Colorado Model Content Standards for Science

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 THE RAINFOREST

PASSPORT TO THE SOLAR SYSTEM

PASSPORT TO WEATHER AND CLIMATE

LIVE FROM MARS 2001/2002

PASSPORT TO THE UNIVERSE

Kindergarten,   First Grade,   Second Grade,   Third Grade,   Fourth Grade,   Fifth Grade,   Sixth Grade,   Seventh Grade,   Eighth Grade,   Ninth through Twelfth,  

Kindergarten

STANDARD 1:

Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.

 

Guiding questions:
∑ 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?

 

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
hands-on
online

∑ state simple hypotheses about cause and effect relationships in the environment

video
hands-on
online

∑ predict the results of an observable cause and effect relationship in the environment

video
hands-on
online

∑ ask "what if" questions and explore multiple possible explanations

video
hands-on
online

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
hands-on
online

∑ perform simple measurements using appropriate tools and devices

video
hands-on
online

∑ compare observable characteristics of common objects (e.g. size, color, texture) for similarities and differences

video
hands-on
online

∑ compare objects according to their measurement (e.g. larger than, heavier than)

video
hands-on
online

∑ observe and describe changes in a simple system (e.g. plant terrarium, ant farm,. aquarium)

video
hands-on
online

∑ observe and describe simple patterns and cycles (e.g. seasons, day/night, geometric designs)

video
hands-on
online

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
hands-on
online

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
hands-on
online

∑ describe observations with pictures pictographs models and words

video
hands-on
online

∑ describe similarities and differences of observations

video
hands-on
online


STANDARD 3:

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:
∑ 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?

 

Kindergarten students will:

 

∑ identify and describe living and non living things

video
hands-on
online

∑ use pictures to describe the growth of a plant

video
hands-on
online

∑ describe some plants and animals that live in different places (e.g. polar bear) and how they are different

video
hands-on
online


STANDARD 5:

Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.

 

Guiding questions:
∑ 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?

 

Kindergarten students will:

 

∑ recognize some resources that come from the Earth and sun (e.g. soil from the Earth; light from the sun)

video
hands-on
online


STANDARD 6:

Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.

 

Guiding questions:
∑ 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?

 

Kindergarten students will:

 

∑ know that in order to learn, it is important to observe the same things often and compare them

video
hands-on
online

∑ know that when experiments are repeated under the same conditions, similar results are usually obtained

video
hands-on
online

∑ know that in doing science it is often helpful to work with a team and to share findings with others

video
hands-on
online


First Grade

STANDARD 1:

Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.

 

Guiding questions:
∑ 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?

 

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
hands-on
online

∑ state simple hypotheses about cause and effect relationships in the environment

video
hands-on
online

∑ predict the results of an observable cause and effect relationship in the environment

video
hands-on
online

∑ ask "what if" questions and explore multiple possible explanations

video
hands-on
online

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
hands-on
online

∑ make multiple observations of events and explorations using the five senses (or as many of the five senses as are appropriate)

video
hands-on
online

∑ perform simple measurements using appropriate tools and devices (e.g. magnifiers, thermometers, rulers)

video
hands-on
online

∑ manipulate a simple mechanical devise and verbally communicate how it works

video
hands-on
online

∑ draw pictures that portray some features of a natural event they observe (e.g. fish in aquarium, weather change)

video
hands-on
online

∑ record observations/data on a bar graph

video
hands-on
online

∑ describe the relative position of objects using two references (e.g. above and next to, below and left of)

video
hands-on
online

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
hands-on
online

∑ be able to reasonably explain what they observe in an inquiry on a science topic that interests them

video
hands-on
online

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
hands-on
online


STANDARD 3:

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:
∑ 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?

 

First grade students will:

 

∑ distinguish living from non living things

video
hands-on
online

∑ discuss how living and nonliving things change over time (e.g. insects)

video
hands-on
online

∑ discuss how each plant or animal has different structures that serve different functions in growth, and survival

video
hands-on
online


STANDARD 4:

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:
∑ 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 itís characteristics, and how does it move?
∑ What causes different kinds of weather and the seasons and how does it change overtime?
∑ What is the earthís place in the solar system, galaxy, and universe?

 

First grade students will:

 

∑ know that fossils are evidence of plants and animals that lived on Earth long ago

video
hands-on
online

∑ explore some processes that change the Earth's surface (e.g. erosion, weathering)

video
hands-on
online

∑ know that water is needed to support the growth of plants in our food supply

video
hands-on
online

∑ know that the sun provides light

video
hands-on
online


STANDARD 5:

Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.

 

Guiding questions:
∑ 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?

