The STANDARDS CORRELATION chart suggests which Delaware Science Language Arts Curriculum Framework standards you can cover using PASSPORT TO THE UNIVERSE 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 UNIVERSE.
For additional Delaware Science Language Arts Curriculum Framework standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Science as Inquiry
By the end of the third grade students should know that:
1. Scientists’ curiosity about the natural world leads them to ask questions about
how things work. In order to answer these questions, scientists observe and explore things
carefully. Develop a list of questions raised by the class about nature and the
immediate surroundings. In a discussion, determine which questions the class has the
capability of answering. The development of the answers involves observation and
measurement, collection and sorting of samples, and taking things apart and putting them
back together. video 2. Scientists sometimes observe the same object or event and describe it differently.
It is important for scientists to describe things as accurately as possible in order to
compare their observations .
Work in small teams to develop answers to the questions posed by the class about the
natural world. Compare similarities and differences in each team’s observations,
descriptions, measurements, and methods of classification. When large differences exist in
the results, repeat the procedures to settle the differences, and speculate on the reasons
for the differences. video 3. Scientists use a variety of instruments, some of them quite simple, in order to
obtain additional information for answering questions about the natural world.
Use appropriate instruments such as thermometers, balances, watches, and magnifiers to
observe, measure, and gather additional information to answer the questions raised. video 4. Graphs and charts are used to better visualize the results of observation and
measurement, and are an important part of describing what counts as suitable evidence in
answering questions.
Construct simple graphs or charts which display some of the information collected in
the process of answering questions. Compare each team’s displays and determine which
charts and graphs provide reasonable evidence. video Science, Technology, and Society
1. People have always invented new ways to solve problems and get work done. These new
inventions affect all aspects of life.
(See learning opportunities for technology and application strand for Content Standards
2-8). video History and Context of Science
1. People from all parts of the world have practiced science and have made many
important scientific contributions.
Read several short stories or articles about the lives and works of
famous scientists. Write paragraphs describing some of the contributions these scientists
have made in understanding the world around us. video 2. Many men and women have chosen science as a career and a life-time activity because
of their intense interest in better understanding nature and the great joy this pursuit
brings them.
Invite scientists from the community to discuss why they decided to
become a scientist, what their day is like, and what they most enjoy about their work.
Record the scientists responses to questions, and distribute this information to the
students who are unable to participate in the discussion. video Forms/Sources of Energy
By the end of the third grade students should know that:
1. The sun is the source of heat and light that warms the earth.
Investigate the influence of the sun on temperature. For instance,
record and compare air and water temperatures at day and night, temperatures at various
times of the day, and temperatures on a cloudy day. video 2. Sound is produced when objects vibrate. Various characteristics of sound such as
loudness/softness and high pitch/low pitch can be changed by altering the material
producing the sound.
Experiment with strings of different length, glasses filled with
different amounts of water, or different sized bells, in order to create differences in
sound. Based on these experiments, predict the kind of sounds that would be created with
additional variations of the experimental set-ups. video 3. Force is any push or pull exerted by one body on another. Pushes and/or pulls change
the position, motion, direction (and occasionally the shape) of an object. The greater the
push or pull, the greater the change in position, motion, and direction. Keep a journal describing all daily activities that require the use of
force (pushing or pulling) in order to move an object or to change the direction of a
moving object. video 4. Moving objects can exhibit different kinds of motion such as fast, slow, straight,
back and forth, circular, and zig-zag. The application of pushes or pulls is required to
produce any change in the type of motion, including stopping and starting an object in
motion.
In your journal identify all kinds of moving things such as birds,
insects, automobiles, fans, swings, bicycles, and baseballs; describe and discuss the
different ways in which these objects move or can be made to move. video 5. Some forces (e.g., magnetism, static electricity) can make things move without
touching them.
Identify materials in the home or classroom that are attracted to and
moved by a magnet. Identify those materials which are not attracted to or moved by a
magnet. Discuss the common features of both groups. video Transformation/Conservation of Energy (Energy Changes)
There are no content statements at this grade cluster.
Solar System Models
By the end of the third grade students should know that:
1. There are many objects in the Solar System including the Sun, Moon, planets, and
comets. Most of the objects are separated by vast space and enormous distances.
Use scale sized spherical objects placed at different distances to model
the Solar System and to demonstrate the size and distance between the planets. video 2. The size of an object appears to change as the observer moves closer to or farther
away from the object.
Select similar shaped objects of different sizes such as blocks, balls,
or marbles. Place one of the objects at a fixed distance and adjust the position of the
other object until both objects appear to be the same size. Measure the distance between
the observer and each object. Repeat the procedure placing the first object at a different
distance from the observer. Based on that trial, predict where the second object needs to
be placed for both objects to appear the same size video Interactions in the Solar System
1. Every 24 hours the Earth makes a full rotation on its axis which causes the day and
night cycle. Use spherical objects and a light source to develop models which
demonstrate the cycle of day and night and Earth’s rotation. video 2. There are many objects in the sky such as the Sun, Moon, stars, clouds, birds, and
airplanes. The patterns of movement of some of these objects such as the Sun, Moon, and
stars are cyclic.
