Maryland Learning Outcomes
The STANDARDS CORRELATION chart
suggests which Maryland Learning Outcomes you can cover using PASSPORT TO THE SOLAR SYSTEM
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 THE SOLAR SYSTEM.
For additional Maryland Learning Outcomes you can cover see the STANDARDS CORRELATION chart
for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
LIVE FROM THE SUN/LIVE FROM THE AURORA
LIVE FROM A BLACK HOLE/LIVE FROM THE EDGE OF SPACE AND TIME
Grade K-3, Grade 4-5, Grade 6-8,
High School
Students will demonstrate their acquisition and integration of major concepts and unifying themes from the life, physical, and Earth/space sciences.
The Physical Science Program (K-3) includes an emphasis on observation and exploration of properties of the physical world with which students interact.
(1) Materials have different physical properties.
video (2) A push or pull changes the motion of objects.
video The Earth/Space Science Program (K-3) includes an emphasis on observation and exploration of properties of local features of the Earth, water, air, and sky.
(3) The sky contains a variety of objects such as stars, planets and moons.*
video Students will demonstrate the ability to interpret and explain information generated by their exploration of scientific phenomena.
Nature of Science: Science presumes that through observing, thinking, experimenting, and validating, things and events in our universe are comprehensible. Even though accepted explanations may change as new observations are made, science strives for increasingly precise accounts of how we know and why we believe. Science is a process that produces knowledge and must be taught as such.
(1) Recognize that scientific ideas must be based on personal evidence.
video (2) Recognize that science describes, explains, and predicts.
video (3) Recognize patterns in data.
video (4) Use physical models to explain physical phenomena.
video Students will demonstrate ways of thinking and acting inherent in the practice of science.
Habits of Mind: In many respects, science is the systematic application of some highly regarded human values: integrity, diligence, fairness, and imagination (AAAS, 1989). Science thrives on curiosity and openness to new ideas balanced by skepticism that demands convincing evidence.
(1) Ask questions.
video (2) Recognize a fair test in a scientific investigation.
video (3) Relate evidence to an idea.
video (4) Respect creative thinking in others.
video (5) Demonstrate accurate representation of findings in explaining ideas and in recording and reporting data.
video (6) Use thinking and acting inherent in the practice of science to demonstrate comparing.
video (7) Use thinking and acting inherent in the practice of science to demonstrate classifying.
video Students will demonstrate positive attitudes toward science and its relevance to the individual.
Attitudes: Science is a human endeavor that is accessible to all. A positive attitude toward one's ability to develop ideas, to think critically and to use the tools of science is prerequisite to accepting the relevance of science to the individual, society, and the environment.
1. Acknowledge that everyone can understand and do science. Be enthusiastic in using science to explore and understand the world.
video 2. Show interest in science outside of the classroom.
video 3. Believe that science is useful in understanding the world.
video 4. Persist in a task even when answers and solutions are not immediately apparent (DOL, EM, 236).
video 5. Recognize that many occupations are part of the scientific enterprise.
video 6. Acknowledge that important contributions made to the advancement of science have been and will be made by different kinds of people, in different cultures, at different times (AAAS, 1993, 17).
video 7. Show special care and respect when using organisms for observations and research.
video Students will demonstrate the ability to employ the language, instruments, methods, and materials of science for collecting, organizing, interpreting, and communicating information.
Processes of Science: In the process of coming to understand something substantive about the world, it is necessary to learn and apply a range of skills (computational, manipulative, communication, critical, and creative). These skills are more likely to be learned if they are used repeatedly and encountered in a number of different contexts.
(1) Use developmentally appropriate instruments and materials to demonstrate observing.
video (2) Use developmentally appropriate instruments and materials to demonstrate using numbers.
video (3) Using developmentally appropriate instruments and materials to demonstrate measuring with non-standard units.
video (4) Using developmentally appropriate materials and instruments to demonstrate sequencing.
video (5) Use developmentally appropriate instruments and materials to demonstrate controlling test conditions.
video (6) Use developmentally appropriate instruments and materials to demonstrate collecting evidence.
video (7) Use developmentally appropriate materials and instruments to demonstrate communicating findings in several forms: describing, telling, drawing pictures.
video Students will demonstrate the ability to apply science in solving problems and making personal decisions about issues affecting the individual, society, and the environment.
Application: Being able to use scientific knowledge and ways of thinking to solve problems and make decisions is a vital facet of scientific literacy. Our future well being depends on our understanding of the workings of technology and the social, cultural, economic, and ecological systems in which we live (AAAS, 1989).
