Goals
The purposes of scientific investigation and discovery are to
satisfy humankind's quest for knowledge and understanding and to
preserve and enhance the quality of the human experience.
Therefore, as a result of science instruction, students will be
able to:
1. Develop and use an experimental design in scientific inquiry
2. Use the language of science to communicate understanding
3. Investigate phenomena using technology
4. Apply scientific concepts, skills, and processes to everyday experiences
5. Experience the richness and excitement of scientific discovery
of the natural world through the historical and collaborative
quest for knowledge and understanding
6. Make informed decisions regarding contemporary issues taking
into account the following:
* public policy and legislation
* economic costs/benefits
* validation from scientific data and the use of
scientific reasoning and logic
* respect for living things
* personal responsibility
* history of scientific discovery
7. Develop scientific dispositions and habits of mind including:
* curiosity
* demand for verification
* respect for logic and rational thinking
* consideration of premises and consequences
* respect for historical contributions
* attention to accuracy and precision
* patience and persistence
8. Explore science-related careers and interests.
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K-12 Safety
In implementing the Science Standards of Learning, students must
know how to follow safety guidelines, demonstrate appropriate
laboratory safety techniques, and use equipment safely while
working individually and in groups.
Safety must be given the highest priority in implementing the K-12
instructional program for science. Correct and safe techniques, as
well as wise selection of experiments, resources, materials, and
field experiences appropriate to age levels, must be carefully
considered with regard to the safety precautions for every
instructional activity. Safe science classrooms require thorough
planning, careful management, and constant monitoring of student
activities. Class enrollment should not exceed the designed
capacity of the room.
Teachers must be knowledgeable of the properties, use, and proper
disposal of all chemicals that may be judged as hazardous prior to
their use in an instructional activity. Such information is
referenced through the MSDS forms (Materials Safety Data Sheets).
The identified precautions involving the use of goggles, gloves,
aprons, and fume hoods must be followed as prescribed.
While no comprehensive list exists to cover all situations, the
following should be reviewed to avoid potential safety problems.
Appropriate safety procedures should be used in the following
situations:
* Handling of glass tubing, sharp objects, glassware, and
labware
* Natural gas burners, bunsen burners, and other sources of
flame/heat
* Hazards associated with direct sunlight (sunburn and eye
damage)
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The Role of Instructional Technology in Science Education
The use of current and emerging technologies is essential to the K-
12 science instructional program.
Specifically, technology must
* Assist in improving every student's functional literacy. This
includes improved communication through reading/information
retrieval (the use of telecommunications), writing (word
processing), organization and analysis of data (databases,
spreadsheets, and graphics programs), selling one's idea
(presentation software), and resource management (project
management software).
* Be readily available and used regularly as an integral and
ongoing part in the delivery and assessment of instruction.
* Include instrumentation oriented toward the instruction and
learning of science concepts, skills, and processes.
Technology, however, should not be limited to traditional
instruments of science such as microscopes, labware, and data-
collecting apparatus but should also include computers,
robotics, interactive-optical laser discs, video-microscopes,
graphing calculators, CD-ROMs, probeware, on-line
telecommunication, software and appropriate hardware, as well
as other emerging technologies.
* Be reflected in the "instructional strategies" generally
developed at the local school division level.
In most cases, the application of technology in science should
remain "transparent" unless it is the actual focus of the
instruction. One must expect students to "do as a scientist does"
and not simply hear about science if they are truly expected to
explore, explain, and apply scientific concepts, skills, and
processes.
As computer/technology skills are essential components of every
student's education, it is important that these skills are a shared
responsibility of teachers of all disciplines and grade levels.
Please note the computer/technology standards following the grade
five and the physical science standards respectively.
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Investigate and Understand
Many of the standards in the Science Standards of Learning begin
with the phrase "Students will investigate and understand." This
phrase was chosen to communicate the range of rigorous science
skills and knowledge levels embedded in each standard. Limiting a
standard to one observable behavior such as "describe" or "explain"
would have narrowed the interpretation of what was intended to be a
rich, highly rigorous, and inclusive content standard.
