The STANDARDS CORRELATION chart suggests which Colorado Model Content Standards for Science you can cover using PASSPORT TO WEATHER AND CLIMATE 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 WEATHER AND CLIMATE.
For additional Colorado Model Content Standards for Science you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, Fifth Grade, Sixth Grade, Seventh Grade, Eighth Grade, Ninth through Twelfth,
Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
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 · state simple hypotheses about cause and effect relationships in the environment
video · predict the results of an observable cause and effect relationship in the environment
video · ask "what if" questions and explore multiple possible explanations
video 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 · perform simple measurements using appropriate tools and devices
video · compare observable characteristics of common objects (e.g. size, color, texture) for
similarities and differences
video · compare objects according to their measurement (e.g. larger than, heavier than)
video · observe and describe changes in a simple system (e.g. plant terrarium, ant farm,.
aquarium)
video · observe and describe simple patterns and cycles (e.g. seasons, day/night, geometric
designs)
video 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 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 · describe observations with pictures pictographs models and words
video · describe similarities and differences of observations
video 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:
Kindergarten students will:
· identify events that change the Earth's surface (hurricanes, tornadoes, earthquakes)
video · describe how activities and clothing must be changed to agree with the weather
video · name the four seasons and some characteristics of each
video · know that rain and snow furnish water for rivers
video · know that the sun can only be seen in the daytime whereas the moon can be seen mostly
at night but sometimes during the day
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
· recognize some resources that come from the Earth and sun (e.g. soil from the Earth; light
from the sun)
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
Kindergarten students will:
· know that in order to learn, it is important to observe the same things often and compare
them
video · know that when experiments are repeated under the same conditions, similar results are
usually obtained
video · know that in doing science it is often helpful to work with a team and to share findings
with others
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
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 · state simple hypotheses about cause and effect relationships in the environment
video · predict the results of an observable cause and effect relationship in the environment
video · ask "what if" questions and explore multiple possible explanations
video 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 · make multiple observations of events and explorations using the five senses (or as many
of the five senses as are appropriate)
video · perform simple measurements using appropriate tools and devices (e.g. magnifiers,
thermometers, rulers)
video · manipulate a simple mechanical devise and verbally communicate how it works
video · draw pictures that portray some features of a natural event they observe (e.g. fish in
aquarium, weather change)
video · record observations/data on a bar graph
video · describe the relative position of objects using two references (e.g. above and next to,
below and left of)
video 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 · be able to reasonably explain what they observe in an inquiry on a science topic that
interests them
video 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 Students know and understand common properties, forms, and changes in
matter and energy.
Guiding questions:
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 · describe interactions that produce change in a system (e.g. making mobiles to understand
balance and stability)
video 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:
First grade students will:
· know that Earth's materials are part of the Earth's surface
video · explore some processes that change the Earth's surface (e.g. erosion, weathering)
video · draw pictures of the four seasons
video · identify changes in weather and know that weather changes with the seasons in different
regions of the United States
video · know that water is needed to support the growth of plants in our food supply
video · know that the sun provides light
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
First grade students will:
· identify daily activities/devices used in everyday life that involve the use of technology
video · design a simple plan for a new invention and report on it
video · identify types of people that use science and technology in their jobs
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
First grade students will:
· know that in order to learn, it is important to observe the same things often and compare
them
video · know that when experiments are repeated under the same conditions, similar results are
usually obtained
video · know that in doing science it is often helpful to work with a team and to share findings
with others
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
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 · observe patterns and make predictions based on the observation
video · develop solutions to unfamiliar problems through reasoning and inquiry that includes
formulating a plan, gathering data and constructing a reasonable explanation
video · use accurate tools to observe and measure objects during an inquiry
video · measure length, temperature, and liquid volume with appropriate tools and express
measurements
video · compare and sort common objects based or two or more physical attributes (e.g. color and
texture, size and shape)
video · conduct inquiry into a topic of their interest and run repeat trials of a related simple
experiment to compare results
video · identify a sequence of events in a natural cycle(e.g. water cycle, life to death)
video · distinguish between actual observations from ideas and speculation about what was
observed
video · describe the process used in solving the problem or investigation
