KANSAS
Curricular
Standards for Science Education
Science Education
Standards
This
document is the Board-approved standards, (December 7, 1999) with recommended
changes by the writing committee (Fall, 2000).
Old language is struck through (old language); new language is in
italics (new language).
Table
of Contents
.
i
Dedication
. 1
Kansas Science Education
Standards Writing Committee 1
Introduction
.
. 1 - 4
Nature
of Science
.
4 - 6
Organization
of the Kansas Science Education Standards
.
. 6 - 8
Unifying
Concepts and Processes in the Kansas
Science Education Standards
.
.
8 - 11
Overview
of Kansas Science Education Standards
12
By
the End of Second Grade
. 13 - 17
Standard 1: Science as Inquiry
13
Standard 2: Physical Science
.. 13 - 14
Standard 3: Life Science
. 14
Standard 4: Earth and Space Science
.. 14 - 15
Standard 5: Science and Technology
.. 15 - 16
Standard 6: Science in Personal and Environmental
Perspectives
. 16
Standard 7: History and Nature of Science
. 17
Overview
of Science Standards K-4
18
By
the End of Fourth Grade
. 19 - 27
Standard 1: Science as Inquiry
19
Standard 2: Physical Science
.. 19 - 21
Standard 3: Life Science
. 21 - 22
Standard 4: Earth and Space Science
.. 22 - 23
Standard 5: Science and Technology
.. 23 - 25
Standard 6: Science in Personal and Environmental
Perspectives
. 25 - 26
Standard 7: History and Nature of Science
. 26 - 27
Overview
of Science Standards 5-8
. 28
By
the End of Eighth Grade
. 29 - 48
Standard 1: Science as Inquiry
29 - 31
Standard 2: Physical Science
.. 31 - 35
Standard 3: Life Science
. 35 - 39
Standard 4: Earth and Space Science
.. 39 - 43
Standard 5: Science and Technology
.. 43 - 45
Standard 6: Science in Personal and Environmental Perspectives
. 45 - 47
Standard 7: History and Nature of Science
. 47 - 48
Overview
of Science Standards 9-12
49
By
the End of Twelfth Grade
50 - 70
Standard 1: Science as Inquiry
50 - 52
Standard 2A: Physical Science Chemistry
52 - 54
Standard 2B: Physical Science Physics
54 - 56
Standard 3: Life Science
. 56 - 64
Standard 4: Earth and Space Science
.. 64 - 66
Standard 5: Science and Technology
.. 66 - 67
Standard 6: Science in Personal and Environmental
Perspectives
. 67 - 69
Standard 7: History and Nature of Science
. 69 - 70
Appendices
71 - 81
Appendix 1 - Glossary
72 - 75
Appendix 2 - Classical Process Skills
.
Appendix 2 - Diagram
Explanation of the Science Standards
... 76 - 77
Appendix 3 - Scientific
Thinking Processes
78
Appendix 4 - Process
Skills
79 - 80
The Kansas State Board of
Education writing committee dedicates
the Kansas Science Education Standards
to all Kansas students. Our students are the future of Kansas. With
this document, we pass on the legacy of our own teachers, who helped us to know
that as lifelong learners of science, we can live more productive, responsible,
and fulfilling lives.
Stephen Angel, Chemist,
Washburn University, Topeka, KS
Ramona Anshutz, Science Education Consultant,
Pomona, KS
Ken Bingman, Biology Teacher, Shawnee Mission USD
512, Shawnee Mission, KS
Mary Blythe, K-5 Science
Specialist, Kansas City USD 500, Kansas City, KS
Janeen Brown, Elementary Teacher, Wakeeney USD 208,
Wakeeney, KS
Steve Case, Director, Kansas
Collaborative Research Network, Lawrence, KS
Misty Gawith, Middle Level Teacher, Circle USD 375,
Towanda, KS
Letha Gillaspie, Chemistry
and Physics Teacher, Augusta USD 402, Augusta, KS
Betty Holderread, Science Education Consultant,
Newton, KS
Loren Lutes,
Superintendent, Oskaloosa USD 341,
Oskaloosa, KS and Committee Co-Chair
Naomi Nibbelink, Health Sciences Educational
Consultant, Topeka, KS
Jay Nicholson, Biology,
Chemistry, Physics Teacher, Rock Creek USD 323, Westmoreland, KS
Karen Peck, Elementary Teacher, Wichita Diocese
Schools, Wichita, KS
Linda Pierce, Elementary
Teacher, Circle USD 375, Towanda, KS
Barbara Prater, Middle School Teacher, Blue Valley
USD 229, Overland Park, KS
Linda Proehl, Assistant
Superintendent, Parsons USD 503, Parsons, KS
Greg Schell, Science Education Program Consultant,
KSDE, Topeka, KS
John Richard Schrock,
Biologist, Emporia State University, Emporia, KS
Twyla Sherman, Science Educator, Wichita State
University, Wichita, KS
Ben Starburg, Biology
Teacher, Chapman USD 473, Chapman, KS
John Staver, Science Educator, Kansas State
University, Manhattan, KS and Committee Co-Chair
David Steinmetz, Chemistry
and Physics Teacher, Arkansas City USD 470, Arkansas City, KS
Germaine Taggart, Science Educator, Fort Hays State
University, Hays, KS
Sandy Tauer, K-12 Science
and Mathematics Coordinator, Derby USD 260, Derby, KS
Patrick Wakeman,
Biology Teacher, Tonganoxie USD 464, Tonganoxie, KS
Brad Williamson, Biology
Teacher, Olathe USD 233, Olathe, KS
Carol Williamson, Pre K-12 Science Coordinator,
Olathe USD 233, Olathe, KS
The mission of science
education in Kansas is to utilize science as a vehicle to prepare all all students
as lifelong learners who can use science to make reasoned decisions, contributing
to their local, state, and international communities.
All
students, regardless of gender, creed, cultural or ethnic background, future aspirations or interest and
motivation in science, should have the opportunity to attain high levels of
scientific literacy, (Adapted
from Annenberg/CPM Math and Science Project, 1996, T-7).
The educational system must
prepare the citizens of Kansas to meet the challenges of the 21st century. The
Kansas Science Standards are intended to enhance the preparation of all
students with a focus on excellence and equity. With this in mind, the
intent for the Kansas Science Education Standards can be expressed in a single
phrase: Science standards for all students.
The phrase embodies both excellence and equity. These standards apply to all students,
regardless of age, gender, cultural or ethnic background, disabilities,
aspirations, or interest and motivation in science.
In seeking to serve all students, these standards give
students the opportunity to learn science by experiencing it. To reach the
focus on excellence and equity, this experience must include:
* highly qualified teachers,
* time on task, and
* multiple opportunities to learn, utilizing rich and varied
learning materials and environments.
Scientific inquiry is an
essential ingredient to enhance learning for all students. These standards
include a combination of discrete and process skills which are intended to
result in increased student knowledge as well as higher order thinking skills.
Additionally, it is hoped that these standards lead to a higher student
motivation for science and the development of new knowledge.
These standards rest on the premise that science is an
active process. Science is something that students and adults do, not something
that is done to them. Therefore, these standards are not meant to encourage a
single teaching methodology but instead should elicit a variety of effective
approaches to learning science.
The Kansas Science Education Standards:
* Provide criteria that
Kansas educators and stakeholders can use to
further scientific literacy.
* Offer a structure that can ultimately lead to improved science
education.
* Advocate that science education must be developmentally
appropriate and
reflect a systemic, progressive approach throughout the
elementary,
middle, and high school years.
By emphasizing both excellence and equity, these standards also
highlight the need to give students the opportunity to experience science to
learn science. Students can achieve
high levels of performance with:
·
access to skilled
professional teachers;
·
adequate classroom time;
·
a rich array of learning
material;
·
accommodating work spaces;
and
·
the resources of the
communities surrounding their schools.
Responsibility for providing this support
falls on all those involved with the system of education in Kansas.
Inquiry is central to science learning. These standards call for more than science
as a process, in which students learn discrete skills such as observing,
inferring, and experimenting. When engaging in inquiry, students describe
objects and events, ask questions, construct explanations, test those
explanations against current scientific knowledge, and communicate their ideas
to others. They identify their
assumptions, use critical and logical thinking, and consider alternative
explanations. In this way, students
actively develop their understanding of science by combining scientific
knowledge with reasoning and thinking skills. They also experience first-hand the thrill and excitement of
science. As a result of such
experiences, students will be empowered to add to the growing body of
scientific knowledge.
The importance of inquiry does not imply that all teachers should pursue
a single approach to teaching science.