 

First grade students will:

 

∑ identify daily activities/devices used in everyday life that involve the use of technology

video
hands-on
online

∑ design a simple plan for a new invention and report on it

video
hands-on
online

∑ identify types of people that use science and technology in their jobs

video
hands-on
online


STANDARD 6:

Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.

 

Guiding questions:
∑ 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?

 

First grade students will:

 

∑ know that in order to learn, it is important to observe the same things often and compare them

video
hands-on
online

∑ know that when experiments are repeated under the same conditions, similar results are usually obtained

video
hands-on
online

∑ know that in doing science it is often helpful to work with a team and to share findings with others

video
hands-on
online


Second Grade

STANDARD 1:

Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.

 

Guiding questions:
∑ 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?

 

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
hands-on
online

∑ observe patterns and make predictions based on the observation

video
hands-on
online

∑ develop solutions to unfamiliar problems through reasoning and inquiry that includes formulating a plan, gathering data and constructing a reasonable explanation

video
hands-on
online

∑ use accurate tools to observe and measure objects during an inquiry

video
hands-on
online

∑ measure length, temperature, and liquid volume with appropriate tools and express measurements

video
hands-on
online

∑ compare and sort common objects based or two or more physical attributes (e.g. color and texture, size and shape)

video
hands-on
online

∑ conduct inquiry into a topic of their interest and run repeat trials of a related simple experiment to compare results

video
hands-on
online

∑ identify a sequence of events in a natural cycle(e.g. water cycle, life to death)

video
hands-on
online

∑ distinguish between actual observations from ideas and speculation about what was observed

video
hands-on
online

∑ describe the process used in solving the problem or investigation

video
hands-on
online

∑ create communications that describe and compare things in terms of numbers, shape, texture, size, odor, sound, mass, and motion

video
hands-on
online

∑ restate, illustrate, or summarize what others have said

video
hands-on
online

∑ use a variety of media to search for information

video
hands-on
online

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
hands-on
online

∑ observe patterns and make predictions based on the observation

video
hands-on
online

∑ develop solutions to unfamiliar problems through reasoning and inquiry that includes formulating a plan, gathering data and constructing a reasonable explanation

video
hands-on
online

∑ use accurate metric measuring tools to observe and measure objects

video
hands-on
online

∑ measure length, mass, temperature and liquid volume with appropriate tools and express measurements

video
hands-on
online

∑ compare and sort common objects based or two or more physical attributes (e.g. color and texture, size and shape)

video
hands-on
online

∑ conduct inquiry into topic of their interest and run repeat trials of a related simple experiment to compare results

video
hands-on
online

∑ identify a sequence of events in a natural cycle(e.g. water cycle, life to death)

video
hands-on
online

∑ distinguish between actual observations from ideas and speculation about what was observed

video
hands-on
online

∑ describe the process used in solving the problem or investigation

video
hands-on
online

∑ describe and compare things in terms of numbers, shape, texture, size, odor, sound, mass, and motion

video
hands-on
online

∑ write or draw descriptions of a sequence of steps, events, and observations

video
hands-on
online

∑ restate, illustrate, or summarize what others have said

video
hands-on
online

∑ use a variety of media to search for information

video
hands-on
online

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
hands-on
online

∑ observe patterns and make predictions based on observations

video
hands-on
online

∑ develop solutions to unfamiliar problems through reasoning and inquiry that includes formulating a plan, gathering data and constructing a reasonable explanation

video
hands-on
online

∑ use accurate tools to observe and measure objects during an inquiry

video
hands-on
online

∑ measure length, temperature and liquid volume with appropriate tools and express measurements in standard and non-standard units

video
hands-on
online

∑ compare and sort common objects based or two or more physical attributes (e.g. color and texture, size and shape)

video
hands-on
online

∑ conduct inquiry into topic of their interest and run repeat trials of a related simple experiment to compare results

video
hands-on
online

∑ identify a sequence of events in a natural cycle(e.g. water cycle, life to death)

video
hands-on
online

∑ distinguish between actual observations from ideas and speculation about what was observed

video
hands-on
online

∑ describe the process used in solving the problem or investigation

video
hands-on
online

∑ create communications that describe and compare things in terms of numbers, shape, texture, size, odor, sound, mass, and motion

video
hands-on
online

∑ write or draw descriptions of a sequence of steps, events, and observations

video
hands-on
online

∑ restate, illustrate, or summarize what others have said

video
hands-on
online

∑ use a variety of media to search for information

video
hands-on
online

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
hands-on
online

∑ observe patterns and make predictions based on observations

video
hands-on
online

∑ develop solutions to unfamiliar problems through reasoning and inquiry that includes formulating a plan, gathering data and constructing a reasonable explanation

