Mathematics, Science and Technology

Standard 1—Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers and develop solutions.

Alternate Level - Mathematical Analysis

Key ideas -

1. Symbolic representation is used to communicate mathematically.

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Alternate Level - Scientific Inquiry

Key ideas -

1. The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers and develop solutions.

Alternate Level - Engineering Design

Key ideas -

1. Engineering design is a repetitive process involving modeling and optimization, finding the best solution within given constraints which is used to develop technological solutions to problems within given constraints.

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

 

Standard 2—Information Systems

Students will access, generate, process and transfer information using appropriate technologies.

Alternate Level - Information Systems

Key ideas -

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

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Standard 3—Mathematics

Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability and trigonometry.

Alternate Level - Number and Numeration

Key ideas -

1. Students use number sense and numeration to communicate mathematically and use numbers in the development of concrete mathematical ideas.

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Alternate Level - Operations

Key ideas -

1. Students use mathematical operations to understand mathematics.

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability and trigonometry.

Alternate Level - Measurement

Key ideas -

1. Students use measurement in real-world situations.

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students, with teacher assistance:

Alternate Level - Patterns/Functions

Key ideas -

1. Students use mathematical patterns in a real-world situation.

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Standard 4—Science

Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Alternate Level - Physical Setting

Key ideas -

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

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students with assistance:

Key ideas -

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

Performance indicators -

Students:

Sample tasks -

This is evident, for example when students:

Key ideas -

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

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Key ideas -

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

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Key ideas -

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

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Alternate Level - The Living Environment

Key ideas -

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

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Key ideas -

2. Individual organisms and species change over time.

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Key ideas -

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

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Key ideas -

4. Organisms maintain a dynamic equilibrium that sustains life.

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Key ideas -

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

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Key ideas -

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

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Standard 5--Technology

Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs.

Alternate Level - Engineering Design

Key ideas -

1. Engineering design is a repetitive process involving modeling and optimization, finding the best solution within given constraints which is used to develop technological solutions to problems within given constraints.

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Alternate Level - Tools, Resources, and Technological Processes

Key ideas -

1. Technological tools, materials and other resources should be selected on the basis of safety, cost, availability, appropriateness and environmental impact; technological processes change energy, information and material resources into more useful forms.

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs.

Alternate Level - Computer Technology

Key ideas -

1. Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Alternate Level - Technological Systems

Key ideas -

1. Technological systems are designed to achieve specific results and produce outputs, such as products, structures, services, energy or other systems.

Performance indicators -

Students:

 

This is evident, for example, when students:

Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs.

Alternate Level - Impacts of Technology

Key ideas -

1. Technology can have positive and negative impacts on individuals, society and the environment. Humans have the capability and responsibility to constrain or promote technological development.

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Alternate Level - Management of Technology

Key ideas -

1. Project management is essential to ensuring that technological endeavors are profitable and that products and systems are of high quality and built safely, on schedule and within budget.

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Standard 6--Interconnectedness: Common Themes

Students will understand the relationships and common themes that connect mathematics, science and technology and apply the themes to these and other areas of learning.

Alternate Level - Models

Key ideas -

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

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Alternate Level - Magnitude and Scale

Key ideas -

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

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students:

Students will understand the relationships and common themes that connect mathematics, science and technology and apply the themes to these and other areas of learning.

Alternate Level - Equilibrium and Stability

Key ideas -

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

Performance indicators -

Students:

Sample tasks -

This is evident, for example, when students: