G. THE UNIVERSE
Students will gain knowledge about the universe and how humans have learned about it, and about the principles upon which it operates. This includes understanding the result of the relative positions and movement of the earth, moon, sun, stars, planets, and galaxies. It also entails an understanding of how scientists gather data and formulate explanations for phenomena in space.
I. MOTION
Students will understand the motion of objects and how forces can change that motion. All objects are in motion, at least at an atomic/subatomic level. By understanding how forces (e.g., gravity, friction, and magnetism) act on objects, they can predict their effects on the motion of the object.
J. INQUIRY AND PROBLEM SOLVING
Students will apply inquiry and problem-solving approaches in science and technology. Scientific inquiry, problem solving, and the technological method provide insight into and comprehension of the world around us. A variety of tools, including emerging technologies assist, the inquiry processes. Models are used to understand the world.
K. SCIENTIFIC REASONING
Students will learn to formulate and justify ideas and to make informed decisions. This involves framing and supporting arguments, recognizing patterns and relationships, identifying bias and stereotypes, brainstorming alternative explanations and solutions, judging accuracy, analyzing situations, and revising studies to improve their validity.
L. COMMUNICATION
Students will communicate effectively in the applications of science and technology. Clear and accurate communication employs appropriate symbols and terminology, models, and a variety of media and presentation styles. Communication includes constructing knowledge through reflection, evaluation, refocusing, and critically analyzing information from a variety of sources. Individuals and collaborative groups must communicate effectively.
M. IMPLICATIONS OF SCIENCE AND TECHNOLOGY
Students will understand the historical, social, economic, environmental, and ethical implications of science and technology. Scientific and technological breakthroughs are influenced by prevailing beliefs and conditions which in turn are impacted by new ideas and inventions. By assessing the impacts of technological activity on the environment, students will develop their own sense of global stewardship.
G. THE UNIVERSE
Students will gain knowledge about the universe and how humans have learned about it, and about the principles upon which it operates. Students will be able to:
ELEMENTARY GRADES 3-4
Illustrate the relative positions of the sun, moon, and planets.
EXAMPLES
Observe and chart the phases of the moon.
MIDDLE GRADES 5-8
Compare and contrast distances and the time required to travel those distances on earth, in the solar system, in the galaxy, and between galaxies.
Describe scientists' exploration of space and the objects they have found (e.g., comets, asteroids, pulsars).
Describe the motions of moons, planets, stars, solar systems, and galaxies.
EXAMPLE
Use available satellite pictures to identify objects found in space.
SECONDARY GRADES
Describe how scientists gather data about the universe.
EXAMPLE
Use a computer to analyze images of planetary bodies.
I. MOTION
Students will understand the motion of objects and how forces can change that motion. Students will be able to:
ELEMENTARY GRADES Pre-K-2
Develop a variety of ways to describe the motion of an object.
Demonstrate that the motion of an object can be changed.
EXAMPLE
Describe the motion of an object using terms such as forward, backward, straight, zigzag, up, down, fast, slow, etc.
ELEMENTARY GRADES 3-4
Describe the effects of different types of forces (e.g., mechanical, electrical, magnetic) on motion.
Draw conclusions about how the amount of force affects the motion of more massive and less massive objects.
Generate examples illustrating that when something is pushed or pulled, it exerts a reaction force.
MIDDLE GRADES 5-8
Describe the motion of objects using knowledge of Newton's Laws.
Use mathematics to describe the motion of objects (e.g., speed, distance, time, acceleration).
Describe and quantify the ways machines can provide mechanical advantages in producing motion.
SECONDARY GRADES
Use mathematics to describe the law of conservation of momentum.
Explain some current theories of gravitational force.
Use Newton's Laws to qualitatively and quantitatively describe the motion of objects.
Describe how forces affect fluids (e.g., air and water).
EXAMPLE
Investigate and describe the motion of an amusement park ride.
J. INQUIRY AND PROBLEM SOLVING
Students will apply inquiry and problem-solving approaches in science and technology. Students will be able to:
ELEMENTARY GRADES Pre-K-2
Make accurate observations using appropriate tools and units of measure.
Ask questions and propose strategies and materials to use in seeking answers to questions.
Use results in a purposeful way, which includes making predictions based on patterns they have observed.
Identify products which were invented to solve a problem.
