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A L A B A M A E X T E N D E D S T A N D A R D S SCIENCE GRADES K ‐ 12 Michael Sentance, State Superintendent of Education ∙ Alabama State Department of Education September 2016
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For information regarding the Alabama Extended Standards: Science, contact: Alabama State Department of Education Special Education Services 3317 Gordon Persons Building 50 North Ripley Street Montgomery, Alabama 36104; or by mail to P.O. Box 302101 Montgomery, Alabama 36130‐2101 Telephone number (334) 242‐8114 Email address [email protected] 2016 Michael Sentance, State Superintendent of Education Alabama State Department of Education
Alabama State Department of Education, Michael Sentance, State Superintendent of Education
September 2016. The Alabama State Board of Education and the Alabama State Department of
Education do not discriminate on the basis of race, color, disability, sex, religion, national origin, or
age in its programs, activities, or employment and provide equal access to the Boy Scouts and other
designated youth groups. The following person is responsible for handling inquiries regarding the
non-discrimination policies: Title IX Coordinator, Alabama State Department of Education, P.O. Box
302101, Montgomery, AL 36130-2101, telephone (334) 242-8165.
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ALABAMA EXTENDED STANDARDS: SCIENCE
Table of Contents
PREFACE…………………………………………………………………………….…………..iv
ACKNOWLEDGEMENTS…………………………………………………………….…………v
ORGANIZATION OF THE ALABAMA EXTENDED STANDARDS……………………........1
Grade K…………………………………………………………………………….………….......3
Grade 1…………………………………………………………………………………………….4
Grade 2…………………………………………………………………………………………….7
Grade 3…………………………………………………………………………………………….9
Grade 4………………………………………………………………………………………….....12
Grade 5………………………………………………………………………………………….....14
Grade 6…………………………………………………………………………………………….16
Grade 7………………………………………………………………………………………….....18
Grade 8….........................................................................................................................................20
Grade 9…….....................................................................................................................................22
Grade 10........................................................................................................................…...............24
Grade 11…………………………………………………………………………………………...26
Grade 12...........................................................................................................................................28
APPENDIX:
A. Major Organs of the Human Body………….……………………………...….…31
B. Major Bones of the Human Body………….………………………………….…31
C. Major Muscles of the Human Body…………………………………………..…31
D. Renewable Resources…………………………………………………………....31
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PREFACE
The Alabama Extended Standards are extensions of the state academic content standards for each grade level. The
Alabama Extended Standards are based on the academic content standards found in the Alabama Course of Study.
They are designed to allow students with significant cognitive disabilities to progress toward state standards while
beginning at each student’s present level of performance. As required by law, the Alabama Extended Standards
are clearly related to the grade-level content, but are reduced in scope and complexity.
Alabama Extended Standards: SCIENCE iv DRAFT
ACKNOWLEDGEMENTS
This document was developed by the 2015 Alabama Extended Standards Task Force composed of general
education and special education elementary, middle school and high school educators, along with parents,
supervisors, and a building test coordinator. The Task Force met during July 2015 in Montgomery.
Meghan Allen, Special Education Teacher, Jefferson County Schools
Connie Bufford, Special Education Teacher, Lowndes County Schools
Elizabeth Carlton, Special Education Teacher, Mountain Brook City Schools
Starla Castle, Special Education Teacher, Jefferson County Schools
Tasha Dill, Special Education Teacher, Jefferson County Schools
Ivey M. Dorsey, Special Education Teacher, Lowndes County Schools
Jennifer Joye Fetner, Parent, Ashland, Alabama
Kelby Goodnight, Special Education Teacher, Geneva County Schools
Marsha L. Hammonds, Special Education Teacher, Clay County Schools
Lisa Heard, Special Education Coordinator, Tallapoosa County Schools
Dione James, General Education Teacher, Lowndes County Schools
Felicia Johnson, Special Education Teacher, Geneva County Schools
Lisa Kennamer, Special Education Teacher, Jefferson County Schools
Rodney Kornegay, General Education Teacher, Mountain Brook City Schools
Tammy Ledbetter, Special Education Teacher, Auburn City Schools
