Colorado Model Content Standards for Science

The STANDARDS CORRELATION chart suggests which Colorado Model Content Standards for Science 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 Colorado Model Content Standards for Science you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:

PASSPORT TO ANTARCTICA

PASSPORT TO THE RAINFOREST

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

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hands-on
online

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

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hands-on
online

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

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hands-on
online

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

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hands-on
online

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

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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

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hands-on
online

∑ describe similarities and differences of observations

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)

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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 2:

Students know and understand common properties, forms, and changes in matter and energy.

 

Guiding questions:
∑ How do we describe the physical world around us?
∑ What is the world around us made of and how do we know?
∑ What is energy?
∑ How do electricity, magnetism, sound, and light interact with matter?

 

First grade students will:

 

∑ explore forms of energy (e.g. heat and moving objects; choose an object and observe how it moves on different surfaces)

video
hands-on
online

∑ describe interactions that produce change in a system (e.g. making mobiles to understand balance and stability)

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hands-on
online

∑ understand that things near the earth fall to the ground unless something holds them up

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

∑ 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

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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 2:

Students know and understand common properties, forms, and changes in matter and energy.

 

Guiding questions:
∑ How do we describe the physical world around us?
∑ What is the world around us made of and how do we know?
∑ What is energy?
∑ How do electricity, magnetism, sound, and light interact with matter?

 

Second grade students will:

 

∑ identify the properties of magnets

video
hands-on
online

∑ make observations and gather data on quantities associated with energy, movement, and change (e.g. time to melt an ice cube)

video
hands-on
online

∑ compare quantities associated with energy movement and change by constructing simple diagrams and charts (e.g. chart of melting time)

video
hands-on
online

∑ know that sound is caused by vibration (e.g. use a variety of items such as cymbals, hair combs, rulers to produce sounds and record the physical evidence of how things that make sound vibrate)

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hands-on
online

∑ recognize motion, light, heat, and sound as forms of energy (e.g. make a musical instrument to investigate sound; observe and describe what happens when a rolling object travels down an incline at different heights; investigate light by using mirrors)

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?

 

Second grade students will:

 

∑ know that the sun's movements can be observed and described

video
hands-on
online

∑ know that the sun provides heat

video
hands-on
online

∑ identify patterns and changes in the sun, moon, and stars

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

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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 2:

Students know and understand common properties, forms, and changes in matter and energy.

 

Guiding questions:
∑ How do we describe the physical world around us?
∑ What is the world around us made of and how do we know?
∑ What is energy?
∑ How do electricity, magnetism, sound, and light interact with matter?

 

Third grade students will:

 

∑ investigate that heat can be produced in many ways (e.g. burning, rubbing, mixing one substance with another)

video
hands-on
online

∑ identify and consider a variety of methods that produce heat by friction (e.g. rubbing hands together, rubbing pieces of metal together, shaking sand in a can)

video
hands-on
online

∑ identify characteristics of conductive materials and of insulative materials

video
hands-on
online

∑ predict which materials will reflect, which will absorb, and which will transmit light (e.g. glass, clear plastic, paper)

video
hands-on
online

∑ predict the pitch of a sound compared to the size of the instrument

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 2:

Students know and understand common properties, forms, and changes in matter and energy.

 

Guiding questions:
∑ How do we describe the physical world around us?
∑ What is the world around us made of and how do we know?
∑ What is energy?
∑ How do electricity, magnetism, sound, and light interact with matter?

 

Fourth grade students will:

 

∑ understand that materials can exist in different forms, (solid, liquid, gas) and can be changed from one form to another by heating or cooling

video
hands-on
online

∑ describe the position and motion of an object by pushing and pulling and understanding the size of the change is related to the strength of the push or pull

video
hands-on
online

∑ produce sound with vibrating objects and understand that the pitch of the sound can be varied by changing the rate of the vibration

video
hands-on
online

∑ investigate the properties of light as it travels in a straight line until it strikes an object; reflected by a mirror, refracted by a lens, or absorbed by an object

video
hands-on
online

∑ investigate how heat can move from one object to another by conduction

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?