video · create communications that describe and compare things in terms of numbers, shape,
texture, size, odor, sound, mass, and motion
video · restate, illustrate, or summarize what others have said
video · use a variety of media to search for information
video 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 · observe patterns and make predictions based on the observation
video · develop solutions to unfamiliar problems through reasoning and inquiry that includes
formulating a plan, gathering data and constructing a reasonable explanation
video · use accurate metric measuring tools to observe and measure objects
video · measure length, mass, temperature and liquid volume with appropriate tools and express
measurements
video · compare and sort common objects based or two or more physical attributes (e.g. color and
texture, size and shape)
video · conduct inquiry into topic of their interest and run repeat trials of a related simple
experiment to compare results
video · identify a sequence of events in a natural cycle(e.g. water cycle, life to death)
video · distinguish between actual observations from ideas and speculation about what was
observed
video · describe the process used in solving the problem or investigation
video · describe and compare things in terms of numbers, shape, texture, size, odor, sound, mass,
and motion
video · write or draw descriptions of a sequence of steps, events, and observations
video · restate, illustrate, or summarize what others have said
video · use a variety of media to search for information
video 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 · observe patterns and make predictions based on observations
video · develop solutions to unfamiliar problems through reasoning and inquiry that includes
formulating a plan, gathering data and constructing a reasonable explanation
video · use accurate tools to observe and measure objects during an inquiry
video · measure length, temperature and liquid volume with appropriate tools and express
measurements in standard and non-standard units
video · compare and sort common objects based or two or more physical attributes (e.g. color and
texture, size and shape)
video · conduct inquiry into topic of their interest and run repeat trials of a related simple
experiment to compare results
video · identify a sequence of events in a natural cycle(e.g. water cycle, life to death)
video · distinguish between actual observations from ideas and speculation about what was
observed
video · describe the process used in solving the problem or investigation
video · create communications that describe and compare things in terms of numbers, shape,
texture, size, odor, sound, mass, and motion
video · write or draw descriptions of a sequence of steps, events, and observations
video · restate, illustrate, or summarize what others have said
video · use a variety of media to search for information
video 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 · observe patterns and make predictions based on observations
video · develop solutions to unfamiliar problems through reasoning and inquiry that includes
formulating a plan, gathering data and constructing a reasonable explanation
video · use accurate tools to observe and measure objects during an inquiry
video · measure length, temperature and liquid volume with appropriate tools and express
measurements in standard and non-standard units
video · compare and sort common objects based or two or more physical attributes (e.g. color and
texture, size and shape)
video · conduct inquiry into topic of their interest and run repeat trials of a related simple
experiment to compare results
video · identify a sequence of events in a natural cycle(e.g. water cycle, life to death)
video · distinguish between actual observations from ideas and speculation about what was
observed
video · describe the process used in solving the problem or investigation
video · create communications that describe and compare things in terms of numbers, shape,
texture, size, odor, sound, mass, and motion
video · write or draw descriptions of a sequence of steps, events, and observations
video · restate, illustrate, or summarize what others have said
video · use a variety of media to search for information
video Students know and understand common properties, forms, and changes in
matter and energy.
Guiding questions:
Second grade students will:
· examine, describe, and compare the properties of solids and liquids
video · make observations and gather data on quantities associated with energy, movement, and
change (e.g. time to melt an ice cube)
video · compare quantities associated with energy movement and change by constructing simple
diagrams and charts (e.g. chart of melting time)
video · 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 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:
Second grade students will:
· know that the sun's movements can be observed and described
video · know that the sun provides heat
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
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 · identify careers that use science and technology
video · identify the use of technologies in their everyday life
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
Second grade students will:
· know that in order to learn, it is important to observe the same things often and compare
them
video · know that when experiments are repeated under the same conditions, similar results are
usually obtained
video · know that in doing science it is often helpful to work with a team and to share findings
with others
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
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 · seek evidence to support ideas by asking, "How does it work?" "How do we know?"
"Why?"
video · predict the outcome of a simple investigation and compare the result to the prediction
video · select and explore the use and accuracy of a variety of measuring devices
video · demonstrate alternate ways to display data
video · search for information from multiple sources
video · explain and discuss various influences affecting observations and interpretations
video · use numerical data in describing and comparing objects, events and measurements
video · seek evidence to support opinions, statements, and conclusions
video 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 · seek evidence to support ideas by asking, "How does it work?" "How do we know?"
