The STANDARDS CORRELATION chart suggests which Michigan Content Standards and Benchmarks 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 Michigan Content Standards and Benchmarks you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
Elementary, Middle, High School
Content Standard 1: All students will ask questions that help them learn about the world; design and conduct investigations using appropriate methodology and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and reconstruct previously learned knowledge. (Constructing New Scientific Knowledge)
1.Generate reasonable questions about the world based on observation. (Key concepts: See Using Scientific Knowledge. Real-world contexts: See Using Scientific Knowledge.)
video 2. Develop solutions to unfamiliar problems through reasoning, observation, and/or experiment. ( Key concepts: See Using Scientific Knowledge. Real-world contexts: See Using Scientific Knowledge.)
video 3. Manipulate simple mechanical devices and explain how they work. ( Key concepts: Names and uses for parts of machines, such as levers, wheel and axles, pulleys, inclined planes, gears, screws, wedges. Real-world contexts: Simple mechanical devices, such as bicycles, bicycle pumps, pulleys, faucets, clothespins.)
video 4. Use simple measurement devices to make metric measurement. ( Key concepts: Measurement units-milliliters, liters, teaspoon, tablespoon, ounce, cup, millimeter, centimeter, meter, gram. Measurement tools: Measuring cups and spoons, measuring tape, balance or scale. Real-world contexts : Making simple mixtures, such as food, play dough, papier mache; measuring height of a person, mass of a ball.)
video 5. Develop strategies and skills for information gathering and problem solving. ( Tools: Sources of information, such as reference books, trade books, periodicals. Real-world contexts: Seeking help from peers, adults, libraries, other resources.)
video 6. Construct charts and graphs and prepare summaries of observations. ( Key concepts: Increase, decrease, steady. Tools: Graph paper, rulers, crayons. Real-world contexts : Examples of simple charts and graphs like those found in a newspaper.)
video Content Standard1 : All students will analyze claims for their scientific merit and explain how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have contributed to and influenced developments in science. (Reflecting on Scientific Knowledge)
1. Develop an awareness of the need for evidence in making decisions scientifically. ( Key concepts: Data, evidence, sample, guess, opinion. Real-world contexts: Deciding whether an explanation is supported by evidence in simple experiments.)
video 2. Show how science concepts can
be interpreted through creative expression such as language arts and fine arts. ( Key concepts: Poetry, expository work, painting, drawing, music, diagrams, graphs, charts. Real-world contexts: Explaining simple experiments using paintings and drawings; describing natural phenomena scientifically and poetically.)
video 3. Describe ways in which technology is used in everyday life. ( Key concepts: Provide faster and farther transportation and communication, organize information and solves problems, save time. Real-world contexts: Cars, other machines, radios, telephones, computer games, calculators, appliances.)
video 4. Develop an awareness of and sensitivity to the natural world. ( Key concepts: Appreciation of the balance of nature and the effects organisms have on each other, including the effects humans have on the natural world. Real-world contexts: See Using Scientific Knowledge.)
video 5. Develop an awareness of contributions made to science by people of diverse backgrounds. ( Key concepts: Scientific contributions made by people of diverse cultures and backgrounds. Real-world contexts: See Using Scientific Knowledge.)
video Content Standard 1: All students will measure and describe the things around us; explain what the world around us is made of; identify and describe forms of energy; and explain how electricity and magnetism interact with matter. (Matter and Energy)
1. Classify common objects and substances according to observable attributes: color, size, shape, smell, hardness, texture, flexibility, length, weight, buoyancy, states of matter, or magnetic properties. ( Key concepts: Texture-rough, smooth. Flexibility-rigid, stiff, firm, flexible, strong. Smell-pleasant, unpleasant. States of matter-solid, liquid, gas. Magnetic properties-attract, repel, push, pull. Size-large, small, larger, smaller. Buoyancy-sink, float. Color-common color words. Shape-circle, square, triangle, rectangle, oval. Weight-heavy, light, heavier, lighter. Real-world contexts: Common objects, such as desks, coins, pencils, buildings, snowflakes; common substances, including-solids, such as copper, iron, wood, plastic, Styrofoam; liquids, such as water, alcohol, milk, juice, gasoline; gases such as air, helium, water vapor.)
video 2. Measure weight, dimensions, and temperature of appropriate objects and materials. ( Key concepts: Linear dimensions-length, width, height, long, short, wide, narrow, tall, short, taller, shorter. Units of measure (both standard and nonstandard)-meters, centimeters, others. Measurement tools: Ruler, meter stick, balance or scale, thermometer. Real-world contexts: Common objects such as those listed above.)