Just as inquiry has many different facets, so do teachers need to use
many different strategies to develop the understandings and abilities described
here. These standards rest on the
premise that science is an active process.
Science is something that students and adults do, not something that is
done to them.
The Kansas Science Education
Standards:
·
Provide criteria Kansas
educators and stakeholders can use to judge whether particular actions will
serve the vision of a scientifically literate society.
·
Bring coordination,
consistency, and coherence to the improvement of science education.
·
Advocate that science
education must be developmentally appropriate and reflect a systemic,
progressive approach throughout the elementary, middle, and high school years.
These standards should not be viewed as a state
curriculum nor as requiring a specific local curriculum. Instead, these
standards are recommended as a framework for science education for all students
in Kansas to assist local districts in developing local curriculum
expectations. . A curriculum is the way content is organized
and presented in the classroom. The
content embodied in these standards can be organized and presented with many
different emphases and perspectives in many different curricula.
These standards, benchmarks,
indicators, and examples are designed to assist Kansas educators in selecting
and developing local curricula, carrying out instruction, and assessing students'
progress. Also, they will serve as the foundation for the development of state
assessments in science. Finally, these standards, benchmarks, indicators, and
examples represent high, yet reasonable, expectations for all students.
Students may need further
support in and beyond the regular classroom to attain these expectations.
Teachers, school administrators, parents, and other community members should be
provided with the professional development and leadership resources necessary
to enable them to help all students work toward meeting or exceeding these
expectations.
The original Kansas
Curricular Standards for Science were drafted in 1992, approved by the Kansas
State Board of Education in 1993, and updated in 1995. Although all of this
work occurred prior to the release of the National Science Education Standards
in 1996, the original Kansas standards reflect early work on the national
standards. At the August, 1997 meeting of the Kansas State Board of Education,
the Board directed that revised academic standards should do the following:
that academic standards committees
composed of stakeholders from throughout Kansas should be convened in each
curriculum area defined by Kansas law (reading, writing, mathematics, science,
and social studies).
The science committee was charged to:
1. Bring greater clarity and
specificity to what teachers should teach and students should learn at the
various grade levels.
2. Build on current state
curricular standards.
3. Prioritize the standards to
be assessed by the state assessments.
4. Provide guidance on
assessment methodologies.
Carrying out this charge, the writing committee
built upon and benefited from a great deal of prior work done on a national
level. Two principal expressions of a unified vision and content for science
education exist. One is the National
Science Education Standards published
by the National Research Council; the second is Benchmarks for Science Literacy
from Project 2061 of the American Association for the Advancement of
Science. According to representatives
of both groups, the vision and content overlap by at least 80%. These standards
embrace the vision and content of the National Science Education Standards
(National Research Council, 1996) and Benchmarks for Science Literacy (Project
2061 AAAS, 1993). Therefore, the Kansas
Science Education Standards are founded not only on the research base but also
on the work of over 18,000 scientists, science educators, teachers, school administrators
and parents across the country that produced national standards as well as the
school district teams and thousands of individuals who contributed to the
benchmarks. Thus, the Kansas Science Education Standards are consistent with
both expressions of a unified vision for science education. Moreover the National Science Teachers
Association recently published elementary, middle, and high school editions of
Pathways to the Science Standards. The
pathways documents provide a framework for aligning the Kansas Science
Education Standards with national standards.
All of the above mentioned documents contain many resources and teaching
applications for further development of the ideas presented in the Kansas Science
Education Standards. Permission to use
specific segments of text in the Kansas Science Education Standards has been
requested from the National Research Council, the American Association for the
Advancement of Science, the National Science Teachers Association, and other
sources of text and diagrams.
Nature of Science
Science is the human
activity of seeking logical natural
explanations for what we observe in the world around us. Science does so
through the use of observation, experimentation, and logical argument while
maintaining strict empirical standards and healthy skepticism. Scientific
explanations are built on observations, hypotheses, and theories. A hypothesis
is a testable statement about the natural world that can be used to build more
complex inferences and explanations. A theory is a well-substantiated
explanation of some aspect of the natural world that can incorporate
observations, inferences, and tested hypotheses.
* They must be logical.
* They must
be consistent with experimental and/or observational data.
* They must be testable by scientists through additional
experimentation and/or observation.
* They must follow strict rules that govern the repeatability of
observations and experiments.
Scientific explanations must
meet certain criteria. Scientific explanations are consistent with
experimental and/or observational data and testable by scientists through
additional experimentation and/or observation. Scientific explanation must meet
criteria that govern the repeatability of observations and experiments. The effect of these criteria is to insure
that scientific explanations about the world are open to criticism and that
they will be modified or abandoned in favor of new explanations if empirical
evidence so warrants. Because all scientific explanations depend on
observational and experimental confirmation, all scientific knowledge is, in
principle, subject to change as new evidence becomes available. The core
theories of science have been subjected to a wide variety of confirmations and
have a high degree of reliability within the limits to which they have been
tested. In areas where data or understanding are incomplete, new data may lead
to changes in current theories or resolve current conflicts. In situations
where information is still fragmentary, it is normal for scientific ideas to be
incomplete, but this is also where the opportunity for making advances may be
greatest. Science has flourished in different regions during different time
periods, and in history, diverse cultures have contributed scientific knowledge
and technological inventions. Changes in scientific knowledge usually occur as
gradual modifications, but the scientific enterprise also experiences periods
of rapid advancement. The daily work of science and technology results in
incremental advances in our understanding of the world about us.
Science studies natural
phenomena by formulating explanations that can be tested against the natural
world. Some scientific concepts and theories (e.g. blood transfusion, human
sexuality, nervous system role in consciousness, cosmological and biological
evolution, etc.) may conflict with a students religious or cultural beliefs.
The goal is to enhance understanding, and a science teacher has a
responsibility to enhance students understanding of scientific concepts and
theories. Compelling student belief is inconsistent with the goal of education.
Nothing in science or in any other field of knowledge should be taught
dogmatically.
A teacher is an important role model for demonstrating
respect and civility, and teachers should not ridicule, belittle or embarrass a
student for expressing an alternative view or belief. Teachers model and expect
students to practice sensitivity and respect for the various understandings, capabilities,
and beliefs of all students. No evidence or analysis of evidence that
contradicts a current science theory should be censored.
A teacher is an important role model for demonstrating
respect, sensitivity, and civility.
Teachers should not ridicule, belittle or embarrass a student for
expressing an alternative view or belief.
In doing this, teachers display and demand tolerance and respect for the
diverse ideas, skills, and experiences of all students. If a student should raise a question in a
natural science class that the teacher determines to be outside the domain of
science, the teacher should treat the question with respect. The teacher should explain why the question
is outside the domain of natural science and encourage the student to discuss
the question further with his or her family and other appropriate sources.
Science studies natural phenomena by formulating
explanations that can be tested against the natural world. Some scientific concepts and theories (e.g.,
blood transfusion, human sexuality, nervous system role in consciousness,
cosmological and biological evolution, etc.) may differ from the teachings of a
students religious community or their cultural beliefs. Compelling student
belief is inconsistent with the goal of education. Nothing in science or in any other field of knowledge shall be
taught dogmatically.
The central nature of
inquiry in learning science reflects substantive changes - steps forward - from
the previous Kansas Curricular Standards for Science, last updated in
1995. The Kansas Science Education Standards envision change throughout the
system of Kansas education. These
standards reflect the following changes in emphases, as shown in the chart
below:
Changing
Emphases in the Nature of Science Content
and Changing Emphases to
Promote Inquiry
Emphasize Less Emphasize More
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Less Emphasis On
·
Knowing only scientific
facts and information. ·
Covering many science
topics. ·
Implementing inquiry as a
set of isolated processes. ·
Activities that
demonstrate a known science concept. ·
Investigations confined to
one class period. ·
Emphasis on individual
process skills such as observation or inference taken out of context. ·
Getting an answer. ·
Individuals and groups of
students analyzing and synthesizing data without defending a conclusion. ·
Teachers providing answers
to questions about science content. |
More Emphasis On
·
Understanding scientific
concepts and developing abilities of inquiry. ·
Studying a few fundamental
science concepts. ·
Implementing inquiry as
instructional strategies, abilities, learning ideas, and integrated
processes. ·
Activities that generate,
investigate, and analyze science questions. ·
·
Investigations over
extended periods of time. ·
Using multiple process
skills such as manipulation, cognitive, and procedural skills in the context
of inquiry. ·
Using evidence and
strategies for developing or revising an explanation. ·
Groups of students often
analyzing and synthesizing data and defending conclusions. ·
Students building and
communicating scientific explanations. |
To help readers grasp the extent of changing emphases presented in the
chart immediately above, the writing committee has included two sections from
the prior Kansas standards in the appendices.
