions about how organisms are classified into a hierarchy of
groups
and subgroups based on similarities that reflect their evolutionary
relationships.
(DOK 2)
Characteristics of the six kingdoms
Major levels in the hierarchy of taxa (e.g., kingdom, phylum/division,
class, order, family, genus, and species)
Body plans (symmetry)
Methods of sexual reproduction (e.g., conjugation, fertilization, pollination)
Methods of asexual reproduction (e.g., budding, binary fission,
regeneration, spore formation)
b. Critique data (e.g., comparative anatomy, Biogeography, molecular biology,
fossil record, etc.) used by scientists (e.g., Redi, Needham, Spallanzani,
Pasteur) to develop an understanding of evolutionary processes and patterns.
(DOK 3)
c. Research and summarize the contributions of scientists, (including Darwin,
Malthus, Wallace, Lamarck, and Lyell) whose work led to the development of the
theory of evolution. (DOK 2)
d. Analyze and explain the roles of natural selection, including the mechanisms
of
speciation (e.g., mutations, adaptations, geographic isolation) and applications
of speciation (e.g., pesticide and antibiotic resistance). (DOK 3)
e. Differentiate among chemical evolution, organic evolution, and the
evolutionary
steps along the way to aerobic heterotrophs and photosynthetic autotrophs.
(DOK 2)
2010 Mississippi Science Framework
Approved July 25, 2008 85
BIOLOGY II
- one credit -
Biology II is a laboratory-based course that continues the study of life. The
units studied include
biochemical life processes, molecular basis of heredity, natural selection,
behavior patterns, and
advanced classification and organism studies. Laboratory activities, research,
the use of
technology, and the effective communication of results through various methods
are integral
components of this course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
Approved July 25, 2008 86
BIOLOGY II
- one credit -
CONTENT STRANDS:
Inquiry
Life Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Use current technologies such as CD-ROM, DVD, Internet, and on-line data
search to explore current research related to a specific topic. (DOK 3)
b. Clarify research questions and design laboratory investigations. (DOK 3)
c. Demonstrate the use of scientific inquiry and methods to formulate, conduct,
and
evaluate laboratory investigations (e.g., hypotheses, experimental design,
observations, data analyses, interpretations, theory development). (DOK 3)
d. Organize data to construct graphs (e.g., plotting points, labeling x-and
y-axis,
creating appropriate titles and legends for circle, bar, and line graphs), draw
conclusions, and make inferences. (DOK 3)
e. Evaluate procedures, data, and conclusions to critique the scientific
validity of
research. (DOK 3)
f. Formulate and revise scientific explanations and models using logic and
evidence (data analysis). (DOK 3)
g. Collect, analyze, and draw conclusions from data to create a formal
presentation
using available technology (e.g.,computers, calculators, SmartBoard, CBLs,
etc.) (DOK 3)
LIFE SCIENCE
2. Describe and contrast the structures, functions, and chemical processes of
the
cell.
a. Relate the structure and function of a selectively permeable membrane to its
role
in diffusion and osmosis. (DOK 2)
b. Summarize how cell regulation controls and coordinates cell growth and
division.
(DOK 2)
c. Analyze and describe the function of enzymes in biochemical reactions.
(DOK 2)
The impact of enzymatic reactions on biochemical processes
Factors that affect enzyme function (e.g., pH, concentration, temperature,
etc.)
2010 Mississippi Science Framework
Approved July 25, 2008 87
d. Differentiate between photosynthesis and cellular respiration. (DOK 2)
Cellular sites and major pathways of anaerobic and aerobic respiration
(with reactants, products, and ATP per monosaccharide)
Cellular respiration with respect to the sites at which they take place, the
reactions involved, and the energy input and output in each stage (e.g.,
glycolysis, Krebs cycle, electron transport chain)
Pigments, absorption, reflection of light, and light-dependent and
lightindependent
reactions of photosynthesis
Oxidation and reduction reactions
3. Investigate and discuss the molecular basis of heredity.
a. Explain how the process of meiosis clarifies the mechanism underlying
Mendels
conclusions about segregation and independent assortment on a molecular
level. (DOK 1)
b. Research and explain how major discoveries led to the determination of DNA
structure. (DOK 2)
c. Relate gene expression (e.g., replication, transcription, translation) to
protein
structure and function. (DOK 2)
Translation of a messenger RNA strand into a protein
Processing by organelles so that the protein is appropriately packaged,
labeled, and eventually exported by the cell
Messenger RNA codon charts to determine the effects of different types
of mutations on amino acid sequence and protein structure (e.g., sickle
cell anemia resulting from base substitution mutation)
Gene expression regulated in organisms so that specific proteins are
synthesized only when they are needed by the cell (e.g., allowing cell
specialization)
d. Assess the potential implications of DNA technology with respect to its
impact
on society. (DOK 3)
Modern DNA technologies (e.g., polymerase chain reaction (PCR), gene
splicing, gel electrophoresis, transformation, recombinant DNA) in
agriculture, medicine and forensics
e. Develop a logical argument defending or refuting bioethical issues arising
from
applications of genetic technology (e.g., the human genome project, cloning,
gene therapy, stem cell research). (DOK 3)
4. Demonstrate an understanding of the factors that contribute to
evolutionary theory and natural selection.
a. Explain the history of life on Earth and infer how geological changes
provide opportunities and constraints for biological evolution. (DOK 2)
Main periods of the geologic timetable of Earths history
Roles of catastrophic and gradualistic processes in shaping planet Earth
2010 Mississippi Science Framework
Approved July 25, 2008 88
b. Provide support for the argument based upon evidence from anatomy,
embryology, biochemistry, and paleontology that organisms descended with
modification from common ancestry. (DOK 2)
c. Identify and provide supporting evidence for the evolutionary relationships
among various organisms using phylogenetic trees and cladograms. (DOK 2)
d. Formulate a scientific explanation based on fossil records of ancient
life-forms
and describe how new species could originate as a result of geological isolation
and reproductive isolation. (DOK 2)
e. Compare and contrast the basic types of selection (e.g., disruptive,
stabilizing,
directional, etc.) (DOK 2)
f. Cite examples to justify behaviors that have evolved through natural
selection
(e.g., migration, parental care, use of tools, etc.) (DOK 1)
g. Research and explain the contributions of 19th century scientists (e.g.,
Malthus,
Wallace, Lyell, Darwin) on the formulation of ideas about evolution. (DOK 2)
h. Develop a logical argument describing ways in which the influences of
20th century science have impacted the development of ideas about evolution
(e.g., synthetic theory of evolution, molecular biology). (DOK 3)
i. Analyze changes in an ecosystem resulting from natural causes (succession),
changes in climate, human activity (pollution and recycling), or introduction of
non-native species. (DOK 2)
5. Develop an understanding of organism classification.
a. Classify organisms according to traditional Linnaean classification
characteristics (e.g., cell structure, biochemistry, anatomy, fossil record,
methods of reproduction) and the cladistic approach. (DOK 2)
b. Categorize organisms according to the characteristics that distinguish them
as
Bacteria, Archaea, or Eucarya. (DOK 1)
Bacteria, fungi, and protists
Characteristics of invertebrates (e.g., habitat, reproduction, body plan,
locomotion) as related to phyla (e.g., Porifera, Cnidarians, Nematoda,
Annelida, Platyhelmenthes, and Arthropoda) and classes (e.g., Insecta,
Crustacea, Arachnida, Mollusca, Echinodermata)
Characteristics of vertebrates (e.g.,habitat, reproduction, body plan,
locomotion) as related to classes (e.g., Agnatha, Chondrichthyes,
Osteichthyes, Amphibia, Reptilia, Aves, Mammalia)
Nomenclature of various types of plants (e.g., Bryophyta, Tracheophyta,
Gymnospermae, Angiospermae, Monocotyledonae, Dicotyledonae,
vascular plants, nonvascular plants).
2010 Mississippi Science Framework
Approved July 25, 2008 89
GENETICS
- one half credit -
Genetics is a laboratory-based course that will explore the principles of
classical and molecular
genetics including the relationship between traits and patterns of inheritance
within organisms.
Population genetics, genetic variations among individuals, and applications of
modern advances in
genetics will be investigated. Laboratory activities, research, the use of
technology, and the
effective communication of results through various methods are integral
components of this
course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
Approved July 25, 2008 90
GENETICS
- one half credit -
CONTENT STRANDS:
Inquiry
Life Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Use current technologies such as CD-ROM, DVD, Internet, and on-line data
search to explore current research related to a specific topic. (DOK 3)
b. Clarify research questions and design laboratory investigations. (DOK 3)
c. Demonstrate the use of scientific inquiry and methods to formulate, conduct,
and
evaluate laboratory investigations (e.g., hypotheses, experimental design,
observations, data analyses, interpretations, theory development). (DOK 3)
d. Organize data to construct graphs (e.g., plotting points, labeling x-and
y-axis,
creating appropriate titles and legends for pie, bar, and line graphs) to draw
conclusions and make inferences. (DOK 3)
e. Evaluate procedures, data, and conclusions to critique the scientific
validity of
research. (DOK 3)
f. Formulate and revise scientific explanations and models using logic and
evidence (data analysis). (DOK 3)
g. Collect, analyze, and draw conclusions from data to create a formal
presentation
using available technology (e.g., computers, calculators, SmartBoard, CBLs,
etc.) (DOK 3)
LIFE SCIENCE
2. Analyze the structure and function of the cell and cellular organelles.
a. Cite evidence to illustrate how the structure and function of cells are
involved in
the maintenance of life. (DOK 2)
b. Describe how organic components are integral to biochemical processes.
(DOK 2)
c. Differentiate among the processes by which plants and animals reproduce.
(DOK 1)
Cell cycle and mitosis
Meiosis, spermatogenesis, and oogenesis
2010 Mississippi Science Framework
Approved July 25, 2008 91
d. Explain the significance of the discovery of nucleic acids. (DOK 1)
e. Analyze and explain the structure and function of DNA and RNA in replication,
transcription, translation and DNA repair. (DOK 2)
f. Cite examples to compare the consequences of the different types of
mutations.
(DOK 1)
g. Draw conclusions about the importance and potential impacts of the process of
gene transfer used in biotechnology. (DOK 3)
3. Apply the principles of heredity to demonstrate genetic understandings.
a. Cite evidence that supports the significance of Mendels concept of
particulate
inheritance to explain the understanding of heredity. (DOK 1)
b. Apply classical genetics principles to solve basic genetic problems. (DOK 2)
Genes and alleles, dominance, recessiveness, the laws of segregation,
and independent assortment
Inheritance of autosomal and sex-linked traits
Inheritance of traits influenced by multiple alleles and traits with
polygenetic inheritance
Chromosomal theory of inheritance
c. Apply population genetic concepts to summarize variability of multicellular
organisms. (DOK 2)
Genetic variability
Hardy-Weinberg formula
Migration and genetic drift
Natural selection in humans
d. Distinguish and explain the applications of various tools and techniques used
in
DNA manipulation. (DOK 1)
Steps in genetic engineering experiments
Use of restriction enzymes
Role of vectors in genetic research
Use of transformation techniques
e. Research and present a justifiable explanation the practical uses of
biotechnology (e.g., chromosome mapping, karyotyping, pedigrees).
