The STANDARDS CORRELATION chart suggests which Colorado Model Content Standards for Science you can cover using PASSPORT TO ANTARCTICA in your classroom. We hope you will discover additional standards you can use. These are the ones our Instructional Materials Development team felt most directly related to the activities contained in PASSPORT TO ANTARCTICA.
For additional Colorado Model Content Standards for Science you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, Fifth Grade, Sixth Grade, Seventh Grade, Eighth Grade, Ninth through Twelfth,
Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
In grades K-4, what students know and are able to do includes
asking questions and stating predictions (hypotheses) that can be addressed through scientific
inquiry.
Kindergarten students will:
· ask reasonable questions based on observation about objects, organisms, and events in
their environment
video · state simple hypotheses about cause and effect relationships in the environment
video · predict the results of an observable cause and effect relationship in the environment
video · ask "what if" questions and explore multiple possible explanations
video In grades K-4, what students know and are able to do includes:
selecting and using simple devices to gather data related to an investigation.
Kindergarten students will:
· organize (e.g. sort, classify, sequence) and explore how objects, organisms, and events are
measured according to different characteristics
video · perform simple measurements using appropriate tools and devices
video · compare observable characteristics of common objects (e.g. size, color, texture) for
similarities and differences
video · compare objects according to their measurement (e.g. larger than, heavier than)
video · observe and describe changes in a simple system (e.g. plant terrarium, ant farm,.
aquarium)
video · observe and describe simple patterns and cycles (e.g. seasons, day/night, geometric
designs)
video In grades K-4, what students know and are able to do includes:
Using data based on observations to construct a reasonable explanation.
Kindergarten students will:
· offer explanations of observed events and evidence of event
video In grades K-4, what students know and are able to do includes:
Communicating about investigations and explanations.
Kindergarten students will:
· communicate observations and comparisons through various means such as pictographs,
pictures, models, and words
video · describe observations with pictures pictographs models and words
video · describe similarities and differences of observations
video Students know and understand the characteristics and structure of living
things, the processes of life, and how living things interact with each other and
their environment.
Guiding questions:
Kindergarten students will:
· identify and describe living and non living things
video · use pictures to describe the growth of a plant
video · describe some plants and animals that live in different places (e.g. polar bear) and how
they are different
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
Kindergarten students will:
· recognize some resources that come from the Earth and sun (e.g. soil from the Earth; light
from the sun)
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
Kindergarten students will:
· know that in order to learn, it is important to observe the same things often and compare
them
video · know that when experiments are repeated under the same conditions, similar results are
usually obtained
video · know that in doing science it is often helpful to work with a team and to share findings
with others
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
In grades K-4, what students know and are able to do includes
asking questions and stating predictions (hypotheses) that can be addressed through scientific
inquiry.
First grade students will:
· ask reasonable questions based on observation about objects, organisms, and events in
their environment
video · state simple hypotheses about cause and effect relationships in the environment
video · predict the results of an observable cause and effect relationship in the environment
video · ask "what if" questions and explore multiple possible explanations
video In grades K-4, what students know and are able to do includes:
selecting and using simple devices to gather data related to an investigation.
First grade students will:
· conduct simple inquiry based on his/her own questions
video · make multiple observations of events and explorations using the five senses (or as many
of the five senses as are appropriate)
video · perform simple measurements using appropriate tools and devices (e.g. magnifiers,
thermometers, rulers)
video · manipulate a simple mechanical devise and verbally communicate how it works
video · draw pictures that portray some features of a natural event they observe (e.g. fish in
aquarium, weather change)
video · record observations/data on a bar graph
video · describe the relative position of objects using two references (e.g. above and next to,
below and left of)
video In grades K-4, what students know and are able to do includes:
Using data based on observations to construct a reasonable explanation.
First grade students will:
· consider the ideas expressed by others about natural events and discuss whether these
ideas can be supported by fact
video · be able to reasonably explain what they observe in an inquiry on a science topic that
interests them
video In grades K-4, what students know and are able to do includes:
Communicating about investigations and explanations.
First grade students will:
· describe the relative position of objects using two references (e.g. above and next to,
below and left of)
video Students know and understand the characteristics and structure of living
things, the processes of life, and how living things interact with each other and
their environment.
Guiding questions:
First grade students will:
· distinguish living from non living things
video · discuss how living and nonliving things change over time (e.g. insects)
video · discuss how each plant or animal has different structures that serve different functions in
growth, and survival
video Students know and understand the processes and interactions of Earth's
systems and the structure and dynamics of Earth and other objects in space.
Guiding questions:
First grade students will:
· know that fossils are evidence of plants and animals that lived on Earth long ago
video · explore some processes that change the Earth's surface (e.g. erosion, weathering)
video · know that water is needed to support the growth of plants in our food supply
video · know that the sun provides light
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
First grade students will:
· identify daily activities/devices used in everyday life that involve the use of technology
video · design a simple plan for a new invention and report on it
video · identify types of people that use science and technology in their jobs
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
First grade students will:
· know that in order to learn, it is important to observe the same things often and compare
them
video · know that when experiments are repeated under the same conditions, similar results are
usually obtained
video · know that in doing science it is often helpful to work with a team and to share findings
with others
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
In grades K-4, what students know and are able to do includes
asking questions and stating predictions (hypotheses) that can be addressed through scientific
inquiry.
