The STANDARDS CORRELATION chart suggests which The Indiana Science Proficiency Guide 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 The Indiana Science Proficiency Guide standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
Kindergarten, First Grade,
Second Grade, Third Grade,
Fourth Grade, Fifth Grade,
Sixth Grade, Seventh Grade,
Eighth Grade
High School: Biology, Physics,
Earth
Students are actively engaged in beginning to explore how their world works. They explore,
observe, ask questions, discuss observations, and seek answers.
Scientific Inquiry
K.1.1 Raise questions about the natural world.
video The Scientific Enterprise
K.1.2 Begin to demonstrate that everybody can do science.
video Students are actively engaged in beginning to explore how their world works. They explore,
observe, ask questions, discuss observations, and seek answers.
Students use numbers, pictures, and words when observing and communicating to help
them begin to answer their questions about the world.
Computation and Estimation
K.2.1 Use whole numbers*, up to 10, in counting, identifying, sorting, and describing objects
and experiences. video Communication
K.2.2 Draw pictures and write words to describe objects and experiences.
video Students investigate, describe, and discuss their natural surroundings. They begin to
question why things move.
Matter and Energy
K.3.1 Describe objects in terms of the materials they are made of such as clay, cloth, paper, etc.
video Forces of Nature
K.3.2 Investigate that things move in different ways such as fast, slow, etc.
video Students use shapes to compare objects and they begin to recognize patterns.
Shapes and Symbolic Relationships
K.5.1 Use shapes, such as circles, squares, rectangles, and triangles, to describe different
objects.
video Students begin to understand how things are similar and how they are different. They look
for ways to distinguish between different objects by observation.
Models and Scale
K.6.1 Describe an object by saying how it is similar to or different from another object.
video Students are actively engaged in exploring how the world works. They explore, observe,
count, collect, measure, compare, and ask questions. They discuss observations and use
tools to seek answers and solve problems. They share their findings.
Scientific Inquiry
1.1.1 Observe, describe, draw, and sort objects carefully to learn about them.
video 1.1.2 Investigate and make observations to seek answers to questions about the world , such as video Technology and Science
1.1.4 Use tools, such as rulers and magnifiers, to investigate the world and make observations. video Students begin to find answers to their questions about the world by using measurements,
estimation, and observation as well as working with materials. They communicate with
others through numbers, words, and drawings.
Computation and Estimation
1.2.1 Use whole numbers*, up to 100, in counting, identifying, measuring, and describing
objects and experiences.
video 1.2.2 Use sums and differences of single digit numbers in investigations and judge the
reasonableness of the answers.
video 1.2.3 Explain to other students how to go about solving numerical problems. video Manipulation and Observation
1.2.4 Measure the length of objects having straight edges in inches, centimeters, or non-standard
units.
video 1.2.5 Demonstrate that magnifiers help people see things they could not see without them.
video Communication Skills
1.2.6 Describe and compare objects in terms of number, shape, texture, size, weight, color, and
motion.
video 1.2.7 Write brief informational descriptions of a real object, person, place, or event using
information from observations.
video Students investigate, describe, and discuss their natural surroundings. They question why
things move and change.
Matter and Energy
1.3.3 Investigate by observing and also measuring that the sun warms the land, air, and water.
video Forces of Nature
1.3.4 Investigate by observing , and then describe how things move in many different ways,
such as straight, zigzag, round and round, and back and forth.
video 1.3.5 Recognize that and demonstrate how things near the earth fall to the ground unless
something holds them up.
video Students apply mathematics in scientific contexts. They begin to use numbers for
computing, estimating, naming, measuring, and communicating specific information. They
make picture graphs and recognize patterns.
Numbers
1.5.1 Use numbers, up to 10, to place objects in order, such as first, second, and third, and to
name them, such as bus numbers or phone numbers.
video 1.5.2 Make and use simple picture graphs to tell about observations.
video Shapes and Symbolic Relationships
1.5.3 Observe and describe similar patterns, such as shapes, designs, and events that may show
up in nature, like honeycombs, sunflowers, or shells. See similar patterns in the things people
make like quilts, baskets, or pottery.
video Students begin to understand how things are similar and how they are different. They look
for what changes and what does not change and make comparisons.
Models and Scale
1.6.1 Observe and describe that models, such as toys, are like the real things in some
ways but different in others.
video Constancy and Change
1.6.2 Observe that and describe how certain things change in some ways and stay the same
in others, such as in their color, size, and weight.
video Students are actively engaged in exploring how the world works. They explore, observe,
count, collect, measure, compare, and ask questions. They discuss observations* and use
tools to seek answers and solve problems. They share their findings.
Scientific Inquiry
2.1.1 Manipulate an object to gain additional information about it.
video 2.1.2 Use tools, such as thermometers, magnifiers, rulers, or balances, to gain more
information about objects.
video 2.1.3 Describe, both in writing and verbally, objects as accurately as possible and compare
observations with those of other people.
video 2.1.4 Make new observations when there is disagreement among initial observations.
video The Scientific Enterprise
2.1.5 Demonstrate the ability to work with a team but still reach and communicate one’s own
conclusions about findings.
video Technology and Science
2.1.6 Use tools to investigate, observe, measure, design, and build things.
video 2.1.7 Recognize and describe ways that some materials can be used over again such as recycled
paper, cans, and plastic jugs. video Students begin to find answers to their questions about the world by using measurement,
estimation, and observation as well as working with materials. They communicate with
others through numbers, words, and drawings.