Readers can find the classical science process skills defined in
Appendix 4 and the Diagram Explanation for the Science Standards in Appendix 2. Regarding science process
skills, these standards call for substantive change, for a decrease in emphasis
on implementing inquiry as a set of isolated process skills, with a
simultaneous increase in emphasis on implementing inquiry as
instructional strategies, ideas, and abilities to be learned. Close examination
of the chart above reveals that science processes remain important, as they
should. But, in these standards, students acquire proficiency in science
processes within the context of learning to do scientific inquiry. This
requires students to develop their abilities to think scientifically. To
encourage a uniform understanding of what this means, the writing committee has
also included a diagram on the Scientific Thinking Processes in Appendix 3.
Organization
of the Kansas Science Education Standards
Each standard in the main body of the document contains a series of benchmarks, which describe what students should know and be able to do at the end of a certain point in their education (e.g., grade 2, 4, 8, 10). Each benchmark contains a series of indicators, which identify what it means for students to meet a benchmark. Indicators are frequently followed by examples, which are specific, concrete ideas or illustrations of what is intended by the indicator.
Standards
There are seven standards
for science. These standards are general statements of what students should
know, understand, and be able to do in the natural sciences over the course of
their K-12 education. The seven standards are interwoven ideas, not separate
entities; thus, they should be taught as interwoven ideas, not as separate
entities. These standards are clustered for grade levels K-2, 3-4, 5-8, and
9-12.
1. Science
as Inquiry
2. Physical
Science
3. Life
Science
4. Earth
and Space Science
5. Science
and Technology
6. Science
in Personal and Environmental Perspectives
7. History
and Nature of Science
· Science as Inquiry
Inquiry is central to
science learning and to the science process.
When engaging in inquiry, students describe objects and events, ask
questions, construct explanations, test those explanations against current
scientific knowledge, and communicate their ideas to others. They identify
assumptions, use critical and logical thinking, identify faulty reasoning and
consider alternative explanations. In this way, students actively develop an
understanding of science by combining scientific knowledge with reasoning and
thinking skills. As a result of such experiences, students will be empowered to
add to the growing body of scientific knowledge. Historically, many innovations
in science require that the currently popular theories be challenged and then
changed. Therefore, the skills learned in inquiry should not be limited to the
experiments that the students do in the classroom. In addition, students will learn to identify the assumptions that
underlie the hypotheses, theories and laws taught to them in the classroom.
· Physical Science
Physical
science encompasses the traditional disciplines of physics and chemistry.
Students should develop an understanding of physical science including:
properties, changes of properties of matter, motion and force, velocity,
structure of atoms, chemical reactions, and the interaction of energy and
matter and their applications in the other sciences such as biology, medicine
and earth science.
· Life Science
Students
will develop an understanding of biological concepts. Students should learn:
the characteristics of life, the needs of living organisms, their life cycles,
their habitats, the molecular basis of heredity, and reproduction. They should
also learn how organisms interact with their environment, energy transfer from
the sun and through the environmental system, the chemical basis for life and
behavior of organisms. Students should be able to apply process skills to
explore and demonstrate an understanding of the structure and function in
living systems, heredity, regulation and behavior, and ecosystems. Life Science
is interactive with Physical Science, Earth and Space Science and Science In
Personal and Environmental Perspectives.
Students should be able to demonstrate an understanding of the
interrelationship among these standards.
· Earth and Space Science
While
Earth and Space Science encompasses the traditional disciplines of geology and
astronomy and the basic subject matter of these disciplines will be taught, it
also includes interactive elements with the Life Sciences, the Physical
Sciences, Technology and the environment. Students will develop an
understanding of the Earth system, the solar system and the cosmos.
· Technology
Technology encompasses the advances made by man to improve his
condition and to develop the tools the needs to accomplish his goals.
· Science In Personal and Environmental Perspectives
Students should develop an appreciation and understanding of
personal and community health, natural resources, natural and human-induced
hazards and improvements, and technological implications in quality of life.
All students should be able to research and assess prevailing environmental and
personal health issues and develop a rational understanding of mans
relationship to the environment.
· History and Nature of Science
Understanding the history, nature of science and limitations of
science is fundamental to scientific learning. Students will learn to
distinguish between science and other forms of knowledge or beliefs such as
philosophy and religion. Science uses observation, experimentation, induction
and deduction, and experimental, observational and statistical verification
strategies in formulating and testing the validity of explanations for the
behavior of the world around us. These explanations ought to be testable,
repeatable, falsifiable, open to criticism and not based upon authority. It is
also important that students learn to distinguish between scientific
information (data), scientific explanations (hypotheses, theories, laws,
principles, etc.) and the scientific method (the process of arriving at and
verifying scientific explanations). Students should learn the applications and
limits of science and the inductive and deductive reasoning processes that
underlie science.
These are specific
statements of what students should know and be able to do at a specified point
in their schooling. Benchmarks are used to measure students progress toward
meeting a standard. In these standards, benchmarks are defined for grades 2, 4,
8, and 10.
These are statements of the
knowledge or skills which students demonstrate in order to meet a benchmark.
Indicators are critical to understanding the standards and benchmarks and are
to be met by all students. The indicators listed under each benchmark are not
listed in priority order, nor should the list be considered as all-inclusive.
Moreover, the list of examples under each indicator should be considered as
representative but not as comprehensive or all-inclusive.
Examples
Two kinds of examples are
presented. An instructional example offers an activity or a specific concrete
instance of an idea of what is called for by an indicator. A clarifying example
provides an illustration of the meaning or intent of an indicator. Like the
indicators themselves, examples are considered to be representative but not
comprehensive or all-inclusive.
Keying the Standards to the
Kansas Science Assessment
Readers should notice that
selected indicators beneath standards have a box containing a number
immediately to the left of the number of the indicator. The presence of such an internally numbered
box beside an indicator means that the indicator has been designated for
emphasis on the new Kansas
Science Assessment, which
will be developed to assess these standards. Thus, a box with the number
"4" inside represents an indicator to be emphasized on the Grade 4
Kansas Science Assessment. Similarly, boxes with the numbers "7" or
"10" inside represent indicators to be emphasized on the Grade 7 and
Grade 10 Kansas Science
Assessments, respectively. None of the indicators designated by a boxed-10 will
assume competency through the second semester of grade 10. Finally, readers
should know that the number represents the first first point at which a
particular indicator will be assessed. The same indicator may also be included
on later assessments.
Unifying
Concepts and Processes in the Kansas
Science Education Standards
Science is traditionally a
discipline-centered activity; however, broad, unifying concepts and processes
exist which cut across the traditional disciplines of science. Four Five such concepts and processes, which
are named and described below, have been embedded within and across the seven
standards. These broad unifying concepts and processes complement the analytic,
more discipline-based perspectives presented in the other content standards.
Moreover, they provide students with productive and insightful ways of thinking
about integrating a range of basic ideas that explain the world about us,
including what occurs naturally as well as what is built by humans through
science and technology. The embedded unifying concepts and processes named and
described below are a subset of the many unifying ideas in science and
technology. These were selected from the National Science Education Standards
because they provide connections between and among traditional scientific
disciplines, are fundamental and comprehensive, are understandable and usable
by people who will implement science programs, and can be expressed and
experienced in a developmentally appropriate manner during K-12 science
education.
Systems, Order, and Organization: The world about us is complex; it is too enormous and complex to
investigate and understand as a whole. For the convenience of investigation,
scientist and students define small portions for study. These small portions
can be systems. A system can be described as
an organized group of related objects or parts that
form the whole. Systems are described and organized into open, closed, or
isolated processes. Systems can consist
of organisms, machines, fundamental particles, galaxies, ideas, numbers,
transportation, and education. Systems have resources, components, and
boundaries. Systems have flow (input and output) and provide feedback. Order is
described as behavior traits of matter, objects, organisms, or events in the
universe. Order can be described statistically. Probability is the prediction and certainty that scientists and
students can assign the determined events or experiments in a defined time and
space. Types and levels of
organizations categorize thought about the world that can be useful. Types of
organization include the periodic table of elements and classification of
organisms. Physical systems are described at different levels of organization,
such as fundamental particle, atoms, and molecules. Living systems also have different levels of organization.
Examples of living systems levels of organization include cells, tissue,
organs, organisms, populations, and communities.
Evidence, Models, and Explanation: Evidence consists of observations and empirical data which
investigators may utilize and evaluate to make scientific conclusions. Models
are schemes and structures that correspond to objects and events and enable an
investigator to explain and predict. Models also help investigators understand
how things work. Examples of models are physical objects, plans, mental
constructs, mathematical equations, and computer-based simulations. Scientific
explanations are made based on scientific knowledge and new evidence obtained
through observations and experiments. "Hypothesis, " "how,
" "model, " "principle, " "theory, " and
"paradigm" are used to describe scientific explanations.
