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Standard 5: Science STANDARD 5.1 (SCIENTIFIC PROCESSES) ALL STUDENTS WILL DEVELOP PROBLEM-SOLVING, DECISION-MAKING AND INQUIRY SKILLS, REFLECTED BY FORMULATING USABLE QUESTIONS AND HYPOTHESES, PLANNING EXPERIMENTS, CONDUCTING SYSTEMATIC OBSERVATIONS, INTERPRETING AND ANALYZING DATA, DRAWING CONCLUSIONS, AND COMMUNICATING RESULTS. Descriptive Statement: Students best learn science by doing science. Science is not merely a collection of facts and theories but a process, a way of thinking about and investigating the world in which we live. This standard addresses those skills that are used by scientists as they discover and explain the physical universe-skills that are an essential and ongoing part of learning science.
Cumulative Progress Indicators By the end of Grade 4, students will:
A. Habits of Mind 2. Keep records that describe observations, carefully distinguish actual observations from ideas and speculations, and are understandable weeks and months later. 3. Recognize that when a science investigation is replicated, very similar results are expected. 4. Know that when solving a problem it is important to plan and get ideas and help from other people.
B. Inquiry and Problem Solving 2. Identify the evidence used in an explanation.
C. Safety 2. Understand and practice safety procedures for conducting science investigations.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Habits of Mind 1. Evaluate the strengths and weaknesses of data, claims, and arguments. 2. Communicate experimental findings to others. 4. Recognize that curiosity, skepticism, open-mindedness, and honesty are attributes of scientists.
B. Inquiry and Problem Solving 1. Identify questions and make predictions that can be addressed by conducting investigations. 2. Design and conduct investigations incorporating the use of a control. 3. Collect, organize, and interpret the data that result from experiments.
C. Safety 1. Know when and how to use appropriate safety equipment with all classroom materials. 2. Understand and practice safety procedures for conducting science investigations.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Habits of Mind 2. Assess the risks and benefits associated with alternative solutions. 3. Engage in collaboration, peer review, and accurate reporting of findings. 4. Explore cases that demonstrate the interdisciplinary nature of the scientific enterprise.
B. Inquiry and Problem Solving 1. Select and use appropriate instrumentation to design and conduct investigations. 2. Show that experimental results can lead to new questions and further investigations.
C. Safety 1. Understand, evaluate and practice safe procedures for conducting science investigations.
STANDARD 5.2 (SCIENCE AND SOCIETY) ALL STUDENTS WILL DEVELOP AN UNDERSTANDING OF HOW PEOPLE OF VARIOUS CULTURES HAVE CONTRIBUTED TO THE ADVANCEMENT OF SCIENCE AND TECHNOLOGY, AND HOW MAJOR DISCOVERIES AND EVENTS HAVE ADVANCED SCIENCE AND TECHNOLOGY.
Descriptive Statement: Science is a human endeavor involving successes and failures, trials and tribulations. Students should know that great numbers of people from many cultures have contributed to our understanding of science and that science has a rich and fascinating history. This standard encourages students to learn about the people and events that have shaped or revolutionized important scientific theories and concepts.
Cumulative Progress Indicators
By the end of Grade 4, students will:
A. Cultural Contributions
B. Historical Perspectives 1. Hear, read, write, and talk about scientists and inventors in historical context.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Cultural Contributions 1. Recognize that scientific theories: · depend on the contributions of many people, and · reflect the social and political climate of their time.
B. Historical Perspectives 2. Describe the development and exponential growth of scientific knowledge and technological innovations.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Cultural Contributions
B. Historical Perspectives 1. Examine the lives and contributions of important scientists who effected major breakthroughs in our understanding of the natural and designed world. 3. Describe the historical origin of important scientific developments such as atomic theory, genetics, plate tectonics, etc., showing how scientific theories develop, are tested, and can be replaced or modified in light of new information and improved investigative techniques.
STANDARD 5.3 (MATHEMATICAL APPLICATIONS) ALL STUDENTS WILL INTEGRATE MATHEMATICS AS A TOOL FOR PROBLEM-SOLVING IN SCIENCE, AND AS A MEANS OF EXPRESSING AND/OR MODELING SCIENTIFIC THEORIES.