Computation and Estimation
2.2.1 Give estimates of numerical answers to problems before doing them formally.
video 2.2.2 Make quantitative estimates of familiar lengths, weights, and time intervals and check
them by measurements.
video 2.2.3 Estimate and measure capacity using cups and pints.
video Manipulation and Observation
2.2.4 Assemble, describe, take apart, and/or reassemble constructions using such things as
interlocking blocks and erector sets. Sometimes pictures or words may be used as a reference.
video Communication Skills
2.2.5 Draw pictures and write brief descriptions that correctly portray key features of an object.
video Students investigate, describe, and discuss their natural surroundings. They wonder why
things move and change.
The Earth and the Processes That Shape It
2.3.1 Investigate by observing and then describe that some events in nature have a
repeating pattern such as seasons, day and night, and migrations.
video Forces of Nature
2.3.7 Investigate and observe that the way to change how something is moving is to give it a
push or a pull.
video 2.3.8 Demonstrate and observe that magnets can be used to make some things move without
being touched.
video Students apply mathematics in scientific contexts. They use numbers for computing,
estimating, naming, measuring, and communicating specific information. They make
picture and bar graphs. They recognize and describe shapes and patterns. They use
evidence to explain how or why something happens.
Numbers
2.5.1 Recognize and explain that, in measuring, there is a need to use numbers between
whole numbers*, such as 2 ½ inches. video 2.5.2 Recognize and explain that it is often useful to estimate quantities.
video Shapes and Symbolic Relationships
2.5.3 Observe that and describe how changing one thing can cause changes in something else
such as exercise and its effect on heart rate.
video Reasoning and Uncertainty
2.5.4 Begin to recognize and explain that people are more likely to believe ideas if good
reasons are given for them.
video 2.5.5 Explain that some events can be predicted with certainty, such as sunrise and sunset, and
some cannot, such as storms. Understand that people aren’t always sure what will happen since
they do not know everything that might have an effect.
video 2.5.6 Explain that sometimes a person can find out a lot (but not everything) about a group
of things, such as insects, plants, or rocks, by studying just a few of them.
video Students begin to observe how objects are similar and how they are different. They begin to
identify parts of an object and recognize how these parts interact with the whole. They look
for what changes and what does not change and make comparisons.
Systems
2.6.1 Investigate that most objects are made of parts.
video Models and Scale
2.6.2 Observe and explain that models may not be the same size, may be missing some details,
or may not be able to do all of the same things as the real things.
video Constancy and Change
2.6.3 Describe that things can change in different ways, such as in size, weight, color, age,
and movement. Investigate that some small changes can be detected by taking measurements.
video Students, working collaboratively, carry out investigations. They question, observe, and
make accurate measurements. Students increase their use of tools, record data in journals,
and communicate results through chart, graph, written, and verbal forms.
The Scientific View of the World
3.1.1 Recognize and explain that when a scientific investigation is repeated, a similar result is
expected.
video Scientific Inquiry
3.1.2 Participate in different types of guided scientific investigations such as observing objects
and events and collecting specimens for analysis.
video 3.1.3 Keep and report records of investigations and observations* using tools such as journals,
charts, graphs, and computers.
video 3.1.4 Discuss the results of investigations and consider the explanations of others.
*observation: gaining information through the use of one or more of the senses, such as sight, video The Scientific Enterprise
3.1.5 Demonstrate the ability to work cooperatively while respecting the ideas of others and
communicating one’s own conclusions about findings.
video Technology and Science
3.1.6 Give examples of how tools, such as automobiles, computers, and electric motors, have
affected the way we live.
video 3.1.7 Recognize that and explain how an invention can be used in different ways, such as a
radio being used to get information and for entertainment.
video 3.1.8 Describe how discarded products contribute to the problem of waste disposal and that
recycling can help solve this problem.
video Students use a variety of skills and techniques when attempting to answer questions and
solve problems. They describe their observations accurately and clearly, using numbers,
words, and sketches, and are able to communicate their thinking to others.
Computation and Estimation
3.2.1 Add and subtract whole numbers* mentally, on paper, and with a calculator. video Manipulation and Observation
3.2.2 Measure and mix dry and liquid materials in prescribed amounts, following reasonable
safety precautions.
video 3.2.3 Keep a notebook that describes observations and is understandable weeks or months later.
video 3.2.4 Appropriately use simple tools, such as clamps, rulers, scissors, hand lenses, and
other technology, such as calculators and computers, to help solve problems.
video 3.2.5 Construct something used for performing a task out of paper, cardboard, wood, plastic,
metal, or existing objects.
video Communication Skills
3.2.6 Make sketches and write descriptions to aid in explaining procedures or ideas.
video Critical Response Skills
3.2.7 Ask "How do you know?" in appropriate situations and attempt reasonable answers
when others ask the same question.
video Students observe changes of the Earth and sky. They continue to explore the concepts of
energy* and motion*.