"Investigate" refers to scientific methodology and implies
systematic use of the following inquiry skills:
* Observing
* Classifying and sequencing
* Communicating
* Measuring
* Predicting
* Hypothesizing
* Inferring
* Defining, controlling, and manipulating variables in
experimentation
* Designing, constructing, and interpreting models
* Interpreting, analyzing, and evaluating data.
"Understand" refers to various levels of knowledge application. In
the Science Standards of Learning these knowledge levels include
the ability to
* Recall or recognize important information, key definitions,
terminology, and facts
* Explain the information in one's own words, comprehend how the
information is related to other key facts, and suggest
additional interpretations of its meaning or importance
* Apply the facts and principles to new problems or situations,
recognizing what information is required for a particular
situation, explaining new phenomena with the information, and
determining when there are exceptions
* Analyze the underlying details of important facts and
principles, recognizing the key relations and patterns that
are not always readily visible
* Arrange and combine important information, facts, and
principles to produce a new idea, plan, procedure, or product
* Make judgments about information in terms of accuracy,
precision, consistency, or effectiveness.
Therefore, the use of "investigate and understand" allows each
content standard to become the basis for a broad range of teaching
objectives, which the local school division will develop and refine
to meet the intent of the Science Standards of Learning.
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Kindergarten
The kindergarten standards stress the use of basic science skills
to explore common materials, objects, and living things. Emphasis
is placed on using the senses to gather information. Students are
expected to develop skills in posing simple questions, measuring,
sorting, classifying, and communicating information about the
natural world. The science skills are an important focus as
students learn about life processes and properties of familiar
materials such as magnets and water. Through phenomena including
shadows, patterns of weather, and plant growth, students are
introduced to the concept of change. The significance of natural
resources and conservation is introduced in the kindergarten
standards.
Scientific Investigation, Reasoning, and Logic
K.1 The student will conduct investigations in which
* basic properties of objects are identified by direct
observation;
* observations are made from multiple positions to achieve
different perspectives;
* a set of objects is sequenced according to size;
* a set of objects is separated into two groups based on a
single physical attribute;
* picture graphs are constructed using 10 or fewer units;
* nonstandard units are used to measure common objects;
* an unseen member in a sequence of objects is predicted;
* a question is developed from one or more observations;
* objects are described both pictorially and verbally; and
* unusual or unexpected results in an activity are recognized.
K.2 The student will investigate and understand that humans have
senses including sight, smell, hearing, touch, and taste.
Senses allow one to seek, find, take in, and react or respond
to information in order to learn about one's surroundings.
Key concepts include
* five senses (taste, touch, smell, hearing, and sight);
* sensing organs associated with each of the senses (eyes,
ears, nose, tongue, and skin); and
* sensory descriptors (sweet, sour, bitter, salty, rough,
smooth, hard, soft, cold, warm, hot, loud, soft, high, low,
bright, dull).
Force, Motion, and Energy
K.3 The student will investigate and understand that magnets have
an effect on some materials, make some things move without
touching them, and have useful applications. Key concepts
include
* attraction/nonattraction, push/pull, attract/repel, and
metal/nonmetal; and
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Grade One
The first-grade standards continue to stress basic science skills
in understanding familiar objects and events. Students are
expected to begin conducting simple experiments and be responsible
for some of the planning. Students are introduced to the concept
of classifying plants and animals based on simple characteristics.
Emphasis is placed on the relationships among objects and their
interactions with one another. Students are expected to know the
basic relationships between the sun and Earth and between seasonal
changes and plant and animal activities. Students also will begin
to develop an understanding of moving objects, simple solutions,
and important natural resources.