Descriptive Statement: Science cannot be practiced or learned without appreciation of the role of mathematics in discovering and expressing natural laws. This standard recognizes the need for students to fully integrate mathematics skills with their learning of science.
Cumulative Progress Indicators
By the end of Grade 4, students will: A. Numerical Operation 2. Recognize and comprehend the orders of magnitude associated with large and small physical quantities. 3. Express quantities using appropriate number formats, such as:
B. Geometry and Measurement 1. Select appropriate measuring instruments based on the degree of precision required. 2. Use a variety of measuring instruments and record measured quantities using the appropriate units.
C. Patterns and Algebra 1. Identify patterns when observing the natural and constructed world.
D. Data Analysis and Probability 1. Use tables and graphs to represent and interpret data.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Numerical Operations 1. Express quantities using appropriate number formats, such as:
B. Geometry and Measurement
C. Patterns and Algebra 1. Express physical relationships in terms of mathematical equations derived from collected data.
D. Data Analysis and Probability 1. Represent and describe mathematical relationships among variables using: · graphs. · tables. 2. Analyze experimental data sets using measures of central tendency: · mean. · mode. · median
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Numerical Operations 1. Reinforce indicators from previous grade level.
B. Geometry and Measurement 1. When performing mathematical operations with measured quantities, express answers to reflect the degree of precision and accuracy of the input data. C. Patterns and Algebra 1. Apply mathematical models that describe physical phenomena to predict real world events.
D. Data Analysis and Probability 1. Construct and interpret graphs of data to represent inverse and non-linear relationships, and statistical distributions.
STANDARD 5.4 (NATURE AND PROCESS OF TECHNOLOGY) ALL STUDENTS WILL UNDERSTAND THE INTERRELATIONSHIPS BETWEEN SCIENCE AND TECHNOLOGY AND DEVELOP A CONCEPTUAL UNDERSTANDING OF THE NATURE AND PROCESS OF TECHNOLOGY.
Descriptive Statement: This standard focuses on developing students’ understanding of the interrelationship between science and technology. It introduces students to and expands their understanding of the nature of technology. In addition, it introduces and develops students’ abilities with technological design including experiences in predicting, decision making, critical thinking, and problem solving.
Cumulative Progress Indicators
By the end of Grade 2, students will:
A. Science and Technology 1. Indicators for this strand are introduced at a higher grade level.
B. Nature of Technology 1. Select and use simple tools and materials to complete a task.
C. Technological Design 1. Make a plan in order to design a solution to a problem. 2. Describe a toy or other familiar object as a system with parts that work together.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Science and Technology 1. Distinguish between things that occur in nature and those that have been designed to solve human problems.
B. Nature of Technology
C. Technological Design 1. Describe a product or device in terms of the problem it solves or the need it meets. 2. Choose materials most suitable to make simple mechanical constructions.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
A. Science and Technology Reinforce indicators from previous grade level.
B. Nature of Technology Reinforce indicators from previous grade level.
C. Technological Design 2. Identify the basic components of a technological system: · input. · process. · output.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Science and Technology 1. Compare and contrast science with technology, illustrating similarities and differences between these two human endeavors.
B. Nature of Technology
C. Technological Design 1. Recognize how feedback loops are used to control systems.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Science and Technology 1. Know that scientific inquiry is driven by the desire to understand the natural world and seeks to answer questions that may or may not directly influence humans, while technology is driven by the need to meet human needs and solve human problems.
B. Nature of Technology 1. Assess the impacts of introducing a new technology in terms of alternative solutions, costs, tradeoffs, risks, benefits and environmental impact.
C. Technological Design 1. Plan, develop, and implement a proposal to solve an authentic, technological problem.
STANDARD 5.5 (CHARACTERISTICS OF LIFE) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE STRUCTURE, CHARACTERISTICS, AND BASIC NEEDS OF ORGANISMS AND WILL INVESTIGATE THE DIVERSITY OF LIFE.