The Universe
3.3.1 Observe and describe the apparent motion of the sun and moon over a time span of one
day.
video 3.3.2 Observe and describe that there are more stars in the sky than anyone can easily
count, but they are not scattered evenly.
video 3.3.3 Observe and describe that the sun can be seen only in the daytime.
video 3.3.4 Observe and describe that the moon looks a little different every day, but looks the same
again about every four weeks.
video Students apply mathematics in scientific contexts. Students make more precise and varied
measurements when gathering data. Based upon collected data, they pose questions and
solve problems. Students use numbers to record data and construct graphs and tables to
communicate their findings.
Numbers
3.5.1 Select and use appropriate measuring units, such as centimeters (cm) and meters (m),
grams (g) and kilograms (kg), and degrees Celsius (C).
video 3.5.2 Observe that and describe how some measurements are likely to be slightly different, even
if what is being measured stays the same.
video Shapes and Symbolic Relationships
3.5.3 Construct tables and graphs to show how values of one quantity are related to values of
another.
video 3.5.4 Illustrate that if 0 and 1 are located on a line, any other number can be depicted as a
position on the line.
video Reasoning and Uncertainty
3.5.5 Explain that one way to make sense of something is to think of how it relates to something
more familiar.
video Students work with an increasing variety of systems and begin to modify parts in systems
and models and notice the changes that result. They question why change occurs.
Systems
3.6.1 Investigate how and describe that when parts are put together, they can do things that they
could not do by themselves.
video 3.6.2 Investigate how and describe that something may not work if some of its parts are missing.
video Models and Scale
3.6.3 Explain how a model of something is different from the real thing but can be used to learn
something about the real thing.
video Constancy and Change
3.6.4 Take, record, and display counts and simple measurements of things over time, such as
plant or student growth.
video 3.6.5 Observe that and describe how some changes are very slow and some are very fast and
that some of these changes may be hard to see and/or record.
video Students, working collaboratively, carry out investigations. They observe and make
accurate measurements, increase their use of tools and instruments, record data in
journals, and communicate results through chart, graph, written, and verbal forms.
The Scientific View of the World
4.1.1 Observe and describe that scientific investigations generally work the same way in
different places.
video Scientific Inquiry
video 4.1.2 Recognize and describe that results of scientific investigations are seldom exactly the
same. If differences occur, such as a large variation in the measurement of plant growth, propose
reasons for why these differences exist, using recorded information about investigations.
video The Scientific Enterprise
4.1.3 Explain that clear communication is an essential part of doing science since it enables
scientists to inform others about their work, to expose their ideas to evaluation by other
scientists, and to allow scientists to stay informed about scientific discoveries around the world.
video 4.1.4 Describe how people all over the world have taken part in scientific investigation for
many centuries.
video Technology and Science
4.1.5 Demonstrate how measuring instruments, such as microscopes, telescopes, and cameras,
can be used to gather accurate information for making scientific comparisons of objects and
events. Note that measuring instruments, such as rulers, can also be used for designing and
constructing things that will work properly.
video
video 4.1.6 Explain that even a good design may fail even though steps are taken ahead of time to
reduce the likelihood of failure.
video 4.1.7 Discuss and give examples of how technology, such as computers and medicines, has
improved the lives of many people, although the benefits are not equally available to all.
video 4.1.8 Recognize and explain that any invention may lead to other inventions.
video 4.1.9 Explain how some products and materials are easier to recycle than others.
video Students use a variety of skills and techniques when attempting to answer questions and
solve problems. They describe their observations* accurately and clearly, using numbers,
words, and sketches, and are able to communicate their thinking to others. They compare,
explain, and justify both information and numerical functions.
Computation and Estimation
4.2.1 Judge whether measurements and computations of quantities, such as length, area*,
volume*, weight, or time, are reasonable.
video 4.2.2 State the purpose, orally or in writing, of each step in a computation. video Manipulation and Observation
4.2.3 Make simple and safe electrical connections with various plugs, sockets, and terminals.
video Communication Skills
4.2.4 Use numerical data to describe and compare objects and events.
video 4.2.5 Write descriptions of investigations, using observations and other evidence as support for
explanations.
video Critical Response Skills
4.2.6 Support statements with facts found in print and electronic media, identify the
sources used, and expect others to do the same.
video 4.2.7 Identify better reasons for believing something than "Everybody knows that..." or "I just
know" and discount such reasons when given by others.
video Students continue to investigate changes of the Earth and sky and begin to understand the
composition and size of the universe. They explore, describe, and classify materials,
motion*, and energy*.
Matter* and Energy
4.3.11 Investigate and observe and explain that things that give off light often also give off
heat*.
video 4.3.12 Investigate, observe, and explain that heat is produced when one object rubs against
another, such as one’s hands rubbing together.
video 4.3.13 Observe and describe that things that give off heat, such as people, animals, and the sun.
video Forces of Nature
4.3.15 Demonstrate that without touching them, a magnet pulls all things made of iron and
either pushes or pulls other magnets.
video 4.3.16 Investigate and describe that without touching them, material that has been electrically
charged pulls all other materials and may either push or pull other charged material. video Students apply mathematics in scientific contexts. Their geometric descriptions of objects
are comprehensive. They realize that graphing demonstrates specific connections between
data. They identify questions that can be answered by data distribution.