Amanda Lee, Special Education Teacher, Walker County Schools
So-Young Lee, Special Education Teacher, Madison County Schools
Kathryn Manley, Special Education Teacher, Jefferson County Schools
Rene' McElroy, Special Education Teacher, Mobile County Schools
Sherrilyn D. McGrew, General Education Teacher, Jefferson County Schools
Leigh Anne McPherson, Special Education Supervisor, Baldwin County Schools
Sonya Nave, General Education Teacher, Madison County Schools
Erin Pugh, Special Education Teacher, Saraland City Schools
Erin Reynolds, Special Education Teacher, Alabaster City Schools
Tony Rudolph, Instructional Assistant, Lowndes County Schools
Rebecca Lee Smith, Special Education Teacher, Clay County Schools
Ashley Stroud, Special Education Teacher, Tallapoosa County Schools
Tricia Thomas, Special Education Teacher, Jefferson County Schools
Ellen Thompson, Special Education Teacher, Mobile County Schools
Laurie Viers, Special Education Teacher, Madison City Schools
Alabama Extended Standards: SCIENCE v DRAFT
This document was edited and developed by the 2015-2016 Curriculum Guide to the Alabama Course of Study
Science Task Force composed of elementary, middle, and high school personnel, and parent members. The Task
Force began the document in December 2015.
Rachel Barton, Parent, Mountain Brook City Schools
Karen Bonds, General Education Teacher, Autauga County Schools
Nancy Bryant Caffee, 7th & 8th Grade Science Teacher, Blount County Schools
Dawn J. Ellis, Special Education Teacher, Montgomery County Schools
Lisa M. Heard, Special Education Coordinator, Tallapoosa County Schools
Kimberly Kozak, General Education Teacher, Autauga County Schools
Angie Lemmond, Special Education Teacher, Houston County Schools
Patrice Maxwell, General Education Teacher, Gadsden City Schools
Kelly J. Morton, General Education Teacher, Blount County Schools
DonReita E. Nelson, 7th Grade Science Teacher, Tuscaloosa County Schools
Bernita F. Patterson-Ryan, General Education Teacher, Montgomery County Schools
Diane Prothro, 6th Grade Science Teacher, Montgomery County Schools
Rebecca B. Smith, Special Education Teacher, Blount County Schools
ChaRissa A. Stephens, 6th Grade Science Teacher, Gadsden City Schools
Angela V. Wallace-Washington, 9th Grade Biology Teacher, Shelby County Schools
Kay A. Williams, Special Education Teacher, Blount County Schools
Sherri A. Williams, Special Education Teacher, Covington County Schools
Alabama Extended Standards: SCIENCE vi DRAFT
State Department of Education personnel who managed the development process were:
Michael Sentance, State Superintendent of Education
Crystal Richardson, Program Coordinator, Special Education Services
Alicia Hodge, Education Administrator, Special Education Services
Cynthia Mayo, Education Specialist, Special Education Services
The Alabama State Department of Education process specialists who assisted the Task Force in developing the
document were:
Cindy Augustine, Education Specialist, Special Education Services
Curtis Gage, Education Specialist, Special Education Services
Susan Goldthwaite, Education Specialist, Special Education Services
Diann Jones, Education Specialist, Special Education Services
Regina Hill-Sankey, Education Specialist, Special Education Services
Nannette Pence, Education Specialist, Student Assessment
The Alabama State Department of Education Administrative Support Assistant who assisted the Task Force in
editing the document were:
Sherry Herron, Administrative Assistant, Special Education Services
Thank you is extended to Michal Robinson, Ed.D., Alabama State Department of Education, Education
Specialist-Science and AP, Instructional Services Section, for assisting in the development of the guide, proofing
the document, and providing important editorial comments.
Alabama Extended Standards: SCIENCE vii DRAFT
ORGANIZATION OF THE ALABAMA EXTENDED STANDARDS
The Alabama Extended Standards define the academic content for students with significant cognitive disabilities
and are linked to general education grade-level standards. The extended standards are designed with content
standards and functional (real-world) objectives. The standards are numbered according to subject/course, grade
level, and extended standard content number. Example: SCI. ES. 3.1 represents Science, Extended Standard, 3rd
grade, content standard #1. (References to the Alabama College- and Career-Ready Standards and subject area
Curriculum Guide are provided.)
Science
Extended Standard
3rd Grade
Extended Standard content standard 1
SCI. ES 3.1: Identify forces that change an object's position or motion. (SCI 3.1)
Example for content standard
Example: What is the force causing the ball to move in the picture?
a) push
b) pull
Functional (real world) objective