Descriptive Statement: The study of science must include the diversity, complexity, and interdependence of life on Earth. Students should know how organisms evolve, reproduce, and adapt to their environments.
Cumulative Progress Indicators
By the end of Grade 2, students will:
A. Matter, Energy and Organization in Living Systems 1. Investigate the basic needs of humans and other organisms. 2. Compare and contrast essential characteristics that distinguish living things from nonliving things. B. Diversity and Biological Evolution 1. Recognize that different types of plants and animals live in different parts of the world. 2. Recognize that some kinds of organisms that once lived on earth have completely disappeared.
C. Reproduction and Heredity 1. Recognize that humans and other organisms resemble their parents.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: A. Matter, Energy and Organization in Living Systems 1. Identify the roles that organisms may serve in a food chain. 2. Differentiate between the needs of plants and those of animals. 3. Recognize that plants and animals are composed of different parts performing different functions and working together for the well being of the organism. 4. Describe the basic functions of the major systems of the human body including, but not limited to: · digestive system · circulatory system · skeletal system · muscular system · reproductive system
B. Diversity and Biological Evolution 1. Develop a simple classification scheme for grouping organisms. 2. Recognize that individuals vary within every species, including humans. C. Reproduction and Heredity 1. Identify different stages in the lives of various organisms.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
A. Matter, Energy and Organization in Living Systems 1. Explain how systems of the human body are interrelated and regulate the body's internal environment. 2. Identify and describe the structure and function of cells and cell parts.
B. Diversity and Biological Evolution 1. Describe and give examples of the major categories of organisms and of the characteristics shared by organisms. 2. Compare and contrast acquired and inherited characteristics in human and other species.
C. Reproduction and Heredity 1. Describe life cycles of humans and other organisms.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Matter, Energy and Organization in Living Systems 1. Explain how the products respiration and photosynthesis are recycled. 2. Recognize that complex multicellular organisms, including humans, are composed of and defined by interactions of the following: · cells · tissues · organs · systems
B. Diversity and Biological Evolution 1. Compare and contrast kinds of organisms using their internal and external characteristics. 2. Discuss how changing environmental conditions can result in evolution or extinction of a species. 3. Recognize that individual organisms with certain traits are more likely to survive and have offspring.
C. Reproduction and Heredity 1. Describe how the sorting and recombining of genetic material results in the potential for variation among offspring of humans and other species.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Matter, Energy and Organization in Living Systems 1. Relate the structure of molecules to their function in cellular structure and metabolism. 2. Explain how plants convert light energy to chemical energy. 3. Describe how plants produce substances high in energy content that become the primary source of energy for life. 4. Relate disease in humans and other organisms to infections or intrinsic failures of system.
B. Diversity and Biological Evolution 1. Explain that through evolution the Earth's present species developed from earlier distinctly different species. 2. Explain how the theory of natural selection accounts for extinction as well as an increase in the proportion of individuals with advantageous characteristics within a species.
C. Reproduction and Heredity 1. Describe how information is encoded and transmitted in genetic material. 3. Assess the impact of current and emerging technologies on our understanding of inherited human characteristics.
STANDARD 5.6 (CHEMISTRY) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE STRUCTURE AND BEHAVIOR OF MATTER.
Descriptive Statement: Exploring the nature of matter and energy is essential to an understanding of the physical universe. This standard leads students from their experiences with the states and properties of matter to the development of models of the atom and the underlying principles of chemistry.