video 3. Identify properties of materials which make them useful. ( Key concepts: Useful properties-unbreakable, water-proof, light, conducts electricity, conducts heat, attracted to a magnet. Real-world contexts: Appropriate selection of materials for a particular use, such as waterproof raincoat, cotton or wool for clothing, glass for windows, metal pan to conduct heat, copper wire to conduct electricity.)
video 4. Identify forms of energy associated with common phenomena. ( Key concepts: Energy, work, heat, sound, food energy, energy of motion, electrical. Real-world contexts: Appropriate selection of energy and phenomena, such as appliances like a toaster or iron that use electricity, sun's heat to melt chocolate, water wheels, wind-up toys, warmth of sun on skin, windmills, music from guitar.)
video 5. Describe the interaction of magnetic materials with other magnetic and non-magnetic materials. ( Key concepts: Magnetic/non-magnetic, magnetic poles, magnetic attraction and repulsion. Tools: Magnetic compass. Real-world contexts: Common magnets, using a magnetic compass to find direction.)
video 6. Describe the interaction of charged materials with other charged or uncharged materials. ( Key concepts: Charging by rubbing or touching, electric attraction and repulsion. Real-world contexts: Static cling, lightning, sparks.)
video 7. Describe possible electrical hazards to be avoided at home and at school. ( Key concepts: Shock, wall outlet, hazards. Real-world contexts: Electric outlets, power lines, frayed electric cords, electric appliances, lightning.)
video Content Standard 2: All students will investigate, describe and analyze ways in which matter changes; describe how living things and human technology change matter and transform energy; explain how visible changes in matter are related to atoms and molecules; and how changes in matter are related to changes in energy. (Changes in Matter)
1. Describe common physical changes in matter-size, shape, melting, freezing, dissolving. ( Key concepts: States of matter-solid, liquid, gas. Changes in size and shape-bending, tearing, breaking. Changes in state of matter-melting, freezing, dissolving, invisible heat source. Real-world contexts: Changes in size or shape of familiar objects, such as making snowballs, breaking glass, crumbling cookies, making clay models, carving wood, breaking bones; changes in state of water or other substances, such as freezing of ice cream, or ponds, melting wax or steel.)
video 2. Prepare mixtures and separate them into their component parts. ( Key concepts: Mixture, solution. Separation techniques-filtration, using sieves, dissolving soluble substances, magnets, floating vs. sinking, distillation. Tools: Filter paper, funnels, magnets, sieves, beakers, solar stills. Real-world contexts: Mixtures of various kinds-salt and pepper, iron filings and sand, sand and sugar, rocks and wood chips, sand and gravel.)
video 3. Construct simple objects that fulfill a technological purpose. ( Materials: Rubber bands, paper, corks, scrap wood. Real-world contexts: Simple bridges, boats, planes, ramps that can be made from common materials.)
video Content Standard 3: All students will describe how things around us move and explain why things move as they do; demonstrate and explain how we control the motions of objects; and relate motion to energy and energy conversions. (Motion of Objects)
1. Describe or compare motions of common objects in terms of speed and direction. ( Key concepts: Words-east, west, north, south, right, left. Speed words-fast, slow, faster, slower. Real-world contexts: Motions of familiar objects in two dimensions, including rolling or thrown balls, wheeled vehicles, sliding objects.)
video 2. Describe how forces (pushes or pulls) are needed to speed up, slow down, stop, or change the direction of a moving object. ( Key concepts: Changes in motion-speeding up, slowing down, turning. Common forces-push, pull, friction, gravity. Real-world contexts: Playing ball, moving chairs, sliding objects.)
video 3. Use simple machines to make work easier. ( Key concepts: Inclined planes, levers, pulleys, gears, wheel and axles, screws, wedges. Real-world contexts: Block and tackles, ramps, screwdrivers, can openers.)
video Content Standard 4: All students will describe sounds and sound waves; explain shadows, color, and other light phenomena; measure and describe vibrations and waves; and explain how waves and vibrations transfer energy. (Waves and Vibrations)
1. Describe sounds in terms of their properties (pitch, loudness). ( Key concepts: Pitch-high, low. Loudness-loud, soft. Real-world contexts: Sound from common sources, such as musical instruments, radio, television, animal sounds, thunder, human voices.)
video 2. Explain how sounds are made. ( Key concepts: Vibrations-fast, slow, large, small. Real-world contexts: Sounds from common sources, such as musical instruments, radio, television, animal sounds, thunder, human voices.)
video 3. Describe light from a light source in terms of its properties. ( Key concepts: Brightness-bright, dim. Color of light-red, orange, yellow, green, blue, violet. Real-world contexts: Light from common sources, such as sun, stars, light bulb, colored lights, firefly, candle, flashlight.)