 

Fourth grade students will:

 

∑ identify the basic components of the solar system

video
hands-on
online

∑ describe the motion of Earth in relation to the sun

video
hands-on
online

∑ compare Earth to other planets (e.g. size, distance from sun and from each other, temperature, length of day)

video
hands-on
online

∑ know that the Earth is one of nine planets that orbit the sun and that as the Earth orbits the sun, different patterns of stars can be seen in different seasons

video
hands-on
online

∑ explore objects associated with the universe (comets, galaxies, asteroids)

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 2:

Students know and understand common properties, forms, and changes in matter and energy.

 

Guiding questions:
∑ How do we describe the physical world around us?
∑ What is the world around us made of and how do we know?
∑ What is energy?
∑ How do electricity, magnetism, sound, and light interact with matter?

 

∑ know that materials made by chemically combining two or more substances may have properties that differ from the original properties (e.g. vinegar and baking soda)

video
hands-on
online

∑ recognize that there are 92 known elements in nature many of which combine to form compounds

video
hands-on
online

∑ use diffraction gratings and prisms to investigate light from different sources

video
hands-on
online

∑ know that heat flows from warmer to cooler objects until both reach the same temperature

video
hands-on
online

∑ recognize that forces of gravity, magnetism, and electricity operate simple machines

video
hands-on
online

∑ recognize the forces necessary for an object to move or to be in equilibrium

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?

 

∑ evaluate how revolution, rotation, and tilt of the Earth influences the amount of sunlight that reaches the surface

video
hands-on
online

∑ know that the rotation of Earth on its axis every 24 hours causes the day and night and makes the sun, moon, planets, and stars appear to move across the sky from east to west each day

video
hands-on
online

∑ explain lunar and solar eclipses and moon phases

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 2:

Students know and understand common properties, forms, and changes in matter and energy.

 

Guiding questions:
∑ How do we describe the physical world around us?
∑ What is the world around us made of and how do we know?
∑ What is energy?
∑ How do electricity, magnetism, sound, and light interact with matter?

 

∑ construct models of several kinds of atoms and describes their general properties (nucleus, proton, neutron, electron)

video
hands-on
online

∑ calculate the average speed of a toy or an animal moving in a straight or curved path by making appropriate measurements (motion of an object can be described by its position, direction of motion, and speed)

video
hands-on
online

∑ measure the various net forces acting on an object and their effects (explain in terms of forces involved, why a satellite orbits the Earth)

video
hands-on
online

∑ know that energy can be carried from one place to another by heat flow or by waves including water waves, light and sound, or by moving objects

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?

 

∑ know that the Solar System forms part of the Milky Way Galaxy which is one of many galaxies that comprise the Universe

video
hands-on
online

∑ know that the nine planets, their respective moons, comets, many asteroids and meteorites orbit the sun which is the gravitational center of the Solar System

video
hands-on
online

∑ know that the path of a planet around the sun is due to the gravitational attraction between the sun and the planet

video
hands-on
online

∑ know that the sun, an average star, is the central and largest body in the solar system and is comprised primarily of hydrogen and helium

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 2:

Students know and understand common properties, forms, and changes in matter and energy.

 

Guiding questions:
∑ How do we describe the physical world around us?
∑ What is the world around us made of and how do we know?
∑ What is energy?
∑ How do electricity, magnetism, sound, and light interact with matter?

