Alignment with National Content Curriculum Standards

Investigation 1-6
Concept Connections

Synopsis:  Students identify the important concepts that need to be understood and how those concepts relate to each other, in order to answer the Essential Question: "How is this disease distributed and what hypotheses might explain that distribution?"  To do so, students learn to draw a Concept Map that depicts and explains how the concepts connect to each other.  At the conclusion of the investigation, students will have developed the epidemiologic Enduring Understanding that the Module 1 investigations were designed to achieve: "Health-related conditions and behaviors are not distributed uniformly in a population. Each has a unique descriptive epidemiology that can be discovered by identifying how it is distributed in a population in terms of person, place, and time. Descriptive epidemiology provides clues for formulating hypotheses."

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Note: Click on one of the seven fields below to move to the standards of that discipline.

Science Health Mathematics Language Arts Social Studies Technology

Unifying Concepts and Processes K-12

Conceptual and procedural schemes unify science disciplines and provide students with powerful ideas to help them understand the natural world. Because of the underlying principles embodied in this standard, the understandings and abilities described here are repeated in the other content standards.

As a result of activities in grades K - 12, all students should develop:
1: Science as Inquiry

Inquiry requires that students combine processes and scientific knowledge as they use scientific reasoning and critical thinking to develop their understanding of science. Engaging students in inquiry helps students develop an understanding of scientific concepts, an appreciation of "how we know" what we know in science, an understanding of the nature of science, the skills necessary to become independent inquirers about the natural world, and the dispositions to use the skills, abilities, and attitudes associated with science.

3: Life Science

The standards for life science describe the subject matter that focuses on the science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

6: Science in Personal and Social Perspectives

An important purpose of science education is to give students a means to understand and act on personal and social issues. The science in personal and social perspectives standards help students develop decision-making skills.

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By the end of Grade 8, students will:
1: Health Promotion and Disease Prevention

Students will comprehend concepts related to health promotion and disease prevention.

4: Influences on Health

Students will analyze the influence of culture, media, technology, and other factors on health.

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In grades 6-8, all students should:
4. Measurements

Understand measurable attributes of objects and the units, systems, and processes of measurement.

Apply appropriate techniques, tools, and formulas to determine measurements.

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Grades K - 12
11: Participating in Society

Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12: Applying Language Skills

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

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As a result of activities in grades K-12, all students should:
5: Environment and Society

Understand how human actions modify the physical environment.

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