Objective: Identify the force shown in the following images.
Example for objective
Example:
Pushing
Lifting
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Examples
Examples are illustrative, but are not exhaustive. For instance, if the example suggests the student do something
during show and tell or circle time, and the student is homebound, the skill could just as appropriately be
demonstrated in a specially designed activity in the home.
Augmentative/Alternative Devices
The Alabama Extended Standards are to be completed using the student’s communication modality (e.g., voice,
sign language, augmentative/alternative communication device). This does not mean an augmentative/alternative
device should be programmed to do the cognition for the student.
Accommodations
Please be familiar with accommodations. Accommodations are things done for students with disabilities to lessen
the impact of their disability in the teaching/learning and testing environments. It is important to ensure that
accommodations are being appropriately determined, documented, and implemented. An example of an
appropriate accommodation for a student with a visual impairment who is working toward the Alabama Extended
Standards would be using a tactile representation in place of an illustration or picture. The
augmentative/alternative devices discussed above are an appropriate accommodation for students with
communication difficulties when a verbal response is desired or needed.
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KINDERGARTEN
SCI. ES K.1: Distinguish push and pull motions. (SCI K.1)
Example: Do you push or pull a wagon?

Objective: Demonstrate push and pull in everyday environment.
Example: Opening a door by pushing or pulling (student performs the physical action).
SCI. ES K.2: Identify basic needs of living things: air, water, sun, food. (SCI K.3)
Example: Which of the following is a basic need of living things?
a) a bed

b) water
c) a chair
Objective: Sort living and non-living things.
Example: Student is given pictures of living things and non-living things. Student sorts all living
things together and all non-living things together.
SCI. ES K.3: Identify typical weather on a summer day and on a winter day in Alabama. (SCI K.9)
Example: Summer is hot and we wear shorts. Winter is cold and we wear jackets.

Objective: Identify hot, cold, sunny, and rainy.
Example: When shown a picture, the student will identify the weather type.
SCI. ES K.4: Recognize severe weather conditions and warning signals. (SCI K.10)
Example: At school a Tornado drill is signaled by three short bells.

Objective: Respond appropriately to weather drills.
Example: When the tornado siren sounds, the students go to their safe place.
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Grade 1
SCI. ES 1.1: Identify light, heat and sound. (SCI 1.1)
Example: Match the following:

Lamp/light bulb
Heat
Radio
Light
Sun/Oven
Sound
Objective: Use objects that create light, heat and sound (vibration).
Example: Students uses a lamp, hair dryer, TV, etc.
SCI. ES 1.2: Identify appropriate behavior for meeting one's needs (e.g., hunger, thirst, pain, hot, cold). (SCI
1.6)
Example: Which picture indicates hunger?
Add pictures for answers
a)

b)
c)
Objective: Model appropriate behavior to communicate one's needs.
Example: Student indicates needs using appropriate behavior (points, gestures, picture symbols, makes
verbal request, etc).
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SCI. ES 1.3: Identify similarities and differences of offspring and their parents. (SCI 1.7)
Example: Mom, dad, and I are similar because we all have brown hair.
Mom, dad, and I are different because mom has blue eyes, dad has green eyes, and I have
brown eyes.