(DOK 2)
f. Develop and present a scientifically-based logical argument for or against
moral
and ethical issues related to genetic engineering. (DOK 3)
g. Research genomics (human and other organisms.) and predict benefits and
medical advances that may result from the use of genome projects. (DOK 2)
2010 Mississippi Science Framework
Approved July 25, 2008 92
MICROBIOLOGY
- one half credit -
Microbiology is a laboratory-based course that involves investigating
microorganisms and the
various roles they play in the living world. Topics explored in this class
include identifying common
microbes, culturing and staining microorganisms, exploring host-microbe
relationships and disease
processes, and researching microbiology used in industry. Laboratory work
involving microscopic
investigations and aseptic techniques are emphasized in this course as well as
critical thinking,
problem solving, and research.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
Approved July 25, 2008 93
MICROBIOLOGY
- one half credit -
CONTENT STRANDS:
Inquiry
Life Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Use current technologies such as CD-ROM, DVD, Internet, and on-line data
search to explore current research related to a specific topic. (DOK 3)
b. Clarify research questions and design laboratory investigations. (DOK 3)
c. Demonstrate the use of scientific inquiry and methods to formulate, conduct,
and
evaluate laboratory investigations (e.g., hypotheses, experimental design,
observations, data analyses, interpretations, theory development). (DOK 3)
d. Organize data to construct graphs (e.g., plotting points, labeling x-and
y-axis,
creating appropriate titles and legends for circle, bar, and line graphs) to
draw
conclusions and make inferences. (DOK 3)
e. Evaluate procedures, data, and conclusions to critique the scientific
validity of
research. (DOK 3)
f. Formulate and revise scientific explanations and models using logic and
evidence (data analysis). (DOK 3)
g. Collect, analyze, and draw conclusions from data to create a formal
presentation
using available technology (e.g., computers, calculators, SmartBoard, CBLs,
etc.) (DOK 3)
LIFE SCIENCE
2. Develop understandings about the importance of historical microbiology to
todays society.
a. Analyze and draw conclusions about of the work of Robert Koch. (DOK 2)
Discovery that microorganisms cause disease
Importance of Kochs postulates
b. Research the societal and economic contributions of scientists (e.g., Louis
Pasteur, John Snow, Edward Jenner, Joseph Lister, Alexander Fleming, etc.)
and explain their impact on microbiology. (DOK 2)
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c. Research and evaluate the relevance of various careers in modern
microbiology. (DOK 2)
3. Explore and demonstrate an understanding of the classification of
microorganisms.
a. Cite examples to differentiate between the characteristics of eukaryotes and
prokaryotes. (DOK 1)
b. Cite examples and compare the characteristics of prokaryotes, fungi, and
protists. (DOK 2)
4. Investigate and summarize concepts related to pathogenic microbiology.
a. Research and interpret with examples the causes and effects of epidemics and
pandemics. (DOK 2)
b. Justify an explanation of strategies that can be used to reduce a persons
chance of becoming infected with a pathogen. (DOK 3)
Vaccination as it relates to immunity
Hospital procedures for dealing with infectious diseases
5. Examine and evaluate the classification, morphology, characteristics,
pathology,
and benefits associated with bacteria.
a. Differentiate between eubacteria and archaebacteria (DOK 1)
b. Analyze and distinguish the characteristics of bacteria. (DOK 2)
Shapes, motility structures, formation of endospores and capsules
Structure and function of internal and external bacterial cell components
Principles of Gram staining
c. Research and explain the characteristics, causes, and treatments of bacterial
diseases. (DOK 2)
d. Explain and describe the factors leading to antibiotic resistance among
bacteria
and predict its potential impacts on society. (DOK 2)
e. Research and evaluate the beneficial aspects of bacteria in medicine,
industry,
and daily life. (DOK 3)
6. Differentiate among the growth requirements of bacteria.
a. Describe growth requirements of bacteria. (DOK 2)
Effectiveness of household antiseptics and disinfectants in controlling
bacterial growth
Effect of pH and temperature on bacterial growth
b. Compare and contrast aerobes and anaerobes, both facultative and obligative,
and predict their impact on human life. (DOK 2)
c. Compare and interpret the results of investigations with various growth
mediums. (DOK 3)
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7. Develop an understanding of classification, morphology, characteristics,
pathology and benefits associated with viruses.
a. Research and explain the characteristics, causes, and treatments of viral
diseases, (e.g., smallpox, polio, influenza, measles, rabies, tumor viruses,
common cold, hepatitis, herpes simplex I and II, chickenpox, shingles, HIV,
warts, genital warts, etc.) (DOK 3)
Structure of viruses, including a phage virus
Methods to culture viruses in a laboratory
Life cycle of a virus
b. Cite evidence and explanations to defend the societal and economic importance
of viruses. (DOK 2)
8. Develop an understanding of the classification, morphology, characteristics,
pathology, and benefits associated with fungi.
a. Summarize the characteristics, causes, and treatment of the most common
types of fungal diseases. (DOK 2)
Structure of fungal cells
Growth requirements and reproduction of fungi
Methods to culture fungi in a laboratory
b. Cite evidence and explanations to support the societal and economic
significance of fungi. (DOK 2)
9. Demonstrate an understanding of microorganisms as they relate to food
processes.
a. Analyze and evaluate microbial actions in major industrial processes
involving foods. (DOK 3)
Process of pasteurization of milk and its effect on microorganisms
Process of fermentation in producing certain foods.
Microbial problems in the slaughter of animals and preservation of fresh
meat
Importance of bacteria in the process of making certain foods
E.colirelated outbreaks in meats and produce
b. Compare and contrast methods of food preservation. (DOK 2)
Home canning and industrial canning
Dehydration
Meals, Ready-to-Eat technology (MRE)
c. Describe the causes and effects of food poisoning and discuss preventive
strategies. (DOK 2)
2010 Mississippi Science Framework
Approved July 25, 2008 96
BOTANY
- one half credit -
Botany is a laboratory-based course applying basic biological principles to the
study of plants.
Topics studied include morphological characteristics of each division and
variation in their
reproduction, taxonomy, and physiology. Laboratory activities, research, the use
of technology,
and the effective communication of results through various methods are integral
components of
this course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
Approved July 25, 2008 97
BOTANY
- one half credit -
CONTENT STRANDS:
Inquiry
Life Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper
care of laboratory equipment. (DOK 2)
Safety rules and symbols
Proper use and care of the compound light microscope, slides, chemicals,
etc.
Accuracy and precision in using graduated cylinders, balances, beakers,
thermometers, and rulers
b. Formulate questions that can be answered through research and experimental
design. (DOK 3)
c. Apply the components of scientific processes and methods in classroom and
laboratory investigations (e.g., hypotheses, experimental design, observations,
data analyses, interpretations, theory development). (DOK 3)
d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis,
creating appropriate titles and legends for circle, bar, and line graphs). (DOK
2)
e. Analyze procedures, data, and conclusions to determine the scientific
validity of
research. (DOK 3)
f. Recognize and analyze alternative explanations for experimental results and
to
make predictions based on observations and prior knowledge. (DOK 3)
g. Communicate and defend a scientific argument in oral, written, and graphic
form. (DOK 3)
LIFE SCIENCE
2. Distinguish among the characteristics of botanical organization, structure,
and
function.
a. Relate plant cell structures to their functions (e.g., major organelles, cell
wall
components, photosynthetic chemical reactions, plant pigments, plant tissues,
roots, stems, leaves, flowers). (DOK 1)
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b. Differentiate the characteristics found in various plant divisions. (DOK 2)
Differences and similarities of nonvascular plants
Characteristics of seed-bearing and non-seed bearing vascular plants
relative to taxonomy
Major vegetative structures and their modifications in angiosperms and
gymnosperms
c. Compare and contrast leaf modifications of gymnosperms and angiosperms
(e.g., needles, overlapping scales, simple leaves, compound leaves, evergreen
trees, and deciduous trees). (DOK 2)
d. Apply the modern classification scheme utilized in naming plants to identify
plant
specimens. (DOK 2)
Classification scheme used in botany
Classification of native Mississippi plants
e. Use inquiry to investigate and discuss the physical and chemical processes of
plants. (DOK 3)
Relationships among photosynthesis, cellular respiration, and
translocation
Importance of soil type and soil profiles to plant survival
Mechanism of water movement in plants
Effects of environmental conditions for plant survival
Tropic responses of a plant organ to a given stimulus
3. Demonstrate an understanding of plant reproduction.
a. Compare and contrast reproductive structures (e.g., cones, flowers).
(DOK 2)
b. Differentiate among the vegetative organs of monocots, herbaceous
dicots, and woody dicots. (DOK 1)
c. Differentiate between the structures and processes of sexual and asexual
reproduction in plants. (DOK 1)
Reproductive structures, their modifications, and the mechanisms
involved in plant reproduction
Functions of flower parts, seeds, cones
Spore production in bryophytes and ferns
d. Explain and provide examples of the concept of alternation of generations and
its examples. (DOK 2)
e. Categorize types of fruits and methods of seed distribution in plants. (DOK
1)
f. Research and compare various methods of plant propagation. (DOK 2)
4. Draw conclusions about the factors that affect the adaptation and survival of
plants.
a. List and assess several adaptations of plants to survive in a given biome.
(DOK 2)
b. Design and conduct an experiment to determine the effects of environmental
factors on photosynthesis. (DOK 3)
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c. Explain how natural selection and the evolutionary consequences (e.g.,
adaptation or extinction) support scientific explanations for similarities of
ancient
life-forms in the fossil record and molecular similarities present in living
organisms. (DOK 2)
d. Research factors that might influence or alter plant stability and propose
actions
that may reduce the negative impacts of human activity. (DOK 2)
5. Relate an understanding of plant genetics to its uses in modern living.
a. Research, prepare, and present a position relating to issues surrounding the
current botanical trends involving biotechnology (DOK 3)
b. Apply an understanding of the principles of plant genetics to analyze
monohybrid
and dihybrid crosses and predict the potential effects the crosses might have on
agronomy and agriculture. (DOK 3)
c. Discuss the effects of genetic engineering of plants on society. (DOK 2)
d. Describe the chemical compounds extracted from plants, their economical
importance, and the impact on humans. (DOK 3)
Plant extracts, their function, and origin
Impact of the timber industry on local and national economy
2010 Mississippi Science Framework
Approved July 25, 2008 100
ZOOLOGY
- one half credit -
Zoology is a laboratory-based course that surveys the nine major phyla of the
Kingdom Animalia.
Morphology, taxonomy, anatomy, and physiology should be investigated.
Comparative studies may
be addressed during laboratory observations and dissections. Laboratory
activities, research, the
use of technology, and the effective communication of results through various
methods are integral
components of this course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
Approved July 25, 2008 101
ZOOLOGY
- one half credit -
CONTENT STRANDS:
Inquiry
Life Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper
care of laboratory equipment. (DOK 2)
Safety rules and symbols
Proper use and care of the compound light microscope, slides, chemicals,
etc.
Accuracy and precision in using graduated cylinders, balances, beakers,
thermometers, and rulers
b. Formulate questions that can be answered through research and
experimentaldesign. (DOK 3)
c. Apply the components of scientific processes and methods in classroom and
laboratory investigations (e.g., hypotheses, experimental design, observations,
data analyses, interpretations, theory development). (DOK 3)
d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis,
creating appropriate titles and legends for circle, bar, and line graphs). (DOK
2)
e. Analyze procedures, data, and conclusions to determine the scientific
validity of
research. (DOK 3)
f. Recognize and analyze alternative explanations for experimental results and
to
make predictions based on observations and prior knowledge. (DOK 3)
g. Communicate and defend a scientific argument in oral, written, and graphic
form. (DOK 3)
LIFE SCIENCE
2. Develop an understanding of levels of organization and animal classification.
a. Explain how organisms are classified and identify characteristics of major
groups. (DOK 1)
Levels of organization of structures in animals (e.g., cells,
tissues, organs, and systems)
Characteristics used to classify organisms (e.g., cell
2010 Mississippi Science Framework
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structure, biochemistry, anatomy, fossil record, and methods
of reproduction)
b. Identify and describe characteristics of the major phyla. (DOK 1)
Symmetry and body plan
Germ layers and embryonic development
Organ systems (e.g., digestive, circulatory, excretory, and
reproductive)
Locomotion and coordination
c. Distinguish Viruses from Bacteria and Protists and give examples. (DOK 1)
d. Differentiate among the characteristics of Bacteria, Archaea, and Eucarya.