Numbers
4.5.1 Explain that the meaning of numerals in many-digit numbers depends on their positions.
video 4.5.2 Explain that in some situations, "0" means none of something, but in others it may be just
the label of some point on a scale.
video Shapes and Symbolic Relationships
4.5.3 Illustrate how length can be thought of as unit lengths joined together, area* as a
collection of unit squares, and volume* as a set of unit cubes.
video 4.5.4 Demonstrate how graphical displays of numbers may make it possible to spot patterns video Reasoning and Uncertainty
4.5.5 Explain how reasoning can be distorted by strong feelings.
video Students work with an increasing variety of systems and begin to modify parts in systems
and models and notice the changes that result. They question why change occurs.
Systems
4.6.1 Demonstrate that in an object consisting of many parts, the parts usually influence or
interact with one another.
video 4.6.2 Show that something may not work as well, or at all, if a part of it is missing, broken,
worn out, mismatched, or incorrectly connected.
video Models and Scale
4.6.3 Recognize that and describe how changes made to a model can help predict how the real
thing can be altered.
video Constancy and Change
4.6.4 Observe and describe that some features of things may stay the same even when other
features change.
video Students work collaboratively to carry out investigations. They observe and make accurate
measurements, increase their use of tools and instruments, record data in journals, and
communicate results through chart, graph, written, and verbal forms. Students repeat
investigations, explain inconsistencies, and design projects.
The Scientific View of the World
5.1.1 Recognize and describe that results of similar scientific investigations may turn out
differently because of inconsistencies in methods, materials, and observations*. video Scientific Inquiry
5.1.2 Begin to evaluate the validity of claims based on the amount and quality of the evidence
cited.
video The Scientific Enterprise
5.1.3 Explain that doing science involves many different kinds of work and engages men,
women, and children of all ages and backgrounds.
video Technology and Science
5.1.4 Give examples of technology, such as telescopes, microscopes, and cameras, that enable
scientists and others to observe things that are too small or too far away to be seen without them
and to study the motion of objects that are moving very rapidly or are hardly moving.
video 5.1.5 Explain that technology extends the ability of people to make positive and/or negative
changes in the world.
video 5.1.6 Explain how the solution to one problem, such as the use of pesticides in agriculture or
the use of dumps for waste disposal, may create other problems.
video 5.1.7 Give examples of materials not present in nature, such as cloth, plastic, and concrete, that
have become available because of science and technology.
video Students use a variety of skills and techniques when attempting to answer questions and
solve problems. Students describe their observations accurately and clearly using numbers,
words, and sketches, and are able to communicate their thinking to others. They compare,
contrast, explain, and justify both information and numerical functions.
Computation and Estimation
5.2.1 Multiply and divide whole numbers* mentally, on paper, and with a calculator.
video 5.2.2 Use appropriate fractions and decimals when solving problems. video Manipulation and Observation
5.2.3 Choose appropriate common materials for making simple mechanical constructions and
repairing things.
video 5.2.4 Keep a notebook to record observations and be able to distinguish inferences* from actual
observations.
video 5.2.5 Use technology, such as calculators or spreadsheets, in determining area and volume
from linear dimensions. Find area*, volume*, mass, time, and cost, and find the difference video Communication Skills
5.2.6 Write instructions that others can follow in carrying out a procedure.
video 5.2.7 Read and follow step-by-step instructions when learning new procedures.
video Critical Response Skills
5.2.8 Recognize when and describe that comparisons might not be accurate because some of the
conditions are not kept the same.
video Students continue to investigate changes of the Earth and sky. They explore, describe, and
classify materials, motion*, and energy*.
The Universe
5.3.1 Explain that telescopes are used to magnify distant objects in the sky including the moon
and the planets.
video 5.3.2 Observe and describe that stars are like the sun, some being smaller and some being
larger, but they are so far away that they look like points of light.
video 5.3.3 Observe the stars and identify stars that are unusually bright and those that have unusual
colors, such as reddish or bluish.
video The Earth and the Processes That Shape It
5.3.6 Demonstrate that things on or near the Earth are pulled toward it by the Earth's
gravity*.
video 5.3.7 Describe that, like all planets and stars, the Earth is approximately spherical in shape.
video Matter*and Energy
5.3.9 Investigate, observe, and describe that 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. video 5.3.10 Investigate that some materials conduct* heat much better than others, and poor
conductors can reduce heat loss.
video Forces of Nature
5.3.11 Investigate and describe that changes in speed* or direction of motion of an object are
caused by forces*. Understand that the greater the force, the greater the change in motion and the
more massive* an object, the less effect a given force will have.
video 5.3.12 Explain that objects move at different rates, with some moving very slowly and some
moving too quickly for people to see them.
video 5.3.13 Demonstrate that the Earth's gravity pulls any object toward it without touching it. video Students apply mathematics in scientific contexts. They make more precise and varied
measurements in gathering data. Their geometric descriptions of objects are
comprehensive, and their graphing demonstrates specific connections. They identify
questions that can be answered by data distribution, i.e. "Where is the middle?" and their
supporting of claims or answers with reasons and analogies becomes important.