video
hands-on
online

∑ use accurate tools to observe and measure objects during an inquiry

video
hands-on
online

∑ measure length, temperature and liquid volume with appropriate tools and express measurements in standard and non-standard units

video
hands-on
online

∑ compare and sort common objects based or two or more physical attributes (e.g. color and texture, size and shape)

video
hands-on
online

∑ conduct inquiry into topic of their interest and run repeat trials of a related simple experiment to compare results

video
hands-on
online

∑ identify a sequence of events in a natural cycle(e.g. water cycle, life to death)

video
hands-on
online

∑ distinguish between actual observations from ideas and speculation about what was observed

video
hands-on
online

∑ describe the process used in solving the problem or investigation

video
hands-on
online

∑ create communications that describe and compare things in terms of numbers, shape, texture, size, odor, sound, mass, and motion

video
hands-on
online

∑ write or draw descriptions of a sequence of steps, events, and observations

video
hands-on
online

∑ restate, illustrate, or summarize what others have said

video
hands-on
online

∑ use a variety of media to search for information

video
hands-on
online


STANDARD 3:

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:
∑ 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?

 

Second grade students will:

 

∑ recognize that green plants need energy from sunlight and various raw materials to live

video
hands-on
online

∑ 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
hands-on
online

∑ recognize how environmental changes influence the life and death of plants and animals

video
hands-on
online

∑ discuss how the behavior of animals and plants is dependent upon their environment

video
hands-on
online


STANDARD 5:

Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.

 

Guiding questions:
∑ 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?

 

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
hands-on
online

∑ identify careers that use science and technology

video
hands-on
online

∑ identify the use of technologies in their everyday life

video
hands-on
online


STANDARD 6:

Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.

 

Guiding questions:
∑ 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?

 

Second grade students will:

 

∑ know that in order to learn, it is important to observe the same things often and compare them

video
hands-on
online

∑ know that when experiments are repeated under the same conditions, similar results are usually obtained

video
hands-on
online

∑ know that in doing science it is often helpful to work with a team and to share findings with others

video
hands-on
online


Third Grade

STANDARD 1:

Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.

 

Guiding questions:
∑ 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?

 

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
hands-on
online

∑ seek evidence to support ideas by asking, "How does it work?" "How do we know?" "Why?"

video
hands-on
online

∑ predict the outcome of a simple investigation and compare the result to the prediction

video
hands-on
online

∑ select and explore the use and accuracy of a variety of measuring devices

video
hands-on
online

∑ demonstrate alternate ways to display data

video
hands-on
online

∑ search for information from multiple sources

video
hands-on
online

∑ explain and discuss various influences affecting observations and interpretations

video
hands-on
online

∑ use numerical data in describing and comparing objects, events and measurements

video
hands-on
online

∑ seek evidence to support opinions, statements, and conclusions

video
hands-on
online

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
hands-on
online

∑ seek evidence to support ideas by asking, "How does it work?" "How do we know?" "Why?"

video
hands-on
online

∑ predict the outcome of a simple investigation and compare the result to the prediction

video
hands-on
online

∑ select and explore the use of a variety of measuring devices

video
hands-on
online

∑ select and explore the use and accuracy of a variety of measuring devices

video
hands-on
online

∑ demonstrate alternate ways to display data

video
hands-on
online

∑ search for information from multiple sources

video
hands-on
online

∑ explain and discuss various influences affecting observations and interpretations

video
hands-on
online

∑ use numerical data in describing and comparing objects, events and measurements

video
hands-on
online

∑ seek evidence to support opinions, statements, and conclusions

video
hands-on
online

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
hands-on
online

∑ seek evidence to support ideas by asking, "How does it work?" "How do we know?" "Why?"

video
hands-on
online

∑ predict the outcome of a simple investigation and compare the result to the prediction

video
hands-on
online

∑ select and explore the use and accuracy of a variety of measuring devices

video
hands-on
online

∑ demonstrate alternate ways to display data

video
hands-on
online

∑ search for information from multiple sources

video
hands-on
online

∑ explain and discuss various influences affecting observations and interpretations

video
hands-on
online

∑ use numerical data in describing and comparing objects, events and measurements

video
hands-on
online

∑ seek evidence to support opinions, statements, and conclusions

video
hands-on
online

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
hands-on
online

∑ seek evidence to support ideas by asking, "How does it work?" "How do we know?" "Why?"

video
hands-on
online

∑ predict the outcome of a simple investigation and compare the result to the prediction

video
hands-on
online

∑ select and explore the use of a variety of measuring devices

video
hands-on
online

∑ select and explore the use and accuracy of a variety of measuring devices

video
hands-on
online

∑ demonstrate alternate ways to display data

video
hands-on
online

∑ search for information from multiple sources

video
hands-on
online

∑ observe events and phenomena of varying duration and report occurrences affecting observations and interpretations

video
hands-on
online

∑ explain and discuss various influences affecting observations and interpretations

video
hands-on
online

∑ use numerical data in describing and comparing objects, events and measurements

video
hands-on
online

∑ seek evidence to support opinions, statements, and conclusions

video
hands-on
online


STANDARD 3:

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:
∑ 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?