Scientific Investigation, Reasoning, and Logic
1.1 The student will plan and conduct investigations in which
* differences in physical properties are observed using the
senses and simple instruments to enhance observations
(magnifying glass);
* objects or events are classified and arranged according to
attributes or properties;
* observations and data are communicated orally and with
simple graphs, pictures, written statements, and numbers;
* length, mass, and volume are measured using standard and
nonstandard units;
* inferences are made and conclusions are drawn about familiar
objects and events;
* predictions are based on patterns of observation rather than
random guesses; and
* simple experiments are conducted to answer questions.
Force, Motion, and Energy
1.2 The student will investigate and understand that moving
objects exhibit different kinds of motion. Key concepts
include
* objects may have straight, circular, and back and forth
motions;
* pushes or pulls can change the movement of an object; and
* the motion of objects may be observed in toys and in
playground activities.
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Grade Two
The second-grade standards continue to focus on using a broad range
of science skills in understanding the natural world. Making
detailed observations, drawing conclusions, and recognizing unusual
or unexpected data are skills needed to be able to use and validate
information. Measurement in both English and metric units is
stressed. The idea of living systems is introduced through
habitats and the interdependence of living and nonliving things.
The concept of change is explored in states of matter, life cycles,
weather patterns, and seasonal effects on plants and animals.
Scientific Investigation, Reasoning, and Logic
2.1 The student will plan and conduct investigations in which
* observations are repeated to improve accuracy;
* two or more attributes are used to classify items;
* pictures and bar graphs are constructed using numbered axes;
* linear, volume, mass, and temperature measurements are made
in metric (centimeters, meters, liters, degrees Celsius,
grams, kilograms) and standard English units (inches, feet,
yards, pints, quarts, gallons, degrees Fahrenheit, ounces,
pounds);
* observation is differentiated from personal interpretation,
and conclusions are drawn based on observations; and
* unexpected or unusual quantitative data are recognized.
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Grade Three
The third-grade standards place increasing emphasis on conducting
investigations. Students are expected to be able to develop
questions, formulate simple hypotheses, make predictions, gather
data, and use the metric system with greater precision. Using
information to make inferences and draw conclusions becomes more
important. In the area of physical science, the standards focus on
simple machines, energy, and a basic understanding of matter.
Behavioral and physical adaptations are examined in relation to the
life needs of animals. The notion of living systems is further
explored in aquatic and terrestrial food chains and diversity in
environments. Patterns in the natural world are demonstrated in
terms of the phases of the moon, tides, seasonal changes, the water
cycle, and animal life cycles. Geological concepts are introduced
through the investigation of the components of soil.
Scientific Investigation, Reasoning, and Logic
3.1 The student will plan and conduct investigations in which
* questions are developed to formulate hypotheses;
* predictions and observations are made;
* data are gathered, charted, and graphed;
* objects with similar characteristics are classified into at
least two sets and two subsets;
* inferences are made and conclusions are drawn;
* natural events are sequenced chronologically;
* length is measured to the nearest centimeter;
* mass is measured to the nearest gram;
* volume is measured to the nearest milliliter and liter;
* temperature is measured to the nearest degree Celsius; and
* time is measured to the nearest minute.
Matter
3.3 The student will investigate and understand that objects can
be described in terms of the materials they are made of and
their physical properties. Key concepts include
* objects are made of smaller parts;
* materials are composed of parts that are too small to be
seen without magnification;
Interrelationships in Earth/Space Systems
3.7 The student will investigate and understand the major
components of soil, its origin, and importance to plants and
animals including humans. Key concepts include
* soil provides the support and nutrients necessary for plant
growth;
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Grade Four
The fourth-grade standards stress the importance of using
information, analyzing data, and validating experimental results.