(DOK 1)
Phylogenic sequencing of the major phyla
Invertebrate characteristics (e.g., habitat, reproduction, body
plan, locomotion) of the following phyla: Porifera, Cnidarians,
Nematoda, Annelida, Platyhelmenthes, Arthropoda (Insecta, Crustacea,
Arachnida, Mollusca [Bivalvia and Gastropoda], and Echinodermata)
Vertebrate characteristics (e.g., habitat, reproduction, body plan,
locomotion) of the following classes: Agnatha, Chondrichthyes,
Osteichthyes, Amphibia, Reptilia, Aves, and Mammalia
3. Differentiate among animal life cycles, behaviors, adaptations, and
relationships.
a. Describe life cycles, alternation of generations, and metamorphosis of
various
animals and evaluate the advantages and disadvantages of asexual and sexual
reproduction. (DOK 1)
b. Describe and explain concepts of animal behavior and differentiate between
learned and innate behavior. (DOK 1)
Division of labor within a group of animals
Communication within animals groups
Degree of parental care given in animal groups
c. Evaluate the unique protective adaptations of animals as they relate to
survival.
(DOK 2)
d. Compare and contrast ecological relationships and make predictions about the
survival of populations under given circumstances. (DOK 3)
Terrestrial and aquatic ecosystems
Herbivores, carnivores, omnivores, decomposers and other feeding
relationships
Symbiotic relationships such as mutualism, commensalisms, and
parasitism
e. Contrast food chains and food webs. (DOK 2)
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4. Demonstrate an understanding of the principles of animal genetic diversity
and
evolution.
a. Categorize and explain sources of genetic variation on the cellular level
(e.g.,
mutations, crossing over, non-disjunction) and the population level (e.g.,
nonrandom
mating, migration, etc.) (DOK 2)
Relationship between natural selection and evolution
Mutations, crossing over, non-disjunction
Non-random mating, migration, etc.
Effects of genetic drift on evolution
b. Develop a logical argument defending or refuting issues related to genetic
engineering of animals. (DOK 3)
2010 Mississippi Science Framework
Approved July 25, 2008 104
MARINE AND AQUATIC SCIENCE
- one half credit -
Marine and Aquatic Science is a laboratory-based and field-based course that
investigates the
biodiversity of salt water and fresh water organisms, including their
interactions with the physical
and chemical environment. The special characteristics of aquatic resources
should also be
examined. Laboratory activities, research, the use of technology, and the
effective communication
of results through various methods are integral components of this course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
Approved July 25, 2008 105
MARINE & AQUATIC SCIENCE
- one half credit -
CONTENT STRANDS:
Inquiry
Life Science
Earth and Space Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper
care of laboratory equipment. (DOK 2)
Safety rules and symbols
Proper use and care of the compound light microscope, slides, chemicals,
etc.
Accuracy and precision in using graduated cylinders, balances, beakers,
thermometers, and rulers
b. Formulate questions that can be answered through research and experimental
design. (DOK 3)
c. Apply the components of scientific processes and methods in classroom and
laboratory investigations (e.g., hypotheses, experimental design, observations,
data analyses, interpretations, theory development). (DOK 3)
d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis,
creating appropriate titles and legends for circle, bar, and line graphs). (DOK
2)
e. Analyze procedures, data, and conclusions to determine the scientific
validity of
research. (DOK 3)
f. Recognize and analyze alternative explanations for experimental results and
to
make predictions based on observations and prior knowledge. (DOK 3)
g. Communicate and defend a scientific argument in oral, written, and graphic
form. (DOK 3)
EARTH AND SPACE SCIENCE
2. Develop an understanding of physical and chemical properties of water and
aquatic environments.
a. Analyze the physical and chemical properties of water and justify why it is
essential to living organisms. (DOK 1)
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Approved July 25, 2008 106
b. Explain the causes and characteristics of tides. (DOK 1)
c. Research, create diagrams, and summarize principles related to waves and
current characteristics and formation. (DOK 2)
d. Compare and contrast the physical and chemical parameters of dissolved O2,
pH, temperature, salinity, and results obtained through analysis of different
water
column depths/zones. (DOK 2)
e. Investigate the causes and effects of erosion and discuss conclusions. (DOK
2)
f. Describe and differentiate among the major geologic features of specific
aquatic
environments. (DOK 1)
Plate tectonics
Rise, slope, elevation, and depth
Formation of dunes, reefs, barrier/volcanic islands, and coastal/flood
plains
Watershed formation as it relates to bodies of fresh water
g. Compare and contrast the unique abiotic and biotic characteristics of
selected
aquatic ecosystems. (DOK 2)
Barrier island, coral reef, tidal pool, and ocean
River, stream, lake, pond, and swamp
Bay, sound, estuary, and marsh
LIFE SCIENCE
3. Apply an understanding of the diverse organisms found in aquatic
environments.
a. Analyze and explain the diversity and interactions among aquatic life. (DOK
3)
Adaptations of representative organisms for their aquatic environments
Relationship of organisms in food chains/webs within aquatic
environments.
b. Research, calculate, and interpret population data. (DOK 2)
c. Research and compare reproductive processes in aquatic organisms. (DOK 2)
d. Differentiate among characteristics of planktonic, nektonic, and benthic
organisms. (DOK 1)
e. Explore the taxonomy of aquatic organisms and use dichotomous keys to
differentiate among the organisms. (DOK 2)
f. Research and explain the symbiotic relationships in aquatic ecosystems.
(DOK 3)
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4. Draw conclusions about the relationships between human activity and aquatic
organisms.
a. Describe the impact of natural and human activity on aquatic ecosystems and
evaluate the effectiveness of various solutions to environmental problems.
(DOK 3)
Sources of pollution in aquatic environments and methods to
reduce the effects of the pollution
Effectiveness of a variety of methods of environmental management and
stewardship
Effects of urbanization on aquatic ecosystems and the effects of
continued expansion
b. Research and cite evidence of the effects of natural phenomena such as
hurricanes, floods, or drought on aquatic habitats and organisms. (DOK 3)
c. Discuss the advantages and disadvantages involved in applications of modern
technology in aquatic science. (DOK 2)
Careers related to aquatic science
Modern technology within aquatic science (e.g., mariculture, aquaculture)
Contributions of aquatic technology to industry and government
2010 Mississippi Science Framework
Approved July 25, 2008 108
HUMAN ANATOMY AND PHYSIOLOGY
- one credit -
Human Anatomy and Physiology is a laboratory-based course that investigates the
structure and
function of the human body. Topics covered include the basic organization of the
body,
biochemical composition, and major body systems along with the impact of
diseases on certain
systems. Laboratory activities, research, the use of technology, and the
effective communication
of results through various methods are integral components of this course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
Approved July 25, 2008 109
HUMAN ANATOMY & PHYSIOLOGY
- one credit -
CONTENT STRANDS:
Inquiry
Life Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Use current technologies such as CD-ROM, DVD, Internet, and on-line data
search to explore current research related to a specific topic. (DOK 3)
b. Clarify research questions and design laboratory investigations. (DOK 3)
c. Demonstrate the use of scientific inquiry and methods to formulate, conduct,
and
evaluate laboratory investigations (e.g., hypotheses, experimental design,
observations, data analyses, interpretations, theory development). (DOK 3)
d. Organize data to construct graphs (e.g., plotting points, labeling x-and
y-axis,
creating appropriate titles and legends for circle, bar, and line graphs) to
draw
conclusions and make inferences. (DOK 3)
e. Evaluate procedures, data, and conclusions to critique the scientific
validity of
research. (DOK 3)
f. Formulate and revise scientific explanations and models using logic and
evidence (data analysis). (DOK 3)
g. Collect, analyze, and draw conclusions from data to create a formal
presentation
using available technology (e.g., computers, calculators, SmartBoard, CBLs,
etc.) (DOK 3)
LIFE SCIENCE
2. Demonstrate an understanding of the basic organization of the body.
a. Apply and relate appropriate anatomical terms to the body in anatomical
position. (DOK 1)
Relationship of body parts
Major cavities and essential organs
b. Explain how specific mechanisms (e.g., feedback, transport, pH,
temperature regulation, etc.) maintain homeostasis. (DOK 1)
c. Describe the relationships and interactions of biochemical composition of the
human body to body functions. (DOK 2)
Compounds and elements necessary for maintaining life
2010 Mississippi Science Framework
Approved July 25, 2008 110
Major groups of organic substances in the human body
Major types of chemical reactions employed within the organ
systems
Effects of external factors (e.g., heat, pH, etc.) on enzymatic
reactions
d. Categorize the relationship of the cell and its functions to the more complex
levels of organization within the body. (DOK 2)
Anabolic and catabolic reactions within a human cell
Four major categories of tissues and their location, structure,
and function
3. Demonstrate an understanding of the structure, functions, and relationships
of
the body systems.
a. Identify structures and explain functions of the components of the
integumentary system. (DOK 1)
b. Research and distinguish among common integumentary system disorders in
terms of origin, manifestation, and treatments. (DOK 1)
c. Compare the structure and functions of the skeletal system with its
relationship
to movement. (DOK 1)
Structures which comprise bone
Difference between endochondrial and intramembranous
ossification
Major bones of the axial and appendicular skeleton, noting inherent
differences between males and females
Types of joints and their movements
d. Research and draw conclusions about changes in the skeletal system
associated with disease, disorder, injury, age, and stress. (DOK 3)
e. Compare the functions and structures of the muscular system with its
relationship to movement. (DOK 1)
Major components and functions of skeletal muscle fiber
Major skeletal muscles and the process of contraction
Three types of muscles in the body
f. Research and evaluate the impact of medical technology on muscle physiology
and disease. (DOK 3)
g. Relate the components of the nervous system to the senses and the
functions of the human body systems. (DOK 1)
Four types of neurological cells and the functions of each
Conduction of a nerve impulse
Structures and functions of the brain and spinal cord
Divisions of the nervous system (e.g., central nervous system,
peripheral nervous system, sympathetic and parasympathetic,
etc.)
h. Describe functions of the various sense organs and identify environmental
factors that affect their responses. (DOK 1)
i. Distinguish the location, structure, and functions of the endocrine glands.