Numbers
5.5.1 Make precise and varied measurements and specify the appropriate units.
video Shapes and Symbolic Relationships
5.5.2 Show that mathematical statements using symbols may be true only when the symbols
are replaced by certain numbers.
video 5.5.3 Classify objects in terms of simple figures and solids.
video 5.5.4 Compare shapes in terms of concepts, such as parallel and perpendicular, congruence*
and symmetry.
video 5.5.5 Demonstrate that areas of irregular shapes can be found by dividing them into squares
and triangles.
video 5.5.6 Describe and use drawings to show shapes and compare locations of things
very different in size. video Reasoning and Uncertainty
5.5.7 Explain that predictions can be based on what is known about the past, assuming that
conditions are similar.
video 5.5.8 Realize and explain that predictions may be more accurate if they are based on large
collections of objects or events.
video 5.5.9 Show how spreading data out on a number line helps to see what the extremes are, where
they pile up, and where the gaps are.
video 5.5.10 Explain the danger in using only a portion of the data collected to describe the whole.
video Students work with an increasing variety of systems and begin to modify parts in systems
and models and notice the changes that result.
Systems
5.6.1 Recognize and describe that systems contain objects as well as processes that interact
with each other.
video Models and Scale
5.6.2 Demonstrate how geometric figures, number sequences, graphs, diagrams, sketches,
number lines, maps, and stories can be used to represent objects, events, and processes in the real
world, although such representation can never be exact in every detail.
video 5.6.3 Recognize and describe that almost anything has limits on how big or small it can be.
video Constancy and Change
5.6.4 Investigate, observe, and describe that things change in steady, repetitive, or irregular
ways, such as toy cars continuing in the same direction and air temperature reaching a high or
low value. Note that the best way to tell which kinds of change are happening is to make a table
or a graph of measurements.
video Students design investigations. They use computers and other technology to collect and
analyze data; they explain findings, and can relate how they conduct investigations to how
the scientific enterprise functions as a whole. Students understand that technology has
allowed humans to do many things, yet it cannot always provide solutions to our needs.
The Scientific View of the World
6.1.1 Explain that some scientific knowledge, such as the length of the year, is very old and yet
is still applicable today. Understand, however, that scientific knowledge is never exempt from
review and criticism.
video Scientific Inquiry
6.1.2 Give examples of different ways scientists investigate natural phenomena and identify
processes all scientists use, such as collection of relevant evidence, the use of logical reasoning,
and the application of imagination in devising hypotheses* and explanations in order to make
sense of the evidence.
video 6.1.3 Recognize and explain that hypotheses are valuable, even if they turn out not to be true, if
they lead to fruitful investigations. video 6.1.4 Give examples of employers who hire scientists, such as colleges and universities,
businesses and industries, hospitals and many government agencies.
video 6.1.5 Identify places where scientists work including offices, classrooms, laboratories, farms,
factories, and natural field settings ranging from space to the ocean floor.
video 6.1.6 Explain that computers have become invaluable in science because they speed up and
extend people’s ability to collect, store, compile, and analyze data, prepare research reports, and
share data and ideas with investigators all over the world.
video Technology and Science
6.1.7 Explain that technology is essential to science for such purposes as access to outer space
and other remote locations, sample collection and treatment, measurement, data collection and
storage, computation, and communication of information.
video 6.1.8 Describe instances showing that technology cannot always provide successful solutions
for problems or fulfill every human need.
video 6.1.9 Explain how technologies can influence all living things.
video Students use computers and other tools to collect information, calculate, and analyze data.
They prepare tables and graphs, using these to summarize data and identify relationships.
Computation and Estimation
6.2.1 Find the mean* and median* of a set of data.
video 6.2.2 Use technology, such as calculators or computer spreadsheets, in analysis of data. video Manipulation and Observation
6.2.3 Select tools such as cameras and tape recorders for capturing information.
video 6.2.4 Inspect, disassemble, and reassemble simple mechanical devices and describe what the
various parts are for. Estimate what the effect of making a change in one part of a system is
likely to have on the system as a whole.
video Communication Skills
6.2.5 Organize information in simple tables and graphs and identify relationships they reveal.
Use tables and graphs as examples of evidence for explanations when writing essays or writing
about lab work, fieldwork, etc.
video 6.2.6 Read simple tables and graphs produced by others and describe in words what they show.
video 6.2.7 Locate information in reference books, back issues of newspapers and magazines,
compact disks, and computer databases.
video 6.2.8 Analyze and interpret a given set of findings, demonstrating that there may be more
than one good way to do so.
video Critical Response Skills
6.2.9 Compare consumer products, such as generic and brand-name products, and consider
reasonable personal trade-offs among them on the basis of features, performance, durability, and
costs.
video Students collect and organize data to identify relationships between physical objects,
events, and processes. They use logical reasoning to question their own ideas as new
information challenges their conceptions of the natural world.