Constancy, Change, and Measurement: Change is the process of becoming different. Change might occur
in properties of materials, positions of objects, motion, and system form and
function. Change in some properties of objects and processes is characterized
by constancy (electron charge, speed
of light, etc.) Constancy
refers to rate, scale, and patterns of change.
Equilibrium refers to the
off-setting forces and changes that occur in opposite directions. Interacting
units of matter tend toward equilibrium states in which the energy is as
randomly and uniformly distributed as possible. Homeostasis, balance, and
steady state are descriptors of equilibrium. Changes can be quantified and
measured. Evidence of change and formulation of explanations may be made based
on qualified data. Different scales or measurement systems are utilized for various
purposes. The metric system is commonly used in science. Science relies on
mathematics to accurately measure change and equilibrium. Important scientific
knowledge is to know and understand when to use various measurement systems.
Form and Function: Form and function refer to complementary aspects of objects,
systems, or organisms. Form most generally relates to the use, function, or
operation of an object, system, or organism. Form and function can explain each
other.
Systems,
Order, and Organization: The world about us is complex; it is too large and complicated to
investigate and comprehend all at once.
Scientists and students learn to define small portions for the convenience
of investigations. The units of
investigation can be referred to as systems, where a system is an organized
group of related objects or components that form a whole. Systems are categorized as open, closed, or
isolated, and can consist of organisms, machines, fundamental particles, galaxies,
ideas, numbers, transportation and education.
Systems have boundaries, components, resources, flow (input and output),
and feedback. Order - the behavior of
units of matter, objects, organisms, or events in the universe - can be
described statistically. Probability is
the relative certainty (or uncertainty) that individuals can assign to selected
events happening (or not happening) in a specified space or time. In science, reduction of uncertainty occurs
through such processes as the development of knowledge about factors
influencing objects, organisms, systems, or events; better and more
observations; and better explanatory models.
Types and levels of organization provide useful ways of thinking about
the world. Types of organization
include the periodic table of elements and the classification of
organisms. Physical systems can be
described at different levels of organization - such as fundamental particles,
atoms, and molecules. Living systems
also have different levels of organization - for example, cells, tissues,
organs, organisms, populations, and communities.
Evidence,
Models, and Explanation: Evidence consists of observations and empirical data on which to
base scientific explanations. Using
evidence to understand interactions allows individuals to predict changes in
naturally occurring systems and systems built by humans. Models are tentative schemes or structures
that correspond to real objects, events, or classes of events, and have
explanatory and predictive power.
Models help scientists and engineers understand how things work. Models take many forms, including physical
objects, plans, mental constructs, mathematical equations, and computer
simulations. Scientific explanations
incorporate existing scientific knowledge and new evidence from observations,
experiments, or models into internally consistent, logical statements. Different terms, such as hypothesis,
model, law, principle, theory, and paradigm are used to describe
various types of scientific explanations.
Constancy,
Change, and Measurement: Although most things are in the process of becoming different -
changing - some properties of objects and processes are characterized by
constancy (e.g., speed of light, charge of an electron, total mass plus energy
in the universe). Changes might occur,
for example, in properties of materials, position of objects, motion, and form
and function of systems. Interactions
within and among systems result in change.
Changes vary in rate, scale, and pattern, including trends and
cycles.
Equilibrium is a physical state in which forces and changes
occur in opposite and off-setting directions.
For example, opposite forces are of the same magnitude, or off-setting
changes occur at equal rates. Steady
state, balance, and homeostasis also describe equilibrium states. Interacting units of matter tend toward
equilibrium states in which the energy is distributed as randomly and uniformly
as possible. Changes in systems can be quantified, and evidence for interactions and
subsequent change and the formulation of scientific explanations are often
clarified through quantitative distinctions - measurement. All measurements are approximations, and the
accuracy and precision of measurement depend on equipment, technology, and
technique used during observations.
Mathematics is essential for accurately measuring change. Different systems of measurement are used
for different purposes. Scientists
usually use the metric system. An important part of measurement is knowing when
to use which system. For example a
meteorologist might use degrees Fahrenheit when reporting the weather to the
public, but in writing scientific reports, the meteorologist would use degrees
Celsius.
Patterns of
Cumulative Change: Accumulated changes through time, some gradual and some
sporadic, account for the present form and function of objects, organisms, and
natural systems. The general idea is
that the present arises from materials and forms of the past. An example of cumulative change is the
biological theory of evolution, which explains the process of descent with
modification of organisms from common ancestors. Additional examples are continental drift, which is part of plate
tectonic theory, fossilization, and erosion.
Patterns of cumulative change also help to describe the current structure
of the universe.
Form and
Function: Form and function are complementary aspects of objects,
organisms, and systems. The form or
shape of an object or system is frequently related to use, operation, or
function. Function frequently relies on
form. Understanding of form and
function applies to different levels of organization. Form and function can explain each other.
On the following page, a K-12 overview of science content is presented within the seven standards. At the beginning of the 4th (p. 17), 8th (p. 28), and 12th (p. 54) grade standards, the overview of science content for that section within the seven standards is connected to the unifying concepts and processes.
By The End Of SECOND GRADE
As a result of the activities in grades K-2, all students will experience science as full inquiry. Experiences in grades K-2 will allow all students to develop an understanding of inquiry. In the elementary grades, students begin to develop the physical and intellectual abilities of scientific inquiry.
Benchmark 1: All students will be involved in activities that develop
skills necessary to do conduct scientific inquiries. These activities involve asking a simple question,
completing an investigation, answering the question, and presenting the results
to others. However Not every
activity will involve all of these stages nor must any particular sequence of
these stages be followed.
Indicators: The students
will:
4 1. Identify
characteristics of objects.
Example: States characteristics of leaves, shells, water, and air.
4 2. Classify and arrange
groups of objects by a variety of characteristics.
Example: Group seeds by color, texture, size; group
objects by whether they
float or sink; group rocks by texture, color,
and hardness.
4 3. Use appropriate materials and tools to collect information.
Example: Use magnifiers, balances, scales, thermometers, measuring cups,
and
spoons when
engaged in investigations.
4. Ask
and answer questions about objects, organisms, and events in their environment.
Example: The student may ask, "What must I do to balance a pencil,
ruler, or
piece of
paper on my finger?" Observe and ask questions about a variety
of leaves or rocks objects and discuss how they are alike and different.
5. Describe
an observation orally or pictorially.
Example: Draw pictures of plant
growth on a daily basis; note color, number of leaves.
STANDARD 2: PHYSICAL SCIENCE
As a result of the
activities Experiences in grades K-2, all students will
allow all students the opportunity to explore the world by observing and
manipulating common objects and materials in their environment.
Benchmark 1: All students
will develop skills to describe objects.
All
students will have opportunities to compare, describe, and sort objects.
Indicators: The students will:
4 1. Observe properties and
measure those properties using age-appropriate
tools and materials.
Example: Compare and contrast size, weight, shape, color, and
temperature of
objects.
4 2. Describe objects by
the materials from which they are made.
Example: Compare and contrast objects made from wood,
metal, and cloth.
4 3. Separate or sort a group of objects or materials by characteristics
properties.
Example: Compare and contrast sort objects by the shape, size, weight, and color of
objects.
4 4. Compare and contrast solids and liquids.
Example: Compare and contrast the properties of water with the
properties of
wood
ice.
As a result of the
activities in for Experiences in grades K-2, will allow
all students will begin to develop an
understanding of biological concepts.
Benchmark 1: All students will develop an understanding of the characteristics of living things.
Through
direct experiences, students will observe living things, their life cycles, and
their habitats.
Indicators: The students
will:
4 1. Discuss that living things need air, water, and food.
Example: What children need...what plants need...what animals
need.
2. Observe
life cycles of different living things.
Example: Observe butterflies, mealworms, plants, and humans.
3.
Observe living things in
various environments.
Example: Observe classroom plants; take nature walks and field trips in your own area; and
various field trips; observe terrariums and aquariums.
4 4. Examine the characteristics
structures of living things.
Example: Butterflies have wings. Plants have leaves and roots.
People
have skin and hair.
STANDARD 4: EARTH AND SPACE
SCIENCE
As a result of the
activities in for Experiences in grades K-2, will allow all students will observe closely the objects and materials in their
environment.
Benchmark 1: All students
will describe properties of earth materials.
Earth
materials may include rock, soil, air, and water.