video 4. Explain how light illuminates objects. ( Key concepts: Light source, illumination, path of light. Real-world contexts: Objects illuminated by light from common sources.)
video 5. Explain how shadows are made. ( Key concepts: Shadow, blocked path. Real-world contexts: Shadows made by putting objects in the path of light from common sources, including sunlight, light bulbs, projectors.)
video Content Standard 4: All students will compare and contrast our planet and sun to other planets and star systems; describe and explain how objects in the solar system move; explain scientific theories as to the origin of the solar system; and explain how we learn about the universe. (Solar System, Galaxy and Universe)
1. Describe the sun, moon and earth. ( Key concepts: Planet, star, sphere, space, solar system, larger/smaller, closer/farther, heat, light. Real-world contexts: Photos and videos from space of the sun, earth, moon, other planets.)
video 2. Describe the motions of the earth and moon around the sun. ( Key concepts: Perceived movement of the sun across the sky, orbit, month, year, day, night, spin, calendar. Real-world contexts: Models or diagrams of the positions and relative distances between the sun, earth, moon; models showing the motions of the earth and moon; outdoor observing of the sun's motion.)
video Content Standard 1: All students will ask questions that help them learn about the world; design and conduct investigations using appropriate methodology and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and reconstruct previously learned knowledge. (Constructing New Scientific Knowledge)
1. Generate scientific questions about the world based on observation. ( Key concepts: See Using Scientific Knowledge. Real-world contexts: See Using Scientific Knowledge.)
video 2. Design and conduct simple investigations. ( Key concepts: The process of scientific investigations-test, fair test, hypothesis, data, conclusion . Forms for recording and reporting data-tables, graphs, journals. Real-world contexts: See Using Scientific Knowledge.)
video 3. Investigate toys/simple appliances and explain how they work, using instructions and appropriate safety precautions. ( Key concepts: Safety precautions for using electrical appliances. Documentation for toys and appliances-diagrams, written instructions. Real-world contexts: Situations requiring assembly, use, or repair of toys, radios, or simple appliances, such as replacing batteries; connecting electrical appliances, such as stereos, videocassette recorders.)
video 4. Use measurement devices to provide consistency in an investigation. ( Key concepts: Documentation-laboratory instructions . Measurement units-milliliters, liters, teaspoon, tablespoon, ounce, cup, millimeter, centimeter, meter, gram, nonstandard units. Measurement tools: Balancing devices, measuring cups and spoons, measuring tape. Real-world contexts: Cooking for groups of various sizes; following or altering laboratory instructions for mixing chemicals.)
video 5. Use sources of information to help solve problems. ( Tools: Forms for presenting scientific information, such as figures, tables, graphs. Real-world contexts: Libraries, projects where research is needed.)
video 6. Write and follow procedures in the form of step-by-step instructions, recipes, formulas, flow diagrams, and sketches. ( Key concepts: Purpose, procedure, observation, conclusion. Real-world contexts: Following a recipe; listing or creating the directions for completing a task.)
video Content Standard 1 : All students will analyze claims for their scientific merit and explain how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have contributed to and influenced developments in science. (Reflecting on Scientific Knowledge)
1. Evaluate the strengths and weaknesses of claims, arguments, or data. ( Key concepts: Aspects of arguments such as data, evidence, sampling, alternate explanation, conclusion. Real-world contexts: Deciding between alternate explanations or plans for solving problems; evaluating advertising claims or cases made by interest groups.)
video 2. Describe limitations in personal knowledge. ( Key concepts: Recognizing degrees of confidence in ideas or knowledge from different sources. Real-world contexts: See Using Scientific Knowledge.)
video 3. Show how common themes of science, mathematics, and technology apply in real-world contexts. ( Thematic ideas: Systems-subsystems, feedback models, mathematical constancy, scale, conservation, structure, function, adaptation. Real-world contexts: See Using Scientific Knowledge.)
video 4. Describe the advantages and risks of new technologies. ( Key concepts: Risk, benefit, side effect, advantage, disadvantage. Real-world contexts: Technological systems for manufacturing, transportation, energy distribution, housing.)
video 5. Recognize the contributions made in science by cultures and individuals of diverse backgrounds. ( Key concepts: Scientific contributions made by people of diverse cultures and backgrounds. Real-world contexts: See Using Scientific Knowledge.)