Observe the day and night sky over an extended period of time. Record or
chart the observations and identify those objects whose patterns of movement are cyclic. video Technology and Applications
1. People who live and work in space need special clothing and equipment. Astronauts
wear space suits which are designed and constructed by Delaware scientists to protect
themselves from the extreme conditions of space.
Examine pictures of a space suit or samples of materials used in its
construction. Explain the different parts, their functions, and why certain materials were
chosen for these parts. video Science as Inquiry
By the end of the fifth grade students should know that:
1. Curiosity about nature and the world around us leads scientists to ask questions in
a way that requires scientific investigation in order to develop an explanation. The
breadth and style of this investigation depend on the questions asked.
Ask reasonable scientific questions about a topic of interest and decide
what information is needed to answer these questions. For example, how does the amount of
sunlight a plant receives affect its growth? What can the class do to reduce cafeteria
waste? Do some substances dissolve in water faster than others? Is there always a full
moon on the same day of each month? video 2. In science, answering certain questions requires observation and simple testing to
generate additional information and enable a more complete investigation.
Plan and conduct a simple investigation to answer testable questions.
Choose or develop techniques for obtaining data that can be used to answer the questions.
Ask additional questions based on this investigation. video 3. The ability to observe and gather data is enhanced by using a variety of
instruments.
Demonstrate increasing sophistication in the use of instruments to make measurements
and to obtain more complete detail. video 4. Collaboration, communication, and comparison are important parts of science. Graphs,
charts, maps, equations, and oral and written reports can be used to share the results of
a scientific investigation and facilitate discussion about it.
Compare the results of individual or group investigations. Critique the
investigative strategies and results and discuss the observations, measurements, methods,
selection of materials, and differences that exist in these. video Science, Technology, and Society
1. Science consists of many disciplines such as chemistry, biology, geology, and
physics, and in the broadest sense, can be viewed as the collective efforts by people in
these disciplines to organize, describe, and understand the natural world.
video 2. Technology applies knowledge to solve problems and to change the world to suit us
better. Technological innovation plays an important role in improving the quality of life.
Such innovation involves scientific disciplines as well as other disciplines such as
engineering, mathematics, medicine, and economics in order to create practical, cost
effective solutions to problems and opportunities.
Compare present day technologies (methods and equipment to perform a
specific function) to those of the past such as washing machine/washing board,
refrigerator/ice box, automobile/horse-drawn carriage, and television/radio or compare
technologies used in this country to those used in other parts of the world (e.g., heavy
equipment/elephants, electric stove/cooking over a fire). Discuss the impact these
technological differences have had on the quality of life. video 3. Technological development improves the quality of our life immensely and continues
to do so in many areas such as medicine, communications, transportation, and agriculture.
However, not all development is perfect, uniformly beneficial, or equally available to
everyone.
Examine a variety of old technological devices (e.g., wooden potato
masher, apple peeler, washing board) and speculate for what the object was used, how it
helped people, and what problems it caused. video History and Context of Science
1. Men and women of all ages and from diverse cultures are involved in a multitude of
scientific endeavors in the search to better understand nature. These people practice
science in many ways and at various depths and levels of complexity. This search continues
to add new knowledge to society’s understanding of the world.
Read a variety of short stories that present science as a human endeavor
in which men and women from different cultures have participated. Use a variety of resources (e.g., books, films, guest scientists, field trips) to
describe the many different kinds of science-based occupations and the diversity of
individuals involved. video Forms/Sources of Energy
By the end of the fifth grade students should know that:
1. Light is a form of energy which is visible to the eye, spreads from a source, and
travels in straight lines. Light is transmitted, reflected, refracted, or absorbed by
different materials. Materials which do not transmit light cast shadows.
Experiment with different materials to determine which ones transmit
light well, which partially transmit light, and which cast shadows (e.g., glass, clear
plastic, cloudy plastic, paper). Observe the changes in shadows at different distances
from the light source and at different angles between a light source and object. video 2. Like the sun, many other objects which give off light also produce heat. Heat can
also be produced by electrical and mechanical machines and by one object rubbing against
another.
Identify a variety of heat sources in school or at home. Discuss how
this heat is created, whether the heat is beneficial or harmful, and the various methods
that can be used to reduce or increase the amount of heat generated. Investigate and measure the heat produced by motion. Fill jars or tin cans about
one-third full with dry sand and record the temperature of the sand in each container.
Cover the containers and shake them vigorously 100 times, 200 times, or more. Compare and
record the temperature in each of the containers and graph the results. video 4. When an object is set in motion by a force, its position is defined with reference
to the distance it travels and the period of time it takes to travel that distance. Speed
is the measure of the distance traveled by a moving object in a given period of time
(distance divided by time).
video 5. Force must be applied to change the speed or direction of a moving object. The
greater the force, the greater the change in motion.