"Why?"
video · predict the outcome of a simple investigation and compare the result to the prediction
video · select and explore the use of a variety of measuring devices
video · select and explore the use and accuracy of a variety of measuring devices
video · demonstrate alternate ways to display data
video · search for information from multiple sources
video · explain and discuss various influences affecting observations and interpretations
video · use numerical data in describing and comparing objects, events and measurements
video · seek evidence to support opinions, statements, and conclusions
video 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 · seek evidence to support ideas by asking, "How does it work?" "How do we know?"
"Why?"
video · predict the outcome of a simple investigation and compare the result to the prediction
video · select and explore the use and accuracy of a variety of measuring devices
video · demonstrate alternate ways to display data
video · search for information from multiple sources
video · explain and discuss various influences affecting observations and interpretations
video · use numerical data in describing and comparing objects, events and measurements
video · seek evidence to support opinions, statements, and conclusions
video 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 · seek evidence to support ideas by asking, "How does it work?" "How do we know?"
"Why?"
video · predict the outcome of a simple investigation and compare the result to the prediction
video · select and explore the use of a variety of measuring devices
video · select and explore the use and accuracy of a variety of measuring devices
video · demonstrate alternate ways to display data
video · search for information from multiple sources
video · observe events and phenomena of varying duration and report occurrences affecting
observations and interpretations
video · explain and discuss various influences affecting observations and interpretations
video · use numerical data in describing and comparing objects, events and measurements
video · seek evidence to support opinions, statements, and conclusions
video 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:
Third grade students will:
· recognize that the sun is a principle source of Earth's heat and light and is a major factor in weather systems
video · describe natural processes that change Earth's surface (e.g. erosion, weathering)
video · collect and record weather condition data (e.g. temperature, amount of cloud cover,
rainfall)
video · draw a picture illustrating how water cycles in nature
video · identify and describe the states that water can be found on Earth (glaciers, oceans, clouds)
video · know that every 24 hours, the Earth makes a full rotation on its axis which cause the day
and night cycle
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
Third grade students will:
· list some major inventions in the 19th century and compare them to the major inventions
in the 20th century
video · know that people have always invented new ways to solve problems and get work done;
these new inventions affect all aspects of life
video · invent a new device and communicate the problem, design, and solution
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
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 · know that a model of something is different from the real thing, but can be used to learn
something about the real thing
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
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 · use the data from one investigation, generate a prediction for a new investigation
video · conduct a systematic observation over time
video · organize data into an appropriate format (e.g. bar graph, pie chart, charts, Venn diagram)
video . 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 · analyze data found in graphs, charts, and articles in order to draw and evaluate
conclusions
video · develop and evaluate explanations based upon experimental evidence and the experience
of others
video · check explanations against scientific knowledge, experiences and observations of others
video · use facts to support and evaluate the fairness of conclusions
video · write instructions that others can follow
video · describe and illustrate the steps taken in solving a problem including the resources used
video · use appropriate units to add meaning to numbers
video · use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps
and stories to represent objects, events, and processes
video · select and use simple devices to gather data related to an investigation (e.g
ruler, thermometers, watches, magnifying lens, microscopes, calculators, and computers)
video 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 · use the data from one investigation, generate a prediction for a new investigation
video · conduct a systematic observation over time
video · organize data into an appropriate format (e.g. bar graph, pie chart, charts, Venn diagram)
video · 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 · analyze data found in graphs, charts, and articles in order to draw and evaluate
conclusions
video · develop and evaluate explanations based upon experimental evidence and the experience
of others
video · write instructions for a scientific or experimental procedure that others can follow
video · describe and illustrate the steps taken in solving a problem including the resources used
video · use appropriate units when presenting or using numerical data
video · use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps
and stories to represent objects, events, and processes
video · select and using simple devices to gather data related to an investigation (e.g ruler,
thermometers, watches, magnifying lens, microscopes, calculators, and computers)
video 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 · using the data from one investigation, generate a prediction for a new investigation
video · conduct a systematic observation over time
video · organize data into an appropriate format (e.g. bar graph, pie chart, charts, Venn diagram)
video · 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 · analyze data found in graphs, charts, and articles in order to draw and evaluate
conclusions
video · develop and evaluate explanations based upon experimental evidence and the experience
of others
video · use knowledge and evidence obtained in experimentation, to support explanation
video · check explanations against scientific knowledge, experiences and observations of others
video · use facts to support and evaluate the fairness of conclusions
video · write instructions for a scientific or experimental procedure that others can follow
video · describe and illustrate the steps taken in solving a problem including the resources used
video · use appropriate units when presenting or using numerical data
video · describe and illustrate the steps taken in solving a problem including the resources used
video · use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps
and stories to represent objects, events, and processes
video 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 · using the data from one investigation, generate a prediction for a new investigation
video · organize data into an appropriate format (e.g. bar graph, pie chart, charts, Venn diagram)
video · 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 · develop and evaluate explanations based upon experimental evidence and the experience
of others
video · use data from an experiment to support explanation
video · check explanations against scientific knowledge, experiences and observations of others
video . write instructions that others can follow
video · describe and illustrate the steps taken in solving a problem including the resources used
video · use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps
and stories to represent objects, events, and processes
video 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:
Fourth grade students will:
· describe the motion of Earth in relation to the sun
video · distinguish between weather and climate
video · know that clouds have properties, locations, and movements that can be observed and
described
video · know that weather can be described in measurable quantities, temperature wind direction,
and precipitation
video · identify the water cycle (e.g. evaporation, condensation, transpiration, etc.)