video Content Standard 1: All students will measure and describe the things around us; explain what the world around us is made of; identify and describe forms of energy; and explain how electricity and magnetism interact with matter. (Matter and Energy)
1. Measure physical properties of objects or substances (mass, weight, area, temperature, dimensions, volume). ( Key concepts: Units of measure-kilogram, gram, liter, degrees Fahrenheit, degrees Celsius. Measurement tools: Balances, spring scales, measuring cups or graduated cylinders, thermometers, metric ruler. Real-world contexts: Common substances such as those listed in elementary benchmark 1; hot and cold substances, such as ice, snow, cold water, hot water, steam, cold air, hot air.)
video 2. Describe when length, mass, weight, area, or volume are appropriate to describe the size of an object or the amount of a substance. ( Key concepts: Length, mass, weight, area, volume. Array of measuring devices, metric ruler, graduated cylinders, balances, spring scale. Real-world contexts: Common objects-see elementary benchmark 1.)
video 6. Describe energy and the many common forms it takes (mechanical, heat, light, sound, electrical, magnetic, chemical, nuclear). ( Key concepts: Forms of energy-mechanical, heat, sound, light, electrical, magnetic, chemical, nuclear, food energy. Real-world contexts: Body heat, heating a home, using light to see, using sound to hear, eating food, using electricity for appliances, gasoline for cars, nuclear power.)
video 7. Describe how common forms of energy can be converted, one to another. ( Key concepts: Forms of energy-mechanical, heat, sound, light, electrical, magnetic, chemical, nuclear, food energy. Conservation of energy. Energy transformation. Real-world contexts: Motors, generators, power plants, lightbulbs, appliances, cars, walking, playing a musical instrument, cooking food.)
video 8. Describe electron flow in simple electrical circuits. ( Key concepts: Complete circuit, open circuit, closed circuit. Real-world contexts: Household wiring, electrical conductivity testing, flashlight, electric appliances.)
video 9. Use electric currents to create magnetic fields. ( Key concepts: Electric current, magnetic poles, magnetic fields. Tools: Magnetic compass, battery, wire. Real-world contexts: Electromagnets, bells, speakers, motors, magnetic switches, Earth's magnetic field.)
video Content Standard 2: All students will investigate, describe and analyze ways in which matter changes; describe how living things and human technology change matter and transform energy; explain how visible changes in matter are related to atoms and molecules; and how changes in matter are related to changes in energy. (Changes in Matter)
1. Describe common physical changes in materials: evaporation, condensation, thermal expansion, and contraction. ( Key concepts: States of matter-solid, liquid, gas. Changes in states of matter-evaporation, condensation. Thermal expansion and contraction. Real-world contexts: States of matter-solid, liquid, gas. Changes in state, such as water evaporating as clothes dry, condensation on cold window panes; expansion of bridges in hot weather.)
video 2. Describe common chemical changes in terms of properties of reactants and products. ( Key concepts: Common chemical changes-burning paper, rusting iron, formation of sugars during photosynthesis. Real-world contexts: Chemical changes-burning, photosynthesis, digestion, corrosion.)
video 3. Distinguish between physical and chemical changes in natural and technological systems. ( Key concepts: Changes in matter-physical changes and chemical changes. Real-world contexts: Natural physical and chemical changes-water cycle, chewing, erosion, corrosion, photosynthesis, respiration; technological physical and chemical changes-dehydrated foods, solid air fresheners, recycling glass, burning fuels, manufacturing plastics.)
video 4. Describe how waste products accumulating from natural and technological activity create pollution. ( Key concepts: Manufacturing, distribution, refining, mining, landfill, water treatment. Real-world contexts: Many sources of pollution, both natural and technological.)
video 5. Explain physical changes in terms of the arrangement and motion of atoms and molecules. ( Key concepts: Molecular descriptions of states of matter-also see Matter and Energy benchmarks. Physical changes-States of matter (solid, liquid, gas). Changes in size and shape-bending, tearing, breaking. Changes in state of matter-melting, freezing, evaporation, condensation. Thermal expansion and contraction. Speed of molecular motion-moving faster, slower, vibrate, rotate, unrestricted motion, conservation of matter. Real-world contexts: See examples of Physical Changes of Matter, elementary benchmark 1 and middle school benchmark 3.)
video Content Standard 3: All students will describe how things around us move and explain why things move as they do; demonstrate and explain how we control the motions of objects; and relate motion to energy and energy conversions. (Motion of Objects)
1. Qualitatively describe and compare motions in three dimensions. ( Key concepts: Three-dimensional motion-up, down, curved path. Real-world contexts: Objects moving in three dimensions, such as thrown balls, roller coasters, cars on hills, airplanes.)