ELEMENTARY GRADES 3-4
Make accurate observations using appropriate tools and units of measure.
Conduct scientific investigations: make observations, collect and analyze data, and do experiments.
Use results in a purposeful way: design fair tests, make predictions based on observed patterns, and interpret data to make further predictions.
Design and build an invention.
Explain how differences in time, place, or experimenter can lead to different data.
Explain how different conclusions can be derived from the same data.
MIDDLE GRADES 5-8
Make accurate observations using appropriate tools and units of measure.
Design and conduct scientific investigations which include controlled experiments and systematic observations. Collect and analyze data, and draw conclusions fairly.
Verify and evaluate scientific investigations and use the results in a purposeful way.
Compare and contrast the processes of scientific inquiry and the technological method.
Explain how personal bias can affect observations.
Design, construct, and test a device (invention) that solves a special problem.
EXAMPLE
Given temperature data from hot liquids contained in a variety of cups, predict the relative insulating capacity of each. Then, test the prediction and formulate additional questions based on a comparison of the results.
SECONDARY GRADES
Make accurate observations using appropriate tools and units of measure.
Verify, evaluate, and use results in a purposeful way. This includes analyzing and interpreting data, making predictions based on observed patterns, testing solutions against the original problem conditions, and formulating additional questions.
Demonstrate the ability to use scientific inquiry and technological method with short term and long term investigations, recognizing that there is more than one way to solve a problem. Demonstrate knowledge of when to try different strategies.
Design and construct a device to perform a specific function, then redesign for improvement (e.g., performance, cost).
K. SCIENTIFIC REASONING
Students will learn to formulate and justify ideas and to make informed decisions. Students will be able to:
ELEMENTARY GRADES Pre-K-2
Examine strengths and weaknesses of simple arguments.
Distinguish between important and unimportant information in simple arguments.
Make observations.
Participate in brainstorming activities.
Use various forms of simple logic.
Discover relationships and patterns.
ELEMENTARY GRADES 3-4
Give alternative explanations for observed phenomena.
Describe how feelings can distort reasoning.
Draw conclusions about observations.
Use various types of evidence (e.g., logical, quantitative) to support a claim.
Demonstrate an understanding that ideas are more believable when supported by good reasons.
Practice and apply simple logic, intuitive thinking, and brainstorming.
MIDDLE GRADES 5-8
Examine the ways people form generalizations.
Identify exceptions to proposed generalizations.
Identify basic informal fallacies in arguments.
Analyze means of slanting information.
Identify stereotypes.
Support reasoning by using a variety of evidence.
Show that proving a hypothesis false is easier than proving it true, and explain why.
Construct logical arguments.
Apply analogous reasoning.
EXAMPLES
Use logical connectors such as "if.....then" to accurately reflect cause and effect.
Recognize the intermingling of fact and opinion in scientific explanations.
SECONDARY GRADES
Judge the accuracy of alternative explanations by identifying the evidence necessary to support them.
Explain why agreement among people does not make an argument valid.
Develop generalizations based on observations.
Determine when there is a need to revise studies in order to improve their validity through better sampling, controls or data analysis techniques.
Produce inductive and deductive arguments to support conjecture.
Analyze situations where more than one logical conclusion can be drawn.
L. COMMUNICATION
Students will communicate effectively in the application of science and technology. Students will be able to:
ELEMENTARY GRADES Pre-K-2
Describe and compare things in terms of number, shape, texture, size, weight, color, and behavior.
Read and write instructions to be followed or instructions which explain procedures.
Ask clarifying questions.
Explain problem-solving processes using verbal, pictorial, and written methods.
Make and read simple graphs.
Use objects and pictures to represent scientific and technological ideas.
EXAMPLE
First grade students create a graph to record their daily weather observations. This might include bars for sunny, cloudy, rainy, snowy, and "mixed", as well as cold, warm, and hot. On a regular basis the students reflect on their graph. They describe and compare the weather on different days, weeks, or months, and draw conclusions about the weather based on the data.
ELEMENTARY GRADES 3-4
Record results of experiments or activities (e.g., interviews, discussions, field work) and summarize and communicate what they have learned.
Ask clarifying and extending questions.
Reflect on work in science and technology using such activities as discussions, journals, and self-assessment.
Make and/or use sketches, tables, graphs, physical representations, and manipulatives to explain procedures and ideas.