 

Third grade students will:

 

∑ recognize that all organisms cause and respond to changes in their environment

video
hands-on
online

∑ describe and draw food chains

video
hands-on
online

∑ identify characteristics of plants and animals that allow them to live in specific environments

video
hands-on
online


STANDARD 5:

Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.

 

Guiding questions:
∑ 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?

 

Third grade students will:

 

∑ list some major inventions in the 19th century and compare them to the major inventions in the 20th century

video
hands-on
online

∑ know that people have always invented new ways to solve problems and get work done; these new inventions affect all aspects of life

video
hands-on
online

∑ invent a new device and communicate the problem, design, and solution

video
hands-on
online


STANDARD 6:

Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.

 

Guiding questions:
∑ 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?

 

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
hands-on
online

∑ know that a model of something is different from the real thing, but can be used to learn something about the real thing

video
hands-on
online

Fourth Grade

STANDARD 1:

Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.

 

Guiding questions:
∑ 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?

 

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
hands-on
online

∑ use the data from one investigation, generate a prediction for a new investigation

video
hands-on
online

∑ conduct a systematic observation over time

video
hands-on
online

∑ organize data into an appropriate format (e.g. bar graph, pie chart, charts, Venn diagram)

video
hands-on
online

. 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
hands-on
online

∑ analyze data found in graphs, charts, and articles in order to draw and evaluate conclusions

video
hands-on
online

∑ develop and evaluate explanations based upon experimental evidence and the experience of others

video
hands-on
online

∑ check explanations against scientific knowledge, experiences and observations of others

video
hands-on
online

∑ use facts to support and evaluate the fairness of conclusions

video
hands-on
online

∑ write instructions that others can follow

video
hands-on
online

∑ describe and illustrate the steps taken in solving a problem including the resources used

video
hands-on
online

∑ use appropriate units to add meaning to numbers

video
hands-on
online

∑ use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps and stories to represent objects, events, and processes

video
hands-on
online

∑ select and use simple devices to gather data related to an investigation (e.g ruler, thermometers, watches, magnifying lens, microscopes, calculators, and computers)

video
hands-on
online

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
hands-on
online

∑ use the data from one investigation, generate a prediction for a new investigation

video
hands-on
online

∑ conduct a systematic observation over time

video
hands-on
online

∑ organize data into an appropriate format (e.g. bar graph, pie chart, charts, Venn diagram)

video
hands-on
online

∑ 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
hands-on
online

∑ analyze data found in graphs, charts, and articles in order to draw and evaluate conclusions

video
hands-on
online

∑ develop and evaluate explanations based upon experimental evidence and the experience of others

video
hands-on
online

∑ write instructions for a scientific or experimental procedure that others can follow

video
hands-on
online

∑ describe and illustrate the steps taken in solving a problem including the resources used

video
hands-on
online

∑ use appropriate units when presenting or using numerical data

video
hands-on
online

∑ use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps and stories to represent objects, events, and processes

video
hands-on
online

∑ select and using simple devices to gather data related to an investigation (e.g ruler, thermometers, watches, magnifying lens, microscopes, calculators, and computers)

video
hands-on
online

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
hands-on
online

∑ using the data from one investigation, generate a prediction for a new investigation

video
hands-on
online

∑ conduct a systematic observation over time

video
hands-on
online

∑ organize data into an appropriate format (e.g. bar graph, pie chart, charts, Venn diagram)

video
hands-on
online

∑ 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
hands-on
online

∑ analyze data found in graphs, charts, and articles in order to draw and evaluate conclusions

video
hands-on
online

∑ develop and evaluate explanations based upon experimental evidence and the experience of others

video
hands-on
online

∑ use knowledge and evidence obtained in experimentation, to support explanation

video
hands-on
online

∑ check explanations against scientific knowledge, experiences and observations of others

video
hands-on
online

∑ use facts to support and evaluate the fairness of conclusions

video
hands-on
online

∑ write instructions for a scientific or experimental procedure that others can follow

video
hands-on
online

∑ describe and illustrate the steps taken in solving a problem including the resources used