video 2. Relate changes in speed or direction to unbalanced forces in two dimensions. ( Key concepts: Changes in motion and common forces-speeding up, slowing down, turning, push, pull, friction, gravity. Additional forces-attraction, repulsion, balanced, unbalanced. Real-world contexts: Changing the direction-changing the direction of a billiard ball, bus turning a corner; changing the speed-car speeding up, a rolling ball slowing down, magnets, other common objects that are and are not attracted to magnets.)
video 3. Describe the forces exerted by magnets, electrically charged objects, and gravity. ( Key concepts: Electrical charges and magnetic poles-north pole, south pole, positive charge, negative charge, weight, gravitational pull. Real-world contexts: Electrically charged or polarized objects, such as balloons rubbed on clothing, bits of paper, salt grains, magnets, magnetic materials, earth's gravitational pull on objects.)
video 4. Design strategies for moving objects by application of forces, including the use of simple machines. ( Key concepts: Types of simple machines-lever, pulley, screw, inclined plane, wedge, wheel, and axle. Real-world contexts: Objects being moved by using simple machines, such as wagons on inclined planes, heavy objects moved by levers, seesaw, cutting with knives or axes.)
video Content Standard 4: All students will describe sounds and sound waves; explain shadows, color, and other light phenomena; measure and describe vibrations and waves; and explain how waves and vibrations transfer energy. (Waves and Vibrations)
1. Explain how sound travels through different media. ( Key concepts: Media-solids, liquids, gases. Real-world contexts: Sounds traveling through solids, such as glass windows, strings, the earth; sound traveling through liquids, such as dolphin and whale communication; sound traveling through gases, such as human hearing, sonic booms.)
video 2. Explain how echoes occur and how they are used. ( Key concepts: Echo, sonar. Real-world contexts: Echoes in rooms-acoustics-and outdoors; practical uses of echoes, such as navigation by bats and dolphins, ultrasound imaging, sonar.)
video 3. Explain how light helps us to see. ( Key concepts: Light source, illumination, path of light, reflection, absorption. Parts of eye-retina, vitreous humor, lens, cornea, pupil, iris, optic nerve. Real-world contexts: Seeing common objects in our environment; seeing "through" transparent media, such as windows, water.)
video 4. Explain how objects or media reflect, refract, transmit, or absorb light. ( Key concepts: Reflection, refraction, absorption, transmission, scattering (or diffusion), medium. Transmission of light-transparent, translucent, opaque. Refraction of light-lenses, prisms. Real-world contexts: Objects that reflect or absorb light, with and without scattering, such as ordinary light and dark colored metals, mirrors; media that transmit light with and without scattering, such as clear and frosted glass, clear and cloudy water, clear and smoky air; uses of lenses, such as eye, cameras, telescope, microscope, magnifying lens.)
video 5. Describe the motion of pendulums or vibrating objects (frequency, amplitude). ( Key concepts: Period, frequency, amplitude. Real-world contexts: Vibrating or oscillating objects, such as pendulums, weights on springs, vocal cords, tuning forks, guitar strings.)
video 6. Explain how waves transmit energy. ( Key concepts: Types and forms of energy, longitudinal, transverse, emission, absorption, transmission, reflection. Real-world contexts: Reflecting and nonreflecting objects such as mirrors, black cloth, waves in slinkies and long springs, water waves.)
video Content Standard 4: All students will compare and contrast our planet and sun to other planets and star systems; describe and explain how objects in the solar system move; explain scientific theories as to the origin of the solar system; and explain how we learn about the universe. (Solar System, Galaxy and Universe)
1. Compare the earth to other planets in terms of supporting life. ( Key concepts: Comparisons-relative distances, relative sizes, atmospheres, heat, temperature of planets. Compositions-rocky, solid, gases, frozen gases. Sun produces the light and heat that falls on each planet. Molecules necessary to support life-see Cells and Living Things benchmarks. Real-world contexts: Examples of local and extreme outdoor conditions on earth vs. conditions on other planets; situations where a heat source warms an object at varying distances from it.)
video 2. Describe, compare, and explain
the motions of planets, moons, and comets in the solar system. ( Key concepts: Orbit, year, spin, axis, gravity, moons, rings, comets. Also see Motion of Objects benchmarks. Real-world contexts: Maps showing the motions of the planets, comets, moon and its phases.)
video 3. Describe and explain common observations of the day and night skies. ( Key concepts: Perceived and actual movement of the moon across sky, moon phases, stars and constellations, planets, Milky Way, comet tail. Real-world contexts: Outdoor observing of the skies, using telescopes and binoculars, as well as "naked-eye" viewing; telescopic and spacecraft-based photos of planets, moons, and comets; news reports of planetary and lunar exploration.)