(DOK 1)
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Major endocrine glands
Function of each endocrine gland and the various hormones
they generated by each
Negative feedback mechanisms that regulate hormonal
secretions.
j. Research common disorders or diseases of the endocrine system and assess
the unique problems associated with diagnoses and treatments. (DOK 3)
k. Identify and discuss the structures and functions of the organs of the
digestive
system and discuss their relationships to the interaction among the human body
systems. (DOK 2)
Major organs of the digestive system (e.g., alimentary canal and
accessory structures)
Roles of organs in the mechanical and chemical digestion of
food and nutrient absorption
Contents of the alimentary canal and how they are mixed and
moved
Enzymes and gland secretions as related to the absorption of
digestion products
l. Research common disorders or diseases of the digestive system and identify a
diagnosis, based upon a given set of symptoms, for a specific disorder. (DOK 3)
m. Describe the primary functions of the respiratory organs and the
relationships
between structure and function. (DOK 1)
Breathing verses respiration
Gaseous exchange between air and blood and mechanisms of
gaseous transport by the blood
n. Research to describe various diseases commonly affecting normal respiratory
function and assert environmental and social factors which may contribute to the
incidence of disease. (DOK 2)
o. Demonstrate an understanding of the structures and functions of the
circulatory
system and their role in maintaining homeostasis. (DOK 2)
Blood types and the four parts of blood in terms of morphology,
function and origin
Pulminary and systemic circulation
Systolic and diastolic pressures in relationship to cardiovascular
health
p. Investigate and describe the social and economic impact of technological
advances in medical treatment on cardiovascular disorders. (DOK 3)
q. Describe and discuss the structures and functions of the lymphatic system and
the relationships to the circulatory system and immunity. (DOK 1)
Major lymphatic organs and pathways
Functions of lymph nodes, lymphocytes, immunoglobulins,
thymus, and spleen
Types of immunity and immune responses
r. Research and describe common lymphatic disorders and present conclusions
about the effectiveness of available treatment options. (DOK 3)
s. Explain the role of the structures and functions of the urinary system as
they
relate to the formation, composition and elimination of urine. (DOK 1)
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t. Research and describe the treatments of common urinary system disorders.
(DOK 1)
u. Identify and discuss the locations, structures, and functions of the major
components of the male and female reproductive systems. (DOK 1)
Role of hormones in maturation and reproduction
Development of a fetus.
v. Research common reproductive diseases and disorders and justify the need for
continued research in the diagnosis and treatment of reproductive system
diseases. (DOK 3)
2010 Mississippi Science Framework
Approved July 25, 2008 113
BIOMEDICAL RESEARCH
- one credit -
Biomedical Research is an inquiry-based, technology-oriented, and
laboratory-intensive elective
course that prepares students to participate in professional biomedical research
activities at the
university level. Major areas of study include electronic access to
international biomedical
literature data bases, use of the Internet to communicate with biomedical
researchers and other
students at remote sites, contemporary ethical considerations in the conduct and
publication of
research, fundamentals of molecular biology and genetics, classification and
nomenclature for
organic chemical reactions, and elements of cellular and human physiology.
Laboratory exercises
concentrate upon the fundamental principles of chromatographic separation, the
theory and use of
a spectrophotometer, quantitative analysis of protein concentration, preparation
of DNA, and
quantitative preparation of organic compounds.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
Approved July 25, 2008 114
BIOMEDICAL RESEARCH
- one credit -
CONTENT STRANDS:
Inquiry
Life Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Use current technologies such as CD-ROM, DVD, Internet, and on-line data
search to explore current research related to a specific topic. (DOK 3)
b. Clarify research questions and design laboratory investigations. (DOK 3)
c. Demonstrate the use of scientific inquiry and methods to formulate, conduct,
and
evaluate laboratory investigations (e.g., hypotheses, experimental design,
observations, data analyses, interpretations, theory development). (DOK 3)
d. Organize data to construct graphs (e.g., plotting points, labeling x-and
y-axis,
creating appropriate titles and legends for circle, bar, and line graphs) to
draw
conclusions and make inferences. (DOK 3)
e. Evaluate procedures, data, and conclusions to critique the scientific
validity of
research. (DOK 3)
f. Formulate and revise scientific explanations and models using logic and
evidence (data analysis). (DOK 3)
g. Collect, analyze, and draw conclusions from data to create a formal
presentation
using available technology (e.g., computers, calculators, SmartBoard, CBLs,
etc.) (DOK 3)
LIFE SCIENCE
2. Demonstrate an understanding of the processes and resources used in
biomedical research.
a. Explore the processes and technologies by which biomedical scientific
literature is stored, catalogued, and retrieved and communicate technical
approaches and conclusions pertaining to contemporary professional biomedical
research publications. (DOK 2)
Student-created glossary of technical scientific terminology from
the selected readings
Biomedicine-related websites, including the Center for Disease
2010 Mississippi Science Framework
Approved July 25, 2008 115
Control, the National Institute of Health, the Howard Hughes Medical
Institute, and the Society for Neuroscience
Additional resources (e.g., textbooks, periodicals, personal
interviews with a scientist or teacher familiar with that area of research)
needed to assess research findings
b. Identify the research area of a particular biomedical researcher and
summarize a research article upon which to draw conclusions about the
importance of the researchers work. (DOK 2)
c. Critique a current research article from a specified internet site. (DOK 3)
d. Communicate with science students at other high school sites using electronic
communications to compare and contrast conclusions about specified research
topics. (DOK 3)
3. Analyze contemporary issues, related to the practice or application of
biomedical research, that pose a dilemma or dilemmas for our society.
a. Identify, research, and summarize current, topical advances in biomedical
researchand healthcare areas. (Suggested areas of initial focus including fetal
tissue research, legalization of drugs, drug abuse, euthanasia, research fraud,
use of non-human animals in research, genetic engineering, and universal
health care. DOK 4
Biomedical science areas of personal interest
Key areas of human physiology towards which a major
commitment of United States federal funding of biomedical
research is applied
b. Research, develop, and present a justifiable argument for or against a
biomedical issue. (DOK 3)
4. Investigate and describe the basic elements of genetics and molecular biology
that are fundamental to modern biomedical research.
a. Research and describe major historical events leading to the development of
the
science of genetics. (DOK 3)
Events that have revolutionized genetic analysis and
manipulation, including the polymerase chain reaction (PCR),
gene transfection, the Human Genome Project, protein sequencing, and
in vitro fertilization
Influence that environmental pollutants and other man-made
chemicals could have on the regulation of protein synthesis and
reproduction
Subcellular organelles responsible for protein synthesis and
reproduction
b. Apply formulas and properties in analyzing hydrocarbon families. (DOK 1)
Bonding families of hydrocarbons
Structural formulas for substituted and non-substituted
hydrocarbons
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c. Interpret the basis for optical resolution between stereoisomers and the use
of
nuclear magnetic resonance, MRI, CAT, PET, etc., for structural determinations.
(DOK 2)
d. Describe the use of protein crystallography in the determination of the
structure
of deoxyribonucleic acid (DNA). (DOK 2)
5. Demonstrate proficiency in the application of fundamental technical
procedures
related to biomedical laboratory research activities.
a. Demonstrate an understanding of the skills necessary to set up, operate, and
interpret the results from the use of the laboratory spectrophotometer. (DOK 2)
b. Utilize the process of paper chromatography to identify the components of a
chemical mixture. (DOK 2)
c. Use the Lowry method to distinguish among chemical reactions essential to the
calculation of protein concentrations in a solution. (DOK 1)
d. Describe and demonstrate the use of accurate and safe pipetting techniques in
the preparation of a series of protein dilutions. (DOK 1)
e. Explain the process used to sample organic compounds, including methane,
ethane, acetic acid, ethyl ethanoate, and methanol. (DOK 1)
2010 Mississippi Science Framework
Approved July 25, 2008 117
EARTH AND SPACE SCIENCE
- one credit -
Earth and Space Science is an introductory, laboratory-based course designed to
explore the
Earth and Universe. Topics include the composition of the Earth, weathering,
plate tectonics,
fossils, oceanography, atmospheric phenomena, the water cycle, and planetary and
star systems.
Laboratory activities, the use of technology, and the effective communication of
results through
various methods are integral components of this course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
Approved July 25, 2008 118
EARTH AND SPACE SCIENCE
- one credit -
CONTENT STRANDS:
Inquiry
Earth and Space Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper
care of laboratory equipment. (DOK 2)
Safety rules and symbols
Proper use and care of the compound light microscope, slides, chemicals,
etc.
Accuracy and precision in using graduated cylinders, balances, beakers,
thermometers, and rulers.
b. Formulate questions that can be answered through research and experimental
design. (DOK 3)
c. Apply the components of scientific processes and methods in classroom and
laboratory investigations (e.g., hypotheses, experimental design, observations,
data analyses, interpretations, theory development). (DOK 3)
d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis,
creating appropriate titles and legends for circle, bar, and line graphs). (DOK
2)
e. Analyze procedures, data, and conclusions to determine the scientific
validity of
research. (DOK 3)
f. Recognize and analyze alternative explanations for experimental results and
to
make predictions based on observations and prior knowledge. (DOK 3)
g. Communicate and defend a scientific argument in oral, written, and graphic
form. (DOK 3)
EARTH AND SPACE SCIENCE
2. Develop an understanding of the history and evolution of the universe and
Earth.
a. Summarize the origin and evolution of the universe. (DOK 2)
Big Bang theory
Microwave background radiation
The Hubble constant
2010 Mississippi Science Framework
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Evidence of the existence of dark matter and dark energy in the universe
and the history of the universe
b. Differentiate methods used to measure space distances, including astronomical
unit, light-year, stellar parallax, Cepheid variables, and the red shift. (DOK
1)
c. Interpret how gravitational attraction played a role in the formation of the
planetary bodies and how the fusion of hydrogen and other processes in
ordinary stars and supernovae lead to the formation of all other elements.
(DOK 2)
d. Summarize the early evolution of the Earth, including the formation of
Earths
solid layers (e.g., core, mantle, crust), the distribution of major elements,
the
origin of internal heat sources, and the initiation of plate tectonics. (DOK 2)
How the decay of radioactive isotopes is used to determine the age of
rocks, Earth, and the solar system
How Earth acquired its initial oceans and atmosphere
3. Discuss factors which are used to explain the geological history of Earth.
a. Develop an understanding of how plate tectonics create certain geological
features, materials, and hazards. (DOK 1)
Plate tectonic boundaries (e.g., divergent, convergent, and transform)
Modern and ancient geological features to each kind of plate tectonic
boundary
Production of particular groups of igneous and metamorphic rocks and
mineral resources
Sedimentary basins created and destroyed through time
b. Compare and contrast types of mineral deposits/groups (e.g., oxides,
carbonates, halides, sulfides, sulfates, silicates, phosphates). (DOK 2)
c. Categorize minerals and rocks by determining their physical and/or chemical
characteristics. (DOK 2)
d. Justify the causes of certain geological hazards (e.g., earthquakes,
volcanoes,
tsunamis) to their effects on specific plate tectonic locations. (DOK 2)
e. Interpret and explain how rock relationships and fossils are used to
reconstruct
the geologic history of the Earth. (DOK 2)
f. Apply principles of relative age (e.g., superposition, original
horizontality, crosscutting
relations, and original lateral continuity) to support an opinion related to
Earths geological history. (DOK 3)
Types of unconformity (e.g., disconformity, angular unconformity,
nonconformity)
Geological timetable
g. Apply the principle of uniformitarianism to relate sedimentary rock
associations
and their fossils to the environments in which the rocks were deposited.
(DOK 2)
h. Compare and contrast the relative and absolute dating methods (e.g., the
principle of fossil succession, radiometric dating, and paleomagnetism) for
determining the age of the Earth. (DOK 1)
2010 Mississippi Science Framework
Approved July 25, 2008 120
4. Demonstrate an understanding of Earth systems relating to weather and
climate.
a. Explain the interaction of Earth Systems that affect weather and climate.