Indicators: The students
will:
4 1. Group Observe,
compare and sort earth materials.
Example: Describe and compare soils by color and texture; sort
pebbles and
rocks by size, shape, and color.
4 2. Describe where earth materials are found.
Example: Observe earth materials around the playground, on a field
trip, or
in their own yard.
Benchmark 2: All students will observe and compare objects in the sky.
The sun, moon, stars,
clouds, birds, and other objects such as airplanes have properties that can be
observed and compared.
Indicators: The students
will:
1. Distinguish
between man human-made and
natural objects in the sky.
Example: Compare birds to airplanes.
2. Recognize
sun, moon, and stars.
Example: Observe day and night sky regularly.
4 3. Describe that the sun provides light and warmth.
Example: Feel heat from the sun on the face and skin. Observe
shadows.
Benchmark 3: All students will describe changes in
weather.
Weather includes snow, rain, sleet, wind, and violent storms.
Indicators: The students
will:
1. Observe
changes in the weather from day to day.
Example: Draw pictures.
2. Record
weather changes daily.
Example: Use weather charts, calendars, and logs to record daily
weather.
3. Discuss
weather safety procedures.
Example: Practice tornado drill procedures; talk about the dangers
of
lightning and flooding.
STANDARD 5: SCIENCE AND TECHNOLOGY
As a result of the
activities in for Experiences in grades K-2, will allow all students will to have a variety of educational experiences that
involve science and technology.
Benchmark 1: All students will use technology to learn about the world around them.
Students
will use software and other technological resources to discover the world
around them.
Indicators: The students
will:
1. Explore
the way things work.
Example: Observe the inner workings of non-working toys, clocks,
telephones,
toasters, music boxes.
4 2. Experience science
through technology.
Example: Use science software programs, balances, thermometers,
hand lenses,
and bug viewers.
3.
Experience science through technology in the kitchen.
Example: Explore simple machines, i.e., wedge, lever, and wheel,
and their combinations, ramp, screw, pulley, roller, and axle from common kitchen items, such as sausage grinder and
rolling pins. Identify the simple emachines and discover the way they make
tasks easier to perform.
Example: try to find how many machines are built into a kitchen
device like
a hand powered egg beater - a crank or lever.
STANDARD 6: SCIENCE IN
PERSONAL AND ENVIRONMENTAL PERSPECTIVES
As a result of the
activities in for Experiences in grades K-2, will allow all students to will have a variety of experiences that
provide initial understandings for various science-related personal and
environmental challenges.
This standard should be integrated with physical science, life science, and earth and space science standards.
Benchmark 1: All students
will demonstrate responsibility for their own health.
Health
encompasses safety, personal hygiene, exercise, and nutrition.
Indicators: The students
will:
1. Engage
in personal care.
Example: Practice washing hands and brushing teeth. Discuss appropriate types of clothing to wear. Discuss personal hygiene.
2. Discuss
healthy foods.
Example: Cut out pictures of foods and sort into healthy and not
healthy groups.
3. Discuss
that safety and security are basic human needs.
Example: Discuss the need to obey traffic signals, the use of
crosswalks, and the danger of talking to strangers.
STANDARD 7: HISTORY AND
NATURE OF SCIENCE
As a result of the
activities in for Experiences in grades K-2, will allow
all students will to
experience scientific inquiry and learn about people from history.
This standard should be
integrated with physical science, life science, and earth and space science
standards.
Benchmark 1: All students will know they practice science.
Indicators: The students
will:
4 1. Be involved in
explorations that make them wonder and know that they are practicing
science.
Example: Observe what happens when you place a banana or an orange
(with and
without the skin) or a crayon in water. Observe what happens when you hold an M&M, a chocolate chip, or a raisin in your hand. Note the changes. Observe what happens when you rub your hands together very fast.
2. Use
technology to learn about people in science.
Example: Read short stories, and view films or videos. Invite
parents who are involved in science as guest speakers.
By The End Of
FOURTH GRADE
Unifying Concepts & Processes*
|
|
Systems, Order & Organization |
Evidence, Models & Explanations |
Change, Constancy, & Measurement |
Patterns of Cumulative Change |
Form & Function |
SCIENCE AS INQUIRY
·
Abilities necessary to
do scientific inquiry; understanding about and participating in scientific |
|
X |
X |
|
|
PHYSICAL SCIENCE
·
·
·
Electricity and
magnetism ·
Sound |
X |
|
X X X X |
|
X X X |
LIFE SCIENCE
·
Life cycles of |
X X |
|
X X |
|
X X |
|
EARTH AND SPACE SCIENCE ·
Properties of
earths materials ·
·
|
X |
|
X X X |
X
X |
X X |
TECHNOLOGY
·
Problem solving skills ·
Apply understandings
of science and technology ·
Abilities to
distinguish between natural and human-made objects |
X |
X X |
X X X |
|
X X X |
|
SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES ·
Personal Health ·
Changes in
surroundings |
X X |
|
X X |
|
X |
|
HISTORY & NATURE OF SCIENCE ·
People practice
science |
|
X |
|
|
|
* - See pages 8-9
By The End Of
FOURTH GRADE
STANDARD 1: SCIENCE AS
INQUIRY
As a result of the
activities Experiences in grades 3-4, will allow all students will to experience science as full inquiry. Full
inquiry involves asking a simple question, completing an investigation,
answering the question, and presenting sharing the results to with
others.
Benchmark 1: All students will develop the skills necessary to do full
inquiry. Inquiry involves asking a simple question,
completing an investigation, answering the question, and sharing the results
with others. However, not
Not every activity will involve all
of these stages nor must any particular sequences of these stages be followed. Students
can design investigations to try things to see what happens
Indicators: The students
will:
4 1. Ask questions that they can answer by investigating.
Example: Will oil and water mix? Will the size of the
opening on a container change the rate of evaporation of liquids? How much water will a sponge hold?
4 2. Plan and do conduct
a simple experiment.
Example: Design a test of the wet strength of paper towels;
experiment with
plant growth; experiment to find ways to prevent soil erosion.
4 3. Employ appropriate
equipment and tools to gather data.
Example: Use a balance to find the mass of the wet paper towel; use meter sticks to measure length of
the room the flight distance of a
paper air plane; our height, arm span. use the same size containers to compare evaporation rates of different
liquids.
4 4. Begin developing the abilities to communicate, critique,
analyze
their own investigations, and interpret the work of other students.
Example: Describe investigations with pictures, written language,
oral presentations.
As a result of the
activities Experiences in grades 3-4, will allow all students
will increase their understanding of the properties of objects and materials
that they encounter on a daily basis. Students
to will compare, describe, and
sort these materials by observable
properties. as they begin to form explanations of the world.
Benchmark 1: All students
will develop skills to describe objects.
Through observation,
manipulation, and classification of common objects, children reflect on the
similarities and differences of the objects.
Indicators: The students
will:
4 1. Observe properties
and measure those properties using appropriate tools.
Example: Observe and record the size, weight, shape, color, and
temperature of objects using balances, thermometers, and other measurement
tools.
4 2. Classify objects by the materials from which they are
made.
Example: Group a set of objects by the materials from which they
are made.
4 3. Describe and
classify objects by more than one property.
Example: Observe that an object could be hard, round, and rough. Classify objects by two or more properties.
4 4. Observe and record how one object reacts with another
object. or substance.
Example: Mix baking soda and vinegar and record observations.
4 5. Recognize and describe the differences between solids, and
liquids, and gases.
Example: Observe differences between a stick of butter, a chocolate bar, or ice as a solid and water melted as a liquid. Observe differences between a stick of
butter and the butter melted, chocolate bar and the chocolate melted, ice and
the ice melted. Observe that solids have a shape of their own and liquids take the
shape of their container. Observe
differences between an inflated and a deflated balloon.
Benchmark 2: All students will describe the movement of objects.
When students describe and
manipulate objects, they will observe the position and movement of objects. Students begin to observe
the positions and movement of objects when they manipulate objects by pushing,
pulling, throwing, dropping, and rolling them.
Indicators: The students
will:
1. Move objects by pushing, pulling, throwing, spinning,
dropping, and rolling; and describe the motion
movement. Observe that a force (a push or a pull) is applied to make objects move.
Example: Spin a top; roll a ball. Spin
or roll a variety of objects on various surfaces.
4 2. Describe locations of
objects.
Example: Describe locations as up,
down, in front, or behind.
Benchmark 3: All students will recognize and demonstrate what makes sounds.
The concept of sound is very
abstract. However, by investigating a variety of sounds made by common objects,
students can form a connection between sounds the objects make and the
materials from which the objects are made.
Plastic objects make a different sound than do wooden objects.