Second grade students will:
· create and refine ideas and questions about events in their environment by asking for
information and trying things out (e.g. identify a simple problem and test a possible
solution)
video · observe patterns and make predictions based on the observation
video · develop solutions to unfamiliar problems through reasoning and inquiry that includes
formulating a plan, gathering data and constructing a reasonable explanation
video · use accurate tools to observe and measure objects during an inquiry
video · measure length, temperature, and liquid volume with appropriate tools and express
measurements
video · compare and sort common objects based or two or more physical attributes (e.g. color and
texture, size and shape)
video · conduct inquiry into a topic of their interest and run repeat trials of a related simple
experiment to compare results
video · identify a sequence of events in a natural cycle(e.g. water cycle, life to death)
video · distinguish between actual observations from ideas and speculation about what was
observed
video · describe the process used in solving the problem or investigation
video · create communications that describe and compare things in terms of numbers, shape,
texture, size, odor, sound, mass, and motion
video · restate, illustrate, or summarize what others have said
video · use a variety of media to search for information
video In grades K-4, what students know and are able to do includes:
selecting and using simple devices to gather data related to an investigation.
Second grade students will:
· create and refine ideas and questions about events in their environment by asking for
information and trying things out (e.g. identify a simple problem and test a possible
solution)
video · observe patterns and make predictions based on the observation
video · develop solutions to unfamiliar problems through reasoning and inquiry that includes
formulating a plan, gathering data and constructing a reasonable explanation
video · use accurate metric measuring tools to observe and measure objects
video · measure length, mass, temperature and liquid volume with appropriate tools and express
measurements
video · compare and sort common objects based or two or more physical attributes (e.g. color and
texture, size and shape)
video · conduct inquiry into topic of their interest and run repeat trials of a related simple
experiment to compare results
video · identify a sequence of events in a natural cycle(e.g. water cycle, life to death)
video · distinguish between actual observations from ideas and speculation about what was
observed
video · describe the process used in solving the problem or investigation
video · describe and compare things in terms of numbers, shape, texture, size, odor, sound, mass,
and motion
video · write or draw descriptions of a sequence of steps, events, and observations
video · restate, illustrate, or summarize what others have said
video · use a variety of media to search for information
video In grades K-4, what students know and are able to do includes:
Using data based on observations to construct a reasonable explanation.
Second grade students will:
· identify a simple problem and test a possible solution
video · observe patterns and make predictions based on observations
video · develop solutions to unfamiliar problems through reasoning and inquiry that includes
formulating a plan, gathering data and constructing a reasonable explanation
video · use accurate tools to observe and measure objects during an inquiry
video · measure length, temperature and liquid volume with appropriate tools and express
measurements in standard and non-standard units
video · compare and sort common objects based or two or more physical attributes (e.g. color and
texture, size and shape)
video · conduct inquiry into topic of their interest and run repeat trials of a related simple
experiment to compare results
video · identify a sequence of events in a natural cycle(e.g. water cycle, life to death)
video · distinguish between actual observations from ideas and speculation about what was
observed
video · describe the process used in solving the problem or investigation
video · create communications that describe and compare things in terms of numbers, shape,
texture, size, odor, sound, mass, and motion
video · write or draw descriptions of a sequence of steps, events, and observations
video · restate, illustrate, or summarize what others have said
video · use a variety of media to search for information
video In grades K-4, what students know and are able to do includes:
Communicating about investigations and explanations.
Second grade students will:
· create and refine ideas and questions about events in their environment by asking for
information and trying things out (e.g. identify a simple problem and test a possible
solution)
video · observe patterns and make predictions based on observations
video · develop solutions to unfamiliar problems through reasoning and inquiry that includes
formulating a plan, gathering data and constructing a reasonable explanation
video · use accurate tools to observe and measure objects during an inquiry
video · measure length, temperature and liquid volume with appropriate tools and express
measurements in standard and non-standard units
video · compare and sort common objects based or two or more physical attributes (e.g. color and
texture, size and shape)
video · conduct inquiry into topic of their interest and run repeat trials of a related simple
experiment to compare results
video · identify a sequence of events in a natural cycle(e.g. water cycle, life to death)
video · distinguish between actual observations from ideas and speculation about what was
observed
video · describe the process used in solving the problem or investigation
video · create communications that describe and compare things in terms of numbers, shape,
texture, size, odor, sound, mass, and motion
video · write or draw descriptions of a sequence of steps, events, and observations
video · restate, illustrate, or summarize what others have said
video · use a variety of media to search for information
video Students know and understand the characteristics and structure of living
things, the processes of life, and how living things interact with each other and
their environment.
Guiding questions:
Second grade students will:
· recognize that green plants need energy from sunlight and various raw materials to live
video · recognize and compare the structural characteristics of plants and animals (e.g. plants and
animals that live in the ocean with those that live on land)
video · recognize how environmental changes influence the life and death of plants and animals
video · discuss how the behavior of animals and plants is dependent upon their environment
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
Second grade students will:
· use a variety of materials (e.g. wood, plastic, fabric, clay) to make simple products and
identify what can be recycled and what can not
video · identify careers that use science and technology
video · identify the use of technologies in their everyday life
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
Second grade students will:
· know that in order to learn, it is important to observe the same things often and compare
them
video · know that when experiments are repeated under the same conditions, similar results are
usually obtained
video · know that in doing science it is often helpful to work with a team and to share findings
with others
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
In grades K-4, what students know and are able to do includes
asking questions and stating predictions (hypotheses) that can be addressed through scientific
inquiry.
Third grade students will:
· predict what is missing and what will come next in sequences of objects and events and
test his/her predictions
video · seek evidence to support ideas by asking, "How does it work?" "How do we know?"
"Why?"
video · predict the outcome of a simple investigation and compare the result to the prediction
video · select and explore the use and accuracy of a variety of measuring devices
video · demonstrate alternate ways to display data
video · search for information from multiple sources
video · explain and discuss various influences affecting observations and interpretations
video · use numerical data in describing and comparing objects, events and measurements
video · seek evidence to support opinions, statements, and conclusions
video In grades K-4, what students know and are able to do includes:
selecting and using simple devices to gather data related to an investigation.
Third grade students will:
· predict what is missing and what will come next in sequences of objects and events and
test his/her predictions
video · seek evidence to support ideas by asking, "How does it work?" "How do we know?"