Forces of Nature
6.3.21 Investigate, using a prism for example, that light is made up of a mixture of
many different colors of light, even though the light is perceived as almost white.
video 6.3.22 Demonstrate that vibrations in materials set up wavelike disturbances that spread away
from the source such as sound and earthquake waves*.
video Students apply mathematics in scientific contexts. They use mathematical ideas, such as
relations between operations, symbols, shapes in three dimensions, statistical relationships,
and the use of logical reasoning, to represent and synthesize data.
Numbers
6.5.1 Demonstrate that the operations additional and subtraction are inverses and that
multiplication and division are inverses of each other.
video 6.5.2 Evaluate the precision and usefulness of data based on measurements taken.
video Shapes and Symbolic Relationships
6.5.3 Explain why shapes on a sphere* like the Earth cannot be depicted on a flat surface
without some distortion.
video 6.5.4 Demonstrate how graphs may help to show patterns, such as trends, varying rates of
change, gaps, or clusters, which can be used to make predictions. video Reasoning and Uncertainty
6.5.5 Explain the strengths and weaknesses of using an analogy to help describe an event,
object, etc.
video 6.5.6 Predict the frequency of the occurrence of future events based on data.
video 6.5.7 Demonstrate how probabilities and ratios can be expressed as fractions, percentages, or
odds.
video Students gain understanding of how the scientific enterprise operates through examples of
historical events. Through the study of these events, they understand that new ideas are
limited by the context in which they are conceived, that the ideas are often rejected by the
scientific establishment, that the ideas sometimes spring from unexpected findings, and
that the ideas grow or transform slowly through the contributions of many different
investigators.
6.1.1 Understand and explain that from the earliest times until now, people have believed that
even though countless different kinds of materials seem to exist in the world, most
things can be made up of combinations of just a few basic kinds of things. Note that there has not
always been agreement, however, on what those basic kinds of things are, such as the theory of
long ago that the basic substances were earth, water, air, and fire. Understand that this theory
seemed to explain many observations about the world, but as we know now, it fails to explain
many others.
video 6.1.2 Understand and describe that scientists are still working out the details of what the basic
kinds of matter are on the smallest scale, and of how they combine, or can be made to combine,
to make other substances.
video 6.1.3 Understand and explain that the experimental and theoretical work done by French
scientist Antoine Lavoisier in the decade between the American and French Revolutions
contributed crucially to the modern science of chemistry.
video Students use mental and physical models to conceptualize processes. They recognize that
many systems have feedback mechanisms that limit changes.
Systems
6.7.1 Describe that a system, such as the human body, is composed of subsystems.
video Models and Scale
6.7.2 Use models to illustrate processes that happen too slowly, too quickly, or on too small a
scale to observe directly, or are too vast to be changed deliberately, or are potentially dangerous.
video Constancy and Change
6.7.3 Identify examples of feedback mechanisms within systems that serve to keep changes
within specified limits.
video Students further their scientific understanding of the natural world through investigations,
experiences, and readings. They design solutions to practical problems by using a variety of
scientific methodologies.
The Scientific View of the World
7.1.1 Recognize and explain that when similar investigations give different results, the
scientific challenge is to judge whether the differences are trivial or significant, which often
takes further studies to decide.
video Scientific Inquiry
7.1.2 Explain that what people expect to observe often affects what they actually do observe
and provide an example of a solution to this problem.
video 7.1.3 Explain why it is important in science to keep honest, clear, and accurate records.
video 7.1.4 Describe that different explanations can be given for the same evidence, and it is not
always possible to tell which one is correct without further inquiry.
The Scientific Enterprise
video 7.1.5 Identify some important contributions to the advancement of science, mathematics, and
technology that have been made by different kinds of people, in different cultures, at different
times.
video 7.1.6 Provide examples of people who overcame bias and/or limited opportunities in education
and employment to excel in the fields of science.
video Technology and Science
7.1.7 Explain how engineers, architects, and others who engage in design and technology use
scientific knowledge to solve practical problems.
video 7.1.8 Explain that technologies often have drawbacks as well as benefits. Consider a
technology, such as the use of pesticides, which help some organisms but may hurt others, either
deliberately or inadvertently.
video 7.1.9 Explain how societies influence what types of technology are developed and used in such
fields as agriculture, manufacturing, sanitation, medicine, warfare, transportation, information
processing, and communication.
video 7.1.10 Identify ways that technology has strongly influenced the course of history and continues
to do so.
video 7.1.11 Illustrate how numbers can be represented by using sequences of only two symbols, such
as 1 and 0 or on and off, and how that affects the storage of information in our society.
video Students use instruments and tools to measure, calculate, and organize data. They frame
arguments in quantitative terms when possible. They question claims and understand that
findings may be interpreted in more than one acceptable way.