Indicators: The students
will:
1. Discriminate
between sounds made by different objects.
Examples: Listen and
compare the sounds made by drums and other musical instruments, such as cans,
gourds, plastic spoons, pennies, and plastic disks. Sort a group of objects
according to the sounds they make when they are dropped.
Benchmark 4: All students will experiment with electricity and
magnetism. Repeated activities involving simple
electrical circuits can help Students will
develop the concept that electrical circuits require a complete loop
through which an electric current can pass. Magnets attract and repel each
other and attract certain kinds of
other materials.
Indicators: The students
will:
4 1. Demonstrate that
magnets attract and repel.
4 2. Design a simple experiment to determine whether various objects will be attracted to magnets.
4 3. Construct a simple
circuit.
Example: Use a battery, bulb, and wire to light a bulb, make a
motor run, produce sound, or make an electromagnet.
As a result of the
activities Experiences in grades 3-4, will allow all students
will develop to build an
understanding of biological concepts through direct experience with living
things, their life cycles, and their habitats.
Benchmark 1: All students will develop a knowledge of organisms in their environments.
The
study of organisms should include observations and interactions within the
natural world of the child.
Indicators: The students will:
4 1. Compare and contrast
structural characteristics and functions of different organisms.
Example: Compare the structures for movement of a mealworm to the
structures for movement of a guppy. Compare the leaf structures of a sprouted
bean seed to the leaf structures of a corn seed.
4 2. Compare basic needs of different organisms in their environments.
Example: Compare the basic needs of an guinea animal to the
basic needs of a tree plant.
3. Discuss
ways humans and other organisms use their senses in their environments.
Example: Compare how people and other living organisms get food,
seek shelter, and defend themselves.
Benchmark 2: All students will observe and illustrate the life cycles of various organisms.
Plants and animals have life
cycles that include being born, developing into adults, reproducing, and
eventually dying. Young organisms develop into adults that are similar to their parents.
Indicators: The students
will:
4 1. Compare, contrast,
and ask questions about the life cycles of various organisms.
Example: Plant a seed; observe and record its growth. Observe and
record the changes of an insect as it develops from birth to adult.
As a result of the
activities in for Experiences in grades 3-4, will allow
all students will be encouraged to
observe closely the objects, materials, and changes in their
environment, note their properties, distinguish one from another, and develop
their own explanations of how things become the way they are.
Benchmark 1: All students will develop an understanding
of the properties of earth
materials. Earth materials may include
rock, soil, air, and water. characteristics of rocks, soil, and water,
as well as other components of Earth.
Playgrounds or parks are convenient study sites to observe.
Indicators: The students
will:
1. Observe
and classify a variety of earth
materials in their environment.
Example: Observe and classify rocks, soil, sand, air,
and water.
4 2. Collect, observe, and
become aware of properties of various soils earth materials.
Example: Students could bring in samples of soils earth materials from their surroundings to and observe color, texture,
and reaction to water other physical properties..
4 3. Experiment with a
variety of soils.
Example: By Planting seeds in a variety of soils samples,
students can to compare and collect data on the effect of
different soils on plant growth. Experiment with soil samples and how they
react to water, wind compaction, etc.
4 4. Describe properties of many different kinds of rocks.
Example: Bring rocks from the playground, immerse in water, and
observe color, texture, and reaction to liquids.
5. Observe fossils and discuss how fossils provide evidence of
plants and animals that lived in the past.
A fossil is a part of a
once-living organism or a trace of an organism preserved in rock.
Example: Observe a variety
of fossils. Provide a variety of
fossils for observation. Discuss how fossils are formed; how long it takes an
organism to decay or to be scavenged; how long it takes an organism to be
fossilized; whether or not all fossilized organisms were dead at the time of
burial (i.e. closed clam fossils).
Benchmark 2: All students will observe
and describe and compare characteristics of objects that move
through in the sky.
Indicators: The students
will:
1. Observe
the moon and stars.
Example: Sketch the
position of the moon in relation to a tree, rooftop, or building.
2. Observe
and compare the length of shadows.
Examples: Students can observe the movement of
an objects shadow during the course of a day; construct simple sundials.
4 3. Discuss that the sun
provides light and heat to maintain the temperature of the earth.
Example: When on
the playground and the sun goes behind a cloud, Discuss why
it seems cooler when the sun goes
behind a cloud.
Benchmark 3: All students will develop skills necessary to describe changes in the earth and weather.
If the students revisit a
study site regularly, they will develop an understanding that the earths
surface and weather are constantly changing.
Indicators: The students
will:
4 1. Describe
changes in the surface of the earth.
Example: Students will observe erosion and changes in plant growth
at a study site.
4 2. Observe, describe, and record daily and seasonal weather
changes.
Example: Record weather observations.
As a result of the
activities in for Experiences in grades 3-4, will allow
all students to will have a
variety of educational experiences which that
involve science and technology. They will begin to understand the design
process, as well as develop the ability to solve simple design problems that
are appropriately challenging for their developmental level which includes this general sequence: state
the problem, the design, and the solution.
As with the
Science as Inquiry Standard, not even every activity will involve all
five stages. Students will develop the
ability to solve simple design problems that are appropriate for their
developmental level.
Benchmark 1: All students will work with a technology design. as a part of a classroom challenge.
develop appropriate problem solving skills.
Problem solving should occur
within the setting of the home and school.
Indicators: The students
will:
4 1. Identify a simple problem; design an
approach/plan; implement the plan; solve and check for reasonableness; and
communicate the results. As part of a classroom challenge, Identify a simple design problem; design a
plan, implement the plan, evaluate the results, and communicate the results.
Example: Compare and contrast two types of string to see which is
best for lifting different objects; design the best paper airplane, helicopter,
or terrarium; design a simple system to hold two objects together. Challenge
the students to develop a better bubble-making solution using detergent,
glycerin, and water; try different kinds of tools for making the biggest
bubbles or the longest lasting bubbles. create a soft-landing model using
parachutes, balloons or any other item that would work as a shock absorber.
Benchmark 2: All students will apply expand and use their understanding of science and
technology.
Childrens abilities in technological problem-solving can be developed
by firsthand experience in tackling tasks with a technological purpose, such as
identifying what problem these designs solved.
They can study technological products and systems in their world:
zippers, coat hooks,,can openers, bridges, and paper clips. Children can examine
technological products (such as zippers, snaps, arches, and cars) to learn how
the scientific process can lead to solutions for everyday problems.
Indicators: The students
will:
4 1. Discuss that science is a way of investigating questions
about their world.
Example: Discuss how you think a zipper works; discuss how you
think a can opener works. Why was a zipper designed? What problem did the zipper solve? How has the zipper improved our lives? How is velcro like a zipper? What problem does velcro solve? How has velcro improved our lives?
4 2. Invent
a product to solve problems.
Example: Invent a new use for old products: potato masher;
strainer; carrot peeler; or two liter pop
bottle. Use a juice can, 2 liter pop
bottle or one-half gallon milk jug to invent something useful. Invent
a way to keep the garbage container lid from falling onyour head when you dump
the trash. Invent something to
solve a problem.
3. Work
together to solve problems.
Example: Share ideas about solving a problem. Solve
a problem by working together, sharing ideas, and testing the solutions.
4. Develop an awareness that women and men of all ages,
backgrounds, and ethnic groups engage in a variety of scientific and
technological work.
Example: Interview
parents and other community and school workers.
5. Investigate
how scientists use tools to observe.
Example: Engage in research on the Internet; interview the
weatherman; conduct research in the library; call or visit a laboratory.
Benchmark 3: All students will discriminate between
natural objects and man human-made objects. those made by
people.
Some objects occur in
nature; others have been designed and made by people to solve human problems
and enhance the quality of life.
Indicators: The student
will:
4 1. Compare, contrast, and
sort human-man-made versus natural objects.
Example: Compare and contrast real flowers to silk flowers.
4 2. Use appropriate tools when observing natural and
human-made objects.
Example: Use a magnifier when observing objects.
3. Ask questions about natural or human-man-made objects and discuss the reasoning behind
their answers.
Example: The teacher
will ask, "Is this a human man-made object? Why do you think
so?" When observing a natural or human
man-made object, the child
will be asked the reasoning behind his/her answer.
4. Investigate the various systems that connect utilities to
the student's home: Electricity, Gas, Water, Sanitation, Telecommunication,
etc. Find the source or entry of the system and points where the utility can be
accessed. Find the places where the
system is controlled.
As a result of the activities
in for Experiences in grades 3-4 will allow all students will demonstrate personal health and environmental practices. and
to have
A
variety of experiences will be that provided initial to understanding
for various science-related personal and environmental challenges. This standard should be integrated with physical science,
life science, and earth and space science standards.