Objective: Match offspring and their parents.
Example:
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SCI. ES 1.4: Identify parts of the solar system: sun, moon, stars, and earth. (SCI 1.9)
Example: Label each picture:
Moon
Earth

Objective: Recognize day and night.
Example: When shown a picture of day/night, the student identifies day/night.
Identify each picture:
a) day
b) night
a) day
Alabama Extended Standards: SCIENCE b) night
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Grade 2
SCI. ES 2.1: Identify states of matter as solids, liquids, and gases. (SCI 2.1)
Example: Identify each state of water:
Solid

Liquid
Gas
Objective: Identify a solid and a liquid food item.
Example: When shown a picture of a food item student identifies the object as a solid or liquid.
A hamburger represents a:
A glass of milk represents a:
a) solid
a) solid
b) liquid
b) liquid
c) gas
c) gas
SCI. ES 2.2: Recognize animals and their habitats. (SCI 2.7)
Example: When shown pictures of animals the student responds identifying their habitat.
=

Rainforest
Objective: Match an animal to its habitat.
Example:
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SCI. ES 2.3: Identify Earth events: tornado and flood. (SCI 2.8)
Example: When shown a picture of damage the student will name the possible weather related causes of the
damage.
The road collapsed because of a(n):
a) tornado
b) flood
c) earthquake

Objective: Identify a tornado.
Example: Identify which picture is a tornado.
SCI. ES 2.4: Identify variables needed to grow a plant. (SCI 2.5)
Example: Plants need _____ to grow.
a) juice

b) milk
c) water
Objective: Participate in the care of a growing plant.
Example: Ensure plant receives water and sunlight to grow.
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Grade 3
SCI. ES 3.1: Identify forces that change an object’s position or motion. (SCI 3.1)
Example: What is the force causing the ball to move in the picture?
a) push
b) pull

Objective: Demonstrate lifting, pushing and pulling, or identify an image of each.
Example: Identify the force shown in the following images.
Pushing
Lifting
Pulling
SCI. ES 3.2: Identify the life cycle of a living thing. (SCI 3.6)
Example: A caterpillar is one stage in the life cycle of the _____.
a) Frog

b) Butterfly
c) Fish
Objective: Identify one item needed to care for a living thing.
Example: Which item is needed to care for a plant?
a) sunlight
b) toys
c) pretty pot
Which item is needed to care for a pet?
a) clothes
b) food
c) toys
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SCI. ES 3.3: Identify physical traits of animals that are inherited from their parents. (SCI 3.7)
Example: Which baby bear belongs to the mother bear?
a)

b)
c)
Objective: Sort animals by trait.
Example: Select the animals that hop.
a)
b)
c)
d)
SCI. ES 3.4: Recognize plants and their habitats. (SCI 3.11)
Example: Which plant is in the correct habitat?
a) Tropical rain forest and seaweed
b) Cactus and desert
c) Four-leaf clover and ocean

Objective: Match a plant to its habitat.
Example: Select the correct habitat for each plant.
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SCI. ES 3.5: Report the weather forecast. (SCI 3.13)
Example: Based upon the graph below, what is the weather today and tomorrow?
a) cold and windy

b) sunny and hot
Objective: Identify current weather conditions.
Example: Student identifies current weather conditions by looking outside, using the computer
to locate the weather report, or watching a weather report on television.
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Grade 4
SCI. ES 4.1: Identify objects and materials that conduct electricity. (SCI 4.2)
Example: Which object conducts electricity?
a) apple

b) paper clip
c) marker
Objective: Use electrical outlet safely.
Example: What demonstrates safely using an electrical outlet?
a) Pulling the cord to unplug an appliance cord.
b) Holding the base of a plug to insert an appliance cord into an electrical outlet.
c) Using a screwdriver to unplug an appliance cord.
SCI. ES 4.2: Identify sound waves or light waves that communicate a situation. (SCI 4.7)
Example: When you hear a siren or see a strobe light it is a signal for _____.
a) class change

b) an emergency
c) time to eat
Objective: Use information from sound waves or light waves.
Example: Change class at the sound of the bell or regular light flashing.
SCI. ES 4.3: Identify 5 senses. (SCI 4.11)
Example: Which sense is used to enjoy the fragrance from a flower?
a) taste

b) smell
c) touch
Objective: Use one of the senses to gain information.
Example: Use the sense of touch to identify an object as soft or hard.
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SCI. ES 4.4: Identify effects of physical weathering on Earth's features. (SCI 4.15)
Example: This picture demonstrates the effect of _____ on the Earth's surface.
a) wind

b) water
c) ice
Objective: Identify physical effects of weathering on your home.
Example: Identify the need for new flooring, new paint, new roof, etc.
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Grade 5
SCI. ES 5.1: Identify a chemical and physical change. (SCI 5.4)
Example: The change that occurred in the picture is a:
a) physical change