Computation and Estimation
7.2.1 Find what percentage one number is of another and figure any percentage of any
number.
video 7.2.2 Use formulas to calculate the circumferences and areas* of rectangles, triangles, and
circles, and the volumes* of rectangular solids.
video 7.2.3 Decide what degree of precision is adequate, based on the degree of precision of the
original data, and round off the result of calculator operations to significant figures* that
reasonably reflect those of the inputs.
video 7.2.4 Express numbers like 100, 1,000, and 1,000,000 as powers of 10.
video 7.2.5 Estimate probabilities of outcomes in familiar situations, on the basis of history or the
number of possible outcomes.
video Manipulation and Observation
7.2.6 Read analog and digital meters on instruments used to make direct measurements
of length, volume, weight, elapsed time, rates, or temperatures, and choose appropriate units.
video Communication Skills
7.2.7 Incorporate circle charts, bar and line graphs, diagrams, scatter plots*, and symbols into
writing, such as lab or research reports, to serve as evidence for claims and/or conclusions.
video Critical Response Skills
7.2.8 Question claims based on vague attributes such as “Leading doctors say...” or on
statements made by celebrities or others outside the area of their particular expertise.
video Students collect and organize data to identify relationships between physical objects,
events, and processes. They use logical reasoning to question their own ideas as new
information challenges their conceptions of the natural world.
The Universe
7.3.1 Recognize and describe that the sun is a medium-sized star located near the edge of a
disk-shaped galaxy of stars and that the universe contains many billions of galaxies and each
galaxy contains many billions of stars.
video 7.3.2 Recognize and describe that the sun is many thousands of times closer to the Earth than
any other star, allowing light from the sun to reach the Earth in a few minutes. Note that this may
be compared to time spans of longer than a year for all other stars.
video Matter* and Energy*
7.3.11 Explain that the sun loses energy by emitting light. Note that only a tiny fraction of that
light reaches the earth. Understand that the sun’s energy arrives as light with a wide range of
wavelengths*, consisting of visible light, infrared*, and ultraviolet radiation*.
video 7.3.14 Explain that energy in the form of heat is almost always one of the products of an energy
transformation, such as in the examples of exploding stars, biological growth, the operation of
machines, and the motion of people.
video Forces of Nature
7.3.17 Investigate that an unbalanced force, acting on an object, changes its speed* or path of
motion* or both, and know that if the force always acts towards the same center as the object
moves, the object’s path may curve into an orbit around the center.
video 7.3.18 Describe that light waves, sound waves, and other waves move at different speeds in
different materials.
video 7.3.19 Explain that human eyes respond to a narrow range of wavelengths of the
electromagnetic spectrum*.
video 7.3.20 Describe that something can be "seen" when light waves emitted or reflected by it enter
the eye just as something can be "heard" when sound waves from it enter the ear.
video Students apply mathematics in scientific contexts. They use mathematical ideas, such as
relations between operations, symbols, statistical relationships, and the use of logical
reasoning, in the representation and synthesis of data.
Numbers
7.5.1 Demonstrate how a number line can be extended on the other side of zero to represent
negative numbers and give examples of instances where this is useful.
video Shapes and Symbolic Relationships
7.5.2 Illustrate how lines can be parallel, perpendicular, or oblique.
video 7.5.3 Demonstrate how the scale chosen for a graph or drawing determines its interpretation.
video Reasoning and Uncertainty
7.5.4 Describe that the larger the sample, the more accurately it represents the whole.
Understand, however, that any sample can be poorly chosen and this will make it
unrepresentative of the whole.
video Students gain understanding of how the scientific enterprise operates through examples of
historical events. Through the study of these events, they understand that new ideas are
limited by the context in which they are conceived, that the ideas are often rejected by the
scientific establishment, that the ideas sometimes spring from unexpected findings, and that
the ideas grow or transform slowly through the contributions of many different
investigators.
7.6.1 Understand and explain that throughout history, people have created explanations for
disease. Note that some held that disease had spiritual causes, but that the most persistent
biological theory over the centuries was that illness resulted from an imbalance in the body
fluids. Realize that the introduction of germ theory by Louis Pasteur and others in the 19 th
century led to the modern understanding of how many diseases are caused by microorganisms,
such as bacteria, viruses, yeasts, and parasites.
video 7.6.2 Understand and explain that Louis Pasteur wanted to find out what caused milk and wine
to spoil. Note that he demonstrated that spoilage and fermentation* occur when microorganisms
enter from the air, multiply rapidly, and produce waste products, with some desirable results,
such as carbon dioxide in bread dough, and some undesirable, such as acetic acid in wine.
Understand that after showing that spoilage could be avoided by keeping germs out or by
destroying them with heat, Pasteur investigated animal diseases and showed that microorganisms
were involved in many of them. Also note that other investigators later showed that specific
kinds of germs caused specific diseases.
video 7.6.3 Understand and explain that Louis Pasteur found that infection by disease organisms
(germs) caused the body to build up an immunity against subsequent infection by the same
organisms. Realize that Pasteur then demonstrated more widely what Edward Jenner had shown
for smallpox without understanding the underlying mechanism: that it was possible to produce
vaccines that would induce the body to build immunity to a disease without actually causing the
disease itself.
video 7.6.4 Understand and describe that changes in health practices have resulted from the
acceptance of the germ theory of disease. Realize that before germ theory, illness was treated by
appeals to supernatural powers or by trying to adjust body fluids through induced vomiting,
bleeding, or purging. Note that the modern approach emphasizes sanitation, the safe handling of
food and water, the pasteurization of milk, quarantine, and aseptic surgical techniques to keep
germs out of the body; vaccinations to strengthen the body’s immune system against subsequent
infection by the same kind of microorganisms; and antibiotics and other chemicals and processes
to destroy microorganisms.
video Students analyze the relationships within systems. They investigate how different models
can represent the same data, rates of change, cyclic changes, and changes that
counterbalance one another.