(1) Employ knowledge of science and available technology to solve a practical problem, devise a plan to solve the problem, and describe to others how scientific information was used in the solution
video (2) Use what you have learned in science to make sense of something new.
video (3) Use the science facts to make a decision about a science-related issue that affects you as an individual. Describe to others how you reached your decision.
video Students will demonstrate their acquisition and integration of major concepts and unifying themes from the life, physical, and Earth/space sciences.
The Life Science Program (4-5) includes an emphasis on collection of evidence to explain observations of the interaction and interdependence of living things.
(1) The sun is the primary source of energy for life on Earth.
video The Physical Science Program (4-5) includes an emphasis on observable interactions and changes in the physical and chemical world.
(1) Matter undergoes physical and chemical changes.
video (2) Energy has many forms and uses.
video (3) Forces can cause changes in motion.
video The Earth/Space Science Program (4-5) includes an emphasis on identification and investigation of the natural resources and processes that contribute to the uniqueness of the Earth in our solar system.
(3) Earth features and conditions support life.
video (4) The universe is composed of a variety of celestial objects, including stars, planets and moons.*
video Students will demonstrate the ability to interpret and explain information generated by their exploration of scientific phenomena.
Nature of Science: Science presumes that through observing, thinking, experimenting, and validating, things and events in our universe are comprehensible. Even though accepted explanations may change as new observations are made, science strives for increasingly precise accounts of how we know and why we believe. Science is a process that produces knowledge and must be taught as such.
(1) Recognize that scientific knowledge develops over time.
video (2) Demonstrate that scientific knowledge allows us to make predictions.
video (3) Demonstrate creativity in developing physical models.
video (4) Recognize the importance of comparing data collected by different groups, in different places and at different times.
video Students will demonstrate ways of thinking and acting inherent in the practice of science.
Habits of Mind: In many respects, science is the systematic application of some highly regarded human values: integrity, diligence, fairness, and imagination (AAAS, 1989). Science thrives on curiosity and openness to new ideas balanced by skepticism that demands convincing evidence.
(1) Generate "What if..." questions.
video (2) Develop tests to find answers to questions.
video (3) Give evidence to support answers.
video (4) Consider ideas proposed by others.*
video Students will demonstrate positive attitudes toward science and its relevance to the individual.
Attitudes: Science is a human endeavor that is accessible to all. A positive attitude toward one's ability to develop ideas, to think critically and to use the tools of science is prerequisite to accepting the relevance of science to the individual, society, and the environment.
1. Acknowledge that everyone can understand and do science. Be enthusiastic in using science to explore and understand the world.
video 2. Show interest in science outside of the classroom.
video 3. Believe that science is useful in understanding the world.
video 4. Persist in a task even when answers and solutions are not immediately apparent (DOL, EM, 236).
video 5. Recognize that many occupations are part of the scientific enterprise.
video 6. Acknowledge that important contributions made to the advancement of science have been and will be made by different kinds of people, in different cultures, at different times (AAAS, 1993, 17).
video 7. Show special care and respect when using organisms for observations and research.
video Students will demonstrate the ability to employ the language, instruments, methods, and materials of science for collecting, organizing, interpreting, and communicating information.
Processes of Science: In the process of coming to understand something substantive about the world, it is necessary to learn and apply a range of skills (computational, manipulative, communication, critical, and creative). These skills are more likely to be learned if they are used repeatedly and encountered in a number of different contexts.
(1) Use developmentally appropriate instruments and materials to demonstrate defining variables operationally.
video (2) Use developmentally appropriate instruments and materials to demonstrate conducting a well designed investigation.
video (3) Use developmentally appropriate instruments and instruments to demonstrate measuring with metric units.
video (4) Use developmentally appropriate instruments and materials to demonstrate organizing and presenting data.
video (5) Use developmentally appropriate instruments and materials to demonstrate inferring and interpreting evidence.
video (6) Explain findings orally and in writing.
video Students will demonstrate the ability to apply science in solving problems and making personal decisions about issues affecting the individual, society, and the environment.
Application: Being able to use scientific knowledge and ways of thinking to solve problems and make decisions is a vital facet of scientific literacy. Our future well being depends on our understanding of the workings of technology and the social, cultural, economic, and ecological systems in which we live (AAAS, 1989).
