The Kansas Science Standards you can cover using "To MARS with MER" are listed below. 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 planned for "To MARS with MER".

Kansas Science Standards

By The End Of SECOND GRADE

STANDARD 1: SCIENCE AS INQUIRY

As a result of the activities in grades K-2, all students will experience science as full inquiry. In the elementary grades, students begin to develop the physical and intellectual abilities of scientific inquiry.

Benchmark 1: All students will be involved in activities that develop skills necessary to conduct scientific inquiries. These activities involve asking a simple question, completing an investigation, answering the question, and presenting the results to others. Not every activity will involve all of these stages nor must any particular sequence of these stages be followed.

Indicators: The students will:

4*** 1. Identify characteristics of objects.

Example: State characteristics of leaves, shells, water, and air.

4*** 2. Classify and arrange groups of objects by a variety of characteristics.

Example: Group seeds by color, texture, size; group objects by whether they float or sink; group rocks by texture, color, and hardness.

4*** 3. Use appropriate materials and tools to collect information.

Example: Use magnifiers, balances, scales, thermometers, measuring cups, and spoons when engaged in investigations.

4*** 4. Ask and answer questions about objects, organisms, and events in their environment.

Example: Observe and ask questions about a variety of objects and discuss how they are alike and different.

4*** 5. Describe an observation orally or pictorially.

Example: Draw pictures of plant growth on a daily basis; note color, number of leaves.

STANDARD 5: SCIENCE AND TECHNOLOGY

As a result of the activities for grades K-2, all students will have a variety of educational experiences that involve science and technology.

Benchmark 1: All students will use technology to learn about the world around them.
Students will use software and other technological resources to discover the world around them.

Indicators: The students will:

4*** 1. Explore the way things work.

Example: Observe the inner workings of non-working toys, clocks, telephones, toasters, music boxes.

4*** 2. Experience science through technology.

Example: Use science software programs, balances, thermometers, hand lenses, and bug viewers.

STANDARD 7: HISTORY AND NATURE OF SCIENCE

As a result of the activities for grades K-2, all students will experience scientific inquiry and learn about people from history. This standard should be integrated with physical science, life science, and earth and space science standards.

Benchmark 1: All students will know they practice science.

Indicators: The students will:

4*** 1. Be involved in explorations that make them wonder and know that they are practicing science.

Examples: Observe what happens when you place a banana or an orange (with and without the skin), or a crayon in water. Observe what happens when you hold an M&M, a chocolate chip, or a raisin in your hand. Note the changes. Observe what happens when you rub your hands together very fast.

4*** 2. Use technology to learn about people in science.

Examples: Read short stories, and view films or videos. Invite parents who are involved in science as guest speakers.

By The End Of FOURTH GRADE

STANDARD 1: SCIENCE AS INQUIRY

As a result of the activities in grades 3-4, all students will experience science as inquiry.

Benchmark 1: All students will develop the skills necessary to do full inquiry. Full inquiry involves asking a simple question, completing an investigation, answering the question, and sharing the results with others. Not every activity will involve all of these stages nor must any particular sequences of these stages be followed.

Indicators: The students will:

4*** 1. Ask questions that they can answer by investigating.

Example: Will the size of the opening on a container change the rate of evaporation of liquids? How much water will a sponge hold?

4*** 2. Plan and conduct a simple investigation.

Example: Design a test of the wet strength of paper towels; experiment with plant growth; experiment to find ways to prevent soil erosion.

4*** 3. Employ appropriate equipment and tools to gather data.

Example: Use a balance to find the mass of the wet paper towel; use meter sticks to measure the flight distance of a paper air plane; use the same size containers to compare evaporation rates of different liquids.

4*** 4. Begin developing the abilities to communicate, critique, analyze their own investigations, and interpret the work of other students.

Example: Describe investigations with pictures, written language, oral presentations.

STANDARD 5: SCIENCE AND TECHNOLOGY

As a result of the activities for grades 3-4, all students will have a variety of educational experiences which involve science and technology. They will begin to understand the design process, which includes this general sequence: state the problem, the design, and the solution. As with the Science as Inquiry Standard, not every activity will involve all stages. Students will develop the ability to solve simple design problems that are appropriate for their developmental level.