Defining variables in experimentation is emphasized, and making
simple predictions from picture, bar, and line graphs is
underscored. Questioning and hypothesizing become more detailed at
this level. Students are introduced to basic principles of
electricity and to the concept of energy as it relates to work and
machines. Relationships are investigated in the interactions among
the Earth, moon, and sun and among plants and animals and their
environments. In examining weather phenomena and conditions,
students identify various factors, make predictions based on data,
and evaluate the results. The importance of natural resources in
Virginia is emphasized.
Scientific Investigation, Reasoning, and Logic
4.1 The student will plan and conduct investigations in which
* distinctions are made among observations, conclusions
(inferences), and predictions;
* data are classified to create frequency distributions;
* appropriate metric measures are used to collect, record, and
report data;
* appropriate instruments are selected to measure linear
distance, volume, mass, and temperature;
* predictions are made based on data from picture graphs, bar
graphs, and basic line graphs;
* hypotheses are formulated based on cause and effect
relationships;
* variables that must be held constant in an experimental
situation are defined; and
* numerical data that are contradictory or unusual in
experimental results are recognized.
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Grade Five
The fifth-grade standards emphasize the importance of selecting
appropriate instruments for measuring and recording observations.
The organization, analysis, and application of data continue to be
an important focus of classroom inquiry. Science skills from
preceding grades, including questioning, using and validating
evidence, and systematic experimentation, are reinforced at this
level. Students are introduced to more detailed concepts of sound
and light and the tools used for studying them. Key concepts of
matter include atoms, molecules, elements, and compounds, and the
properties of matter are defined in greater detail. The cellular
makeup of organisms and the distinguishing characteristics of
groups of organisms are stressed. Students will learn about the
characteristics of the oceans and the Earth's changing surface.
Scientific Investigation, Reasoning, and Logic
5.1 The student will plan and conduct investigations in which
* appropriate instruments are selected and used for making
quantitative observations of length, mass, volume, and
elapsed time;
* data are collected, recorded, and reported using the
appropriate graphical representation (graphs, charts,
diagrams);
* accurate measurements are made using basic tools
(thermometer, meter stick, balance, graduated cylinder);
* predictions are made using patterns, and simple graphical
data are extrapolated; and
* estimations of length, mass, and volume are made.
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Computer/Technology Standards by the End of Grade Five
Computer/Technology skills are essential components of every
student's education. In order to maximize opportunities for
students to acquire necessary skills for academic success, the
teaching of these skills should be the shared responsibility of
teachers of all disciplines.
Minimum skills that students should acquire by the end of Grade 5
include the following:
C/T5.2 The student will develop basic technology skills.
* Develop a basic technology vocabulary that includes
cursor, software, memory, disk drive, hard drive, and CD-
ROM.
* Select and use technology appropriate to tasks.
* Operate peripheral devices.
* Apply technologies to strategies for problem solving and
critical thinking.
C/T5.3 The student will process, store, retrieve, and transmit
electronic information.
* Use search strategies to retrieve electronic information
using databases, CD-ROMs, videodiscs, and
telecommunications.
* Use electronic encyclopedias, almanacs, indexes, and
catalogs.
* Use local and wide-area networks and modem-delivered
services to access information from electronic databases.
C/T5.4 The student will communicate through application
software.
* Use simple computer graphics and integrate graphics into
word-processed documents.
* Use local and worldwide network communication systems.
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Grade Six
The sixth-grade standards continue to emphasize data analysis and
experimentation. Methods are studied for testing the validity
of predictions and conclusions. Scientific methodology, focusing
on precision in stating hypotheses and defining dependent and
independent variables, is strongly reinforced. The concept of
change is explored through the study of transformations of energy
and matter, both in living things and in the physical sciences.
A more detailed understanding of the solar system becomes a focus
of instruction. Natural resource management and its relation to
public policy and cost/benefit tradeoffs are introduced.