(DOK 1)
Latitudinal variations in solar heating
The effects of Coriolis forces on ocean currents, cyclones, anticyclones,
ocean currents, topography, and air masses (e.g., warm fronts, cold
fronts, stationary fronts, and occluded fronts)
b. Interpret the patterns in temperature and precipitation that produce the
climate
regions on Earth and relate them to the hazards associated with extreme
weather events and climate change (e.g., hurricanes, tornadoes, El Niρo/La
Niρa, global warming). (DOK 2)
c. Justify how changes in global climate and variation in Earth/Sun
relationships
contribute to natural and anthropogenic (human-caused) modification of
atmospheric composition. (DOK 2)
d. Summarize how past and present actions of ice, wind, and water contributed to
the types and distributions of erosional and depositional features in
landscapes.
(DOK 1)
e. Research and explain how external forces affect Earths topography. (DOK 2)
How surface water and groundwater act as the major agents of physical
and chemical weathering
How soil results from weathering and biological processes
Processes and hazards associated with both sudden and gradual mass
wasting
5. Apply an understanding of ecological factors to explain relationships between
Earth systems.
a. Draw conclusions about how life on Earth shapes Earth systems and responds
to the interaction of Earth systems (lithosphere, hydrosphere, atmosphere, and
biosphere). (DOK 3)
Nature and distribution of life on Earth, including humans, to the
chemistry and availability of water
Distribution of biomes (e.g., terrestrial, freshwater, and marine) to climate
regions through time
Geochemical and ecological processes (e.g., rock, hydrologic, carbon,
nitrogen) that interact through time to cycle matter and energy, and how
human activity alters the rates of these processes (e.g., fossil fuel
formation and combustion, damming and channeling of rivers)
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b. Interpret the record of shared ancestry (fossils), evolution, and extinction
as
related to natural selection. (DOK 2)
c. Identify the cause and effect relationships of the evolutionary
innovations that most profoundly shaped Earth systems. (DOK 1)
Photosynthesis and the atmosphere
Multicellular animals and marine environments
Land plants and terrestrial environments
d. Cite evidence about how dramatic changes in Earths atmosphere influenced the
evolution of life. (DOK 1)
2010 Mississippi Science Framework
Approved July 25, 2008 122
ENVIRONMENTAL SCIENCE
- one half credit -
Environmental Science is a laboratory-based or field-based course that explores
ways in which the
environment shapes living communities. Interactions of organisms with their
environment should
be emphasized along with the impact of human activities on the physical and
biological systems of
the Earth. Laboratory activities, research, the use of technology, and the
effective communication
of results through various methods are integral components of this course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
Approved July 25, 2008 123
ENVIRONMENTAL SCIENCE
- one half credit -
CONTENT STRANDS:
Inquiry
Earth and Space Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper
care of laboratory equipment. (DOK 2)
Safety rules and symbols
Proper use and care of the compound light microscope, slides, chemicals,
etc.
Accuracy and precision in using graduated cylinders, balances, beakers,
thermometers, and rulers.
b. Formulate questions that can be answered through research and experimental
design. (DOK 3)
c. Apply the components of scientific processes and methods in classroom and
laboratory investigations (e.g., hypotheses, experimental design, observations,
data analyses, interpretations, theory development). (DOK 3)
d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis,
creating appropriate titles and legends for circle, bar, and line graphs). (DOK
2)
e. Analyze procedures, data, and conclusions to determine the scientific
validity of
research. (DOK 3)
f. Recognize and analyze alternative explanations for experimental results and
to
make predictions based on observations and prior knowledge. (DOK 3)
g. Communicate and defend a scientific argument in oral, written, and graphic
form. (DOK3)
EARTH AND SPACE SCIENCE
2. Develop an understanding of the relationship of ecological factors that
effect an
ecosystem.
a. Compare ways in which the three layers of the biosphere change over time and
their influence on an ecosystems ability to support life. (DOK 2)
2010 Mississippi Science Framework
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b. Explain the flow of matter and energy in ecosystems. (DOK 2)
Interactions between biotic and abiotic factors
Indigenous plants and animals and their roles in various ecosystems
Biogeochemical cycles within the environment
c. Predict the impact of the introduction, removal, and reintroduction of an
organism on an ecosystem. (DOK 3)
d. Develop a logical argument explaining the relationships and changes within an
ecosystem. (DOK 2)
How a species adapts to its niche
Process of primary and secondary succession and its effects on a
population
How changes in the environment might affect organisms
e. Explain the causes and effects of changes in population dynamics (e.g.,
natural
selection, exponential growth, predator/prey relationships) to carrying capacity
and limiting factors. (DOK 2)
f. Research and explain how habitat destruction leads to the loss of
biodiversity.
(DOK 2)
g. Compare and contrast the major biomes of the worlds ecosystems, including
location, climate, adaptations and diversity. (DOK 1)
3. Discuss the impact of human activities on the environment, conservation
activities, and efforts to maintain and restore ecosystems.
a. Summarize the effects of human activities on resources in the local
environments. (DOK 2)
Sources, uses, quality, and conservation of water
Renewable and nonrenewable resources
Effects of pollution (e.g., water, noise, air, etc.) on the ecosystem
b. Research and evaluate the impacts of human activity and technology on the
lithosphere, hydrosphere and atmosphere and develop a logical argument to
support how communities restore ecosystems. (DOK 3)
c. Research and evaluate the use of renewable and nonrenewable resources and
critique efforts to conserve natural resources and reduce global warming in the
United States including (but not limited) to Mississippi. (DOK 3)
2010 Mississippi Science Framework
Approved July 25, 2008 125
GEOLOGY
- one half credit -
The Geology course provides opportunities for students to develop and
communicate an
understanding of the chemical and physical content of the Earth and the changes
that can occur
through field studies and concept exploration. Concepts covered in this course
include Earths
internal components (identification and interaction), plate tectonics, the
geological timetable, and
Mississippi geological areas. Laboratory activities, research, the use of
technology, and the
effective communication of results through various methods are integral
components of this
course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
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GEOLOGY
- one half credit -
CONTENT STRANDS:
Inquiry
Earth and Space Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper
care of laboratory equipment. (DOK 2)
Safety rules and symbols
Proper use and care of the compound light microscope, slides, chemicals,
etc.
Accuracy and precision in using graduated cylinders, balances, beakers,
thermometers, and rulers.
b. Formulate questions that can be answered through research and experimental
design. (DOK 3)
c. Apply the components of scientific processes and methods in classroom and
laboratory investigations (e.g., hypotheses, experimental design, observations,
data analyses, interpretations, theory development). (DOK 3)
d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis,
creating appropriate titles and legends for circle, bar, and line graphs). (DOK
2)
e. Analyze procedures, data, and conclusions to determine the scientific
validity of
research. (DOK 3)
f. Recognize and analyze alternative explanations for experimental results and
to
make predictions based on observations and prior knowledge. (DOK 3)
g. Communicate and defend a scientific argument in oral, written, and graphic
form. (DOK 3)
EARTH AND SPACE SCIENCE
2. Develop an understanding of plate tectonics and geochemical and ecological
processes that affect Earth.
a. Differentiate the components of the Earths atmosphere and lithosphere.
(DOK 1)
b. Research and summarize explanations of how Earth acquired its initial
2010 Mississippi Science Framework
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atmosphere and oceans. (DOK 2)
c. Compare the causes and effects of internal and external components that shape
Earths topography. (DOK 2)
Physical weathering (e.g., atmospheric, glacial, etc.)
Chemical weathering agents (e.g., acid precipitation, carbon dioxide,
oxygen, water, etc.)
d. Develop an understanding of how plate tectonics create certain geologic
features, materials, and hazards. (DOK 2)
Types of crustal movements and the resulting landforms (e.g., seafloor
spreading, paleomagnetic measurements, and orogenesis)
Processes that create earthquakes and volcanoes
Asthenosphere
e. Summarize the theories of plate development and continental drift and
describe
the causes and effects involved in each. (DOK 2)
f. Develop a logical argument to explain how geochemical and ecological
processes (e.g., rock, hydrologic, carbon, nitrogen) interact through time to
cycle
matter and energy, and how human activity alters the rates of these processes
(e.g., fossil fuel formation and combustion, damming and channeling of rivers).
(DOK 2)
g. Interpret how the Earths geological time scale relates to geological
history,
landforms, and lifeforms. (DOK 2)
h. Research and describe different techniques for determining relative and
absolute age of the Earth (e.g., index of fossil layers, superposition,
radiometric
dating, etc.) (DOK 1)
i. Summarize the geological activity of the New Madrid Fault line and compare
and
contrast it to geological activity in other parts of the world. (DOK 2)
j. Identify and differentiate the major geological features in Mississippi
(e.g., Delta,
Coastal Areas, etc.) (DOK 1)
k. Evaluate an emergency preparedness plan for natural disasters associated with
crustal movement. (DOK 3)
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ASTRONOMY
- one half credit -
The Astronomy course will provide opportunities for students to develop and
communicate an
understanding of astronomy through lab-based activities, mathematical
expressions, and concept
exploration. Concepts covered in this course include history of astronomy,
technology and
instruments, Keplers and Newtons Laws, celestial bodies, and other components
of the universe.
Laboratory activities, research, the use of technology, and the effective
communication of results
through various methods are integral components of this course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
Approved July 25, 2008 129
ASTRONOMY
- one half credit -
CONTENT STRANDS:
Inquiry
Earth and Space Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Conduct a scientific investigation demonstrating safe procedures and proper
care of laboratory equipment. (DOK 2)
Safety rules and symbols
Proper use and care of the compound light microscope, slides, chemicals,
etc.
Accuracy and precision in using graduated cylinders, balances, beakers,
thermometers, and rulers.
b. Formulate questions that can be answered through research and experimental
design. (DOK 3)
c. Apply the components of scientific processes and methods in classroom and
laboratory investigations (e.g., hypotheses, experimental design, observations,
data analyses, interpretations, theory development). (DOK 3)
d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis,
creating appropriate titles and legends for circle, bar, and line graphs). (DOK
2)
e. Analyze procedures, data, and conclusions to determine the scientific
validity of
research. (DOK 3)
f. Recognize and analyze alternative explanations for experimental results and
to
make predictions based on observations and prior knowledge. (DOK 3)
g. Communicate and defend a scientific argument in oral, written, and graphic
form. (DOK 3)
EARTH AND SPACE SCIENCE
2. Develop an understanding of theories pertaining to the history of the
universe
and concepts related to the interaction of celestial bodies.
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a. Investigate and compare historical developments in astronomy to current
knowledge of the universe. (DOK 2)
Observations that significantly contributed to the understanding of the
solar system prior to the telescopes development and their impact on
astronomy
Models to predict planetary motion (e.g., Ptolemy, Copernicus, Kepler,
Newton) and their influence on modern astronomy
b. Research and summarize theories of the universes origin. (DOK 3)
c. Differentiate and evaluate the significance of technologies and instruments
used
in ground and space-based astronomy (e.g., optical telescopes, radio
telescopes, x-ray telescopes, long-base interferometers, space probes,
artificial
satellites, spectra, probes, Doppler radar, etc.) (DOK 2)
d. Research and develop a logical argument supporting or refuting current
theories,
proposals, and supporting data of celestial bodies in our solar system. (DOK 3)
e. Investigate Newtons Universal Gravitation Law and Keplers Laws. (DOK 2)
Motion and interactions of a planetary system according to Keplers laws
Structure and gravitational interactions of a planetary system according to
Newtons laws of motion and gravitation
f. Apply Newtons Universal Gravitation Law and Keplers Laws to predict the
orbital velocity of a given planet around the sun or a given moon around its
primary and to calculate period, distance from the sun, and/or velocity of a
planet. (DOK 2)
g. Compare and contrast celestial bodies in our solar system. (DOK 1)
Motion of celestial bodies (e.g., planetary rotation and revolution, comets,
asteroids, moons, sun, etc.)