video
hands-on
online

∑ use appropriate units when presenting or using numerical data

video
hands-on
online

∑ describe and illustrate the steps taken in solving a problem including the resources used

video
hands-on
online

∑ use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps and stories to represent objects, events, and processes

video
hands-on
online

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
hands-on
online

∑ using the data from one investigation, generate a prediction for a new investigation

video
hands-on
online

∑ organize data into an appropriate format (e.g. bar graph, pie chart, charts, Venn diagram)

video
hands-on
online

∑ 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
hands-on
online

∑ develop and evaluate explanations based upon experimental evidence and the experience of others

video
hands-on
online

∑ use data from an experiment to support explanation

video
hands-on
online

∑ check explanations against scientific knowledge, experiences and observations of others

video
hands-on
online

. write instructions that others can follow

video
hands-on
online

∑ describe and illustrate the steps taken in solving a problem including the resources used

video
hands-on
online

∑ use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps and stories to represent objects, events, and processes

video
hands-on
online


STANDARD 3:

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:
∑ 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?

 

Fourth grade students will:

 

∑ give examples of food chains/webs in Colorado ecosystems (e.g. mountains, plains, plateaus)

video
hands-on
online

∑ give examples of how organisms interact with each other and with other nonliving parts of environment

video
hands-on
online

∑ conduct investigations to gather data, information, and ideas related to the energy and nutrients organisms need from their environment in order to survive

video
hands-on
online

∑ 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
hands-on
online

∑ know that all organisms need energy and matter to live and grow

video
hands-on
online

∑ know that many plants depend on animals for pollination and seed dispersal while animals depend on plants for food and shelter

video
hands-on
online


STANDARD 5:

Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.

 

Guiding questions:
∑ 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?

 

Fourth grade students will:

 

∑ identify some causes for recent increases in technological advances

video
hands-on
online

∑ make a plan for building a device considering the limitations of the material and including multiple views

video
hands-on
online

∑ describe and define the invention process (e.g. brainstorm, analyze, combine and create)

video
hands-on
online


STANDARD 6:

Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.

 

Guiding questions:
∑ 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?

 

Fourth grade students will:

 

∑ recognize that when a science experiment is repeated with the same conditions, the experiment generally works the same way

video
hands-on
online

∑ compare knowledge gained from direct experience to knowledge gained indirectly

video
hands-on
online

∑ identify observable patterns and changes in their lives and predict future events based on those patterns

video
hands-on
online

∑ describe and compare the components and interrelationships of a simple system

video
hands-on
online

∑ compare a model with what it represents

video
hands-on
online


Fifth Grade

STANDARD 1:

Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.

 

Guiding questions:
∑ 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?

 

In grades 5-8, what students know and are able to do includes

 

Identifying and evaluating alternative explanations and procedures;
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);

 

Fifth grade students will:

 

∑ identify alternative explanations to natural phenomena and design procedures to test explanations

video
hands-on
online

∑ differentiate between an explanation and a description

video
hands-on
online

∑ predict an outcome based on a set of experimental data

video
hands-on
online

∑ recognize that scientific investigations sometimes generate new methods or procedures for an investigation or develop new technologies to improve the collection of data

video
hands-on
online

∑ differentiate between ideas based on scientific fact or understanding and those based on myths or misrepresented data

video
hands-on
online

∑ differentiate between a question and a hypothesis

video
hands-on
online

∑ develop a testable hypothesis

video
hands-on
online

∑ refine hypotheses from a series of investigations

video
hands-on
online

∑ demonstrate ability to identify and control variables

video
hands-on
online

∑ design a model to illustrate an investigation

video
hands-on
online

∑ select appropriate tools (e.g. thermometers, balances, beakers) and make quantitative observations

video
hands-on
online

∑ organize and present data in an appropriate format (e.g. charts, graphs, labeled diagrams, tables)

video
hands-on
online

∑ draw a conclusion based on a set of experimental data

video
hands-on
online

∑ use metric units in measuring, calculating, and reporting results

video
hands-on
online

∑ 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
hands-on
online


STANDARD 3:

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:
∑ 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?

 

∑ 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
hands-on
online

∑ construct a model of an ecosystem and explain the interaction and interdependence of living and nonliving components within the ecosystem

video
hands-on
online

∑ explore the process of photosynthesis

video
hands-on
online


STANDARD 5:

Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.

 

Guiding questions:
∑ 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?

 

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
hands-on
online

∑ recognize that technologies consume and generate energy

video
hands-on
online

∑ recognize that conservation is a method of preventing depletion of energy

video
hands-on
online


STANDARD 6:

Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.