Scientific Investigation, Reasoning, and Logic
6.1 The student will plan and conduct investigations in which
* differences in descriptions and working definitions
are made;
* precise and approximate measures are recorded;
* scale models are used to estimate distance, volume,
and quantity;
* hypotheses are stated in ways that identify the
independent (manipulated) and dependent (responding)
variables;
* a method is devised to test the validity of
predictions and inferences;
* one variable is manipulated over time with many
repeated trials;
* data are collected, recorded, analyzed, and reported
using appropriate metric measurement;
* data are organized and communicated through graphical
representation (graphs, charts, and diagrams); and
* models are designed to explain a sequence.
6.2 The student will demonstrate scientific reasoning and logic.
Key concepts include
* ideas are investigated by asking for and actively
seeking information;
* multiple tests of ideas are performed before accepting
or rejecting them;
* alternative scientific explanations are analyzed; and
* conclusions are based on scientific evidence obtained
from a variety of sources.
Interrelationships in Earth/Space Systems
6.10 The student will investigate and understand the organization
of the solar system and the relationships among the various
bodies that comprise it. Key concepts include
* the, sun, moon, Earth, other planets and their moons,
meteors, asteroids, and comets;
* relative size of and distance between planets;
* the role of gravity;
* revolution and rotation; and
* the history and technology of space exploration.
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Physical Science
The Physical Science standards continue to build on skills of
systematic investigation with a clear focus on variables and
repeated trials. Validating conclusions using evidence and data
becomes increasingly important at this level. Students will plan
and conduct research involving both classroom experimentation and
literature reviews from written and electronic resources.
Research methods and skills highlight practical problems and
questions. Students will share their work using written reports
and other presentations.
The Physical Science standards stress a more in-depth
understanding of the nature and structure of matter and the
characteristics of energy. The standards place considerable
emphasis on the technological application of physical science
principles. Major areas covered by the standards include the
periodic table; physical and chemical changes; nuclear reactions;
temperature and heat; sound; light; electricity and magnetism;
and work, force, and motion.
PS.1 The student will plan and conduct investigations in which
* length, mass, volume, density, temperature, weight,
and force are accurately measured and reported using
the International System of Units (SI - metric);
* triple beam and electronic balances, thermometers,
metric rulers, graduated cylinders, and spring scales
are used to gather data;
* data from experiments are recorded and interpreted
from bar, line, and circle graphs;
* research skills are utilized using a variety of
resources;
* independent and dependent variables, constants,
controls, and repeated trials are identified;
* valid conclusions are made after analyzing data;
* research methods are used to investigate practical
problems and questions; and
* experimental results are presented in appropriate
written form.
PS.10 The student will investigate and understand scientific
principles and technological applications of work, force,
and motion. Key concepts include
* work, force, mechanical advantage, efficiency, power,
horsepower, gravitational force, speed/velocity,
mass/weight, Newton's three laws of motion,
acceleration; and
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Computer/Technology Standards by the End of Grade Eight
Computer/Technology skills are essential components of every
student's education. In order to maximize opportunities for
students to acquire necessary skills for academic success, the
teaching of these skills should be the shared responsibility of
teachers of all disciplines.
Minimum skills that students should acquire by the end of Grade 8
include the following:
C/T8.2 The student will communicate through networks and
telecommunication.
* Use local and worldwide network communication systems.
* Develop hypermedia "home page" documents that can be
accessed by worldwide networks.
C/T8.3 The student will have a basic understanding of computer
processing, storing, retrieval, and transmission
technologies and a practical appreciation of the
relevant advantages and disadvantages of various
processing, storage, retrieval, and transmission
technologies.
C/T8.4 The student will process, store, retrieve, and transmit
electronic information.
* Use search strategies to retrieve electronic
information.
* Use electronic encyclopedias, almanacs, indexes, and
catalogs to retrieve and select relevant information.
* Use local and wide-area networks and modem-delivered
services to access and retrieve information from
electronic databases.
* Use databases to perform research.