Gather and effectively present information, using a variety of media including computers (e.g., spreadsheets, word processing, programming, graphics, modeling).
Cite examples of bias in information sources and question the validity of information from varied sources.
Function effectively in groups within various assigned roles (e.g., reader, recorder).
EXAMPLE
Create functioning models which demonstrate the ways in which simple machines make work easier (e.g., levers, inclined planes, gears, pulleys, wheels, and axles).
MIDDLE GRADES 5-8
Discuss scientific and technological ideas and make conjectures and convincing arguments.
Defend problem-solving strategies and solutions.
Evaluate individual and group communication for clarity, and work to improve communication.
Make and use scale drawings, maps, and three-dimensional models to represent real objects, find locations, and describe relationships.
Access information at remote sites using telecommunications.
Identify and perform roles necessary to accomplish group tasks.
EXAMPLE
Given actual census data on populations and species in a wetland, present arguments in support of and against a proposition to develop the area.
SECONDARY GRADES
Analyze research or other literature for accuracy in the design and findings of experiments.
Use journals and self-assessment to describe and analyze scientific and technological experiences and to reflect on problem-solving processes.
Make and use appropriate symbols, pictures, diagrams, scale drawings, and models to represent and simplify real-life situations and to solve problems.
Employ graphs, tables, and maps in making arguments and drawing conclusions.
Critique models, stating how they do and do not effectively represent the real phenomenon.
Evaluate the communication capabilities of new kinds of media (e.g., cameras with computer disks instead of film).
Use computers to organize data, generate models, and do research for problem solving.
Engage in a debate, on a scientific issue, where both points of view are based on the same set of information.
M. IMPLICATIONS OF SCIENCE AND TECHNOLOGY
Students will understand the historical, social, economic, environmental, and ethical implications of science and technology. Students will be able to:
ELEMENTARY GRADES Pre-K-2
Describe how legends, stories, and scientific explanations are different ways in which people attempt to explain the world.
Describe at least two inventions, what they do, how they work, and how they have made life easier.
Identify commonly used resources, their sources, and where waste products go.
Demonstrate some practices for recycling and care of resources.
Explain how their lives would be different without specific inventions or scientific knowledge.
EXAMPLES
Pick a simple invention (e.g., toothbrush, fork, lawnmower) and explain how its design conforms to function.
Trace all the ways that they rely on electricity every day.
ELEMENTARY GRADES 3-4
Explore how cultures have found different technological solutions to deal with similar needs or problems (e.g., construction, clothing, agricultural tools and methods).
Investigate and describe the role of scientists and inventors.
Explore how technology (e.g., transportation, irrigation) has altered human settlement.
Explain practices for conservation in daily life, based on a recognition that renewable and non-renewable resources have limits.
EXAMPLES
Look at a map of the town and explain why homes are concentrated in certain areas.
Describe where faucet water comes from, where it goes, and how to conserve it.
MIDDLE GRADES 5-8
Research and evaluate the social and environmental impacts of scientific and technological developments.
Describe the historical and cultural conditions at the time of an invention or discovery, and analyze the societal impacts of that invention.
Discuss the ethical issues surrounding a specific scientific or technological development.
Describe an individual's biological and other impacts on an environmental system.
Identify factors that have caused some countries to become leaders in science and technology.
Give examples of actions which may have expected or unexpected consequences that may be positive, negative, or both.
Explain the connections between industry, natural resources, population, and economic development.
Recognize scientific and technological contributions of diverse people including women, different ethnic groups, races, and physically disabled.
EXAMPLES
Investigate the events and technology that led to the discovery of microorganisms and to the subsequent changes in medicine.
Identify an historical human problem, describe the possible solutions available at the time the problem was discovered, explain how the problem was solved, and evaluate the positive and negative effects of the solution.
SECONDARY GRADES
Examine the impact of political decisions on science and technology.
Demonstrate the importance of resource management, controlling environmental impacts, and maintaining natural ecosystems.
Evaluate the ethical use or introduction of new scientific or technological developments.
Analyze the impacts of various scientific and technological developments.
Examine the historical relationships between prevailing cultural beliefs and breakthroughs in science and technology.
Research issues that illustrate the effects of technological imbalances and suggest some solutions.
EXAMPLES
Design a sustainable community.
Compare the costs, risks, and benefits to society of a scientific or technological development (e.g., nuclear fission, genetic engineering).