"Why?"
video · predict the outcome of a simple investigation and compare the result to the prediction
video · select and explore the use of a variety of measuring devices
video · select and explore the use and accuracy of a variety of measuring devices
video · demonstrate alternate ways to display data
video · search for information from multiple sources
video · explain and discuss various influences affecting observations and interpretations
video · use numerical data in describing and comparing objects, events and measurements
video · seek evidence to support opinions, statements, and conclusions
video In grades K-4, what students know and are able to do includes:
Using data based on observations to construct a reasonable explanation.
Third grade students will:
· predict what is missing and what will come next in sequences of objects and events and
test his/her predictions
video · seek evidence to support ideas by asking, "How does it work?" "How do we know?"
"Why?"
video · predict the outcome of a simple investigation and compare the result to the prediction
video · select and explore the use and accuracy of a variety of measuring devices
video · demonstrate alternate ways to display data
video · search for information from multiple sources
video · explain and discuss various influences affecting observations and interpretations
video · use numerical data in describing and comparing objects, events and measurements
video · seek evidence to support opinions, statements, and conclusions
video In grades K-4, what students know and are able to do includes:
Communicating about investigations and explanations.
Third grade students will:
· predict what is missing and what will come next in sequences of objects and events and
test his/her predictions
video · seek evidence to support ideas by asking, "How does it work?" "How do we know?"
"Why?"
video · predict the outcome of a simple investigation and compare the result to the prediction
video · select and explore the use of a variety of measuring devices
video · select and explore the use and accuracy of a variety of measuring devices
video · demonstrate alternate ways to display data
video · search for information from multiple sources
video · observe events and phenomena of varying duration and report occurrences affecting
observations and interpretations
video · explain and discuss various influences affecting observations and interpretations
video · use numerical data in describing and comparing objects, events and measurements
video · seek evidence to support opinions, statements, and conclusions
video Students know and understand the characteristics and structure of living
things, the processes of life, and how living things interact with each other and
their environment.
Guiding questions:
Third grade students will:
· recognize that all organisms cause and respond to changes in their environment
video · describe and draw food chains
video · identify characteristics of plants and animals that allow them to live in specific
environments
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
Third grade students will:
· list some major inventions in the 19th century and compare them to the major inventions
in the 20th century
video · know that people have always invented new ways to solve problems and get work done;
these new inventions affect all aspects of life
video · invent a new device and communicate the problem, design, and solution
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
Third grade students will:
· know that it is important to keep accurate records and descriptions to provide information
and clues on causes of discrepancies in repeated experiments
video · know that a model of something is different from the real thing, but can be used to learn
something about the real thing
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
In grades K-4, what students know and are able to do includes
asking questions and stating predictions (hypotheses) that can be addressed through scientific
inquiry.
Fourth grade students will:
· plan, design, predict, and conduct an experiment, collect data, and communicate
reasonable explanations
video · use the data from one investigation, generate a prediction for a new investigation
video · conduct a systematic observation over time
video · organize data into an appropriate format (e.g. bar graph, pie chart, charts, Venn diagram)
video . select and use mathematical tools to measure, count, sort, identify, describe, label, and
communicate information from observations (e.g. whole numbers, simple fractions,
geometric figures, representative charts such as pie and bar charts)
video · analyze data found in graphs, charts, and articles in order to draw and evaluate
conclusions
video · develop and evaluate explanations based upon experimental evidence and the experience
of others
video · check explanations against scientific knowledge, experiences and observations of others
video · use facts to support and evaluate the fairness of conclusions
video · write instructions that others can follow
video · describe and illustrate the steps taken in solving a problem including the resources used
video · use appropriate units to add meaning to numbers
video · use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps
and stories to represent objects, events, and processes
video · select and use simple devices to gather data related to an investigation (e.g
ruler, thermometers, watches, magnifying lens, microscopes, calculators, and computers)
video In grades K-4, what students know and are able to do includes:
selecting and using simple devices to gather data related to an investigation.
Fourth grade students will:
· plan, design, predict, and conduct an experiment, collect data, and communicate
reasonable explanations
video · use the data from one investigation, generate a prediction for a new investigation
video · conduct a systematic observation over time
video · organize data into an appropriate format (e.g. bar graph, pie chart, charts, Venn diagram)
video · select and use mathematical tools to measure, count, sort, identify, describe, label, and
communicate information from observations (e.g. whole numbers, simple fractions,
geometric figures, representative charts such as pie and bar charts
video · analyze data found in graphs, charts, and articles in order to draw and evaluate
conclusions
video · develop and evaluate explanations based upon experimental evidence and the experience
of others
video · write instructions for a scientific or experimental procedure that others can follow
video · describe and illustrate the steps taken in solving a problem including the resources used
video · use appropriate units when presenting or using numerical data
video · use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps
and stories to represent objects, events, and processes
video · select and using simple devices to gather data related to an investigation (e.g ruler,
thermometers, watches, magnifying lens, microscopes, calculators, and computers)
video In grades K-4, what students know and are able to do includes:
Using data based on observations to construct a reasonable explanation.
Fourth grade students will:
· plan, design, predict, and conduct an experiment, collect data, and communicate
reasonable explanations
video · using the data from one investigation, generate a prediction for a new investigation
video · conduct a systematic observation over time
video · organize data into an appropriate format (e.g. bar graph, pie chart, charts, Venn diagram)
video · select and use mathematical tools to measure, count, sort, identify, describe, label, and
communicate information from observations (e.g. whole numbers, simple fractions,
geometric figures, representative charts such as pie and bar charts
video · analyze data found in graphs, charts, and articles in order to draw and evaluate
conclusions
video · develop and evaluate explanations based upon experimental evidence and the experience
of others
video · use knowledge and evidence obtained in experimentation, to support explanation
video · check explanations against scientific knowledge, experiences and observations of others
video · use facts to support and evaluate the fairness of conclusions
video · write instructions for a scientific or experimental procedure that others can follow
video · describe and illustrate the steps taken in solving a problem including the resources used
video · use appropriate units when presenting or using numerical data
video · describe and illustrate the steps taken in solving a problem including the resources used
video · use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps
and stories to represent objects, events, and processes
video In grades K-4, what students know and are able to do includes:
Communicating about investigations and explanations.