video · identify and describe the states (e.g. solid, liquid, gas) in which water can be found on
Earth
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
Fourth grade students will:
· identify some causes for recent increases in technological advances
video · make a plan for building a device considering the limitations of the material and including
multiple views
video · describe and define the invention process (e.g. brainstorm, analyze, combine and create)
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
Fourth grade students will:
· recognize that when a science experiment is repeated with the same conditions, the
experiment generally works the same way
video · compare knowledge gained from direct experience to knowledge gained indirectly
video · identify observable patterns and changes in their lives and predict future events based on
those patterns
video · describe and compare the components and interrelationships of a simple system
video · compare a model with what it represents
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
In grades 5-8, what students know and are able to do includes
Identifying and evaluating alternative explanations and procedures;
Fifth grade students will:
· identify alternative explanations to natural phenomena and design procedures to test
explanations
video · differentiate between an explanation and a description
video · predict an outcome based on a set of experimental data
video · recognize that scientific investigations sometimes generate new methods or procedures
for an investigation or develop new technologies to improve the collection of data
video · differentiate between ideas based on scientific fact or understanding and those based on
myths or misrepresented data
video · differentiate between a question and a hypothesis
video · develop a testable hypothesis
video · refine hypotheses from a series of investigations
video · demonstrate ability to identify and control variables
video · design a model to illustrate an investigation
video · select appropriate tools (e.g. thermometers, balances, beakers) and make quantitative
observations
video · organize and present data in an appropriate format (e.g. charts, graphs, labeled diagrams,
tables)
video · draw a conclusion based on a set of experimental data
video · use metric units in measuring, calculating, and reporting results
video · 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 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:
· compare weather patterns in different locations in the United States and discuss how these
patterns influence plant growth and human activity in those states
video · know that energy from the sun heats the Earth unevenly, causing air movements resulting
in changing weather patterns
video · use weather maps and weather forecasts to predict local weather and that predication
depends on many changing variables
video · conduct investigations to determine the effect of temperature or wind on evaporation and
condensation
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
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 · recognize that technologies consume and generate energy
video · recognize that conservation is a method of preventing depletion of energy
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
Fifth grade students will:
· know that scientific knowledge is subject to modification as new information
video · challenge prevailing theories and new theories lead to looking at old observations in a
new way
video · know that the study of the events that led scientists to discoveries can provide information
about the inquiry process and its effects
video · know that a change in one or more variables may alter the outcome of an investigation
video · recognize the scientific contributions that are made by individuals of diverse
backgrounds, interests, talents, and motivations
video · know that when similar investigations give different results, the scientific challenge is to
verify whether the differences are significant by further study
video · recognize that patterns exist within and across systems
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
In grades 5-8, what students know and are able to do includes
Identifying and evaluating alternative explanations and procedures;
Sixth grade students will:
· choose measurement methods and devices according to the level of precision demanded
by the problem
video · predict an outcome based on a set of experimental data
video · 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 · construct a model that illustrates a concept developed from an inquiry
video · refine hypotheses from a previous investigation
video · identify the variables in an investigation
video · 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 · organize and present the data in appropriate formats (e.g. histograms, circle graphs, flow
charts) and make inferences based on that data
video · identify, and interpret patterns, trends, relationships in collected data
video · identify data that does not fit a pattern
video · analyze the results of an experiment, draw conclusions about the question being
investigated, and defend those conclusions
video · use metric units in measuring, calculating, and reporting results
video 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:
· describe major differences in the physical properties of water as a solid, liquid, and gas
video · describe the cycling of water in a closed system (e.g. bottle terrarium)
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
Sixth grade students will:
· describe how people use science and technology in their profession
video · describe ways in which innovations address human biological, physical, and
psychological needs
video · describe uses of renewable and non-renewable resources (e.g. forests and fossil fuels)
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
Sixth grade students will:
· know that scientific knowledge is subject to modification as new information