Vary the conditions of a tug-of-war (or other example of force) to
observe the affect of force on the motion of objects. Identify the source of the force and
the motion that results. video Transformations/Conservation of Energy
1. Most of the energy reaching the Earth’s surface comes from the sun as light. It
is then stored, transferred, or transformed in a variety of ways. Some of the Sun’s
light is transformed into heat when it hits objects.
Demonstrate how the Sun’s energy can be used to perform certain
tasks (i.e., melting ice faster, making sun tea, activating a photo cell in a calculator
or other devices, burning a hole in a piece of paper, heating a room). video 2. When warmer things are put with cooler ones, the warm ones lose heat and the cool
ones gain it until they are all at the same temperature.
Use a light bulb as a heat source and a thermometer as a detector to
compare the rate of heat flow through different materials (e.g., aluminum, air, different
colored papers, cloth insulation). Explore how heat flows from hotter regions to colder
regions and reduces temperature differences. Discuss how these differences are used in
everyday life. video 3. An important property of materials is their ability to conduct and transfer heat.
Some materials such as certain metals are excellent conductors of heat while other
materials such as glass are good insulators. Insulators are used to conserve heat and
reduce the cost of heating and cooling homes.
Work in small groups to design tests to determine the best type of cup
(e.g., styrofoam, ceramic mug, glass cup) to use to keep hot chocolate warm. Measure the
heat loss through a variety of cups and use graphs of the results to support the team's
choice of cup. video Solar System Models
By the end of the fifth grade students should know that:
1. Earth’s position relative to the Sun affects conditions on Earth. Earth’s
rotation on a tilted axis and its revolution around the Sun causes variations in the
amount of solar energy hitting Earth’s surface and such variations cause seasons.
Prepare a model or design which demonstrates the tilt of Earth in relation to the Sun
and use it to explain seasons at different locations on Earth. video Interactions in the Solar System
1. The Earth is one of several planets that orbit the Sun. As the Earth orbits the Sun
different patterns of stars can be seen in different seasons.
Select several constellations and, through the use of models, illustrate
how the Earth’s position relative to the Sun determines which constellations are
visible at different times of the year. video 2. Rotation of Earth on its axis once every 24 hours causes day and night and makes the
Sun, Moon, planets and stars appear to move across the sky from east to west each day.
Study the shadow of the school flagpole. Observe and measure the shadow
at different times of the day. Determine when the shadow is shortest or longest, what
direction the shadow points in relation to the Sun, and what path the Sun appears to take. Observe and record the apparent path of the Sun and chart the times and directions of
sunrise and sunset over an extended period of time. (AGI Earth Science Content Guidelines
- Grade K-12, 1991) video Technology and Applications
1. Technology allows scientists to explore the Solar System and to observe and measure
features and structures of the Earth, Moon, and other solar objects.
Examine a variety of resources (e.g., NASA photographs, satellite
images) to identify some interesting features of the Moon and other planets (e.g.,
craters, Red Spot of Jupiter). Study photographs or satellite images of Earth to identify unique features of our
planet (e.g., continents, land forms, weather systems). Discuss what can be learned and
predicted by studying this information. video Science as Inquiry
By the end of the eighth grade students should know that:
1. The design of an investigation, in many cases, is determined by the type of
questions asked. Therefore, the thoughtful and informed structuring of such questions is
an important part of scientific inquiry. For example, a question such as, “What are
the similarities and differences among the plants that grow in this region?” requires
a taxonomic investigation in which plants are collected, identified, and classified. On
the other hand, answering – “What was the reaction of Marie Curie’s
contemporaries to her work and accomplishments?” – may involve consulting,
reviewing, and discussing both contemporary and historical publications as part of an
investigative design. However, an experimental investigation in which systematic
observations are made and where data are used and analyzed to construct an explanation
could result from a question such as, “How do the physical properties of local soil
samples lead to differences in drainage or percolation?”
Expand the learning event highlighted in A-1 grades 4-5. Ask reasonable,
relevant, and testable scientific questions about topics of interest and determine the
type and complexity of the investigation required to answer them. video 2. The ultimate goal of any scientific investigation is to obtain evidence precise and
thorough enough to answer a question. Various experimental designs and strategies can be
developed to answer the same question. The comprehensiveness and sophistication of the
investigation depend on the tools and technologies used.
Conduct a series of investigations with sufficient complexity to require
the use of various experimental techniques and strategies; the separation and control of
variables; the consolidation, organization and display of data; the development of
conclusions; and the posing of additional questions. Develop oral and written
presentations of the investigation to allow peer review of the results. Develop the competence to use a variety of tools and techniques in order to solve a
wide range of practical problems. Examples follow: video 3. Explanations in science result from careful and logical analysis of evidence gained
from an investigation. Explanations relate causes to effects and develop relationships
based on the evidence. Critical analysis of data is necessary to judge the quality and
validity of the proposed explanation. Critical analysis skills learned in the classroom
can be applied to judge the validity of claims made in everyday life.