Benchmark 1: All students
will develop an understanding of personal health.
Personal
health involves physical and mental well being, including hygienic practices,
and self-respect.
Indicators: The students
will:
4 1. Discuss that safety involves freedom from danger, risk,
or injury.
Examples:
Classroom discussions could
include bike safety, water safety, weather safety, sun protection.
2. Exhibit
Assume some responsibility for their
own health.
Examples:
Use recommended Practice good dental hygiene and cleanliness. Discuss healthy techniques, bathe,
and exercise and sleep habits.
4 3. Discuss that various foods contribute to health.
Examples:
Read and compare nutrition
information found on labels; discuss healthy foods; make a healthy snack.
Benchmark 2: All students
will demonstrate an awareness of changes in the environment.
Through classroom
discussions, students can begin to recognize pollution as an environmental
issue, scarcity as a resource issue, and crowded classrooms or schools as a
population issue.
Indicators: The students
will:
4 1. Define pollution.
Example: Take a pollution walk, gathering examples of litter and
trash.
4 2. Develop personal actions to solve pollution problems in
and around the neighborhood.
Example: After the pollution walk, children could work in groups
to solve pollution problems they observed.
3. Practice
reducing, reusing, and recycling.
Example: Present the problem that paper is being wasted in the
classroom.
Students could meet and form a plan to resolve this problem.
As a result of the
activities in for Experiences in grades 3-4, will allow
all students will to
experience some things about scientific inquiry and learn about people from
history.
Experiences of investigating
and thinking about explanations, not memorization, will provide fundamental
ideas about the history and nature of science. Students should be encourages to will observe and compare, pose
questions, gather data, and report findings.
Posing questions and reporting findings are human activities that all
students are able to understand. This
standard should be integrated with physical science, life science, and E earth
and space science standards.
Benchmark 1: All students
will develop an awareness that people practice science.
People have practiced science and technology for a long
time. Science and technology have
been practiced by people for a long time.
Children and adults can derive great pleasure from doing science.
They can investigate, construct, and experience science. Individuals, as well
as groups of students, can conduct investigations.
Indicators: The students
will:
4 1.
Recognize that students participate in science inquiry by asking
questions. Ask a question that can be answered by scientific
experimenting and do an experiment that will answer the question. Then repeat the
experiment to see if they can get the same results.
Example: What will happen if a plant is under light for
different lengths of time? What will happen if the length or width of the wing
of a paper airplane is changed? What will happen if vinegar is dropped on
different kinds of rocks? Challenge students to design an
investigation to determine the best paper towel. Insist they define best.
Challenge students to find out if a jaw breaker dissolves quicker in
water or some other kind of liquid.
Design an
investigation to determine how plants are effected by various amounts of light:
to determine the best paper towel (define best); to determine which liquid
causes substances such as a jawbreaker, chocolate candy, jello to dissolve
quickest.
Benchmark 2: Determine the
difference between data, explanations and the scientific method.
Indicators: The student
will:
1. Gather data and develop an explanation about the results of
an experiment. Tell what is data, what is the explanation, and what was the
method.
Example: The amount of growth of a plant is the data. An
explanation might be that more light and the nature of the plant caused more
growth, and the scientific method is doing the repeatable and testable
experiment and developing the explanation.
Benchmark 3: Learn about
people in science.
Indicators: The students
will:
1. Learn about the contributions people have made to science.
Example: Short stories, films, videos, and speakers.
By The End Of EIGHTH GRADE
Unifying Concepts and Processes *
* See pages 8-9
By The End Of
EIGHTH GRADE
As a result of
activities Experiences in
grades 5-8, will allow all students should
to will develop the
abilities to do scientific inquiry, be able to demonstrate how scientific
inquiry is applied, and develop understandings about scientific inquiry.
Benchmark 1: The students will demonstrate abilities necessary to do the processes of scientific inquiry.
Given appropriate curriculum
and adequate instruction, students can develop the skills of investigation and
the understanding that scientific inquiry is guided by knowledge, observations,
questions, and a design which identifies and controls variables to gather
evidence to formulate an answer to the original question. Students are to be
provided opportunities to engage in full and partial inquiries in order to
develop the skills of inquiry.
Teachers can facilitate success by providing guidelines or boundaries
for student inquiry. Teachers help assist students succeed by showing
how to in choosing interesting questions, checking
monitoring design plans, giving
providing relevant examples of
good experimental strategies and instructing in the proper use of instruments
and technology of effective
observation and organization strategies, and checking and improving skills in
the use of instruments, technology, and techniques. Students at the middle
level need special guidance in using evidence to build explanations, inference,
and models, and guidance to think critically and logically, and to see
the relationships between evidence and explanations.
Indicators: The students will:
7 1. Identify questions that can be answered through scientific investigations.
Example: Explore properties and phenomena of materials, such as a
balloon, string, straw, and tape. Students explore properties and phenomena and
generate questions to investigate.
7 2. Design and do scientific inquiry.
Example: Students design and conduct an investigation on the
question, "Which paper towel absorbs the most water?" Materials
include different kinds of paper towels, water, and a measuring cup. Components
of the investigation should include background and hypothesis, identification
of independent variable, dependent variable, constants, list of materials,
procedures, collection and analysis of data, and conclusions.
7 3. Use
appropriate tools, mathematics, technologies, and methods techniques to gather, analyze and
interpret data.
Example: Given an investigative question, students determine what
to measure and appropriate how
to measure. Students should and display their results in a graph or
other appropriategraphic format.
7 4. Think critically to make the relationships between evidence and logical conclusions.
Example: Students check data to determine: Was the question
answered? Was the hypothesis supported/not supported? Did this design work? How
could this experiment be improved? What other questions could be investigated?
7 5. Apply mathematical reasoning to scientific inquiry.
Example: Look for patterns from the mean of multiple trials, such
as the rate of dissolving relative to different temperatures. Use observations
for inductive and deductive reasoning, such as explaining a persons energy
level after a change in eating habits (e.g., use Likert-type scale). State
relationships in data, such as variables, which vary directly or inversely.
7 6. Present a report of the
investigation so that others understand it and can replicate the design.
Communicate scientific procedures and explanations.
Example: Present a report of your investigation so
that others understand it and can replicate the design.
Benchmark 2: The students will apply different kinds of investigations to different kinds of questions.
Some investigations involve observing and describing objects,
organisms or events. Investigations can also involve collecting
specimens, experiments, seeking more information, discovering new objects and
phenomena, and creating models to explain the phenomena. Instructional activities of scientific inquiry
need to engage students in identifying and shaping questions for
investigations. strategies
include observation, specimen collection,
experimentation, discovery, and modeling. Instructional activities of
scientific inquiry need to engage students in identifying and shaping questions
for investigations. Different kinds of investigations questions suggest different kinds of questions
investigations.
To help focus, students need
to frame questions such as "What do we want to find out?" "How
can we make the most accurate observations?" "If we do this, then
what do we expect to happen?" Students need instruction to develop the
ability to refine and refocus broad and ill-defined questions.
Indicators: The students
will:
7 1. Differentiate between a qualitative and a quantitative investigation.
Example: While observing a decomposing compost pile, how could you
collect quantitative (numerical, measurable) data? How could you collect
qualitative (descriptive) data? What is a quantitative question? (e.g., Is the
temperature constant throughout the compost pile?) What is a qualitative
question? (e.g., Does the color of the compost pile change over time?)
Examples Each student designs a question to investigate. Class
analyzes all questions to classify as qualitative or quantitative.
After reading
a science news article, identify variables and write a qualitative and/or
quantitative investigative question related to the topic of the article.
10 2. Develop
questions and adapt the inquiry process to guide an investigation.
Example: Adapt an existing lab or activity to: write a different
question, identify another variable, and/or adapt the procedure to guide a new
investigation.
Benchmark 3: The students will analyze how science advances through new
ideas, scientific investigations, skepticism, and examining evidence of varied
explanations.
Scientific investigations usually
create opportunities for further often
result in new ideas and phenomena for study. Science advances because of skepticism. Asking questions and querying other scientists explanations about
scientific explanations are part of scientific
inquiry. Scientists evaluate the proposed
explanations by examining and comparing
evidence, identifying faulty reasoning, and suggesting other alternatives. are evaluated by examining all
the evidence and providing alternatives.
Much time can be spent
asking students to scrutinize evidence and explanations, but to develop
critical thinking skills students must be allowed this time. Data that are
carefully recorded and communicated can be reviewed and revisited frequently
providing insights beyond the original investigative period. This teaching and
learning strategy allows students to discuss, debate, question, explain,
clarify, compare, and propose new thinking through social discourse. Students
will apply this strategy to their own investigations and to scientific
theories.