video · challenge prevailing theories and new theories lead to looking at old observations in a
new way
video · know that the study of the events that led scientists to discoveries can provide information
about the inquiry process and its effects
video · know that a change in one or more variables may alter the outcome of an investigation
video · recognize the scientific contributions that are made by individuals of diverse
backgrounds, interests, talents, and motivations
video · know that when similar investigations give different results, the scientific challenge is to
verify whether the differences are significant by further study
video · recognize that patterns exist within and across systems
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
In grades 5-8, what students know and are able to do includes
Identifying and evaluating alternative explanations and procedures;
Seventh grade students will:
· propose and critique alternative explanations and procedures
video · suggest alternative explanations for the same observations
video · predict an outcome based on a set of experimental data
video · recognize that scientific investigations sometimes generate new methods or procedures
for an investigation or develop new technologies to improve the collection of data
video · identify the assumptions that influence and guide their investigations
video · propose and execute design changes to correct what might be wrong with an experimental
design
video · cite subject matter knowledge when making judgements
video · refine hypotheses from a previous investigation
video · construct a model that demonstrates change within a system
video · construct scale models, maps, and appropriately labeled diagrams to communicate
scientific knowledge
video · 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 · organize and construct representation of data into appropriate formats (e.g. histograms,
circle graphs, flow charts) and make inferences based on that data
video · interpret patterns, trends, relationships in collected data
video · decide what data to use and what data to ignore in forming conclusions
video · form a logical argument about cause and effect relationships in conclusions
video · use mathematics to structure convincing explanations
video · use metric units in measuring, calculating, and reporting results
video · construct appropriate graphs from data and develop qualitative statements about the
relationships between the variables
video · use analogies to understand how things work
video · summarize the results of others' investigations to see if findings will result in new
questions and more investigations
video · share findings and offer explanations for inconsistencies, limitations, and variability in
recorded observations
video · acknowledge different ideas and explanations, be able to accept the skepticism of others,
and consider alternative explanations
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
Seventh grade students will:
· describe advantages and disadvantages that might accompany the introduction of a new
technology
video · explain how the choice of materials depends upon their properties and characteristics and
how they interact with other materials
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
Seventh grade students will:
· explain why a controlled experiment must have comparable results when repeated
video · give examples of how scientific knowledge changes as new knowledge is acquired and
previous ideas are modified
video · describe the contributions of science made by people in different cultures and at different
time times in history
video · identify, compare, and predict variables and conditions related to change
video · identify and illustrate natural cycles within systems
video · use models to predict change
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
In grades 5-8, what students know and are able to do includes
Identifying and evaluating alternative explanations and procedures;
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
video · apply scientific ideas, concepts, and relationships to the formation of scientific questions
video · evaluate explanations by examining evidence, comparing evidence, identifying faulty
reasoning, and pointing out statements that go beyond the evidence
video · predict an outcome based on a set of experimental data
video · recognize that scientific-investigations sometimes generate new methods or procedures
for an investigation or develop new technologies to improve the collection of data
video · refine hypotheses from a previous investigation
video · construct a model to predict change (e.g. stream table, computer simulation)
video · organize and construct representation of data into appropriate formats (e.g. histograms,
circle graphs, flow charts) and make inferences based on that data
video · interpret patterns, trends, relationships in collected data
video · state relationships in terms of the relationship between two or more variables
video · evaluate the accuracy and reproducibility of data
video · analyze data and evaluate hypothesis
video · identify areas for further investigation
video · construct appropriate graphs from data and develop quantitative statements about the
relationships between variables
video · communicate the logical connection among hypothesis, science concepts, tests conducted,
data collected, and conclusions drawn from the scientific evidence
video · distinguish between linear and non-linear relationships on a graph of data
video · use metric units in measuring, calculating, and reporting results
video · acknowledge that the scientific community accepts and uses explanations until those
explanations are displaced by better scientific ones
video · acknowledge different ideas and explanations, be able to accept the skepticism of others,
and consider alternative explanations
video Students know and understand common properties, forms, and changes in
matter and energy.