Fourth grade students will:
· plan, design, predict, and conduct an experiment, collect data, and communicate
reasonable explanations
video · using the data from one investigation, generate a prediction for a new investigation
video · organize data into an appropriate format (e.g. bar graph, pie chart, charts, Venn diagram)
video · select and use mathematical tools to measure, count, sort, identify, describe, label, and
communicate information from observations (e.g. whole numbers, simple fractions,
geometric figures, representative charts such as pie and bar charts
video · develop and evaluate explanations based upon experimental evidence and the experience
of others
video · use data from an experiment to support explanation
video · check explanations against scientific knowledge, experiences and observations of others
video . write instructions that others can follow
video · describe and illustrate the steps taken in solving a problem including the resources used
video · use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps
and stories to represent objects, events, and processes
video Students know and understand the characteristics and structure of living
things, the processes of life, and how living things interact with each other and
their environment.
Guiding questions:
Fourth grade students will:
· give examples of food chains/webs in Colorado ecosystems (e.g. mountains, plains,
plateaus)
video · give examples of how organisms interact with each other and with other nonliving parts
of environment
video · conduct investigations to gather data, information, and ideas related to the energy and
nutrients organisms need from their environment in order to survive
video · explore a simple natural system (e.g. classroom aquarium or outdoor habitat and generate
questions about the transfer of energy and use of nutrients)
video · know that all organisms need energy and matter to live and grow
video · know that many plants depend on animals for pollination and seed dispersal while animals
depend on plants for food and shelter
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
Fourth grade students will:
· identify some causes for recent increases in technological advances
video · make a plan for building a device considering the limitations of the material and including
multiple views
video · describe and define the invention process (e.g. brainstorm, analyze, combine and create)
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
Fourth grade students will:
· recognize that when a science experiment is repeated with the same conditions, the
experiment generally works the same way
video · compare knowledge gained from direct experience to knowledge gained indirectly
video · identify observable patterns and changes in their lives and predict future events based on
those patterns
video · describe and compare the components and interrelationships of a simple system
video · compare a model with what it represents
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
In grades 5-8, what students know and are able to do includes
Identifying and evaluating alternative explanations and procedures;
Fifth grade students will:
· identify alternative explanations to natural phenomena and design procedures to test
explanations
video · differentiate between an explanation and a description
video · predict an outcome based on a set of experimental data
video · recognize that scientific investigations sometimes generate new methods or procedures
for an investigation or develop new technologies to improve the collection of data
video · differentiate between ideas based on scientific fact or understanding and those based on
myths or misrepresented data
video · differentiate between a question and a hypothesis
video · develop a testable hypothesis
video · refine hypotheses from a series of investigations
video · demonstrate ability to identify and control variables
video · design a model to illustrate an investigation
video · select appropriate tools (e.g. thermometers, balances, beakers) and make quantitative
observations
video · organize and present data in an appropriate format (e.g. charts, graphs, labeled diagrams,
tables)
video · draw a conclusion based on a set of experimental data
video · use metric units in measuring, calculating, and reporting results
video · communicate the results of an investigation that includes the hypotheses tested, tests
conducted or evidence examined, conclusions drawn, and explanations for any inconsistencies, limitations, and variability in recorded observations
video Students know and understand the characteristics and structure of living
things, the processes of life, and how living things interact with each other and
their environment.
Guiding questions:
· construct models that illustrate food chains and food webs (e.g. use terms such as
carnivore, producer, consumer, and decomposer to describe the role of the organism in the
food chain and food web)
video · construct a model of an ecosystem and explain the interaction and interdependence of
living and nonliving components within the ecosystem
video · explore the process of photosynthesis
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
Fifth grade students will:
· compare present day technologies to those of the past (e.g. refrigerator to ice box; horse
drawn carriage to automobile) and discuss the impact these differences have on the
quality of life
video · recognize that technologies consume and generate energy
video · recognize that conservation is a method of preventing depletion of energy
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
Fifth grade students will:
· know that scientific knowledge is subject to modification as new information
video · challenge prevailing theories and new theories lead to looking at old observations in a
new way
video · know that the study of the events that led scientists to discoveries can provide information
about the inquiry process and its effects
video · know that a change in one or more variables may alter the outcome of an investigation
video · recognize the scientific contributions that are made by individuals of diverse
backgrounds, interests, talents, and motivations
video · know that when similar investigations give different results, the scientific challenge is to
verify whether the differences are significant by further study
video · recognize that patterns exist within and across systems
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
In grades 5-8, what students know and are able to do includes
Identifying and evaluating alternative explanations and procedures;
Sixth grade students will:
· choose measurement methods and devices according to the level of precision demanded
by the problem
video · predict an outcome based on a set of experimental data
video · recognize that scientific investigations sometimes lead to new methods or procedures for
conducting an investigation or new technologies to improve the collection of data
video · construct a model that illustrates a concept developed from an inquiry
video · refine hypotheses from a previous investigation
video · identify the variables in an investigation
video · create a written plan to include the question to be investigated, an appropriate hypothesis,
design of the experiment, identification of the variables, a developed scientific procedure
to collect and record data; the design should also include a number of repeated trials,
accurate measurements and record keeping and a comparison to a control
video · organize and present the data in appropriate formats (e.g. histograms, circle graphs, flow
charts) and make inferences based on that data
video · identify, and interpret patterns, trends, relationships in collected data
video · identify data that does not fit a pattern
video · analyze the results of an experiment, draw conclusions about the question being
investigated, and defend those conclusions
video · use metric units in measuring, calculating, and reporting results
video Students know and understand the characteristics and structure of living
things, the processes of life, and how living things interact with each other and
their environment.