Internal and surface components of celestial bodies
Patterns of the Earths moon over an extended period of time
Origin, composition and structure of asteroids, meteors and comets (e.g.,
the Ort cloud)
h. Investigate and demonstrate an understanding of the sun, other stars,
and star systems. (DOK 3)
Origin and demise of stars of various masses
Star classification (by size and magnitude) and types of stars
Hertzsprung-Russell diagram (used to classify and describe the evolution
of stars)
i. Research and differentiate the composition, energy production, and
solar-magnetic activity of stars. (DOK 2)
j. Investigate and apply various methods to measure astronomical distances.
(DOK 2)
Triangulation (parallax) method
Use of Cepheid variables
Use of the red shift
k. Research to compare and contrast star systems visible from Earth. (DOK 2)
l. Describe the universe in terms of its diverse components and their
relationships.
(DOK 3)
Types of galaxies, proximity of galaxies, the name of Earths galaxy, etc.
2010 Mississippi Science Framework
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Components of the celestial sphere (e.g., dark matter, dark energy,
pulsars, quasars, supernovae, hierarchical structure of the universe,
galactic clusters, the Great Wall, etc.)
m. Research and summarize theories about the structure of the universe (Big
Bang, the inflationary era, microwave background radiation, and the importance
of its anisotropies to galactic formation). (DOK 3)
2010 Mississippi Science Framework
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AEROSPACE STUDIES
- one half credit -
The Aerospace Studies course provides opportunities for students to develop and
communicate an
understanding of aerodynamics through lab-based activities, mathematical
expressions, and
concept exploration. Concepts covered in this course include aerodynamics,
instrumentation,
aircrafts propulsion, navigation, and history of flight. Laboratory activities
allow students to observe
and analyze aerodynamic situations as they relate to physical laws and concepts.
Research, the
use of technology, and the effective communication of results through various
methods are integral
components of this course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
Approved July 25, 2008 133
AEROSPACE STUDIES
- one half credit -
CONTENT STRANDS:
Inquiry
Earth and Space Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Use current technologies such as CD-ROM, DVD, Internet, and on-line data
search to explore current research related to a specific topic. (DOK 3)
b. Clarify research questions and design laboratory investigations. (DOK 3)
c. Demonstrate the use of scientific inquiry and methods to formulate, conduct,
and
evaluate laboratory investigations (e.g., hypotheses, experimental design,
observations, data analyses, interpretations, theory development). (DOK 3)
d. Organize data to construct graphs (e.g., plotting points, labeling x-and
y-axis,
creating appropriate titles and legends for circle, bar, and line graphs), draw
conclusions, and make inferences. (DOK 3)
e. Evaluate procedures, data, and conclusions to critique the scientific
validity of
research. (DOK 3)
f. Formulate and revise scientific explanations and models using logic and
evidence (data analysis). (DOK 3)
g. Collect, analyze, and draw conclusions from data to create a formal
presentation
using available technology (e.g., computers, calculators, SmartBoard, CBLs,
etc.) (DOK 3)
EARTH AND SPACE SCIENCE
2. Develop an understanding of the concepts involved in aerodynamics, flight
control, and aircraft propulsion.
a. Research and summarize the history of flight. (DOK 2)
Achievements of early aviators
Importance and modern applications of flight
b. Describe principles of aerodynamics and flight control. (DOK 2)
Bernoulli effect
Aerodynamic forces (e.g., lift, weight, thrust, drag) and their effects on
flight
c. Cite examples and provide diagrams to explain how the location of center of
gravity and other force centers affect flight stability. (DOK 2)
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d. Compare the various methods of aircraft propulsion. (DOK 2)
Operation of reciprocating and turboprop, (jet) engines
Development of aircraft propulsion systems
e. Calculate the expansion ratio of gases in an engine (gas laws). (DOK 1)
f. Use appropriate instruments and perform calculations involved in navigation
(e.g., locating a point on the globe from its global coordinates and plotting a
point-point course using a sectional map). (DOK 2)
g. Research and summarize the design and function of major aircraft structures,
instruments, and life support systems. (DOK 2)
Purpose of the airplanes structural components and instruments
Design, function, and use of various flight control surfaces
Function of life-support systems on aircraft
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SPATIAL INFORMATION SCIENCE
- one half or one credit -
Spatial Information Science encompasses the principles, theories and
applications of spatial
information systems (SIS). This course includes the use of SIS to explore,
investigate, collect and
analyze data, and present findings and recommendations on current problems
through group and
individual activities. Laboratory activities, research, the use of technology,
and the effective
communication of results through various methods are integral components of this
course.
The Mississippi Science Framework is comprised of three content strands: Life
Science, Earth
and Space Science, and Physical Science. The five process strands are Science as
Inquiry,
Unifying Concepts and Processes, Science and Technology, Science in Personal and
Social
Perspectives, and the History and Nature of Science. The three content strands,
along with the
five process strands, combine to provide continuity to the teaching of K-12
science. Even though
the process strands are not listed throughout the framework, these strands
should be incorporated
when presenting the content of the curriculum. Science as Inquiry is listed as a
separate strand
in order to place emphasis on developing the ability to ask questions, to
observe, to experiment, to
measure, to problem solve, to gather data, and to communicate findings. Inquiry
is not an
isolated unit of instruction and must be embedded throughout the content
strands.
The competencies, printed in bold face type, are the part of the framework that
is required
to be taught to all students. Competencies do not have to be taught in the order
presented
in the framework. The competencies are presented in outline form for consistency
and easy
reference throughout the framework. Competencies are intentionally broad in
order to allow school
districts and teachers the flexibility to create a curriculum that meets the
needs of their students.
They may relate to one, many, or all of the science framework strands and may be
combined and
taught with other competencies throughout the school year. Competencies provide
a guideline of
on-going instruction, not isolated units, activities, or skills. The
competencies are not intended to be
a list of content skills that are taught and recorded as mastered.
The objectives indicate how competencies can be fulfilled through a progression
of content and
concepts at each grade level and course. Many of the objectives are interrelated
rather than
sequential, which means that objectives are not intended to be taught in the
specific order in which
they are presented. Multiple objectives can and should be taught at the same
time.
2010 Mississippi Science Framework
Approved July 25, 2008 136
SPATIAL INFORMATION SCIENCE
- one or one half credit -
CONTENT STRANDS:
Inquiry
Earth and Space Science
COMPETENCIES AND OBJECTIVES:
INQUIRY
1. Apply inquiry-based and problem-solving processes and skills to scientific
investigations.
a. Use current technologies such as CD-ROM, DVD, Internet, and on-line data
search to explore current research related to a specific topic. (DOK 3)
b. Clarify research questions and design laboratory investigations. (DOK 3)
c. Demonstrate the use of scientific inquiry and methods to formulate, conduct,
and
evaluate laboratory investigations (e.g., hypotheses, experimental design,
observations, data analyses, interpretations, and theory development). (DOK 3)
d. Organize data to construct graphs (e.g., plotting points, labeling x-and
y-axis,
creating appropriate titles and legends for circle, bar, and line graphs), draw
conclusions, and make inferences. (DOK 3)
e. Evaluate procedures, data, and conclusions to critique the scientific
validity of
research. (DOK 3)
f. Formulate and revise scientific explanations and models using logic and
evidence (data analysis). (DOK 3)
g. Collect, analyze, and draw conclusions from data to create a formal
presentation
using available technology (e.g., computers, calculators, SmartBoard, CBLs,
etc.) (DOK 3)
EARTH AND SPACE SCIENCE
2. Develop an understanding of geographic information systems.
a. Demonstrate the basic concepts of global positioning systems (GPS) by
determining locations, (e.g., latitude, longitude, and elevation of the school
flag
pole or a site where a GPS receiver is unable to make an accurate
measurement). (DOK 1)
b. Calculate various angle units and the average and standard deviation from
repeated measurements. (DOK 1)
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c. Explain the basic concepts of remote sensing. (DOK 2)
Characteristics of the electromagnetic spectrum
Passive verses active sensor systems
Types of sensor platforms
d. Analyze the effects of changes in spatial, temporal, and spectral resolution
and
effects on images due to changes in scale. (DOK 2)
e. Interpret the absorption/reflection spectrum using images and graphs. (DOK 2)
f. Explain the basic concepts of data and image processing. (DOK 1)
Types of data (e.g., raster, vector, and attribute)
Variety of sources for geological data and imaging
g. Formulate a hypothesis of geological factors/problems and determine
data sets pertinent to the hypothesis. (DOK 3)
h. Explain how data sets are geo-referenced and geo-rectified. (DOK 1)
i. Assess the quality and accuracy of GPS and/or remote sensing data. (DOK 2)
j. Analyze and apply the basic concepts of geographic information systems.
(DOK 2)
Compatible geographic data layers of information utilizing computer
software
Relationships between geographic data
Geographic information image showing results of analysis
k. Draw conclusions based on analysis and summary of geographic image
information results. (DOK 3)
l. Research and defend a variety of applications for geographic information
systems. (DOK 3)
m. Describe the proper use and care of GPS receivers, computers, and other
scientific equipment. (DOK 1)
n. Assess image problems and demonstrate the ability to adjust equipment to
obtain correct, and clear data images. (DOK 1)
2010 Mississippi Science Framework
Approved July 25, 2008 138
FIELD EXPERIENCES
- one half credit -
Field Experiences may be added to any high school level science course given a
time
allotment equivalent to one semester is used for laboratory or field-based
instruction.
Each district creates the curriculum for the course.
1. How many Carnegie units may be added when the Field Experiences option is
used?
½ units
2. May a school enroll a student in Field Experiences as independent study?
No. The school must schedule Field Experiences as an addition to a high school
science course as stated in the definition above. Students in that class must be
enrolled in Field Experiences throughout the science course to which it is
attached.
3. May time outside the normal 8:00 3:00 school day be counted for Field
Experiences?
Time after the normal school day or weekends may be used for the Field
Experiences
option. Attendance for these sessions must be documented following the district
attendance policy; therefore, any after-school or weekend program would be
required
and not optional.
4. May other instructors or guest speakers be used in the Field Experiences
program?
This is an option; however, students must always be under the direct supervision
of a
certified teacher.
5. Should parents be given information if their children are enrolled in a high
school course using the Field Experiences option?
Absolutely. Parents should be informed of the added expectations of the course
including a complete schedule of any activities beyond the normal school day.
6. What amount of time in hours is equivalent to a time allotment of one
semester?
An excess of 70 hours of instruction would constitute one semester.
7. What should the district consider before using the Field Experiences option?
Student travel expenses should be provided for all students because Field
Experiences is a part of the academic program and receives Carnegie unit
credit.
Teachers should not be expected to teach a normal class load in addition to
Field Experiences without compensation.
Additional laboratory equipment and supplies may be needed for Field
Experiences.
Students should not be enrolled in Field Experiences at the expense of
elective
courses or programs in disciplines other than science.
2010 Mississippi Science Framework
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8. May a student use the Field Experiences option more than once?
Yes, provided the Field Experiences option is added to a different high school
course.
9. May a student take the same course without Field Experiences and with Field
Experiences? (Ex. Geology and Geology with Field Experiences).
No
10. May Field Experiences be added to a Vocational, MSMS, or International
Baccalaureate course?
No. Field Experiences may only be used for high school courses listed by
competency
in the Mississippi Science Framework and for Advanced Placement Science courses.