video 4. Explain current scientific thinking about how the solar system formed. ( Key concepts: Clouds of gasses and dust, gravity, spinning, heavy and light elements, hot interiors of earth-like planets. Relative ages of the universe and solar system. Tools: Telescopes, binoculars. Also see Geosphere benchmarks. Real-world contests: Telescope observing and photos of star-forming regions; drawings and narratives about star explosions and star formation; accounts of searches for other planets around neighboring stars.)
video Content Standard 1: All students will ask questions that help them learn about the world; design and conduct investigations using appropriate methodology and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and reconstruct previously learned knowledge. (Constructing New Scientific Knowledge)
1. Develop questions or problems for investigation that can be answered empirically. ( Key concepts: Understanding the need to build on existing knowledge and to ask questions that can be investigated empirically. Real-world contexts: See Using Scientific Knowledge.)
video 2. Suggest empirical tests of hypotheses. ( Key concepts: Hypothesis, prediction, test, conclusion. Real-world contexts: See Using Scientific Knowledge.)
video 3. Design and conduct scientific investigations. ( Key concepts: Types of scientific knowledge-hypothesis, theory, observation, conclusion, law, data, generalization . Aspects of field research-observations, samples . Aspects of experimental research-variable, experimental group, control group, prediction, conclusion. Real-world contexts: See Using Scientific Knowledge.)
video 4. Diagnose possible reasons for failures of mechanical or electronic systems. ( Key concepts: Documentation of systems, such as diagrams, owner manuals, troubleshooting guides . Procedures for identifying malfunctioning components or connections. Real-world contexts: Mechanical systems, such as bicycles, small appliances; electronic systems, such as videocassette recorders, stereo systems, computers.)
video 5. Assemble mechanical or electronic systems using appropriate tools and instructions. ( Key concepts: Documentation of systems, such as diagrams, owner manuals, assembly instructions . Tools: Screwdrivers, pliers, hammers. Real-world contexts: Mechanical systems, such as bicycles, prepackaged furniture; electronic systems, such as videocassette recorders, stereo systems, computers.)
video 6. Recognize and explain the limitations of measuring devices. ( Key concepts: Uncertainty, error, range . Tools: Balancing devices, measuring cups and spoons, measuring tape. Real-world contexts: Designing an experiment using quantitative data.)
video 7. Gather and synthesize information from books and other sources of information. ( Key concepts: Scientific periodicals, reference books, trade books. Real-world contexts: Libraries, technical reference books.)
video 8. Discuss topics in groups by being able to restate or summarize what others have said, ask for clarification or elaboration, and take alternative perspectives. ( Key concepts: A newspaper or magazine article discussing a topic of social concern. Real-world contexts: A newspaper or magazine article discussing a topic of social concern.)
video 9. Reconstruct previously learned knowledge. ( Key concepts: Appropriate scientific contexts-See Using Scientific Knowledge. Real-world contexts: See Using Scientific Knowledge.)
video Content Standard1 : All students will analyze claims for their scientific merit and explain how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have contributed to and influenced developments in science. (Reflecting on Scientific Knowledge)
1. Justify plans or explanations on a theoretical or empirical basis. ( Key concepts: Aspects of logical argument, including evidence, fact, opinion, assumptions, claims, conclusions, observations. Real-world contexts: See Using Scientific Knowledge.)
video 2. Describe some general limitations of scientific knowledge. ( Key concepts: Understanding of the general limits of science and scientific knowledge as constantly developing human enterprises. Real-world contexts: See Using Scientific Knowledge.)
video 3. how how common themes of science, mathematics, and technology apply in real-world contexts. ( Thematic ideas: Systems-subsystems, feedback models, mathematical constancy, scale, conservation, structure, function, adaptation. Real-world contexts: See Using Scientific Knowledge.)
video 4. Discuss the historical development of key scientific concepts and principles. ( Key concepts: Historical, political, social, and economic factors influencing the development of science. Real-world contexts: Historical development of key scientific theories, such as evolution, the germ theory of disease, principles of genetics, plate tectonics, atomic theory, Newtonian physics.)
video 5. Evaluate alternative long range plans for resource use and by-product disposal in terms of environmental and economic impact. ( Key concepts: Understanding of limitations of knowledge and technology, side effects of resource use. Real-world contexts: Large scale systems for mining, energy use, manufacturing, transportation, housing.)
video 6. Describe the historical, political, and social factors affecting developments in science. ( Key concepts: Historical, political, social, and economic factors influencing the development of science. Real-world contexts: An example might be the development of the sun-centered model of the solar system.)
video Content Standard 1: All students will measure and describe the things around us; explain what the world around us is made of; identify and describe forms of energy; and explain how electricity and magnetism interact with matter. (Matter and Energy)
5. Describe how energy is conserved during transformations. ( Key concepts: Law of conservation of energy. Real-world contexts: Motors, generators, power plants, light bulbs, appliances, cars, radios, lifting an object, roller coaster, human body systems.)