(1) Employ knowledge of science and available technology to solve a practical problem, devise a plan to solve the problem, and describe to others how scientific information was used in the solution. This may be a local or global problem.
video (2) Apply what is known about a science concept to a new situation to understand it.
video (3) Describe a science-related issue that is relevant to you and, using scientific knowledge, make a decision regarding the issue. Describe to others how your knowledge of science helped you reach your decision.
video Students will demonstrate their acquisition and integration of major concepts and unifying themes from the life, physical, and Earth/space sciences.
The Physical Science Program (6-8) includes an emphasis on exploration of the behavior and underlying structure of matter and the interactions of matter and energy.
(1) Matter is made of atoms.
video (2) Matter has electrical properties.
video (3) Atoms combine in predictable ways.
video (4) Energy can be changed from one form to another.
video (5) Interactions of force and mass cause predictable changes in motion.
video (6) Visible light behaves in a variety of ways.
video The Earth/Space Science Program (6-8) includes an emphasis on collection and interpretation of evidence that leads to an understanding of the processes of change in the Earth and in space over time.
(1) Earth is changed over time by different natural and human forces.
video (2) Changes in Earth's physical environment over time have influenced changes in life forms.
video (3) Geologic time can be estimated.
video (4) There is evidence that Earth was formed as part of the solar system about 4.5 billion years ago.
video (5) Monitoring the sun, moon, and planets reveals patterns.
video Students will demonstrate the ability to interpret and explain information generated by their exploration of scientific phenomena.
Nature of Science: Science presumes that through observing, thinking, experimenting, and validating, things and events in our universe are comprehensible. Even though accepted explanations may change as new observations are made, science strives for increasingly precise accounts of how we know and why we believe. Science is a process that produces knowledge and must be taught as such.
(1) Demonstrate the ability to detect bias in a scientific argument.
video (2) Demonstrate the advantages of peer review of previous work.
video (3) Generate a consensus based on data.
video (4) Demonstrate that predictions are based on patterns in data.
video (5) Describe advantages and limitations of a physical model.
video Students will demonstrate ways of thinking and acting inherent in the practice of science.
Habits of Mind: In many respects, science is the systematic application of some highly regarded human values: integrity, diligence, fairness, and imagination (AAAS, 1989). Science thrives on curiosity and openness to new ideas balanced by skepticism that demands convincing evidence.
( 1) Demonstrate a willingness to ask questions in order to clarify understanding.
video (2) Design a scientifically valid experiment to address a question or problem.
video (3) Analyze scientific findings or claims evaluating the adequacy of the supporting evidence.
video (4) Demonstrate a willingness to modify one's ideas based on additional evidence and/or the ideas of others.
video Students will demonstrate positive attitudes toward science and its relevance to the individual.
Attitudes: Science is a human endeavor that is accessible to all. A positive attitude toward one's ability to develop ideas, to think critically and to use the tools of science is prerequisite to accepting the relevance of science to the individual, society, and the environment.
1. Acknowledge that everyone can understand and do science. Be enthusiastic in using science to explore and understand the world.
video 2. Show interest in science outside of the classroom.
video 3. Believe that science is useful in understanding the world.
video 4. Persist in a task even when answers and solutions are not immediately apparent (DOL, EM, 236).
video 5. Recognize that many occupations are part of the scientific enterprise.
video 6. Acknowledge that important contributions made to the advancement of science have been and will be made by different kinds of people, in different cultures, at different times (AAAS, 1993, 17).
video 7. Show special care and respect when using organisms for observations and research.
video Students will demonstrate the ability to employ the language, instruments, methods, and materials of science for collecting, organizing, interpreting, and communicating information.
Processes of Science: In the process of coming to understand something substantive about the world, it is necessary to learn and apply a range of skills (computational, manipulative, communication, critical, and creative). These skills are more likely to be learned if they are used repeatedly and encountered in a number of different contexts.
(1) Use developmentally appropriate instruments and materials to demonstrate controlling variables.
video (2) Use developmentally appropriate instruments and materials to demonstrate conducting the experiment.
video (3) Use developmentally appropriate materials and instruments to demonstrate using statistical methods to analyze and display data.
video (4) Use developmentally appropriate instruments and materials to demonstrate drawing valid conclusions.
video (5) Use developmentally appropriate materials and instruments to demonstrate communicating experimental procedures and findings orally and in writing.
videoGrade K-3
Concepts of Science
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Nature of Science
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Habits of Mind
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Attitudes
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Processes of Science
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Applications of Science
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Grades 4-5
Concepts of Science
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Nature of Science
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Attitudes
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Processes of Science
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Applications of Science
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Grade 6-8
Concepts of Science
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Nature of Science
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Habits of Mind
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Attitudes
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Applications of Science