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Earth Science
The Earth Science standards connect the study of the Earth's
composition, structure, processes, and history; its atmosphere,
fresh water, and oceans; and its environment in space. The
standards emphasize historical contributions in the development
of scientific thought about the Earth and space. The standards
stress the interpretation of maps, charts, tables, and profiles;
the use of technology to collect, analyze, and report data; and
science skills in systematic investigation. Problem solving and
decision making are an integral part of the standards, especially
as they relate to the costs and benefits of utilizing the Earth's
resources. Major topics of study include plate tectonics, the
rock cycle, Earth history, the oceans, the atmosphere, weather
and climate, and the solar system and universe.
ES.1 The student will plan and conduct investigations in which
* volume, area, mass, elapsed time, direction, temperature,
pressure, distance, density, and changes in
elevation/depth are calculated utilizing the most
appropriate tools;
* technologies, including computers, are used to collect,
analyze, and report data and to demonstrate concepts and
simulate experimental conditions;
* scales, diagrams, maps, charts, graphs, tables, and
profiles are constructed and interpreted;
* variables are manipulated with repeated trials; and
* a scientific viewpoint is constructed and defended.
ES.2 The student will demonstrate scientific reasoning and logic
by
* analyzing how science explains and predicts the
interactions and dynamics of complex Earth systems;
* recognizing that evidence is required to evaluate
hypotheses and explanations;
* comparing different scientific explanations for the same
observations about the Earth;
* explaining that observation and logic are essential for
reaching a conclusion;
* evaluating evidence for scientific theories related to
plate tectonics, the structure of the Earth, and its
ancient age and origin; and
* making informed judgments related to resource use and its
effects on Earth systems.
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Physics
The Physics standards emphasize a more complex understanding of
experimentation, the analysis of data, and the use of reasoning
and logic to evaluate evidence. The use of mathematics, including
algebra, inferential statistics, and trigonometry, is important,
but conceptual understanding of physical systems remains a
primary concern. Students build on basic physical science
principles by exploring in depth the nature and characteristics
of energy and its dynamic interaction with matter. Key areas
covered by the standards include force and motion, kinetic
molecular theory, energy transformations, wave phenomena and the
electromagnetic spectrum, light, electricity, fields, and non-
Newtonian physics. The standards stress the practical
application of physics in other areas of science and technology
and how physics affects our world.
PH.1 The student will investigate and understand how to plan and
conduct investigations in which
* the components of a system are defined;
* instruments are selected and used to extend observations
and measurements of mass, volume, temperature, heat
exchange, energy transformations, motion, fields, and
electric charge;
* information is recorded and presented in an organized
format;
* metric units are used in all measurements and
calculations;
* the limitations of the experimental apparatus and design
are recognized;
* the limitations of measured quantities through the
appropriate use of significant figures or error ranges are
recognized; and
* data gathered from non-SI instruments are incorporated
through appropriate conversions.
PH.2 The student will investigate and understand how to analyze
and interpret data. Key concepts include
* a description of a physical problem is translated into a
mathematical statement in order to find a solution;
* inferential statistical tests are applied in evaluating
experimental data;
PH.3 The student will investigate and understand how to
demonstrate scientific reasoning and logic. Key concepts
include
* analysis of primary sources to develop and refine research
hypotheses;
* analysis of how science explains and predicts
relationships; and
* evaluation of evidence for scientific theories and how new
discoveries may either modify existing theories or result
in establishing a new paradigm.
PH.4 The student will investigate and understand how applications
of physics affect the world. Key concepts include
* principles with examples from the real world; and
* exploration of the roles and contributions of science and
technology.
PH.5 The student will investigate and understand the
interrelationships among mass, distance, force, and time
through mathematical and experimental processes. Key
concepts include
* linear motion;
* uniform circular motion;
* curvilinear motion;
* Newton's laws of motion;
* gravitation;
* celestial mechanics; and
PH.12 The student will investigate and understand how to use the
field concept to describe the effects of electric,
magnetic, and gravitational forces. Key concepts include
* Newton's law of universal gravitation;