 

Guiding questions:
∑ 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?

 

Fifth grade students will:

 

∑ know that scientific knowledge is subject to modification as new information

video
hands-on
online

∑ challenge prevailing theories and new theories lead to looking at old observations in a new way

video
hands-on
online

∑ know that the study of the events that led scientists to discoveries can provide information about the inquiry process and its effects

video
hands-on
online

∑ know that a change in one or more variables may alter the outcome of an investigation

video
hands-on
online

∑ recognize the scientific contributions that are made by individuals of diverse backgrounds, interests, talents, and motivations

video
hands-on
online

∑ know that when similar investigations give different results, the scientific challenge is to verify whether the differences are significant by further study

video
hands-on
online

∑ recognize that patterns exist within and across systems

video
hands-on
online


Sixth Grade

STANDARD 1:

Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.

 

Guiding questions:
∑ 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?

 

In grades 5-8, what students know and are able to do includes

 

Identifying and evaluating alternative explanations and procedures;
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);

 

Sixth grade students will:

 

∑ choose measurement methods and devices according to the level of precision demanded by the problem

video
hands-on
online

∑ predict an outcome based on a set of experimental data

video
hands-on
online

∑ 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
hands-on
online

∑ construct a model that illustrates a concept developed from an inquiry

video
hands-on
online

∑ refine hypotheses from a previous investigation

video
hands-on
online

∑ identify the variables in an investigation

video
hands-on
online

∑ 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
hands-on
online

∑ organize and present the data in appropriate formats (e.g. histograms, circle graphs, flow charts) and make inferences based on that data

video
hands-on
online

∑ identify, and interpret patterns, trends, relationships in collected data

video
hands-on
online

∑ identify data that does not fit a pattern

video
hands-on
online

∑ analyze the results of an experiment, draw conclusions about the question being investigated, and defend those conclusions

video
hands-on
online

∑ use metric units in measuring, calculating, and reporting results

video
hands-on
online


STANDARD 3:

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:
∑ 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?

 

∑ explain how adaptations affect a species survival

video
hands-on
online

∑ explain interactions and interdependence of nonliving and living components within ecosystems with first order consumers, second order consumers, biotic factors and biotic factors

video
hands-on
online

∑ explore bio-diversity in ecosystems

video
hands-on
online

∑ 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
hands-on
online

∑ categorizes organisms according to their roles in food chains and food webs as carnivores, herbivores, omnivores, producers, consumers, or decomposers

video
hands-on
online


STANDARD 5:

Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.

 

Guiding questions:
∑ 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?

 

Sixth grade students will:

 

∑ describe how people use science and technology in their profession

video
hands-on
online

∑ describe ways in which innovations address human biological, physical, and psychological needs

video
hands-on
online

∑ describe uses of renewable and non-renewable resources (e.g. forests and fossil fuels)

video
hands-on
online


STANDARD 6:

Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.

 

Guiding questions:
∑ 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?

 

Sixth grade students will:

 

∑ know that scientific knowledge is subject to modification as new information

video
hands-on
online

∑ challenge prevailing theories and new theories lead to looking at old observations in a new way

video
hands-on
online

∑ know that the study of the events that led scientists to discoveries can provide information about the inquiry process and its effects

video
hands-on
online

∑ know that a change in one or more variables may alter the outcome of an investigation

video
hands-on
online

∑ recognize the scientific contributions that are made by individuals of diverse backgrounds, interests, talents, and motivations

video
hands-on
online

∑ know that when similar investigations give different results, the scientific challenge is to verify whether the differences are significant by further study

video
hands-on
online

∑ recognize that patterns exist within and across systems

video
hands-on
online


Seventh Grade

STANDARD 1:

Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.

 

Guiding questions:
∑ 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?

 

In grades 5-8, what students know and are able to do includes

 

Identifying and evaluating alternative explanations and procedures;
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);

 

Seventh grade students will:

 

∑ propose and critique alternative explanations and procedures

video
hands-on
online

∑ suggest alternative explanations for the same observations

video
hands-on
online

∑ predict an outcome based on a set of experimental data

video
hands-on
online

∑ recognize that scientific investigations sometimes generate new methods or procedures for an investigation or develop new technologies to improve the collection of data

video
hands-on
online

∑ identify the assumptions that influence and guide their investigations

video
hands-on
online

∑ propose and execute design changes to correct what might be wrong with an experimental design

video
hands-on
online

∑ cite subject matter knowledge when making judgements

video
hands-on
online

∑ refine hypotheses from a previous investigation

video
hands-on
online

∑ construct a model that demonstrates change within a system

video
hands-on
online

∑ construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge

video
hands-on
online

∑ 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
hands-on
online

∑ organize and construct representation of data into appropriate formats (e.g. histograms, circle graphs, flow charts) and make inferences based on that data