Guiding questions:
· explain how adaptations affect a species survival
video · explain interactions and interdependence of nonliving and living components within
ecosystems with first order consumers, second order consumers, biotic factors and biotic
factors
video · explore bio-diversity in ecosystems
video · know that energy entering ecosystems as sunlight is transferred by producers into
chemical energy through photosynthesis and then from organism to organism in food
webs
video · categorizes organisms according to their roles in food chains and food webs as carnivores,
herbivores, omnivores, producers, consumers, or decomposers
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
Sixth grade students will:
· describe how people use science and technology in their profession
video · describe ways in which innovations address human biological, physical, and
psychological needs
video · describe uses of renewable and non-renewable resources (e.g. forests and fossil fuels)
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
Sixth grade students will:
· know that scientific knowledge is subject to modification as new information
video · challenge prevailing theories and new theories lead to looking at old observations in a
new way
video · know that the study of the events that led scientists to discoveries can provide information
about the inquiry process and its effects
video · know that a change in one or more variables may alter the outcome of an investigation
video · recognize the scientific contributions that are made by individuals of diverse
backgrounds, interests, talents, and motivations
video · know that when similar investigations give different results, the scientific challenge is to
verify whether the differences are significant by further study
video · recognize that patterns exist within and across systems
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
In grades 5-8, what students know and are able to do includes
Identifying and evaluating alternative explanations and procedures;
Seventh grade students will:
· propose and critique alternative explanations and procedures
video · suggest alternative explanations for the same observations
video · predict an outcome based on a set of experimental data
video · recognize that scientific investigations sometimes generate new methods or procedures
for an investigation or develop new technologies to improve the collection of data
video · identify the assumptions that influence and guide their investigations
video · propose and execute design changes to correct what might be wrong with an experimental
design
video · cite subject matter knowledge when making judgements
video · refine hypotheses from a previous investigation
video · construct a model that demonstrates change within a system
video · construct scale models, maps, and appropriately labeled diagrams to communicate
scientific knowledge
video · create a written plan to include the question to be investigated, an appropriate hypothesis,
design of the experiment, identification of the control and variables, a developed scientific
procedure to collect and record data; the design should also include a number of repeated
trials, accurate measurements and record keeping and a comparison to a control
video · organize and construct representation of data into appropriate formats (e.g. histograms,
circle graphs, flow charts) and make inferences based on that data
video · interpret patterns, trends, relationships in collected data
video · decide what data to use and what data to ignore in forming conclusions
video · form a logical argument about cause and effect relationships in conclusions
video · use mathematics to structure convincing explanations
video · use metric units in measuring, calculating, and reporting results
video · construct appropriate graphs from data and develop qualitative statements about the
relationships between the variables
video · use analogies to understand how things work
video · summarize the results of others' investigations to see if findings will result in new
questions and more investigations
video · share findings and offer explanations for inconsistencies, limitations, and variability in
recorded observations
video · acknowledge different ideas and explanations, be able to accept the skepticism of others,
and consider alternative explanations
video Students know and understand the characteristics and structure of living
things, the processes of life, and how living things interact with each other and
their environment.
Guiding questions:
· identify the characteristics of plants and animals that enable them to survive
video · create and interpret food chains and webs
video · describe the bio-diversity of different ecosystems and understand that there is a
relationship between the biotic and abiotic factors in an ecosystem
video · investigate and describe the causes and effects of changes in populations (e.g. predator-prey,
human, and carrying capacity)
video Students know and understand the processes and interactions of Earth's
systems and the structure and dynamics of Earth and other objects in space.
Guiding questions:
· explain how fossils indicate that life has changed through geologic time
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
Seventh grade students will:
· describe advantages and disadvantages that might accompany the introduction of a new
technology
video · explain how the choice of materials depends upon their properties and characteristics and
how they interact with other materials
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
Seventh grade students will:
· explain why a controlled experiment must have comparable results when repeated
video · give examples of how scientific knowledge changes as new knowledge is acquired and
previous ideas are modified
video · describe the contributions of science made by people in different cultures and at different
time times in history
video · identify, compare, and predict variables and conditions related to change
video · identify and illustrate natural cycles within systems
video · use models to predict change
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
In grades 5-8, what students know and are able to do includes
Identifying and evaluating alternative explanations and procedures;
Eighth grade students will:
· create a written plan to include the question to be investigated, an appropriate hypothesis,
design of the experiment, identification of the control and labeled variables, a developed
scientific procedure to collect and record data; the design should also include a number of
repeated trials, unbiased sampling, accurate measurements and record keeping and a
comparison to a control
video · apply scientific ideas, concepts, and relationships to the formation of scientific questions
video · evaluate explanations by examining evidence, comparing evidence, identifying faulty
reasoning, and pointing out statements that go beyond the evidence
video · predict an outcome based on a set of experimental data
video · recognize that scientific-investigations sometimes generate new methods or procedures
for an investigation or develop new technologies to improve the collection of data
video · refine hypotheses from a previous investigation
video · construct a model to predict change (e.g. stream table, computer simulation)
video · organize and construct representation of data into appropriate formats (e.g. histograms,
circle graphs, flow charts) and make inferences based on that data
video · interpret patterns, trends, relationships in collected data
video · state relationships in terms of the relationship between two or more variables
video · evaluate the accuracy and reproducibility of data
video · analyze data and evaluate hypothesis
video · identify areas for further investigation
video · construct appropriate graphs from data and develop quantitative statements about the
relationships between variables
video · communicate the logical connection among hypothesis, science concepts, tests conducted,
data collected, and conclusions drawn from the scientific evidence
video · distinguish between linear and non-linear relationships on a graph of data
video · use metric units in measuring, calculating, and reporting results
video · acknowledge that the scientific community accepts and uses explanations until those
explanations are displaced by better scientific ones
video · acknowledge different ideas and explanations, be able to accept the skepticism of others,
and consider alternative explanations
video Students know and understand the characteristics and structure of living
things, the processes of life, and how living things interact with each other and
their environment.