2010 Mississippi Science Framework
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SUGGESTED SCIENCE EQUIPMENT AND SUPPLIES (Grades K-4)
Balance Scales
Batteries
Beakers
Calculators
Compass
Computer
Filters
Fire Extinguisher
First-Aid Kit
Flashlights
Funnels
Graduated cylinders
Hand magnifying lens
Hot plate
Magnets
Medicine droppers
Meter sticks
Metric rulers
Metric weights
Microscope
Mirrors
Non-mercury Thermometers
Pans and Buckets
Petri dishes
Ph Indicators
Plastic tubing (flexible and nonflexible)
Popsicle sticks
Prism
Protractors
Rock and Mineral samples
Safety goggles
Scissors
Slide kits
Small and large bulbs
Spring scales
Stop watch
Tape measure
Test tubes
Tuning forks
Weather Instruments
Wire
Wooden blocks
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SUGGESTED SCIENCE EQUIPMENT AND SUPPLIES (Grades 5-6)
Alcohol Packing Peanuts
Alcohol thermometers Pans
Baking soda Petri Dishes
Balloons pH indicators
Batteries Pipe Cleaners
Beakers Pipettes
Buckets Plastic cups
Calculators Plastic spoons/scoops
Colored filters Plastic wrap
Compasses Prisms
Computers Protractors
Convex and Concave lenses Ring stands
Copper Wire Rock/mineral samples
Corn starch Rubber bands
Cotton swabs Sand
Craft sticks Simple machines
Disposable Gloves Slinky
Dried beans Snips or Scissors
Electronic balance Spring goggles
Electrical switches Stoppers
Filters Stop watches
Fire extinguisher Straws
First Aid Kit Styrofoam Plates
Flashlights Sugar
Food coloring Tape measures
Foil Test tubes and test tube racks
Freezer bags Triple beam balance
Funnels Tuning Forks
Glycerine Vinegar
Graduated cylinder Weather Instruments
Hand lenses Wooden blocks
Hot plate
Hot wheel cars
Hydrogen Peroxide
Iron Filings
Lab aprons
Light bulbs
Magnets
Meter Sticks
Metric rulers
Metric weights
Microscope
Mirrors
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SUGGESTED SCIENCE EQUIPMENT AND SUPPLIES (Grades 7-8)
Alcohol thermometers Prisms
Anatomy models Protractors
Batteries Rock/mineral samples
Beakers Safety goggles
Blank slides Simple machines
Buckets Slide kits
Calculators Slinkies
Cell models Snip/Scissors
Celsius thermometers Spring scales
Compasses Stoppers
Computers Stop watches
Concave lenses Stream table
Convex lenses Styrofoam ball (various sizes)
Copper wire Tape measures
Disposable gloves Telescopes
Electrical switches Test tubes holders
Fahrenheit thermometer Test tubes
Filters Triple beam balances
Fire extinguisher Tuning forks
First Aid Kit Weather instruments
Flashlights Wire stripper
Funnels Wooden blocks
Glass tubing
Graduated cylinders
Hand magnifying lens
Heat source
Hose/tubing
Insulated wire
Lab aprons
Light bulbs/holders
Magnets (bar, horseshoe, ceramic)
Magnifying glasses
Medicine droppers
Meter sticks and metric rulers
Metric weights
Microscopes
Mineral test kits
Mirrors
Pans
Periodic tables (individual and wall)
pH indicators
Pipe cleaners
Plant models
Plastic spoons
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SUGGESTED EQUIPMENT AND SUPPLIES (Physical Science)
Alligator Clips Simple pulleys
Balance Small DC motors
Balloons Stirring Rods
Beakers Stopwatches
C- or D- cell battery holders Test tube supports
Calorimeters Test tubes
Candles Toothpicks
Celsius Thermometers Toy cars
Circuit Boards Transfer pipets
Concave mirrors Triple beam balance
Conductivity indicators Tuning Forks
Convex mirrors Watch Glasses
Density cylinder set Wire stripper/cutter
Dispensing bottles Wool and silk squares
Electroscopes
Evaporation Dishes
Filter paper
Flashlights (light source)
Funnels
Gloves for various purposes
Graduate Cylinders
Gumdrops (marshmallows, etc.)
Heat source (hot plate, bunsen burner, etc)
Inclined planes (with pulley)
Lab size Slinkies
Lenses (convex and concave)
Lens holders
Litmus paper
Long springs
Marbles
Mass hangers and weights
Meter sticks
Meter stick holders
Metric rulers
Miniature compasses
Organic molecule sets
pH paper
Periodic Table
Plastic and glass rods
Plastic tubs
Pulley mount clamps
Resistors
Ring stand setup
Round Magnets (whole)
Safety goggles
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SUGGESTED EQUIPMENT AND SUPPLIES (Chemistry)
Laboratory Group Items
Aprons, safety
Aspirators, vacuum Lighter, flint
Balances, triple beam Loop, nichrome wire/flame test
Beakers* Meter stick
Bottles, dropper Molecular model set
Bottles, gas generating Mortar and pestle
Bottles, plastic water bottles Paper, filter
Bottles, reagent pH meter
Boyles Law Apparatus** Pipet, measuring
Brushes, test tube Pipet, transfer
Bulb, pipet Pipets, Beryl type, thin stem
Burets Pipets, Beryl type, microtype
Bunsen Burner (with tubing) Racks, test tube
Calorimeter Rings
Chart, periodic (wall size) Rods, glass stirring
Clamp, thermometer Spatulas
Clamps, burets (single and double) Spectroscope, student handheld
Clamps, test tube Splints, wood
Conductivity device (battery operated) Stand, rings
Crucibles (with cover) Stoppers
Cylinders, graduated* Stopwatch
Desiccator Thermometer, room
Dishes, evaporating Thermometer, alcohol filled, student
Flask, Erlenmeyer* Tongs, beaker
Flask, Volumetric* Tongs, crucible
Flask, Culture Triangles, crucible
Funnel, filter Trough, pneumatic
Gauze, wire (with ceramic center) Tube, gas collection
Glasses, watch Tubes, test
Gloves, safety Tubing, glass
Goggles, safety Tubing, rubber
Holder, filter funnel Well plates, micro*
Classroom/Laboratory Items
Balances, electronic centigram Hot plate/magnetic stirrer
Barometer (mercury or aneroid) Microwave
CBLTM or LabProTM units/probes/software Orbital model set
colorimeter Oven, drying
pH strips Power supply, spectrum tubes
pressure sensor Refrigerator
temperature or Software, computer
colorimeter/spectrophotometer/and Spring, long
pH meter Tubes, spectrum
Purchase chemicals as needed in small quantities on a yearly basis.
* Variety of sizes according to curricular needs
** Consider microscale alternatives (see suggested strategies)
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SUGGESTED EQUIPMENT AND SUPPLIES (Biology)
Assorted prepared slides Plastic pipets
Autoclave Refrigerator
Beakers Ring stand
Benthic sampler Safety goggles
Biological stains Scalpel blades
Blank Slides Scalpel handle
Blunt probes Scissors
Burner tubing Secchi disks
CBL with probes and software Stereomicroscopes
Compound Microscopes Stoppers
Concave slides Teasing needles
Cotton swabs Test kits
Culture dishes Test tube holders
Dialysis tubing Test tube racks
Disposable gloves Thermometers (non mercury)
Dissecting pan Tirrill burners
Dropper bottles Tongs
Electrophoresis chambers Triple beam balances
Electronic balances Transparent ruler
Erlenmeyer flasks Trowels
Flexcam Wash bottles
Forceps Water bath
Funnels Water sampler
Glass stirring rods
Graduated cylinders
Graduated pipettes
Hot plates
Incubator
Lens paper
Life-size human skeleton model
Magnifier
Meter sticks
Micropipettes
Microwave
Mortar and pestle
Periodic table
Petri dishes (plastic)
pH meter
Pipette bulbs or pumps
Plankton net
Plant press
*Purchase chemicals as needed in small quantities on a yearly basis.
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SUGGESTED EQUIPMENT AND SUPPLIES (Physics)
20MHz Oscilloscope (with probes) Resistors (assorted)
AC/DC power supply Resonance box
Alligator Clips Round magnets (with hole)
Balloons Screen holders
Bathroom scale (with kg markings) Silicon solar cells
Beakers Sine wave oscillator
C- and D- cell battery holders Single pulleys
Calorimeters Small bulbs with sockets
Candles/matches Small DC motors
CdS photocells Speaker/Amplifier
Celsius thermometers Specific gravity sets
Clear protractors Spectrum tubes
Diffraction grating slides Spectrum tube power supply
Digital volt/ohm meters Spring scales
Diodes Springs
Electroscopes Stands
Extra strength magnets Stopwatches
Flashlights Switches
Forces tables Transformers
Glass blocks and prisms Triple beam balances
Hall carriages Tuning forks
Hand-cranked generator Vernier calipers
Hand-powered vacuum pump Wire stripper/cutters
Hotplate Wool and silk squares
Inclined planes (with pulley)
Lab size slinky
LASER (pointers will work)
Lenses (concave and convex)
Lens holders
Long springs (wave generator)
Marbles
Mass hangers and weights
Meter sticks
Meter stick holder
Metric rulers
Microphones
Miniature compasses
Mirrors (concave and convex)
Multimeters
Non-polarized capacitors
Plastic and glass rods
Plastic tubs
Power cords
Pulley mount clamps
Pulley strings
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Science Safety
.
The guides that are cited below were developed by the Council of State Science
Supervisors
(CSSS) with support from the Eisenhower National Clearinghouse for Mathematics
and
Science Education, the National Aeronautics and Space Administration, Dupont
Corporation,
Intel Corporation, Americal Chemical Society, and the National Institutes of
Health. Science
Safety Booklets may be printed for use by educators.
Science Safety Booklets
Science and Safety: It's Elementary (PDF) - A Elementary Safety Guide
Science and Safety, Making the Connection (PDF) - A Secondary Safety Guide
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A SUGGESTED PATTERN FOR CHEMICAL STORAGE
The alphabetical method for storing chemicals presents hazards because
chemicals,
which can react violently with each other, may be stored in close proximity.
Schools may
wish to devise a simple color-coding scheme to address this problem. The code
shown
below, reproduced with permission from School Science Laboratories-A Guide to
Some
Hazardous Substances by the Council of State Science Supervisors, includes both
solid
and striped colors which are used to designate specific hazards as follows:
Red - Flammability hazard: Store in a flammable chemical storage area.
Red Stripe - Flammability hazard: Do not store in the same area as other
flammable substances.
Yellow - Reactivity hazard: Store separately from other chemicals.
Yellow Stripe - Reactivity hazard: Do not store with other yellow coded
chemicals;
store separately.
White - Contact hazard: Store separately in a corrosion-proof container.
White Stripe - Contact hazard: Not compatible with chemicals in solid white
category.
Blue - Health hazard: Store in a secure poison area.
Orange - Not suitably characterized by any of the foregoing categories.
Once the chemicals are sorted according to their color-coded hazards, sorting
into organic
and inorganic classes within a color should occur. The Flinn Chemical Catalog
Reference
Manual suggests organic and inorganic groupings that are further sorted into
compatible
families. For a FREE Reference Manual with the most current information, please
contact
Flinn at 1-800-452-1261.
Protective eyeglasses/safety goggles are required for every student enrolled in
elementary
and secondary science courses while participating in chemical-physical
laboratory
activities (MS Code 37-11-49).