Cumulative Progress Indicators
By the end of Grade 2, students will:
A. Structure and Properties of Matter 1. Sort objects according to the materials from which they are made or their physical properties, and give a rationale for sorting. 2. Use magnifiers to observe materials, then draw and describe what more can be seen using the tools. 3. Observe that water can be a liquid or a solid and can change from one form to the other. B. Chemical Reactions 1. Indicators for this strand are introduced at a higher grade level.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Structure and Properties of Matter 1. Sort materials based on physical characteristics that can be seen by using magnification. 2. Observe that water can be a liquid or a solid and can change from one form to the other and the mass remains the same. 3. Recognize that water, as an example of matter, can exist as a solid, liquid or gas and can be transformed from one state to another by heating or cooling. 4. Show that not all materials respond in the same way when exposed to similar conditions. B. Chemical Reactions
Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
A. Structure and Properties of Matter 1. Recognize that about 100 different elements have been identified and most materials on Earth are made of a few of them. 2. Show that equal volumes of different substances usually have different masses. 3. Describe the properties of mixtures and solutions, including concentration and saturation. 4. Describe characteristic physical properties such as boiling point, melting point, and solubility, and recognize that the property is independent of the amount of sample. B. Chemical Reactions 1. Recognize evidence of a chemical change.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Structure and Properties of Matter 1. Know that all matter is composed of atoms that may join together to form molecules. 2. Recognize that the phase of matter is determined by the arrangement and motion of atoms and molecules and that the motion of these particles is related to the energy of the system. 3. Know that there are groups of elements that have similar properties, including highly reactive metals, less reactive metals, highly reactive non-metals, and some almost completely non-reactive gases. 4. Recognize that a mixture often can be separated into the original substances using one of more of their characteristic physical properties
B. Chemical Reactions 2. Show that in most chemical reactions energy is transferred into or out of a system. 3. Demonstrate that regardless how substances within a simple closed system interact, the total mass of the system remains the same. 4. Illustrate how atoms are rearranged when substances react, but that the total number of atoms and the total mass of the products remain the same as the original substances.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Structure and Properties of Matter 1. Know that atoms are made of a positive nucleus surrounded by negative electrons and that the nucleus, a tiny fraction of the volume of an atom, is composed of protons and neutrons, each almost 2,000 times more massive than an electron. 2. Know that the number of protons in the nucleus defines the element. 3. Know that an atom’s electron arrangement, particularly the outermost electrons, determines how the atom can interact with other atoms. 4. Explain that atoms form bonds (ionic and covalent) with other atoms by transferring or sharing electrons. 5. Explain how the Periodic Table of Elements reflects the relationship between the properties of elements and their atomic structure. 6. Know that many biological, chemical and physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules. 7. Recognize that the properties of matter are related to the structure and arrangement of their molecules and atoms, such as in metallic and nonmetallic crystals and carbon compounds. 8. Know that different levels of energy of an atom are associated with different configurations of its electrons. B. Chemical Reactions 1. Explain that the rate of reactions among atoms and molecules depends on how often they encounter one another and that the rate is affected by nature of reactants, concentration, pressure, temperature, and the presence of a catalyst. 2. Show that some changes in chemical bonds require a net input or net release of energy.
STANDARD 5.7 (PHYSICS) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF NATURAL LAWS AS THEY APPLY TO MOTION, FORCES, AND ENERGY TRANSFORMATIONS.
Descriptive Statement: Basic principles of physics emerge in this standard, where the study of force and motion leads students to the concept of energy. All forms of energy are introduced and investigated, and principles of transformation and laws of conservation are developed.
Cumulative Progress Indicators
By the end of Grade 2, students will:
A. Motion and Forces 1. Distinguish among the different ways objects can move such as: 2. Show that the position and motion of an object can be changed by pushing or pulling the object.
B. Energy Transformations 1. Demonstrate that sound can be produced by vibrating objects.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Motion and Forces 2. Recognize that some forces can act at a distance. · gravity
B. Energy Transformations 1. Identify sources of heat and demonstrate that heat can be transferred from one object to another. 2. Identify sources of light and demonstrate that light can be reflected from some surfaces and pass through others. 3. Use devices that show electricity producing heat, light, sound, and magnetic effects. 4. Show that differences in sound (loud or soft, high or low) can be produced by varying the way objects vibrate.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