As part of an investigation, use a variety of strategies to construct
and develop logical explanations including: Review and critically analyze claims made in popular magazines such as PEOPLE, TIME,
DISCOVER, and in newspapers, television news programs or specials, to determine the
validity of the claims and conclusions. video Science, Technology and Society
1. Social, cultural, environmental, scientific and technological strengths, and
economic factors influence which scientific and technological areas are pursued and
invested in. At the same time, the scientific discoveries made and technologies developed
directly influence society and its habits, organization, and cultural values. Investigate the relationship of factors such as resource availability and cultural
tradition on the kinds of science and technologies pursued. Examples could include: video 2. The issues surrounding science, technology, and society are complex and involve many
risk/benefit considerations. Even though new technology may provide a solution to an
important problem, its impact on human health, the environment, and social dynamics needs
to be analyzed.
Explore and discuss various problems which have faced society and the
technologies developed to deal with such problems. Identify the products and processes
developed to solve these problems and consider the benefits delivered and the risks
created by these new technologies. Such areas could include the management and control of
sewage, the preservation of food, the fighting of tooth decay, the development of various
modes of transportation, and the heating or lighting of homes. video History and Context of Science
1. Over the course of human history, science has been practiced by different people in
different cultures. Unfortunately, women and minorities have often been discouraged or
denied the opportunity of participating in science because of education and employment
prejudices or restrictions.
Research the life, work, and contributions of a contemporary or historical scientist.
Compare the background, human qualities, and factors that influenced the work of the
scientist as part of a discussion of contemporary and historical variations of people who
practice science. Explore the historical under representation of women and minorities in many fields of
science and engineering, and the strategies that education, business, and government in
Delaware are employing to increase their representation in the scientific work force of
the future. video 2. People engaged in doing science are found in many occupations and institutions such
as hospitals, universities, classrooms, industry, and farms. The nature of scientific
investigation often requires that teams of individuals with different abilities work
together to solve a problem or to understand the natural world.
Participate in visits to local facilities where science is practiced or
participate in a class discussion with community individuals, including women and
minorities, who work in science related occupations. Report and discuss the variety of
opportunities for practicing science. Investigate research projects which have been or are presently conducted in the State
of Delaware (e.g., agriculture, material, medical, marine). Explore how individuals with
different abilities contribute to the success of these projects. video Forms/Sources of Energy
By the end of the eighth grade students should know that:
1. The electromagnetic spectrum is composed of different wavelength domains. The
radiation in this spectrum comes from various sources and spans energy levels from radio
waves (longest wavelengths, lowest energy) through microwaves, infrared, visible,
ultraviolet, x-rays, to gamma rays (shortest wavelengths, highest energy). White light
from the Sun consists of a mixture of wavelengths and energies in the visible part of the
electromagnetic spectrum (red to violet).
Demonstrate the existence of the colored components of white light by
using a prism or diffraction grating. Explain the colors and their order in terms of
energies and wavelengths. Identify uses of non-visible forms of electromagnetic radiation such as microwaves, UV,
and x-rays. Discuss the relationship between the energy of each form of radiation as well
as its application and potential hazards. video Force and Motion
1. Force must be used to change speed or direction (or both) of a moving object. In the
absence of such a force, the object will continue to move with the same speed and in the
same direction. Forces have directions and magnitudes that can be measured. Any change in
motion depends upon the amount of force causing the change and the mass of the object. Measure and compare the magnitude and direction of forces used in common
activities such as lifting objects, stretching springs or rubber bands, and arm wrestling. Give examples which show how the relationships among force, mass, and acceleration are
important in common situations (e.g., hammering a nail, comparing rates at which a car and
a heavily loaded truck can pull away from a stop sign). video 3. The motion of an object can be described as its change in position, direction, and
speed relative to another object.
Determine the speeds of objects (e.g., students running, walking, riding
a bike) using measurements of distance and time. Compare the results both numerically and
graphically. video Transformation and Conservation of Energy
1. Almost all events in the Universe involve the transformation of one form of energy
into another form with the release of heat. Regardless of the transformation, the total
amount of energy remains constant.
Measure and qualitatively compare the heat changes involved in different
kinds of energy transformations (e.g., temperature increases from different sizes of
incandescent and fluorescent lights, temperature increases when different colored objects
are exposed to the sun, temperature increases when a cup of metal balls is vigorously
shaken or a nail hammered). video 2. Heat energy is transported through materials by conduction, by convection in fluids
(e.g., air or water), or across space by radiation. The addition or removal of heat from a
material changes its temperature or its physical state (e.g., ice melting).
Use weather maps and reports over an extended period of time to show the
effects of uneven heating and cooling of the earth’s surface on weather. Discuss the
role of radiation, convection, and conduction in weather changes — see also Earth’s
Dynamic Systems. video Interactions of Energy With Materials
1. Energy can travel as waves which are characterized by wavelength, frequency,
amplitude, and speed. Waves have common properties of absorption, reflection, and
refraction when they interact with matter. They are either mechanical (e.g., sound,
earthquake, tidal) or electromagnetic (e.g., sunlight, radio waves); only electromagnetic
waves will travel through a vacuum.