Guiding questions:
· explain the characteristics of plants and animals that enable them to survive
video · compare, contrast, and explain the difference in biodiversity of different ecosystems
video · explain the causes and effects of changes in populations (e.g. predator-prey, human, and
carrying capacity)
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
Eighth grade students will:
· identify and analyze ways in which advances in science and technology have affected
each other and society
video · use the results of material tests (e.g. hardness, tensile strength, conductivity) to suggest
appropriate uses for materials
video · evaluate designs, devices, or solutions and develop measures of quality
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
Eighth grade students will:
· explain why a controlled experiment must have comparable results when repeated
video · give examples of how scientific knowledge changes as new knowledge is acquired and
previous ideas are modified
video · describe the contributions of science made by people in different cultures and at different
time times in history
video · identify, compare, and predict variables and conditions related to change
video · identify and illustrate natural cycles within systems
video · use models to predict change
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
In grades 9-12, what students know and are able to do includes
Asking questions and stating hypotheses, using prior scientific knowledge to help guide their
development;
Ninth through Twelfth grade students will:
· asking questions and stating hypotheses, using prior knowledge to help guide their
development
video · creating and defending a written plan of action for a scientific investigation
video · selecting and using appropriate technologies to gather, process, and analyze data and to
report information related to an investigation
video · identifying major sources of error or uncertainty within an investigation (for example,
particular measuring devices and experimental procedures)
video · constructing and revising scientific explanations and models, using evidence, logic, and
experiments that include identifying and controlling variables
video · communicating and evaluating scientific thinking that leads to particular conclusions
video · recognizing and analyzing alternative explanations and models
video · explaining the difference between a scientific theory and a scientific hypothesis
video Students know and understand the characteristics and structure of living
things, the processes of life, and how living things interact with each other and
their environment.
Guiding questions:
Ninth through Twelfth grade students will:
· predict and describe the interactions of populations and ecosystems
video · understand the concepts of mutation, natural selection, and reproductive isolation impacts
on the planet’s bio-diversity
video · compare and contrast the processes of photosynthesis and respiration
video · describe the cycling of matter and the movement and change of energy through the
ecosystem
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
Ninth through twelfth students will:
· discuss the scientific, technological, and political aspects of major challenges to society
video · analyze and evaluate how specific technological solutions may impact the environment in
areas such as habitat loss, disruption of the food web, and temperature and chemical
changes
video · identify particular characteristics of material resources (e.g. synthetic, composite, and
biological)
video · explain how various energy sources and forms of information are also resources with
specific characteristics
video · analyze how the introduction of a new technology has affected or could affect human
activity
video · analyze benefits, limitations, costs and consequences involved in using technology or
resources
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
Ninth through twelfth grade students will:
· evaluate print and visual media for scientific evidence, bias, or opinion
video · identify, discuss, and respond to information from credible sources (e.g. scientists making
claims in their areas of expertise and from sources of questionable credibility)
video · explain that the scientific way of knowing involves a critique and consensus process (e.g.
peer review, openness to criticism, logical arguments)
video · understand that no matter how well one theory fits observations, a new theory might fit
them as well or better, or might fit a wider range of observations, because in science, the
testing, revising, and occasional discarding of theories new and old, never ends and leads
to an increasingly better understanding of how things work in the world, but not to
absolute truth
video · know that from time to time, major shifts occur in the scientific view of how the world
works but that more often, the changes take place in the body of scientific knowledge are
small modifications of prior knowledge
video · use graphs, equations, or other models to analyze systems involving change and
constancy
video · analyze and compare models of cyclic change as used within and among scientific
disciplines
video · identify and predict cause and effect relationships within a system
video · identify and describe the dynamics of a natural system
video · identify and test a model to analyze systems involving change and constancy
video · explain an exponential model (e.g. pH, Richter scale)
video · refine a hypothesis based on accumulation of data over time
video Updated July 2001Kindergarten
STANDARD 1:
· How do scientists ask questions that help them learn about the world?
· How do scientists design and conduct investigations that answer their questions?
· How do scientists evaluate data derived from the investigation?
· How do scientists communicate their findings to others?
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STANDARD 3:
· What are the characteristics of living things and how do they interact with their
environment?
· What are the interrelationship of matter and energy in living systems?
· How does the human body function and how does this compare with other living things?
· In what ways are living things adapted to survive in their environment?
· How do species change over time in terms of biological evolution and genetics?
hands-on
online
hands-on
online
hands-on
online
STANDARD 5:
· What impacts have advanced technologies had on the world?
· How do people use science and technology in their professional and personal lives?
· How do humans interact with the physical and biological earth?
hands-on
online
STANDARD 6:
· How do scientists decide what to believe?
· How is science related to other ways of knowing?
· How have people of diverse cultures contributed to and influenced developments in
science?
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hands-on
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First Grade
STANDARD 1:
· How do scientists ask questions that help them learn about the world?
· How do scientists design and conduct investigations that answer their questions?
· How do scientists evaluate data derived from the investigation?
· How do scientists communicate their findings to others?
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STANDARD 3:
· What are the characteristics of living things and how do they interact with their
environment?
· What are the interrelationship of matter and energy in living systems?
· How does the human body function and how does this compare with other living things?
· In what ways are living things adapted to survive in their environment?
· How do species change over time in terms of biological evolution and genetics?
hands-on
online
hands-on
online
hands-on
online
STANDARD 4:
· What is the physical earth made of and how do we describe them?
· What processes and interactions change the earth over time?
· Where is water found on the earth, what are it’s characteristics, and how does it move?
· What causes different kinds of weather and the seasons and how does it change overtime?