b) chemical change
c) no change
Objective: Identify a physical change or chemical change as it relates to cooking.
Example: Baking a cake is a _____ change.
a) physical
b) chemical
SCI. ES 5.2: Identify the effects of gravitational force. (SCI 5.6)
Example: What happens to a ball that is thrown?
a) remains in the air

b) falls to the ground
c) travels into space
Objective: Demonstrate (predict) the effect of gravity on a falling object.
Example: When a raw eggs rolls off a table, gravity causes it to _____.
a) crack
b) stop in midair
c) bounce back up
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SCI. ES 5.3: Identify a food chain from a given habitat (3 items). (SCI 5.11)
Example: Which food chain belongs in the desert habitat?
a) krill, crab, fish
b) cactus, mouse, hawk
c) cactus, fish, grasshopper

Objective: Identify the source of a food item.
Example: Choose the correct statement:
a) Bread comes from wheat.
b) Orange juice comes from apples.
c) Popcorn comes from a tree.
SCI. ES 5.4: Identify bodies of water as having fresh water or salt water. (SCI 5.15)
Example: Lakes have _____ water.
a) salt

b) fresh
Objective: Identify uses of fresh water.
Example: Drink, wash clothes, bathe, cook, etc.
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Grade 6
SCI. ES 6.1: Identify seasonal weather conditions. (SCI 6.1)
Example: Cold, windy weather is an indication that it is _____ outside.
a) winter

b) fall
c) summer
Objective: Identify clothing based on given weather conditions.
Example: What should be worn when it is snowing outside?
a) bathing suit
b) coat
c) shorts
S. ES 6.2: Compare structures of the Earth’s surface. (SCI 6.4)
Example: Which structure on Earth's surface would be used for climbing?
a) river

b) mountain
Objective: Identify Earth’s land features (e.g., mountains, valleys).
Example:
What landform is the arrow pointing to?
a) river
b) mountain
c) valley
SCI. ES 6.3: Explore the characteristics of magnets. (SCI 6.11)
Example: Which object would be attracted by a magnet?
a)

b)
c)
Objective: Use a compass or read a compass on a map.
Example: Use a compass or compass on a map to determine the direction to the school gym.
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SCI. ES 6.4: Describe human actions that cause changes in the Earth’s surface. (SCI 6.15)
Example: Choose the action that would cause changes in the Earth’s surface:
a) digging

b) walking
c) talking
Objective: Label examples of pollution throughout the environment.
Example: Which picture shows pollution?
a)
b)
c)
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Grade 7
SCI. ES 7.1: Identify functions of organs or body tissues. (SCI 7.4)
Example: What is the function of this organ?
a) pumps blood
b) smell
c) hearing

Objective: Demonstrate awareness of body systems.
Example: A cut or scratch on the skin needs be kept _____ to avoid infection.
a) cold
b) hot
c) clean
SCI. ES 7.2: Identify how plants and animals are interdependent within an ecosystem (animal to animal,
plant to plant, or animal to plant). (SCI 7.8)
Example: A clownfish lives in a sea anemone protecting the anemone from anemone eating fish and the
stinging tentacles of the anemone protect the clownfish from predators.

Objective: Identify interdependent cycles that are helpful to humans.
Example:
Alabama Extended Standards: SCIENCE 18 DRAFT
SCI. ES 7.3: Identify environmental factors that influence growth of organisms. (SCI 7.11)
Example: Which environment allows bacteria to grow faster?
a) cold and dry

b) warm and moist
c) clean and
Objective: Identify consequences of performing or not performing specific task. (e.g., not wearing
deodorant makes you sweat and smell; eating old/out of date food makes you sick)
Example: What are the consequences of not wearing deodorant?
a) You will get hungry.
b) You will sweat and smell.
c) You will run faster.
SCI. ES 7.4: Answer questions to demonstrate knowledge of inherited traits. (SCI 7.12)
Example: Which of the following is an inherited trait?
a) Running fast
b) Dimples
c) Clothes you wear