video
hands-on
online

∑ interpret patterns, trends, relationships in collected data

video
hands-on
online

∑ decide what data to use and what data to ignore in forming conclusions

video
hands-on
online

∑ form a logical argument about cause and effect relationships in conclusions

video
hands-on
online

∑ use mathematics to structure convincing explanations

video
hands-on
online

∑ use metric units in measuring, calculating, and reporting results

video
hands-on
online

∑ construct appropriate graphs from data and develop qualitative statements about the relationships between the variables

video
hands-on
online

∑ use analogies to understand how things work

video
hands-on
online

∑ summarize the results of others' investigations to see if findings will result in new questions and more investigations

video
hands-on
online

∑ share findings and offer explanations for inconsistencies, limitations, and variability in recorded observations

video
hands-on
online

∑ acknowledge different ideas and explanations, be able to accept the skepticism of others, and consider alternative explanations

video
hands-on
online


STANDARD 3:

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:
∑ 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?

 

∑ identify the characteristics of plants and animals that enable them to survive

video
hands-on
online

∑ create and interpret food chains and webs

video
hands-on
online

∑ describe the bio-diversity of different ecosystems and understand that there is a relationship between the biotic and abiotic factors in an ecosystem

video
hands-on
online

∑ investigate and describe the causes and effects of changes in populations (e.g. predator-prey, human, and carrying capacity)

video
hands-on
online


STANDARD 4:

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:
∑ 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 itís characteristics, and how does it move?
∑ What causes different kinds of weather and the seasons and how does it change overtime?
∑ What is the earthís place in the solar system, galaxy, and universe?

 

∑ explain how fossils indicate that life has changed through geologic time

video
hands-on
online


STANDARD 5:

Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.

 

Guiding questions:
∑ 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?

 

Seventh grade students will:

 

∑ describe advantages and disadvantages that might accompany the introduction of a new technology

video
hands-on
online

∑ explain how the choice of materials depends upon their properties and characteristics and how they interact with other materials

video
hands-on
online


STANDARD 6:

Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.

 

Guiding questions:
∑ 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?

 

Seventh grade students will:

 

∑ explain why a controlled experiment must have comparable results when repeated

video
hands-on
online

∑ give examples of how scientific knowledge changes as new knowledge is acquired and previous ideas are modified

video
hands-on
online

∑ describe the contributions of science made by people in different cultures and at different time times in history

video
hands-on
online

∑ identify, compare, and predict variables and conditions related to change

video
hands-on
online

∑ identify and illustrate natural cycles within systems

video
hands-on
online

∑ use models to predict change

video
hands-on
online


Eighth Grade

STANDARD 1:

Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.

 

Guiding questions:
∑ 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?

 

In grades 5-8, what students know and are able to do includes

 

Identifying and evaluating alternative explanations and procedures;
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);

 

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
hands-on
online

∑ apply scientific ideas, concepts, and relationships to the formation of scientific questions

video
hands-on
online

∑ evaluate explanations by examining evidence, comparing evidence, identifying faulty reasoning, and pointing out statements that go beyond the evidence

video
hands-on
online

∑ predict an outcome based on a set of experimental data

video
hands-on
online

∑ recognize that scientific-investigations sometimes generate new methods or procedures for an investigation or develop new technologies to improve the collection of data

video
hands-on
online

∑ refine hypotheses from a previous investigation

video
hands-on
online

∑ construct a model to predict change (e.g. stream table, computer simulation)

video
hands-on
online

∑ organize and construct representation of data into appropriate formats (e.g. histograms, circle graphs, flow charts) and make inferences based on that data

video
hands-on
online

∑ interpret patterns, trends, relationships in collected data

video
hands-on
online

∑ state relationships in terms of the relationship between two or more variables

video
hands-on
online

∑ evaluate the accuracy and reproducibility of data

video
hands-on
online

∑ analyze data and evaluate hypothesis

video
hands-on
online

∑ identify areas for further investigation

video
hands-on
online

∑ construct appropriate graphs from data and develop quantitative statements about the relationships between variables

video
hands-on
online

∑ communicate the logical connection among hypothesis, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence

video
hands-on
online

∑ distinguish between linear and non-linear relationships on a graph of data

video
hands-on
online

∑ use metric units in measuring, calculating, and reporting results

video
hands-on
online

∑ acknowledge that the scientific community accepts and uses explanations until those explanations are displaced by better scientific ones

video
hands-on
online

∑ acknowledge different ideas and explanations, be able to accept the skepticism of others, and consider alternative explanations

video
hands-on
online


STANDARD 3:

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:
∑ 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?