Generate waves (e.g., in water) and demonstrate common wave properties
when the waves interact with surfaces and with each other. Solar System Models
By the end of the eighth grade students should know that:
1. The Universe is composed of billions of stars. The Sun is a medium size star which
is many millions of miles closer to Earth than the next nearest star.
video 2. The Solar System forms part of the Milky Way Galaxy, which is one of many galaxies
that comprise the Universe. Some of the galaxies are so far away that their light takes
billions of years to reach Earth.
Use scale drawings or triangulation to determine distance between specific points.
Explain how these methods can be used to estimate astronomic distances. Use a variety of visual aids to study the approximate location of the Solar System in
the galaxy. Explain how the Solar System moves relative to the Milky Way Galaxy. video 3. The nine planets, their respective Moon(s), comets and many asteroids, and
meteorites orbit the Sun which is the gravitational center of the Solar System.
Construct scale models of the Solar System. Use the models to describe the relative
sizes of the planets (as viewed from the Earth) and their distances from the Sun. Use a variety of resources (e.g., NASA photographs, computer simulations, satellite
images) to compare the physical properties (e.g., size, surface features, tilt of axis) of
the planets as well as their similarities and differences. video 5. The yearly revolution of Earth in its orbit about the Sun and the tilt of Earth on
its axis (23.5 degrees) 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.
Use the Earth/Sun/Moon model to demonstrate how seasonal changes relate to the tilt of
the Earth in relationship to the Earth’s orbit around the Sun and to predict the
season in different hemispheres of the Earth at any given time. video Interactions in the Solar System
1. Nuclear processes that take place in the Sun continuously convert matter to energy.
A small portion of this energy which is intercepted by Earth drives biological, chemical,
and physical processes on Earth. Design experiments to demonstrate that light from a source such as the Sun has color
and brightness and directions of travel. Explain the colors and their order in terms of
energies and wavelength - See also Energy and Its Effects.
video Technology and Applications
1. Close-up pictures and data received from space probes allow scientists to compare
the physical properties of planets (e.g., size, surface features, number of rings) and to
speculate about conditions on other planets.
Select a space probe mission (e.g., Mariner 4, Voyager, Galileo) and research what type
of valuable information these robotic explorers have provided scientists about the Solar
System. Discuss how information received from space probes has either confirmed or
modified scientific theories concerning conditions on other planets. video Science as Inquiry
By the end of the twelfth grade students should know that:
1. The identification and formulation of appropriate questions guide the design and
breadth of a scientific investigation. Based on the type of question(s) proposed,
investigations explore new phenomena, solve science and technology related problems,
compare different theories, resolve conflicts concerning societal issues, determine
reasons for discrepancies in previous experimental results, or test the practicality of a
consumer product.
Formulate scientific investigations from relevant questions and issues.
Formulate questions to indicate conceptual insights and a depth of understanding around
these questions and issues. video 2. Scientific investigations in many cases follow no fixed set of steps. However, there
are certain features of a valid scientific investigation that are essential and result in
evidence that can be used to construct explanations.
Design and conduct a scientific investigation either as an individual or
group activity. The investigation should be sufficiently complex to require the use of
various experimental techniques and strategies; the separation and control of variables;
the consolidation, organization and display of data; the development of conclusions; and
the posing of additional questions. Develop oral and written presentations of the
investigation to allow peer review of the results. video 3. Tools and technologies extend human capabilities to perform investigations in more
detail and with greater accuracy and improved precision.
Expand the capacity to use a variety of tools and techniques in order to solve a wide
range of practical problems. Examples include: video 4. The close examination of evidence is necessary to construct logical scientific
explanations and present arguments which defend proposed explanations. Such critical
analyses of supporting evidence are not only important to scientific investigations but
help in judging the validity of claims made in advertisements or concluded from
investigative reports.
In an investigation, use various strategies to construct and develop
logical explanations that: Develop the practice of analyzing data, and considering claims by: video 5. Publication and presentation of scientific work with supporting evidence is part of
the critique, review, and validation process conducted by the scientific community. The
presentation of such work in accessible journals and reviews adds to the body of
scientific knowledge and serves as background for subsequent investigations in similar
areas.
Write a senior thesis based upon a long-term scientific investigation. This report
should present results and conclusions supported by an appropriate literature review.
Defend this investigation before a panel of peers, teachers, and community leaders in a
forum that allows critical analysis and debate. video Science, Technology, and Society
1. The practice of science and technology is not a linear process. In many cases, the
desire of scientists to find what is real in nature creates opportunities for technology
development. At the same time, technology provides scientists with tools and techniques
that allow expansion of their capabilities and effectiveness.