Indicators: The students
will:
7 1. After doing an investigation, generate
alternative methods of investigation and/or further questions for inquiry.
Example: Ask "What would happen if..?" questions to
generate new ideas for investigation.
10 2. Determine evidence which supports or
contradicts a scientific breakthrough.
Example: Locate Examine
and analyze a scientific breakthrough [such as a Hubble discovery] in a
newspaper or science magazine and analyze evidence. Is it a reasonable
conclusion? using multiple,
scientific sources. Explain how is
a reasonable conclusion is supported. presented?
10 3. Identify faulty reasoning or conclusions which go beyond
evidence and/or are not supported by data.
in a current scientific hypothesis or theory.
Example: Analyze hypotheses about characteristics of and
extinction of dinosaurs. Identify the assumptions behind the hypothesis and
show the weaknesses in the reasoning that led to the hypothesis. evidence and data which support the theory
of continental drift.
10 4. Suggest alternative scientific hypotheses or theories to
current scientific hypotheses or theories.
Example: At least some stratified rocks may have been laid down
quickly, such as Mount Etna in Italy or
Mount St. Helens in Washington state.
Experiences in grades 5-8
will allow all students to develop an understanding of physical science
including: characteristics of matter, changes in matter, force and motion, and
energy transfer. As a result of activities in
grades 5-8, all students will should be able to apply process skills to
develop an understanding of physical science including: properties, changes of properties of matter,
motion and forces, and transfer of energy.
Benchmark 1: The students
will observe, compare, and classify properties of matter.
Substances have
characteristic properties. Substances often are placed in categories if they
react or act in similar ways. An example of a category is metals. There are
more than 100 known elements that combine in a multitude of ways to produce
compounds, which account for the living and non-living substances we encounter.
Middle level students have the capability of understanding relationships among
properties of matter. For example, they are able to understand that density is
a ratio of mass to volume, boiling point is affected by atmospheric pressure,
and solubility is dependent on pressure and temperature.
These relationships are
developed by concrete activities that involve hands-on manipulation of
apparatuses, making quantitative measurements, and interpreting data using
graphs. It is important to connect characteristics of matter to common
experiences so that concepts can be reconstructed. Some relevant questions, are, What happens in a pressure
cooker? Why does adding oil to
boiling rice and pasta keep it from boiling over? What is in antifreeze and how does it keep your radiator from
freezing? Why do bridges have metal
expansion joints?
Indicators: The students
will:
7 1. Identify
and communicate properties of matter, including phases of matter, boiling
point, solubility, and density.
Example: Measure and graph the boiling point temperatures for
several different liquids. Graph the cooling curve of a freezing ice cream
mixture. Observe substances that
dissolve (sugar) and substances that do not dissolve (sand).
7 2. Using
the characteristic properties of each original substance, distinguish
components of various types of mixtures.
Example: Separate alcohol and water using distillation. Separate
sand, iron filings, and salt using a magnet and water. Observe properties of
kitchen powders (baking soda, salt, sugar, flour). Mix in various combinations,
then identify by properties.
10 3. Categorize chemicals
to develop an understanding of properties.
Example: Create operational definitions of metals and nonmetals
and classify by observable chemical and physical properties.
Benchmark 2: The students will observe, measure, infer, and classify
changes in properties of matter.
Matter chemically reacts in
predictable
Substances react chemically in
characteristic ways with other matter to form new compounds substances (compounds) with different characteristic properties. Middle level
students have the capability of inferring characteristics that are not directly
observable and stating their reasons for their inferences. Students need
opportunities to form relationships between what they can see and their
inferences of characteristics of matter.
We cannot always see the
products of chemical reactions, so the teacher can provide opportunities for
students to measure reactants and products to build the concept of conservation
of mass. "Is mass lost when baking soda
(solid) and vinegar (liquid) react to produce a gas?" "How
could we design an experiment which would (safely) contain the reaction in a
closed container in order to measure the materials before and after the
reaction?" Students need to engage
in activities that lead to these understandings.
Indicators: The students
will:
7 1 Measure and graph the effects of temperature on matter.
Examples: Change water from solid to liquid to gas using heat.
Measure and graph temperature changes. Observe changes in volume occupied.
10 2. Understand that total
mass is conserved in chemical reactions.
Example: Measure the mass of an Alka Seltzer tablet, water, and a
container with a lid. Then drop in tablet, close tightly, and measure the mass
after the reaction.
10 3. Understand the
relationship of elements to compounds.
Example: Draw a diagram to show how different compounds are
composed of elements in various combinations.
Benchmark 3: The students
will investigate motion and forces.
All matter is subjected to
forces that affect its position and motion.
Relating motions to direction, amount of force, and/or speed allows
students to graphically represent data for making comparisons. A moving object
that is not being subjected to a force will continue to move in a straight line
at a constant speed. The principle of inertia helps to explain many events such
as sports actions, household accidents, and space walks. If more than one force
acts upon an object moving along a straight line, the forces may reinforce each
other or cancel each other out, depending on their direction and magnitude.
Students experience forces
and motions in their daily lives when kicking balls, riding in a car, and
walking on ice. Teachers should provide hands-on opportunities for students to
experience these physical principles. The forces acting on natural and
human-made structures can be analyzed using computer simulations, physical
models, and games such as pool, soccer, bowling, and marbles.
Indicators: The students
will:
7 1. Describe
motion of an object (position, direction of motion, speed, potential and
kinetic energy).
Example: Follow the path of a toy car down a ramp. The ramp is
first covered with tile and then with sandpaper. Consider the total energy
(kinetic and potential) at the top of the ramp then at the bottom of it. Note
the conversion of potential to kinetic energy. Trace the force, direction,
and speed of a baseball, from leaving the pitchers hand and returning back to
the pitcher through one of many possible paths. What is the source of force
that causes a curve ball to move sideways in midflight?
7 2. Measure motion and represent data in a graph.
Example: Roll a marble down a ramp. Make adjustments to the board
or to the marbles position in order to hit a target located on the floor.
Measure and graph the results.
10 3. Demonstrate
an understanding that an object not being subjected to a force will continue to
move at a constant speed in a straight line (Law of Inertia).
Example: Place a small object on a rolling toy vehicle; stop the
vehicle abruptly; observe the motion of the small object. Relate to personal
experience - stopping rapidly in a car.
10 4. Demonstrate
and mathematically communicate that unbalanced forces will cause changes in the
speed or direction of an objects motion.
Example: With a ping-pong ball and 2 straws, investigate the
effects of the force of air through two straws on the ping-pong ball with the
straws at the same side of ball, on opposite sides, and at other angles.
Illustrate results with vectors (force arrows).
7 5. Understand
that a force (e.g., gravity and friction) is a push or a pull. and
investigate force variables.
Example: Explore the variables of (wheel and ramp) surfaces that
would allow a powered car to overcome the forces of gravity and friction to
climb an inclined plane.
7 6. Investigate
force variables of simple machines.
Example: for
std. 2, Bmark 3, Indicator 3
Investigate the load (force) that can be
moved as the number of pulleys in a
system is increased.
Benchmark 4: The students will understand and demonstrate the transfer of energy.
Energy forms, such as heat,
light, electricity, mechanical (motion), sound, and chemical energy are
properties of substances. Energy can be transformed from one form to another.
The sun is the ultimate source of energy for life systems, while heat
convection currents deep within the earth are an energy source for
gradually shaping the earths surface. Energy cycles through physical and
living systems. Energy can be measured and predictions can be made based on
these measurements.
Students can explore light
energy using lenses and mirrors, then connect with real life applications such
as cameras, eyeglasses, telescopes, and bar code scanners. Students connect the
importance of energy transfer with sources of energy for their homes, such as
chemical, nuclear, solar, and mechanical sources. Teachers provide
opportunities for students to explore and experience energy forms, energy
transfers, and make measurements to describe relationships.
Indicators: The students
will:
7 1. Understand that energy can be transferred from one form to
another, including mechanical heat, light, electrical, chemical, and nuclear energy.
Example: Design an energy transfer device. Use various forms of
energy. The device should accomplish a simple task such as popping a balloon.
Explore sound waves using a spring.
7 2. Sequence the
transmission of energy through various real life systems.
Example: Draw a chart of energy flow through a telephone from the
caller's voice to the listener's ear.
7 3. Observe and communicate how light interacts with matter:
transmitted, reflected, refracted,
absorbed.
Example: Classify classroom objects as to how they interact with
light: a window transmits; black paper absorbs; a projector lens refracts; a
mirror reflects.