Guiding questions:
· experiment with tuning forks, ripple tanks, "slinkys", and other objects to observe and
analyze problems with waves
video · classify waves as mechanical (sound, tidal, earthquake) or electromagnetic (radio,
sunlight)
video · 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)
video · know that white light is a mixture of many wavelengths and that retinal cells react
differently with different wavelengths
video · know that light interacts with matter by transmission (including refraction) absorption, or
scattering (including reflection)
video · know that the angle of reflection of a light beam is equal to the angle of incidence
video 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:
· describe the gaseous composition of the atmosphere
video · measure humidity, temperature, and pressure of the troposphere
video · explain how atmospheric circulation is driven by solar heating which involves radiation,
convention, and conduction
video · know that the Earth has three distinct physical spheres (atmosphere, hydrosphere, and
lithosphere) and each has different compositions yet interfaces with each other
video · use graphs and charts to describe and compare the distribution of the world's water
including rivers, oceans, ground water, and atmosphere
video · use diagrams/models, show the direction of water circulation through Earth's system
video · know that the yearly revolution of Earth in its orbit about the sun and the tilt on its axis
cause the angle at which sunlight strikes the Earth to vary at different locations; this
causes differences in the heating of Earth's surface which produce seasonal variations in
weather and a variety of climates
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
Eighth grade students will:
· identify and analyze ways in which advances in science and technology have affected
each other and society
video · use the results of material tests (e.g. hardness, tensile strength, conductivity) to suggest
appropriate uses for materials
video · evaluate designs, devices, or solutions and develop measures of quality
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
Eighth grade students will:
· explain why a controlled experiment must have comparable results when repeated
video · give examples of how scientific knowledge changes as new knowledge is acquired and
previous ideas are modified
video · describe the contributions of science made by people in different cultures and at different
time times in history
video · identify, compare, and predict variables and conditions related to change
video · identify and illustrate natural cycles within systems
video · use models to predict change
video Students understand the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
Guiding questions:
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;
Ninth through Twelfth grade students will:
· asking questions and stating hypotheses, using prior knowledge to help guide their
development
video · creating and defending a written plan of action for a scientific investigation
video · selecting and using appropriate technologies to gather, process, and analyze data and to
report information related to an investigation
video · identifying major sources of error or uncertainty within an investigation (for example,
particular measuring devices and experimental procedures)
video · constructing and revising scientific explanations and models, using evidence, logic, and
experiments that include identifying and controlling variables
video · communicating and evaluating scientific thinking that leads to particular conclusions
video · recognizing and analyzing alternative explanations and models
video · explaining the difference between a scientific theory and a scientific hypothesis
video 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:
Ninth through Twelfth grade students will:
· evaluate the feasibility of predicting and controlling natural events
video · know that energy enters the Earth system primarily as solar radiation and eventually
escapes as heat
video · know that climate (in the long run) and weather (in the short run) involve the transfer of
energy in and out of the atmosphere
video · explain the water cycle in terms of how water circulates through the biosphere,
lithosphere, and atmosphere
video · analyze the structure and evolution of the atmosphere and its significance to life
video Students know and understand interrelationships among science, technology,
and human activity and how they can affect the world.
Guiding questions:
Ninth through twelfth students will:
· discuss the scientific, technological, and political aspects of major challenges to society
video · 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
video · identify particular characteristics of material resources (e.g. synthetic, composite, and
biological)
video · explain how various energy sources and forms of information are also resources with
specific characteristics
video · analyze how the introduction of a new technology has affected or could affect human
activity
video · analyze benefits, limitations, costs and consequences involved in using technology or
resources
video Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
Guiding questions:
Ninth through twelfth grade students will:
· evaluate print and visual media for scientific evidence, bias, or opinion
video · 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)
video · explain that the scientific way of knowing involves a critique and consensus process (e.g.
peer review, openness to criticism, logical arguments)
video · 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
video · 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
video · use graphs, equations, or other models to analyze systems involving change and
constancy
video · analyze and compare models of cyclic change as used within and among scientific
disciplines
video · identify and predict cause and effect relationships within a system
video · identify and describe the dynamics of a natural system
video · identify and test a model to analyze systems involving change and constancy
video · explain an exponential model (e.g. pH, Richter scale)
video · refine a hypothesis based on accumulation of data over time
video Updated July 2001Kindergarten
STANDARD 1:
· 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?