A. Motion and Forces 2. Recognize that motion can be retarded by forces such as friction and air resistance.
B. Energy Transformations 1. Recognize that heat flows through materials or across space from warmer objects to cooler ones. 2. Show that vibrations in materials can generate waves that can transfer energy from one place to another. 3. Design an electric circuit to investigate the behavior of a system.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Motion and Forces
B. Energy Transformations 1. Recognize that the sun is a major source of the Earth's energy and that solar energy includes visible, infrared and, ultraviolet radiation. 3. Describe how heat can be conducted through materials or transferred across space by radiation and know that if the material is a fluid, convection currents may aid the transfer of heat. 4. Show that light is reflected, refracted, or absorbed when it interacts with matter and that colors may appear as a result of this interaction.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Motion and Forces 1. Apply the mathematical relationship between the mass of an object, the net force exerted on it, and the resulting acceleration. 2. Explain that whenever one object exerts a force on another, an equal and opposite force is exerted on the first object. 3. Recognize gravity as a universal force of attraction between masses and that the force is proportional to the masses and inversely proportional to the square of the distance between them. 4. Recognize that electrically charged bodies can attract or repel each other with a force that depends upon the size and nature of the charges and the distance between them and know that electric forces play an important role in explaining the structure and properties of matter. 5. Know that there are strong forces that hold the nucleus of an atom together and that significant amounts of energy can be released in nuclear reactions (fission, fusion, and nuclear decay) when these binding forces are disrupted. 6. Explain how electromagnetic, gravitational, and nuclear forces can be used to produce energy by causing chemical, physical, or nuclear changes and relate the amount of energy produced to the nature and relative strength of the force. 7. Demonstrate that moving electric charges can produce magnetic forces and moving magnets can produce electric forces. 8. Recognize that magnetic and electrical forces are different aspects of a single electromagnetic force.
B. Energy Transformations 1. Explain how the various forms of energy (heat, electricity, sound, light) move through materials and identify the factors that affect that movement. 2. Explain that while energy can be transformed from one form to another, the total energy of a closed system is constant. 3. Recognize that whenever mechanical energy is transformed, some heat is dissipated and is therefore unavailable for use. 4. Explain the nature of electromagnetic radiation and compare the components of the electromagnetic spectrum from radio waves to gamma rays.
STANDARD 5.8 (EARTH SCIENCE) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE STRUCTURE, DYNAMICS, AND GEOPHYSICAL SYSTEMS OF THE EARTH.
Descriptive Statement: The study of science should include a study of the planet Earth and its relationship to the rest of the universe. This standard describes what students should know about the composition of the Earth and the forces that shape it.
Cumulative Progress Indicators
By the end of Grade 2, students:
A. Earth’s Properties and Materials 1. Observe and describe rocks and soil.
B. Atmosphere and Water 1. Identify the sources and uses of water. 2. Recognize that water can disappear (evaporate) and collect on cold surfaces (condense). 3. Describe current weather conditions and recognize how those conditions affect our daily lives. 4. Describe daily and seasonal changes and patterns in the weather. C. Processes that Shape the Earth Indicators for this strand are introduced at a higher grade level.
D. How We Study the Earth 1. Record observations that describe the features of the natural world in their local environment.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Earth’s Properties and Materials 1. Observe that most rocks and soils are made of several substances or minerals. 2. Observe that the properties of soil vary from place to place and will affect the soil’s ability to support life. 3. Recognize that fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time. B. Atmosphere and Water 1. Recognize that air is a substance that surrounds us, takes up space, and moves around us as wind. 2. Recognize that most of Earth’s surface is covered by water and be able to identify the characteristics of those sources of water. · oceans · rivers · lakes · underground sources · glaciers 3. Observe weather changes and patterns by measurable quantities such as temperature, wind direction and speed, and amounts of precipitation. 4. Observe that when liquid water disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when cooled, or as a solid if cooled below its freezing point. 5. Observe that rain, snow, and other forms of precipitation come from clouds, but that not all clouds produce precipitation. 6. Recognize that clouds and fog are made of tiny droplets of water and possibly tiny particles of ice.
C. Processes that Shape the Earth 1. Recognize that some changes of the Earth’s surface are due to slow processes such as erosion and weathering, and some changes are due to rapid changes such as landslides, volcanic eruptions, and earthquakes. 2. Recognize that moving water, wind, and ice continually shape the Earth’s surface by eroding rock and soil in some areas and depositing them in other areas.
D. How We Study the Earth 1. Use maps to locate and identify physical features on the Earth.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will: |