 

∑ explain the characteristics of plants and animals that enable them to survive

video
hands-on
online

∑ compare, contrast, and explain the difference in biodiversity of different ecosystems

video
hands-on
online

∑ explain the causes and effects of changes in populations (e.g. predator-prey, human, and carrying capacity)

video
hands-on
online


STANDARD 5:

Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.

 

Guiding questions:
∑ 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?

 

Eighth grade students will:

 

∑ identify and analyze ways in which advances in science and technology have affected each other and society

video
hands-on
online

∑ use the results of material tests (e.g. hardness, tensile strength, conductivity) to suggest appropriate uses for materials

video
hands-on
online

∑ evaluate designs, devices, or solutions and develop measures of quality

video
hands-on
online


STANDARD 6:

Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.

 

Guiding questions:
∑ 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?

 

Eighth grade students will:

 

∑ explain why a controlled experiment must have comparable results when repeated

video
hands-on
online

∑ give examples of how scientific knowledge changes as new knowledge is acquired and previous ideas are modified

video
hands-on
online

∑ describe the contributions of science made by people in different cultures and at different time times in history

video
hands-on
online

∑ identify, compare, and predict variables and conditions related to change

video
hands-on
online

∑ identify and illustrate natural cycles within systems

video
hands-on
online

∑ use models to predict change

video
hands-on
online


Ninth Through Twelfth Grade

STANDARD 1:

Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.

 

Guiding questions:
∑ 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?

 

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;
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.

 

Ninth through Twelfth grade students will:

 

∑ asking questions and stating hypotheses, using prior knowledge to help guide their development

video
hands-on
online

∑ creating and defending a written plan of action for a scientific investigation

video
hands-on
online

∑ selecting and using appropriate technologies to gather, process, and analyze data and to report information related to an investigation

video
hands-on
online

∑ identifying major sources of error or uncertainty within an investigation (for example, particular measuring devices and experimental procedures)

video
hands-on
online

∑ constructing and revising scientific explanations and models, using evidence, logic, and experiments that include identifying and controlling variables

video
hands-on
online

∑ communicating and evaluating scientific thinking that leads to particular conclusions

video
hands-on
online

∑ recognizing and analyzing alternative explanations and models

video
hands-on
online

∑ explaining the difference between a scientific theory and a scientific hypothesis

video
hands-on
online


STANDARD 3:

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:
∑ 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?

 

Ninth through Twelfth grade students will:

 

∑ predict and describe the interactions of populations and ecosystems

video
hands-on
online

∑ understand the concepts of mutation, natural selection, and reproductive isolation impacts on the planetís bio-diversity

video
hands-on
online

∑ compare and contrast the processes of photosynthesis and respiration

video
hands-on
online

∑ describe the cycling of matter and the movement and change of energy through the ecosystem

video
hands-on
online


STANDARD 5:

Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.

 

Guiding questions:
∑ 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?

 

Ninth through twelfth students will:

 

∑ discuss the scientific, technological, and political aspects of major challenges to society

video
hands-on
online

∑ 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
hands-on
online

∑ identify particular characteristics of material resources (e.g. synthetic, composite, and biological)

video
hands-on
online

∑ explain how various energy sources and forms of information are also resources with specific characteristics

video
hands-on
online

∑ analyze how the introduction of a new technology has affected or could affect human activity

video
hands-on
online

∑ analyze benefits, limitations, costs and consequences involved in using technology or resources

video
hands-on
online


STANDARD 6:

Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.

 

Guiding questions:
∑ 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?

 

Ninth through twelfth grade students will:

 

∑ evaluate print and visual media for scientific evidence, bias, or opinion

video
hands-on
online

∑ 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
hands-on
online

∑ explain that the scientific way of knowing involves a critique and consensus process (e.g. peer review, openness to criticism, logical arguments)

video
hands-on
online

∑ 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
hands-on
online

∑ 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
hands-on
online

∑ use graphs, equations, or other models to analyze systems involving change and constancy

video
hands-on
online

∑ analyze and compare models of cyclic change as used within and among scientific disciplines

video
hands-on
online

∑ identify and predict cause and effect relationships within a system

video
hands-on
online

∑ identify and describe the dynamics of a natural system

video
hands-on
online

∑ identify and test a model to analyze systems involving change and constancy

video
hands-on
online

∑ explain an exponential model (e.g. pH, Richter scale)

video
hands-on
online

∑ refine a hypothesis based on accumulation of data over time

video
hands-on
online

Updated July 2001