video 6. Explain changes in matter and energy involving heat transfer. ( Key concepts: Mechanisms of heat transfer-convection, conduction, radiation. Efficiency. Real-world contexts: Convection currents, lake turnover, wind, hot frying pans, heating and cooling buildings, heat lamps, sunlight heating the earth.)
video 7. Describe how electric currents can be produced by interacting wires and magnets. ( Key concepts: Electromagnetic induction, current flow and direction, magnetic fields. Real-world contexts: Generators, transformers.)
video 8. Construct and explain simple circuits using wires, light bulbs, fuses, switches, and power sources. ( Key concepts: Complete circuit, short circuit, series circuit, parallel circuits, open circuit, closed circuit, power supply, batteries, dry cells, fuses, switches, current, power, electric potential. Real-world contexts: Household wiring, automobile wiring, flashlights, tree lights.)
video Content Standard 3: All students will describe how things around us move and explain why things move as they do; demonstrate and explain how we control the motions of objects; and relate motion to energy and energy conversions. (Motion of Objects)
1. Perform measurements and calculations to describe the speed and direction of an object. ( Key concepts: Units of measure-meter, kilometer, seconds, hour, meters/sec, kilometers/hour. Measurement instruments-rulers, tape measures, stopwatches, clocks, speedometers, compasses. Real-world contexts: Common objects moving in two or three dimensions-see middle school benchmark 1.)
video 2. Describe that whenever one object exerts a force on a second object, the second object exerts an equal and opposite force on the first object. ( Key concepts: Action force, reaction force. Real-world contexts: Walking, swimming, jumping, rocket motion.)
video 3. Analyze the operation of machines in terms of force and motion. ( Key concepts: Force, motion, and changes of motion-speeding up, slowing down, turning, push, pull, friction, gravity, attraction, repulsion, balanced, unbalanced. Real-world contexts: Machines, such as bicycles, automobiles, electrical motors, generators.)
video 4. Explain energy conversions in moving objects and in simple machines. ( Key concepts: Types of energy-kinetic energy, potential energy, heat energy. Conversions-see Matter and Energy benchmarks, Efficiency. Real-world contexts: Simple and complex machines-see elementary benchmark 3; roller coasters, swings, pendulums.)
video Content Standard 4: All students will describe sounds and sound waves; explain shadows, color, and other light phenomena; measure and describe vibrations and waves; and explain how waves and vibrations transfer energy. (Waves and Vibrations)
1. Relate characteristics of sounds that we hear to properties of sound waves. ( Key concepts: Properties of sounds-pitch, volume. Characteristics of sound waves-frequency, amplitude, velocity. Real-world contexts: Common sounds that vary in pitch and volume-see elementary benchmark 1.)
video 2. Explain how sound recording and reproducing devices work. ( Key concepts: Parts of sound recording and reproducing devices, including needle, amplifier, speaker, microphone, laser disk reader. Real-world contexts: Sound devices, such as record players, tape recorders, medical ultrasound devices, hearing-aids, laser disk players.)
video 3. Relate colors to wavelengths of light. ( Key concepts: Colors of the spectrum-red, orange, yellow, green, blue, indigo, violet. Properties of light waves: wavelength, amplitude, frequency. Tools for making spectra: Prism, diffraction grating. Real-world contexts: Spectra made by prisms, diffraction gratings; colored lights, rainbow glasses, rainbows.)
video 4. Explain how we see colors of objects. ( Key concepts: Colors of the spectrum and characteristics of light waves-red, orange, yellow, green, blue, indigo, violet, wavelength, amplitude, frequency. Ways that objects interact with light-emission, reflection, absorption, transmission. Real-world contexts: Colored light-reflecting objects, such as books, clothes, color photographs; colored light-transmitting objects, such as stained glass, cellophane; colored light-emitting objects, such as television, neon lights.)
video 5. Describe different types of waves and their technological applications. ( Key concepts: Types of waves-mechanical: sound, ultrasound, water waves, shock wave; electromagnetic: radio waves, microwaves, radiant heat, infrared radiation, visible light, ultra-violet radiation, x-rays, gamma rays. Properties of waves-frequency, amplitude, wavelength, wave velocity. Real-world contexts: Examples of mechanical waves, such as sound-see above, ocean waves, wave tanks, earthquakes, seismic waves; examples of electromagnetic waves, such as light-see above, radio and television signals, heat lamps, microwave transmitters, ultraviolet radiation in sunlight, X-ray machines, gamma rays from radioactive decay.)