Objective: Student identify personal traits.
Example: Eye color, hair color, height, allergy, etc.
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Grade 8
SCI. ES 8.1: Investigate the consequences and affects temperature have on substances. (SCI 8.4)
Example: What would happen if ice is left on the table?
a)

b)
c)
Objective: Identify items that need to be refrigerated.
Example: After a class trip to the grocery store students place items in the cabinet or the
refrigerator.
SCI. ES 8.2: Apply the basic concepts of Newton’s three laws of motion. (SCI 8.8- 8.10)
Example: Choose the picture of Newton’s second law of motion.
a)

b)
c)
Objective: Identify the purpose of safety equipment.
Example: Wearing a seat belt will:
a) Prevent or reduce injury from a crash.
b) Improve vision of person wearing it.
c) Make the automobile move slower.
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SCI. ES 8.3: Investigate the need for energy sources. (SCI 8.14)
Example: An air conditioner is used during the summer months to ____.
a) warm the air

b) cool the air
c) make it rain
Objective: Identify the use of energy sources.
Example: A microwave is used to _____.
a) cook food
b) wash clothes
c) cut the grass
SCI. ES 8.4: Correlate common technological devices with their purpose. (SCI 8.19)
Example: A global positional system (GPS) is used to _____.
a) locate an address

b) heat food
c) watch TV
Objective: Use common technological devices for functional activities.
Example: Use a cell phone to call home.
Alabama Extended Standards: SCIENCE 21 DRAFT
Grade 9
SCI. ES 9.1: Given a food nutritional label, identify the amount of proteins, carbohydrates, or fats are in the
item. (BIO 1)
Example: How many grams of carbohydrates are in this cookie?
a) 20
b) 26
c) 30

Objective: Use nutritional label on food to identify ingredients.
Example: Identify if food item is gluten-free.
SCI. ES 9.2: Identify the functions of carbohydrates, fats, and proteins in the body. (BIO 2)
Example: Which of the following helps build muscles?
a) carbohydrates

b) fats
c) proteins
Objective: State the effect on the body of increasing carbohydrates, fats, or proteins.
Example: What happens with an increase of fats in a daily diet?
a) weight gain
b) weight loss
c) hair growth
Alabama Extended Standards: SCIENCE 22 DRAFT
SCI. ES 9.3: Construct a simple food chain/food web. (BIO 8)
a) lion
Example:
?
b) panda
c) coyote
Sun

Bamboo
_____
Objective: Identify the food chain/food web that is in the correct order.
Example: Identify the correct food chain.
a) leaves - ants - anteater
b) bird - decayed plants - worm
c) snake - eagle - grasshopper
SCI. ES 9.4: Identify protective adaptations of animals. (BIO 14)
Example: Which protective adaptation enables the polar bear to blend in with its environment?
a) large teeth

b) white fur
c) large feet
Objective: Adapt communication for situations.
Examples: Use a communication device or picture symbols to express wants/needs.
Practice for good body language in a mock interview.
Alabama Extended Standards: SCIENCE 23 DRAFT
Grade 10
SCI. ES 10.1: Recognize the effect temperature has on volume. (PHY SCI 2)
Example: Have students place a balloon on ice to see what happens to it.

Objective: Recognize items requiring cooking before eating.
Examples: Cake, noodles, rice, meat, etc.
SCI. ES 10.2: Identify acids and bases. (PHY SCI 4)
Examples: Lemons, juice, milk, water, baking soda, etc.

Objective: Identify products that may contain acids or bases.
Example: Bleach, dish detergent, laundry detergent, shampoo, etc.
SCI. ES 10.3: Identify the outcome from appliances that convert energy. (PHY SCI 12)
Example: Which appliance converts energy to produce clean clothes?
a) stove
Objective:
b) washing machine
c) refrigerator
Show the outcome of converted energy.
Example: Use the microwave to produce popcorn for a class snack.
Alabama Extended Standards: SCIENCE 24 DRAFT
SCI. ES 10.4: Identify external forces needed to move an object. (PHY SCI 8)
What external force moved the house?
Example:
a) tornado
b) birds
c) water
Objective: Recognize the need for an external force.
Example: Which picture demonstrates the use of an external force?
a)
b)
Alabama Extended Standards: SCIENCE 25 DRAFT
Grade 11
SCI. ES 11.1: Given an illustration, identify the major organs and their function. (HAP 1)
This is the _____ and its function is to _____.
Example:
a) heart; pump blood through the body
b) stomach; digest food
c) lungs; carry oxygen to cells