Investigate a range of modern technological products and systems from
the world. Identify those examples in which a scientific advance led to new technological
opportunities such as discovery of DNA/biotechnology; splitting of the atom/nuclear energy
and those examples in which technological advances led to scientific advances such as
electron microscope/understanding of cellular detail; modern spectroscopy/better
understanding of atomic and molecular structure. video History and Context of Science
1. Science is an international activity in which significant inventions and innovations
have come from around the world. Even though scientists live and work in different
cultures and come from different backgrounds, many of their activities are part of
international collaborative efforts, and the knowledge created is shared in order to
maximize the benefits to society.
Investigate various scientific concepts, inventions, and technological
innovations that have been developed by different world cultures such as astronomy in
Asia, or metallurgy in Africa. Discuss the influence of prevailing contemporary thought in
various arenas (politics, religion, education) on the acceptance of these concepts,
inventions, and innovations by other scientists and society. Select a contemporary or technological challenge such as HIV, cancer research, space
exploration, or ozone depletion. Explore the dimensions of the issue and the kinds of
collaborative efforts that are in place to deal with it. Recognize that competence in the
various scientific disciplines exists throughout the world and is not the province of a
single country. video 2. Science is divided into many disciplines such as astrophysics, biochemistry, and
geophysics. Each discipline is a field of endeavor in itself and requires specialized
training. Many of the tools, techniques, methods, and much of the knowledge created in one
discipline are shared across disciplines in order to maximize the impact of the work.
Investigate the development of new scientific disciplines both
historical, such as Lavoisier’s work in forming the foundation of modern chemistry,
and contemporary such as molecular biology. Discuss how the development of a new
scientific discipline influenced the work of other disciplines. Select a major scientific discovery (e.g., DNA, transistor, x-rays, antibiotics) and
discuss the influence of this discovery on the thoughts and work that followed in a
variety of scientific disciplines. video 3. Scientific theories are based on the body of knowledge that exists at any particular
time. The driving force to explain nature motivates scientists to test the validity of
these theories, and as a result, the mysteries of nature are continuously probed and
explained as new theories are created.
Trace the evolution and progression of a theory surrounding an important
area of scientific development such as structure of the atom, origin and evolution of the
universe, or formation of Earth’s geological features. Discuss the important features
of the most recent theory developed in this area and explain why it displaced the earlier
ones. Review selected scientific articles from popular magazines and newspapers such as New
York Times, Science Times over an extended period of time. Identify a scientific
theory that is currently being modified or debated based upon new data gathered by the
scientific community. Discuss the interplay that exists between theory and the new
information. video Forms/Sources of Energy
By the end of the twelfth grade students should know that:
1. Electromagnetic radiation is a form of energy which can exhibit both wave and
particle characteristics and does not require a material medium for its transmission. The
energy of the radiation depends on both the intensity (brightness) and frequency.
Conduct experiments to demonstrate wave characteristics such as
propagation, frequency, wavelength, amplitude, and interference for both mechanical and
electromagnetic waves. Discuss how these characteristics are used in modern devices (e.g.,
sonar, radar). video 4. Magnetic forces and electric forces are thought of as different aspects of a single
electromagnetic force. Moving electric charges produce magnetic fields which exert
magnetic force on other objects and produce electric forces. The interaction of electric
and magnetic forces is the basis for electric motors, electric generators, and many other
modern technologies.
Construct an electromagnet and demonstrate how it can be used.
Investigate the relationship between the magnetic force and the electric current. Discuss
the advantages and disadvantages of permanent magnets vs. electromagnets. Devise an experiment to generate an electric current using a wire and a magnet. Measure
the magnetic field resulting from the flow of the current. video 6. Nuclear energy is released as heat, light, or radiation when a portion of the mass
of the nucleus is converted to energy. The nuclear forces which hold the nucleus of an
atom together are much stronger than the repulsive electric forces between protons which
would make the nucleus fly apart; therefore, most atoms have stable nuclei. When nuclear
decay does occur, very large amounts of energy are released — See also Materials
and Their Properties.
Compare the matter and energy relationships in nuclear fusion, nuclear
fission, and nuclear transmutations with those in fossil fuels. Discuss the advantages and
disadvantages of each for power generation. video Force and Motion
1. A force acting on an object and moving it through a distance does work on that
object and changes it's kinetic energy (energy of motion), potential energy (energy of
position), or both. The ratio of output work to input energy is the efficiency of the
machine or process and is always less than 100%. Power is the rate at which the work is
done.
Analyze and describe qualitatively the changes in potential and kinetic
energy of a person participating in an individual sport (e.g., ski-jumping, diving,
hitting a ball, and racing). Use a simple machine such as a 10 speed bicycle to investigate the relationship among
work, power, and efficiency. Calculate the mechanical advantage and discuss its importance
in the use of the machine. video 2. Displacement, velocity, acceleration, and time are used to describe the motion or
changes in the motion of an object.
AUse available data to display graphically the effect of weight, speed,
and driver response time on the stopping distance of cars and trucks. Discuss the
importance of each variable in determining the overall stopping distance and their
relevance to safe driving. video 3. Objects can have linear motion, rotational motion, or both. Newton’s Laws can
be used to predict changes in linear motion and/or rotational motion. Momentum allows
objects to remain in motion after the applied force is removed. The Law of Conservation of
Momentum can be used to predict the outcomes of a collision between moving objects.