video 6. Describe waves in terms of their properties (frequency, amplitude, wavelength, wave velocity). ( Key concepts: Mechanical and electromagnetic waves. Properties of waves-frequency, amplitude, wavelength, wave velocity. Units of measurement-hertz or cycles per second, micrometers, meters, meters per second. Real-world contexts: Examples of mechanical and electromagnetic waves-see above.)
video 7. Describe the behavior of waves when they interact. ( Key concepts: Super-position, constructive and destructive interference. Real-world contexts: Dead spots in auditoriums, spectra made by diffraction gratings, colors observed in soap bubbles.)
video 8. Relate changes in detected frequency of a source to the motion of the source and/or the detector. ( Key concepts: Wavelength, frequency, source, detector, motion, shifts in frequency and wavelength. Real-world contexts: Engine noise from cars passing by, spectrum of stars, Doppler weather radar, police radar.)
video 9. Explain how energy is stored and transformed in vibrating and oscillating objects. ( Key concepts: Kinetic energy, potential energy, total energy. Real-world contexts: Examples of vibrating or oscillating objects-see middle school benchmark 5.)
video Content Standard 4: All students will compare and contrast our planet and sun to other planets and star systems; describe and explain how objects in the solar system move; explain scientific theories as to the origin of the solar system; and explain how we learn about the universe. (Solar System, Galaxy and Universe)
1. Compare our sun to other stars and star systems. ( Key concepts: Relative temperatures, colors, sizes, similar forces, similar elements, energy, double stars. Real-world contexts: Charts, drawings, and accounts of the diversity and similarities of stars throughout the galaxy.)
video 2. Explain common observations of the day and night sky. ( Key concepts: Stars, constellations, planets, meteors, friction, comets, Milky Way. Movement of planets relative to stars. Tools: Telescopes, binoculars. Real-world contexts: Viewing moon, comets, and planets through telescopes and binoculars; meteor showers; Milky Way.)
video 3. Describe the position and motion of our solar system in the universe. ( Key concepts: Galaxies, Milky Way, spiral structure, stars, speed of light, light year, travel times. Real-world contexts: Star maps showing constellations and movements of planets; maps, diagrams, paintings, and models of the solar system, showing its motions and its position in the galaxy; fictional accounts of space travel.)
video 4. Explain why seasons occur on earth. ( Key concepts: Tilt of the earth on its axis, direct/indirect rays. Also see Atmosphere and Weather benchmarks. Real-world contexts: Changes in length of day and height of sun in sky, changes in average daily temperature; globes and diagrams showing earth's tilt and motions of the sun and earth relative to each other.)
video 5. Explain how stars form and how they produce energy. ( Key concepts: Processes of formation-coalescence from clouds of dust and gases, gravity, explosions of stars, heavy and light elements: hydrogen, helium; "big bang." Production of energy-fusion, radiation. Also see Matter and Energy benchmarks and Changes in Matter benchmarks. Real-world contexts: Examples of regions of gas and dust in space illuminated by stars; also see middle school benchmark 4.)
video 6. Explain how technology and scientific inquiry have helped us learn about the universe. ( Key concepts: information-radiant energy, radio waves, light, spectra, color of stars, moon and meteor samples. Devices-radio, x-ray and optical telescopes, space probes, satellites. Problems for investigation-geology and weather of planets and moons, origins. Also see Waves and Vibrations benchmarks, Reflecting benchmarks. Real-world contexts: Histories of discoveries, stories of exploration, visits to observatories and planetariums; videos showing space exploration; samples of space materials, including moon rocks, Mars scrapings, and meteorites.)
video Updated January 2001Elementary:
I. Construct New Scientific and Personal Knowledge
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II. Reflect on the Nature, Adequacy and Connections Across Scientific Knowledge
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IV. Use Scientific Knowledge from the Physical Sciences in Real-World Contexts
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V. Use Scientific Knowledge from the Earth and Space Sciences in Real-World Contexts
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Middle School:
I. Construct New Scientific and Personal Knowledge
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II. Reflect on the Nature, Adequacy and Connections Across Scientific Knowledge
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IV. Use Scientific Knowledge from the Physical Sciences in Real-World Contexts
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V. Use Scientific Knowledge from the Earth and Space Sciences in Real-World Contexts
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High School:
I. Construct New Scientific and Personal Knowledge
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II. Reflect on the Nature, Adequacy and Connections Across Scientific Knowledge
hands-on
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hands-on
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hands-on
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IV. Use Scientific Knowledge from the Physical Sciences in Real-World Contexts
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V. Use Scientific Knowledge from the Earth and Space Sciences in Real-World Contexts
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