· What is the earth’s place in the solar system, galaxy, and universe?
hands-on
online
hands-on
online
hands-on
online
hands-on
online
STANDARD 5:
· What impacts have advanced technologies had on the world?
· How do people use science and technology in their professional and personal lives?
· How do humans interact with the physical and biological earth?
hands-on
online
hands-on
online
hands-on
online
STANDARD 6:
· How do scientists decide what to believe?
· How is science related to other ways of knowing?
· How have people of diverse cultures contributed to and influenced developments in
science?
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online
hands-on
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hands-on
online
Second Grade
STANDARD 1:
· How do scientists ask questions that help them learn about the world?
· How do scientists design and conduct investigations that answer their questions?
· How do scientists evaluate data derived from the investigation?
· How do scientists communicate their findings to others?
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STANDARD 3:
· What are the characteristics of living things and how do they interact with their
environment?
· What are the interrelationship of matter and energy in living systems?
· How does the human body function and how does this compare with other living things?
· In what ways are living things adapted to survive in their environment?
· How do species change over time in terms of biological evolution and genetics?
hands-on
online
hands-on
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hands-on
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hands-on
online
STANDARD 5:
· What impacts have advanced technologies had on the world?
· How do people use science and technology in their professional and personal lives?
· How do humans interact with the physical and biological earth?
hands-on
online
hands-on
online
hands-on
online
STANDARD 6:
· How do scientists decide what to believe?
· How is science related to other ways of knowing?
· How have people of diverse cultures contributed to and influenced developments in
science?
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hands-on
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hands-on
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Third Grade
STANDARD 1:
· How do scientists ask questions that help them learn about the world?
· How do scientists design and conduct investigations that answer their questions?
· How do scientists evaluate data derived from the investigation?
· How do scientists communicate their findings to others?
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STANDARD 3:
· What are the characteristics of living things and how do they interact with their
environment?
· What are the interrelationship of matter and energy in living systems?
· How does the human body function and how does this compare with other living things?
· In what ways are living things adapted to survive in their environment?
· How do species change over time in terms of biological evolution and genetics?
hands-on
online
hands-on
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hands-on
online
STANDARD 5:
· What impacts have advanced technologies had on the world?
· How do people use science and technology in their professional and personal lives?
· How do humans interact with the physical and biological earth?
hands-on
online
hands-on
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hands-on
online
STANDARD 6:
· How do scientists decide what to believe?
· How is science related to other ways of knowing?
· How have people of diverse cultures contributed to and influenced developments in
science?
hands-on
online
hands-on
online
Fourth Grade
STANDARD 1:
· How do scientists ask questions that help them learn about the world?
· How do scientists design and conduct investigations that answer their questions?
· How do scientists evaluate data derived from the investigation?
· How do scientists communicate their findings to others?
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hands-on
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STANDARD 3:
· What are the characteristics of living things and how do they interact with their
environment?
· What are the interrelationship of matter and energy in living systems?
· How does the human body function and how does this compare with other living things?
· In what ways are living things adapted to survive in their environment?
· How do species change over time in terms of biological evolution and genetics?
hands-on
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hands-on
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STANDARD 5:
· What impacts have advanced technologies had on the world?
· How do people use science and technology in their professional and personal lives?
· How do humans interact with the physical and biological earth?
hands-on
online
hands-on
online
hands-on
online
STANDARD 6:
· How do scientists decide what to believe?
· How is science related to other ways of knowing?
· How have people of diverse cultures contributed to and influenced developments in
science?
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Fifth Grade
STANDARD 1:
· How do scientists ask questions that help them learn about the world?
· How do scientists design and conduct investigations that answer their questions?
· How do scientists evaluate data derived from the investigation?
· How do scientists communicate their findings to others?
Using examples to demonstrate that scientific ideas are used to explain previous observations and
to predict future events (e.g., plate tectonics and future earthquake activity);
Asking questions and stating hypotheses that lead to different types of scientific investigations
(e.g., experimentation, collecting specimens, constructing models researching scientific literature);
Creating a written plan for an investigation;
Using appropriate tools, technologies, and measurement units to gather and organize data
interpreting and evaluating data in order to formulate conclusions;
Communicating results of their investigations in appropriate ways (e.g., written reports, graphic
displays, oral presentations);
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STANDARD 3:
· What are the characteristics of living things and how do they interact with their
environment?
· What are the interrelationship of matter and energy in living systems?
· How does the human body function and how does this compare with other living things?
· In what ways are living things adapted to survive in their environment?
· How do species change over time in terms of biological evolution and genetics?
hands-on
online
hands-on
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hands-on
online
STANDARD 5:
· What impacts have advanced technologies had on the world?
· How do people use science and technology in their professional and personal lives?
· How do humans interact with the physical and biological earth?
hands-on
online
hands-on
online
hands-on
online
STANDARD 6:
· How do scientists decide what to believe?
· How is science related to other ways of knowing?
· How have people of diverse cultures contributed to and influenced developments in
science?
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Sixth Grade
STANDARD 1:
· How do scientists ask questions that help them learn about the world?
· How do scientists design and conduct investigations that answer their questions?
· How do scientists evaluate data derived from the investigation?
· How do scientists communicate their findings to others?
Using examples to demonstrate that scientific ideas are used to explain previous observations and
to predict future events (e.g., plate tectonics and future earthquake activity);
Asking questions and stating hypotheses that lead to different types of scientific investigations
(e.g., experimentation, collecting specimens, constructing models researching scientific literature);
Creating a written plan for an investigation;
Using appropriate tools, technologies, and measurement units to gather and organize data
interpreting and evaluating data in order to formulate conclusions;
Communicating results of their investigations in appropriate ways (e.g., written reports, graphic
displays, oral presentations);
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STANDARD 3:
· What are the characteristics of living things and how do they interact with their
environment?