Benchmark 1: All students will work with a technology design.

Indicators: The students will:

4*** 1. Identify a simple design problem; design a plan, implement the plan, evaluate the results, and communicate the results.

Examples: Challenge the students to develop a better bubble-making solution using detergent, glycerin, and water; try different kinds of tools for making the biggest bubbles or the longest lasting bubbles.

Benchmark 2: All students will apply their understanding about science and technology.
Children's abilities in technological problem-solving can be developed by firsthand experiences in tackling tasks with a technological purpose. They can study technological products and systems in their world: zippers, coat hooks, can openers, bridges, paper clips.

Indicators: The students will:

4*** 1. Discuss that science is a way of investigating questions about their world.

Examples: Why was a zipper designed? What problem did the zipper solve? How has the zipper improved our lives? How is velcro like a zipper? What problem does velcro solve? How has velcro improved our lives?

4*** 2. Invent a product to solve problems.

Examples: Invent a new use for old products: potato masher; strainer; carrot peeler; or 2 liter pop bottle. Use a juice can, 2 liter pop bottle or one-half gallon milk jug to invent something useful. Invent something to solve a problem.

4*** 3. Work together to solve problems.

Examples: Solve a problem by working together, sharing ideas, and testing the solutions.

4*** 4. Develop an awareness that women and men of all ages, backgrounds, and ethnic groups engage in a variety of scientific and technological work.

Example: Interview parents and other community and school workers.

4*** 5. Investigate how scientists use tools to observe.

Examples: Engage in research on the Internet; interview the weatherman; conduct research in the library; call or visit a laboratory.

STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES

As a result of the activities for grades 3-4, all students will demonstrate personal health and environmental practices. A variety of experiences will be provided to understand various science-related personal and environmental challenges. This standard should be integrated with physical science, life science, and earth & space science standards.

Benchmark 1: All students will develop an understanding of personal health.
Personal health involves physical and mental well being, including hygienic practices, and self-respect.

Indicators: The students will:

4*** 1. Discuss that safety involves freedom from danger, risk, or injury.

Examples: Classroom discussions could include bike safety, water safety, weather safety, sun protection.

4*** 3. Discuss that various foods contribute to health.

Examples: Read and compare nutrition information found on labels; discuss healthy foods; make a healthy snack.

STANDARD 7: HISTORY AND NATURE OF SCIENCE

As a result of the activities for grades 3-4, all students will experience some things about scientific inquiry and learn about people from history. Experiences of investigating and thinking about explanations, not memorization, will provide fundamental ideas about the history and nature of science. Students will observe and compare, pose questions, gather data and report findings. Posing questions and reporting findings are human activities that all students are able to understand. This standard should be integrated with physical science, life science, and earth and space science standards.

Benchmark 1: All students will develop an awareness that people practice science.
Science and technology have been practiced by people for a long time. Children and adults can derive great pleasure from doing science. They can investigate, construct, and experience science. Individuals, as well as groups of students, can conduct investigations.

Indicators: The students will:

4*** 1. Recognize that students participate in science inquiry by asking questions.

Examples: Design an investigation to determine how plants are affected by various amounts of light; to determine the "best" paper towel (define best); to determine which liquid causes substances such as a jawbreaker, chocolate candy, and Jell-O to dissolve quickest.

4*** 2. Observe, using various media, historical samples of people in science who have made contributions.

Examples: Read short stories; view films or videos; discuss contributions made by people in science.

By The End Of EIGHTH GRADE

STANDARD 1: SCIENCE AS INQUIRY

As a result of activities in grades 5-8, all students will develop the abilities to do scientific inquiry, be able to demonstrate how scientific inquiry is applied, and develop understandings about scientific inquiry.

Benchmark 1: The students will demonstrate abilities necessary to do the processes of scientific inquiry.
Given appropriate curriculum and adequate instruction, student