Use Newton’s Laws of Motion to investigate the effect of force on
velocity, acceleration, and equilibrium of an object. Describe the relationship between
the kinetic and potential energy of the object using narrative and/or quantitative
descriptions. Describe different ways in which the effects of twisting forces (torque) are used in
everyday situations (e.g., tightening a bolt, using a screwdriver, or opening a
combination lock). Demonstrate how the magnitudes of these torques can be altered. Use the law of Conservation of Momentum to describe and discuss the result of a
collision between two or more objects (e.g., players in various sports, moving vehicles). video Transformation and Conservation of Energy
1. Energy can be transformed from one form into another, but the total energy is
constant in a closed system. The amount of energy involved in any process, and the rate at
which it is generated or consumed can be discussed qualitatively and measured. Some heat
is released or absorbed in most energy transformations.
Measure the heat released when the energy stored in fuels (or foods) is
released upon combustion. Discuss and account for the energy balance in the process. Determine the amount of heat required to change the temperature or phase of a material
(e.g., the latent heat of a phase change for various materials). video 3. Mass is converted to large quantities of energy in the processes of nuclear fission
and fusion. The energy released can be calculated using the equation E=mc2. The total of energy and mass is constant in these
processes.
Compare the energy released from a material (e.g., 1 gm. of hydrocarbon)
burned as a chemical fuel to the energy available if the same mass were converted to
energy through nuclear decay (E=mc2). video Interactions of Energy and Materials
1. Energy waves may interact with materials leading to the formation of heat or other
forms of energy. These interactions, which depend upon the nature of the material and the
wavelength of the radiation, can be used to create practical devices such as electric
heaters, solar cells, remote control units, and optical communication devices.
Investigate the reflection, refraction, transmission, or absorption of
light waves by various materials. Identify the different ways in which electrical conductors, insulators, and
semiconductors respond to an electric potential. Discuss the differences in terms of the
particulate model of matter. video 2. When radiation energy is absorbed or emitted by individual atoms or molecules, the
changes in energy involve the jump of an electron from one distinct energy level to
another. These energy changes, which are characteristic of the atom or molecule, can be
used to identify the material.
Use flame tests to identify the various elements in a mixture. Discuss
how scientists use this technique to analyze unknown materials or celestial bodies. Describe things which are luminous such as fireflies, marine organisms, and the Sun vs.
things which are illuminated such as the Moon, street signs, or bike reflectors. video Production/Consumption/Application of Energy
1. Demand for energy by society leads to continuous exploration in order to expand
supplies of fossil fuels (e.g., drilling deeper oil and gas wells, drilling offshore). In
addition, technology has been developed to create alternate energy sources (e.g., solar
collection, ocean thermal energy conversion) and to increase the energy efficiencies of
commonly used machines and appliances.
Compare the advantages and disadvantage (including cost) of different
finite and renewable energy sources and identify their applications. Investigate the extent to which energy efficiency programs involving a major societal
use of energy (e.g., transportation, farming, manufacturing, producing electricity) lead
to reduction in the amount of a natural resource consumed. video 2. Advances in the scientific understanding of synthetic materials have provided new
devices (e.g., transistors, light emitting diodes, optical switches, superconducting
ceramics) used in electronic equipment. This has revolutionized many aspects of life
(e.g., communications, manufacturing, information processing, and transportation).
Analyze the function of a modern electronic device (e.g., remote control
unit, CD player) and compare its use with the device which was previously used for the
same function. Describe the advantages offered by the replacement and project possible
extensions for other uses. video 3. The increase in energy demand has environmental consequences, and societal
expectations for a sustainable environment will require new, cleaner technologies for the
production of energy.
Working in groups, explore examples of the environmental impact of
energy sources used extensively in the past such as peat, wood, or water and the societal
and technological changes which altered their use. Using this as background, propose
approaches to reduce the environmental impact of current energy production technologies. video Solar System Models
By the end of the twelfth grade students should know that:
1. The Solar System is a very small part of a constantly changing Universe. Stars,
including the Sun, appear to go through cycles that are characterized by birth,
development, and death. Existence of gas and dust around nearby stars supports the theory
that planetary systems continue to evolve.
The following sample activities apply to this content statement. video 2 The stars in the Milky Way Galaxy are separated by vast distances. Although it takes
light from the Sun eight minutes to reach the Earth, it takes the light from the next
nearest star four years to reach Earth. Light which reaches Earth from distant galaxies is
millions of years old and is actually a view of the past.