· What are the interrelationship of matter and energy in living systems?
· How does the human body function and how does this compare with other living things?
· In what ways are living things adapted to survive in their environment?
· How do species change over time in terms of biological evolution and genetics?
hands-on
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STANDARD 5:
· What impacts have advanced technologies had on the world?
· How do people use science and technology in their professional and personal lives?
· How do humans interact with the physical and biological earth?
hands-on
online
hands-on
online
hands-on
online
STANDARD 6:
· How do scientists decide what to believe?
· How is science related to other ways of knowing?
· How have people of diverse cultures contributed to and influenced developments in
science?
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Seventh Grade
STANDARD 1:
· How do scientists ask questions that help them learn about the world?
· How do scientists design and conduct investigations that answer their questions?
· How do scientists evaluate data derived from the investigation?
· How do scientists communicate their findings to others?
Using examples to demonstrate that scientific ideas are used to explain previous observations and
to predict future events (e.g., plate tectonics and future earthquake activity);
Asking questions and stating hypotheses that lead to different types of scientific investigations
(e.g., experimentation, collecting specimens, constructing models researching scientific literature);
Creating a written plan for an investigation;
Using appropriate tools, technologies, and measurement units to gather and organize data
interpreting and evaluating data in order to formulate conclusions;
Communicating results of their investigations in appropriate ways (e.g., written reports, graphic
displays, oral presentations);
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hands-on
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STANDARD 3:
· What are the characteristics of living things and how do they interact with their
environment?
· What are the interrelationship of matter and energy in living systems?
· How does the human body function and how does this compare with other living things?
· In what ways are living things adapted to survive in their environment?
· How do species change over time in terms of biological evolution and genetics?
hands-on
online
hands-on
online
hands-on
online
hands-on
online
STANDARD 4:
· What is the physical earth made of and how do we describe them?
· What processes and interactions change the earth over time?
· Where is water found on the earth, what are it’s characteristics, and how does it move?
· What causes different kinds of weather and the seasons and how does it change overtime?
· What is the earth’s place in the solar system, galaxy, and universe?
hands-on
online
STANDARD 5:
· What impacts have advanced technologies had on the world?
· How do people use science and technology in their professional and personal lives?
· How do humans interact with the physical and biological earth?
hands-on
online
hands-on
online
STANDARD 6:
· How do scientists decide what to believe?
· How is science related to other ways of knowing?
· How have people of diverse cultures contributed to and influenced developments in
science?
hands-on
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Eighth Grade
STANDARD 1:
· How do scientists ask questions that help them learn about the world?
· How do scientists design and conduct investigations that answer their questions?
· How do scientists evaluate data derived from the investigation?
· How do scientists communicate their findings to others?
Using examples to demonstrate that scientific ideas are used to explain previous observations and
to predict future events (e.g., plate tectonics and future earthquake activity);
Asking questions and stating hypotheses that lead to different types of scientific investigations
(e.g., experimentation, collecting specimens, constructing models researching scientific literature);
Creating a written plan for an investigation;
Using appropriate tools, technologies, and measurement units to gather and organize data
interpreting and evaluating data in order to formulate conclusions;
Communicating results of their investigations in appropriate ways (e.g., written reports, graphic
displays, oral presentations);
hands-on
online
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online
hands-on
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hands-on
online
hands-on
online
hands-on
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hands-on
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hands-on
online
STANDARD 3:
· What are the characteristics of living things and how do they interact with their
environment?
· What are the interrelationship of matter and energy in living systems?
· How does the human body function and how does this compare with other living things?
· In what ways are living things adapted to survive in their environment?
· How do species change over time in terms of biological evolution and genetics?
hands-on
online
hands-on
online
hands-on
online
STANDARD 5:
· What impacts have advanced technologies had on the world?
· How do people use science and technology in their professional and personal lives?
· How do humans interact with the physical and biological earth?
hands-on
online
hands-on
online
hands-on
online
STANDARD 6:
· How do scientists decide what to believe?
· How is science related to other ways of knowing?
· How have people of diverse cultures contributed to and influenced developments in
science?
hands-on
online
hands-on
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hands-on
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hands-on
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hands-on
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hands-on
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Ninth Through Twelfth Grade
STANDARD 1:
· How do scientists ask questions that help them learn about the world?
· How do scientists design and conduct investigations that answer their questions?
· How do scientists evaluate data derived from the investigation?
· How do scientists communicate their findings to others?
Creating and defending a written plan of action for a scientific investigation;
Selecting and using appropriate technologies to gather, process, and analyze data and to report
information related to an investigation;
Identifying major sources of error or uncertainty within an investigation (e.g., particular measuring
devices and experimental procedures);
Constructing and revising scientific explanations and models, using evidence, logic, and
experiments that include identifying and controlling variables;
Communicating and evaluating scientific thinking that leads to particular conclusions;
Recognizing and analyzing alternative explanations and models; and
Explaining the difference between a scientific theory and a scientific hypothesis.
For students continuing their science education beyond the standards, what they know and are
able to do may include:
Designing and completing an advanced scientific investigation--either individually or as part of a
student team--that extends over several days or weeks; and continuing to practice and apply
inquiry skills as they extend their understanding of science content through further study.
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
STANDARD 3:
· What are the characteristics of living things and how do they interact with their
environment?
· What are the interrelationship of matter and energy in living systems?
· How does the human body function and how does this compare with other living things?
· In what ways are living things adapted to survive in their environment?
· How do species change over time in terms of biological evolution and genetics?
hands-on
online
hands-on
online
hands-on
online
hands-on
online
STANDARD 5:
· What impacts have advanced technologies had on the world?
· How do people use science and technology in their professional and personal lives?
· How do humans interact with the physical and biological earth?
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
STANDARD 6:
· How do scientists decide what to believe?
· How is science related to other ways of knowing?
· How have people of diverse cultures contributed to and influenced developments in
science?
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online