 

∑ know the qualitative properties of waves ( e.g. frequency, wavelength, crests, troughs)

video
hands-on
online

∑ give examples of heat transfer

video
hands-on
online

∑ recognize that substances are often placed in categories or groups if they react in similar ways (e.g. periodic table)

video
hands-on
online

∑ classify matter in terms of elements, compounds, and mixtures

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

∑ explain the effects of the motions of the Earth and moon in space (e.g. tidal patterns and seasonal changes related to the motion of the moon and the tilt of the Earth in space)

video
hands-on
online

∑ know that Earth rotates on a tilted axis and revolves around the sun; this combination causes changes in the amount of sunlight reaching the Earth's surface and makes our seasons

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

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

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

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∑ predict an outcome based on a set of experimental data

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

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∑ refine hypotheses from a previous investigation

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

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

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∑ interpret patterns, trends, relationships in collected data

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

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∑ evaluate the accuracy and reproducibility of data

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∑ analyze data and evaluate hypothesis

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∑ identify areas for further investigation

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

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

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

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

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

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

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STANDARD 2:

Students know and understand common properties, forms, and changes in matter and energy.

 

Guiding questions:
∑ How do we describe the physical world around us?
∑ What is the world around us made of and how do we know?
∑ What is energy?
∑ How do electricity, magnetism, sound, and light interact with matter?

 

∑ experiment with tuning forks, ripple tanks, "slinkys", and other objects to observe and analyze problems with waves

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∑ classify waves as mechanical (sound, tidal, earthquake) or electromagnetic (radio, sunlight)

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∑ draw an electromagnetic spectrum and identifies the forms of radiant energy in the visible part of the spectrum and the use of the non visible part of the spectrum (e.g. x-rays, microwaves, ultra violet light)

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∑ know that white light is a mixture of many wavelengths and that retinal cells react differently with different wavelengths

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∑ know that light interacts with matter by transmission (including refraction) absorption, or scattering (including reflection)

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∑ know that the angle of reflection of a light beam is equal to the angle of incidence

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∑ interpret graphs of position versus time and speed versus time for motion in a single direction

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∑ know that force has both direction and magnitude and when an object is subject to two or more forces at once, the effect is the cumulative effect of all the forces

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∑ know that when forces on an object are balanced, the motion of the object does not change; when the forces are unbalanced the object will change its motion (e.g. speed up, slow down, or change direction)

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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

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

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

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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

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

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

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

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∑ identify and illustrate natural cycles within systems

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∑ use models to predict change

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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

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

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

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

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

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∑ communicating and evaluating scientific thinking that leads to particular conclusions

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∑ recognizing and analyzing alternative explanations and models

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

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STANDARD 2:

Students know and understand common properties, forms, and changes in matter and energy.

 

Guiding questions:
∑ How do we describe the physical world around us?
∑ What is the world around us made of and how do we know?
∑ What is energy?
∑ How do electricity, magnetism, sound, and light interact with matter?

 

Ninth through Twelfth grade students will:

 

∑ give an example of an object moving in a circular path and find and compare its speed, period, frequency, acceleration and centripetal force with other masses and report these findings

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∑ collect and graph data and explain that acceleration is a change in velocity or direction of travel

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∑ calculate and report the acceleration and motion of several different objects when released from the same position

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∑ observe, interpret, and explain the behavior of a compass needle near a permanent magnet

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∑ demonstrate that for every action there is an equal and opposite reaction (e.g. identifying places on a roller coaster ride where one feels lighter or heavier)

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∑ observe, diagram, and label the parts of transverse waves having different frequencies and amplitudes

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∑ observe and measure the effect of friction on moving objects

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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?

 

Ninth through Twelfth grade students will:

 

∑ know that energy enters the Earth system primarily as solar radiation and eventually escapes as heat

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∑ describe the structure of-the solar system and forces within as well as beyond the system (e.g. gravity and centrifugal force)

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∑ describe electromagnetic radiation produced by the sun and other stars

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∑ know that stars differ in their life cycles, and visual, radio, and x-ray telescopes collect data that reveal these differences

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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

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∑ 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

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

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

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

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

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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

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∑ 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)

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

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∑ 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

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∑ 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

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

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

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∑ identify and predict cause and effect relationships within a system

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∑ identify and describe the dynamics of a natural system

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

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

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∑ refine a hypothesis based on accumulation of data over time

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Updated July 2001