Research how light received from a star is used to determine and
quantify a star’s size, composition, mass, surface, and temperature. Explain how
scientists have used this information to develop models of stellar evolution. Investigate the indirect techniques used to measure large distances between objects in
the Solar System and galaxy, and calculate the length of time it takes for light to travel
between objects in space. video 3. The distance from the center of the nebula to points of condensation determined the
position of the planets in the Solar System. The masses of the condensed protoplanets
determined which elements were retained, as well as their physical state. Compare Earth’s chemical composition, size, and position in the
Solar System to those of other planets. Based on the comparison, debate possibilities of
the existence of life on other planets.
video 4. The tilt of the Earth’s axis relative to its orbital plane does not change as
the Earth orbits the Sun during a year. Seasonal variations of the apparent path of the
Sun through the sky determine how directly the Sun’s rays strike and warm different
areas of the Earth. Construct Earth/Sun models to demonstrate how the amount and
distribution of energy that reaches Earth from the Sun determine seasonal and global
climates. video Interactions in the Solar System
1. Gravitation pulls planets toward the Sun balancing each planet’s energy of
motion. The gravitational pull of the Sun and the Moon determine the times for high tides
and the intensity of these tides on Earth.
Apply the laws of gravitation to explain a variety of Solar System
phenomena (e.g., planets closer to the Sun must move faster to maintain balance between
the Sun’s gravitational pull and the planets' energy of motion; tide producing forces
vary on different parts of the Earth; the highest tides come about every two weeks at full
and new Moon). video 2. Solar energy radiates through space and is distributed on Earth by radiation,
conduction, and convection. Energy transfer powers atmospheric and oceanic circulation. Measure and determine the range of frequencies of electromagnetic
radiation emitted from the Sun. On the basis of these measurements, speculate how Earth
maintains a nearly constant average temperature. Describe how various forms of energy are transferred by air and ocean currents, and
explain the role of this transfer of energy in regulating the temperatures on Earth. video Technology and Application
1. Space exploration expands our knowledge of the Universe and advances the
technological sophistication of society.
Discuss ways society has benefited from space exploration (e.g.,
production of new materials, development of sophisticated computers, advances in satellite
communication technology). Research the economic implication of the space program, and
debate the pros and cons of future space exploration. Conduct a literature, film, or video search to describe and discuss the history of the
space program. Explain the technologies involved in putting satellites, shuttles, and
people into space. videoGrades K-3
Standard One
Nature and Application of Science and Technology
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Standard Three
Energy and Its Effects
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Earth in Space
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Grades 4-5
Standard One
Nature and Application of Science and Technology
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Earth in Space
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Grades 6-8
Standard One
Nature and Application of Science and Technology
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- Use calculators to compare amounts proportionally (e.g., proportion of fat, protein,
carbohydrates in foods).
- Use computers to store and retrieve information in topical, alphabetical, numerical,
and key word files and to create and manipulate individual files.
- Read analog and digital meters in instruments used to make direct measurements of
length, volume, weight, elapsed time, and temperature and choose appropriate units for
reporting magnitudes.
- Use cameras and tape recorders for capturing information.
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- Deciding what evidence from an investigation is useful.
- Organizing and summarizing information and data in tables and graphs in order to
identify relationships.
- Incorporating pie charts, bar and line graphs, two way data tables, diagrams, and
symbols into written and oral presentations.
- Forming a logical argument about the cause and effect relationships in an
investigation.
- Retrieving pertinent information from reference books, newspapers, magazines, compact
discs, and computer data bases.
- Constructing models in order to visualize and explain the relationship among various
elements of a product, process, or system.
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- An analysis of transportation methods and expertise around the world. The emphasis on
mass transportation in Europe and Japan vs. the super highway system in the U.S. The
emergence of Great Britain as a sea power.
- The emergence of the United States as a world power in the polymer industry.
- The global war on cancer and other serious diseases.
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Grades 9-12
Standard One
Nature and Application of Science and Technology
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- Following instructions in manuals or taking instructions from an experienced person
to learn the proper use of new instruments.
- Using computers to produce tables and graphs and to make spread sheet calculations.
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- Decide what evidence from an investigation is useful.
- Use tables, charts, and graphs when making arguments and claims in oral and written
presentations.
- Make and interpret scale drawings.
- Form logical arguments about cause and effect relationships in an investigation.
- Choose appropriate summary statistics to describe group differences, and indicate the
spread of the data, as well as the data’s central tendency.
- Participate in group discussions on scientific topics by restating or summarizing
accurately what others have said, asking for clarification or elaboration, and expressing
alternate positions.
- Retrieve pertinent information from reference books, newspapers, magazines, compact
discs, and computer data bases.
- Construct models in order to visualize the relationship of various elements of a
product, process, or system.
- Noticing and criticizing arguments based on the faulty, incomplete, or misleading use
of numbers, such as in instances when (1) average results are reported, but not the amount
of variation around the average, (2) a percentage or fraction is given, but not the total
sample size (as in “9 out of 10 dentists recommend...”), (3) absolute
proportional quantities are mixed (as in “3,400 more robberies in our city last year,
whereas other cities had an increase of less than 1%), or (4) results are reported with
overstated precision (as in representing 13 out of 19 students as 68.42%).
- Checking graphs to see that they do not misrepresent results by using inappropriate
scales or by failing to specify the axes clearly. (Benchmark for Science Literacy,
Project 2061)
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