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STANDARD 4:
· 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 it’s characteristics, and how does it move?
· What causes different kinds of weather and the seasons and how does it change overtime?
· What is the earth’s place in the solar system, galaxy, and universe?
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STANDARD 5:
· 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?
hands-on
online
STANDARD 6:
· 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?
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First Grade
STANDARD 1:
· 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?
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STANDARD 2:
· 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?
hands-on
online
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STANDARD 4:
· 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 it’s characteristics, and how does it move?
· What causes different kinds of weather and the seasons and how does it change overtime?
· What is the earth’s place in the solar system, galaxy, and universe?
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online
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STANDARD 5:
· 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?
hands-on
online
hands-on
online
hands-on
online
STANDARD 6:
· 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?
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online
hands-on
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hands-on
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Second Grade
STANDARD 1:
· 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?
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STANDARD 2:
· 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?
hands-on
online
hands-on
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hands-on
online
hands-on
online
STANDARD 4:
· 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 it’s characteristics, and how does it move?
· What causes different kinds of weather and the seasons and how does it change overtime?
· What is the earth’s place in the solar system, galaxy, and universe?
hands-on
online
hands-on
online
STANDARD 5:
· 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?
hands-on
online
hands-on
online
hands-on
online
STANDARD 6:
· 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?
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online
hands-on
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hands-on
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Third Grade
STANDARD 1:
· 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?
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STANDARD 4:
· 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 it’s characteristics, and how does it move?
· What causes different kinds of weather and the seasons and how does it change overtime?
· What is the earth’s place in the solar system, galaxy, and universe?
hands-on
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hands-on
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hands-on
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STANDARD 5:
· 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?
hands-on
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hands-on
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hands-on
online
STANDARD 6:
· 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?
hands-on
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Fourth Grade
STANDARD 1:
· 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?
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STANDARD 4:
· 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 it’s characteristics, and how does it move?
· What causes different kinds of weather and the seasons and how does it change overtime?
· What is the earth’s place in the solar system, galaxy, and universe?
hands-on
online
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hands-on
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hands-on
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hands-on
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STANDARD 5:
· 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?
hands-on
online
hands-on
online
hands-on
online
STANDARD 6:
· 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?
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hands-on
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Fifth Grade
STANDARD 1:
· 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?
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);
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STANDARD 4:
· 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 it’s characteristics, and how does it move?
· What causes different kinds of weather and the seasons and how does it change overtime?
· What is the earth’s place in the solar system, galaxy, and universe?
hands-on
online
hands-on
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hands-on
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hands-on
online
STANDARD 5:
· 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?
hands-on
online
hands-on
online
hands-on
online
STANDARD 6:
· 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?
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Sixth Grade
STANDARD 1:
· 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?
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);
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STANDARD 4:
· 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 it’s characteristics, and how does it move?
· What causes different kinds of weather and the seasons and how does it change overtime?
· What is the earth’s place in the solar system, galaxy, and universe?
hands-on
online
hands-on
online
STANDARD 5:
· 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?
hands-on
online
hands-on
online
hands-on
online
STANDARD 6:
· 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?
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Seventh Grade
STANDARD 1:
· 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?
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);
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STANDARD 5:
· 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?
hands-on
online
hands-on
online
STANDARD 6:
· 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?
hands-on
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Eighth Grade
STANDARD 1:
· 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?
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);
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STANDARD 2:
· 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?
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STANDARD 4:
· 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 it’s characteristics, and how does it move?
· What causes different kinds of weather and the seasons and how does it change overtime?
· What is the earth’s place in the solar system, galaxy, and universe?
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STANDARD 5:
· 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?
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STANDARD 6:
· 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?
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Ninth Through Twelfth Grade
STANDARD 1:
· 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?
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.
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STANDARD 4:
· 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 it’s characteristics, and how does it move?
· What causes different kinds of weather and the seasons and how does it change overtime?
· What is the earth’s place in the solar system, galaxy, and universe?
hands-on
online
hands-on
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STANDARD 5:
· 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?
hands-on
online
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hands-on
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hands-on
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hands-on
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STANDARD 6:
· 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?
hands-on
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