Objective: Identify location of major organs.
Example: The heart is located in the _____,
a) head
b) leg
c) chest
SCI. ES 11.2: Given a diagram of the skeletal system, identify the bone and its function. (HAP 4)
Example:
This is the _____ and its function is to _____.
a) rib cage; protect organs
b) vertebrae; protect spinal cord
c) skull; protect the brain

Objective: Identify the location of bones.
Example: The femur is located in the _____.
a) leg
b) head
c) foot
Alabama Extended Standards: SCIENCE 26 DRAFT
SCI. ES 11.3: Given an illustration, identify the major muscles and their function. (HAP 5)
Example:
This is the _____ and its function is to _____.
a) bicep; lift
b) quadriceps; flex the thigh
c) oblique; rotate the trunk

Objective: Identify the location of muscles.
Example: The tricep is located in the _____.
a) leg
b) arm
c) foot
SCI. ES 11.4: Identify the body's line of defense. (HAP 12)
Example: The _____ helps the body defend against the flu.
a) skin

b) immune system
c) lungs
Objective: Identify organs that can be adversely affected under certain conditions.
Example: High blood pressure can cause damage to the _____.
a) heart
b) brain
c) stomach
Alabama Extended Standards: SCIENCE 27 DRAFT
Grade 12
SCI. ES 12.1: Identify land features. (mountain, valley, or plateau) (EA&SP SCI 9)
Example: A large flat area of raised land is a _________.
a) river

b) valley
c) plateau
Objective: Identify the land feature (mountain, valley, or plateau) pictured.
Example: Identify the landform.
a) mountain
b) valley
c) plateau
SCI. ES 12.2: Distinguish between renewable and non-renewable resources. (ENV SCI 1)
Example: Which items are classified as renewable resources?
a) gas
b) water
c) wood
d) oil
Which items are classified as non-renewable resources?
a) gas

b) water
c) wood
d) oil
Objective: Identify renewable resources and how they are used in daily life.
Example: Water - moving water produces electricity.
SCI. ES 12.3: Identify characteristics of natural disasters on the environment. (ENV SCI 4)
Example: A tornado is a funnel shaped cloud with strong _____.
a) wind

b) fire
c) rain
Objective: Identify safety procedures for natural disasters.
Example: One of the safest locations during a tornado is a _____.
a) large field
b) basement
c) vehicle
Alabama Extended Standards: SCIENCE 28 DRAFT
SCI. ES 12.4: Determine the effects humans have on the environment. (ENV SCI 6)
Example: How does littering affect the environment?
a) adds beauty

b) causes pollution
c) provides nutrients for the soil
Objective: Given a human action, determine the most likely effect on the environment.
Example: Spilling oil in a river or ocean will ___________?
a) help plants grow
b) help birds
c) kill fish
Alabama Extended Standards: SCIENCE 29 DRAFT
Appendix A
A. Major Organs of the Human Body
B. Major Bones of the Human Body
C. Major Muscles of the Human Body
D. Renewable Resources
Alabama Extended Standards: SCIENCE 30 DRAFT
A. Major Organs of the Human Body
B. Major Bones of the Human Body
Skin
Skull
Brain
Spine
Heart
Ribs
Kidneys
Clavicle/Collarbone
Liver
Sternum/Breastbone
Stomach
Humerus
Pancreas
Carpals/Wrist bones
Small Intestine
Femur
Large Intestine
Patella/Kneecap
Lungs
Tarsals/Ankle bones
Pelvis
Phalanges/Finger and toe bones
C. Major Muscles of the Human Body
D. Renewable Resources
Deltoids
Water
Pectoralis
Nonrenewable
Biceps
Wind
Triceps
Solar Energy
Abdominals (Abs)
Vegetable Oil
Obliques
Trees
Gluteus Maximus
Plants
Quadriceps
Hamstrings
Gastrocnemius (calf muscle)
Alabama Extended Standards: SCIENCE 31