LABORATORY/CLASSROOM SAFETY EQUIPMENT
Acid cabinet
Broken glass container
Eyewash fountain (not plastic squeeze bottle station)
Fire extinguishers (powder)
First aid kit
Fume hood
MSDS sheets (book)
Safety poster and contracts
Safety shower
Sand and buckets
Solvent cabinet
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DANGEROUS CHEMICALS
The following lists reference chemicals that exhibit either extremely dangerous
or
unusually dangerous characteristics. These lists only reference chemicals that
are more
commonly found in laboratories and are by no means a complete list of dangerous
chemicals. Teachers and administrators should always weigh the potential
scientific
usefulness against the potential hazards of all chemicals before ordering,
storing or using
them.
Chemicals that exhibit extremely dangerous characteristics and are not
recommended for use in high school laboratories:
Antimony and its compounds - Toxic if inhaled, swallowed, or absorbed through
the
skin.
Benzene Carcinogenic.
Benzoyl Chloride - When heated it releases phosgene gas. Reacts violently with
water.
Benzoyl Peroxide - Poisonous and severe explosion hazard.
Carbon Disulfide - Extremely flammable and poisonous, eye and lung irritant,
potentially explosive.
Chlorine (Gas) - Corrosive and extremely poisonous.
Dinitrophenol/2,4-Dinitrophenol - Very poisonous. When dry it becomes explosive
and shock sensitive.
Ethylene Oxide (Gas) - Extremely flammable and poisonous.
Hydrofluoric (HF) Acid - Extremely corrosive and toxic. Exposure may be fatal
without immediate and very specialized first aid treatment. HF should never be
stored or used in high school laboratories.
Hydrogen (Gas) - Extremely flammable.
Hydrogen Chloride, Anhydrous (Gas) - Extremely corrosive and poisonous.
Hydrogen Sulfide (Gas) - Flammable and extremely poisonous.
p-Dioxane - Extremely flammable and may present a severe explosion hazard.
Perchloric Acid - Poisonous and severe explosion hazard.
Phosphorous, White/Yellow - Flammable solid, toxic. Auto-ignites at 86 degrees
Fahrenheit when exposed to air.
Picric Acid - When dry it becomes explosive and shock sensitive.
Potassium Metal - Flammable solid. Reacts violently with water. May form
peroxides
on the outer skin. Sodium metal is a safer alternative.
Sulfur Dioxide (Gas) - Corrosive and poisonous.
Thermit - Explosion hazard.
Generic Listings:
*Compounds that exhibit severe explosion hazards
*Poisonous gases
*Compounds that have potential to decompose violently at normal room temperature
*Perchlorates, Azides, Styphnates, Radioactive Compounds
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Chemicals that exhibit unusually dangerous characteristics and are not
normally recommended for use in high school laboratories except in
very small quantities and only when necessary for scientific reasons:
Ammonium dichromate - toxic, flammable, explosive with organic compounds.
Bromine - Very corrosive and poisonous.
Ethyl Ether - Extremely flammable. Has potential to form explosive peroxides
that
may result in a shock-sensitive compound. Never store beyond expiration dates.
Mercury, elemental - Poisonous. Spills can be very difficult and expensive to
clean
up.
Potassium/Sodium Cyanide Extremely poisonous.
Sodium Metal - Flammable solid. Reacts violently with water.
Generic Listings:
*Compounds that are unusually poisonous, air/water reactive or otherwise
unstable.
*Acute hazardous wastes (P-listed) as defined in 40 Code of Federal Regulations
(CFR) Part 261.33.
*Compounds that have potential to form explosive peroxides.
*For additional chemical hazards, see Flinns List of Devils in their FREE
Reference
manual.
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Explosive Radioactive
Corrosive Compressed Gas
Flammable Poison
Common Safety Symbols*
Low Level Hazard Severe Chronic Hazard
*Globally Harmonized System of Classification and Labeling of Chemicals,
United Nations New York and Geneva, 2005
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Glossary
The following definitions cover the major terms associated with
assessment and the curriculum guide.
Advanced placement (AP) course a high school course that provides curriculum
which
is accelerated and often equated with college level material. (Note: AP courses
usually follow, rather than substitute for, courses of similar content. For
example,
AP Biology should follow Biology I and should not substitute for Biology I. AP
curriculum and assessment are determined by The College Board.
http://www.collegeboard.com/student/testing/ap/subjects.html).
Assessment method(s) to determine the extent to which curricular goals are
being or
have already been achieved.
Attribute a characteristic; students are asked to group objects according to
such
attributes as color, size, shape, or other identifiable characteristics.
Change the process of becoming different.
Classify a method for establishing order on collections of objects or events.
Students
use classification systems to identify objects or events, to show similarities,
differences, and interrelationships. It is important to realize that all
classification
systems are subjective and may change as criteria change; the test for a good
classification system is whether others can use it.
Communicate the transmission of observable data; examples include spoken or
written
words, graphs, drawings, diagrams, maps, mathematical equations; skills such as
asking questions, discussing, explaining, reporting, and outlining can aid in
the
development of communication skills.
Concept an abstract, universal idea of phenomena or relationships between
phenomena
in the natural world.
Constancy remains the same, such as the speed of light.
Control a standard condition against which other conditions can be compared in
a
science investigation;
Controlled variable the conditions that are kept the same in a scientific
investigation.
Describe the skill of developing a detailed picture, image, or
characterization using
diagrams and/or words, written or aural.
Design the application of scientific concepts and principles and the inquiry
process to
the solution of human problems that regularly provide tools to further
investigate the
natural world.
Dichotomous key a strategy used in classification that involves placing
objects in
groups (or eliminating them) based on certain characteristics.
Environment all external conditions and factors, living and non-living, that
affect an
organism during its life time.
Equilibrium a physical state in which forces and changes occur in opposite and
offsetting directions. For example, opposite forces are the same magnitudes or
offsetting changes occur at equal rates.
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Essential Understandings the big ideas related to the critical concepts and
topics of a
study. Essential understandings stretch beyond discrete facts or skills and
focus on
larger concepts, principles or processes.
Empirical measurements based on actual observations or experience, rather than
on
theory.
Evidence consists of observations and data on which to base scientific
inquiry.
Evidence-based decisions decisions made by students after they have reviewed
sufficient information on a topic or issue, both negative and positive.
Evolution a series of changes, some gradual and some sporadic, that accounts
for the
present form and natural and designed systems.
Examine the skill of using a scientific method of observation to explore, test,
or inquire
about a theory, hypothesis, inference, or conclusion.
Explanation includes a rich scientific knowledge base, evidence of logic,
higher levels of
analysis, greater tolerance of criticism and uncertainty, and a clear
demonstration of
the relationship between logic, evidence, and current knowledge.
Experiment testing a hypothesis under controlled conditions; basic to the
total scientific
process; uses all process skills.
Explain the skill of making a theory, hypothesis, inference, or conclusion
plain and
comprehensible. It includes supporting details with an example.
Fact a thing that has actually happened or that is really true.
Framework a blueprint of curriculum content and student learning objectives
for a
specific course of study.
Field Experiences see pages 138-139.
Hypothesis - forming a generalization / question based on observations; involves
asking
questions, making inferences and predictions; must be testable/tested to
establish
credibility.
Idea a general perception, thought, or concept formed by generalization.
Indicator a specific description of an outcome in terms of observable and
assessable
behaviors. An indicator specifies what a person understands or can do. For
example, a student may demonstrate his or her understanding of problem solving
by finding a solution to a problem in biology. The correct answer is an
indicator.
Infer using logic to draw conclusions from observations; suggests
explanations, reasons,
and/or causes for events; based on judgments; and may not always be valid.
Inquiry a set of interrelated processes by which students and scientists pose
questions
about the natural world and investigate phenomena; a critical component of a
science program at all grade levels and in every domain of science; allows
students
to learn science in a way that reflects how science actually works.
Interpreting data integrated process skill; involves making predictions,
inferences,
and hypotheses from a set of data; revision of interpretations may be necessary
when additional data are obtained.
Investigations investigations provide students with the opportunities to frame
and
or in small groups or teams. They plan their work and select processes and
equipment with attention to safety and draw conclusions from their data. They
comment on the accuracy and reliability of the processes used and data
collected, and complete a report of their investigation which can be presented
in
a range of formats.
Justify to prove or show something to be right, just or reasonable; to
support, argue
for, defend, prove.
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KWL measure the knowledge acquired by students using student responses to the
following questions:
K - What do I know?
W - What more do I want to know?
L - What have I learned?
Laboratory Report a written report which may include purpose, observations
(including numeric data), calculations, analysis (including sources of error)
and
conclusions drawn from student performed activities.
It should be evaluated by a rubric.
Law an observed regularity of the natural world; a generalization that
scientists make
from research findings and can use to accurately predict what will happen in
many situations.
Manipulated variable The factor of a system being investigated that is
deliberately
changed to determine that factors relationship to the responding variable.
Mass Mass and weight are not the same. In science these words have special
meanings. Mass is a measure of the amount of matter (material) in an object
and is commonly measured in grams (g) or kilograms (kg).
Material Safety Data Sheets (MSDS) MSDS provide the information needed to
allow
the safe handling of hazardous substances used at the workplace. Schools are
required to comply with these procedures for the management of hazardous
substances. A MSDS should provide sufficient information to enable users of the
hazardous substances to handle them safely, to understand their potential
dangers and to take appropriate action in case of an emergency.
Measurement scientists generally use the International System of Measurement
(SI)
or metric system.
Measure ordering of things by magnitude, such as area, length, volume, mass;
processes to quantify observations; involves the use of instruments and the
skills
needed to use them effectively.
Model tentative schemes or structures that correspond to real objects,
concepts,
events, or classes of events and have explanatory power. Models help
scientists and engineers understand how things work.
Nature of science incorporates the historical development of science, habits
of mind
that characterize science, and methods of inquiry and problem solving.
Nature of technology encompasses the issues of design, application of science
to
real-world problems, and trade-offs or compromises that need to be considered
for technological solutions.
Non-standard measurement measuring using materials such as paper clips,
different sized scoops of rice, thumbprints, footsteps, etc.
Observe using one or more of the senses in perceiving properties or
similarities and
differences in objects and events; can be made directly with the senses or
indirectly
through the use of simple or complex instruments; influenced by the previous
experience of the observer.
Order the behavior of units of matter, objects, organisms or events in the
universe.
This can be described statistically.
Organization provide useful ways of thinking about the world. Examples include
the
Periodic Table of Elements and the classification of organisms.
Organisms any form of life.
Phenomena events or objects occurring in the natural world.
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Predict suggesting what will occur in the future; based on observations,
measurements,
and inferences about relationships between or among observed variables;
speculation of what will happen based on past experiences; accuracy of a
prediction
is affected by the accuracy of the observation; conjecture about how a
particular
system will behave, followed by observations to determine if the system did
behave
as expected within a specified range of situations.
Problem solving the ability to approach a situation in which a goal is to be
reached and
to design one or more appropriate causes of action to reach that goal.
Properties:
The basic or essential attributes shared by all members of a group.
Science the systematized knowledge of the natural world derived from
observation,
study, and investigation; also the activity of specialists to add to the body of
this
knowledge.
Scale the range of scores possible on an individual item or task. Performance
assessment items are typically scored on a 4 to 6 point scale, compared to a
scale
of 2 (right/wrong) on multiple-choice items.
Science process skills those skills that allow students to observe, classify,
measure, use time/space relationships, infer, predict, control variables,
interpret
data, formulate hypotheses, define operationally, and experiment.
Scientific Inquiry involves making observations; posing questions; examining
sources of information for facts; planning investigations; reviewing
experimental
evidence gathered by the student; using tools; proposing answers, explanations
and predictions; and communicating results.
Scientific method involves the principles and empirical processes of discovery
and
demonstration of considered characteristics of, or necessary for, scientific
investigation. Scientific method generally invo