Systems
7.7.1 Explain that the output from one part of a system, which can include material, energy, or
information, can become the input to other parts and this feedback can serve to control what goes
on in the system as a whole.
video Models and Scale
7.7.2 Use different models to represent the same thing, noting that the kind of model and its
complexity should depend on its purpose.
video Constancy and Change
7.7.3 Describe how physical and biological systems tend to change until they reach equilibrium
and remain that way unless their surroundings change.
video 7.7.4 Use symbolic equations to show how the quantity of something changes over time or in
response to changes in other quantities.
video Students design and carry out increasingly sophisticated investigations. They understand
the reason for isolating and controlling variables in an investigation. They realize that
scientific knowledge is subject to change as new evidence arises. They examine issues in the
design and use of technology, including constraints, safeguards, and trades offs.
The Scientific View of the World
8.1.1 Recognize that and describe how scientific knowledge is subject to modification as new
information challenges prevailing theories and as a new theory* leads to looking at old
observations in a new way.
video 8.1.2 Recognize and explain that some matters cannot be examined usefully in a scientific way.
*theory: an explanation supported by substantial evidence
video Scientific Inquiry
8.1.3 Recognize and describe that if more than one variable changes at the same time in an
experiment, the outcome of the experiment may not be attributable to any one of the variables.
video The Scientific Enterprise
8.1.4 Explain why accurate record keeping, openness, and replication are essential for
maintaining an investigator’s credibility with other scientists and society.
video 8.1.5 Explain why research involving human subjects requires potential subjects be fully
informed about the risks and benefits associated with the research and that they have the right to
refuse to participate.
video Technology and Science
8.1.6 Identify the constraints that must be taken into account as a new design is developed, such
as gravity and the properties of the materials to be used.
video 8.1.7 Explain why technology issues are rarely simple and one-sided because contending
groups may have different values and priorities.
video 8.1.8 Explain that humans help shape the future by generating knowledge, developing new
technologies, and communicating ideas to others.
video Students use computers to organize and compare information. They perform calculations
and determine the appropriate units for the answers. They weigh the evidence for or
against an argument, as well as the logic of the conclusions.
Computation and Estimation
8.2.1 Estimate distances and travel times from maps and the actual size of objects from scale
drawings.
video 8.2.2 Determine in what unit, such as seconds, meters, grams, etc., an answer should be
expressed based on the units of the inputs to the calculation.
video Manipulation and Observation
8.2.3 Use proportional reasoning to solve problems.
video 8.2.4 Use technological devices, such as calculators and computers, to perform calculations.
video 8.2.5 Use computers to store and retrieve information in topical, alphabetical, numerical, and
key-word files and create simple files of students’ own devising.
video Communication
8.2.6 Write clear, step-by-step instructions (procedural summaries) for conducting
investigations, operating something, or following a procedure.
video 8.2.7 Participate in group discussions on scientific topics by restating or summarizing
accurately what others have said, asking for clarification or elaboration, and expressing
alternative positions.
video 8.2.8 Use tables, charts, and graphs in making arguments and claims in, for example, oral and
written presentations about lab or fieldwork.
video Critical Response Skills
8.2.9 Explain why arguments are invalid if based on very small samples of data, biased
samples, or samples for which there was no control sample.
video 8.2.10 Identify and criticize the reasoning in arguments in which fact and opinion are
intermingled or the conclusions do not follow logically from the evidence given, an analogy is
not apt, no mention is made of whether the control group is very much like the experimental
group, or all members of a group are implied to have nearly identical characteristics that differ
from those of other groups.
video Students collect and organize data to identify relationships between physical objects,
events, and processes. They use logical reasoning to question their own ideas as new
information challenges their conceptions of the natural world.
The Universe
8.3.1 Explain that large numbers of chunks of rock orbit the sun and some of this rock interacts
with the Earth.
video Matter* and Energy*
8.3.8 Explain that all matter is made up of atoms* which are far too small to see directly
through an optical microscope. Understand that the atoms of any element* are similar but are
different from atoms of other elements. Further understand that atoms may stick together in well
defined molecules or may be packed together in large arrays. Also understand that different
arrangements of atoms into groups comprise all substances.
video 8.3.10 Explain that increased temperature means that atoms have a greater average energy* of
motion and that most gases expand when heated.
video 8.3.12 Explain that no matter how substances within a closed system interact with one another,
or how they combine or break apart, the total mass of the system remains the same. Understand
that the atomic theory explains the conservation of matter: if the number of atoms stays the same
no matter how they are rearranged, then their total mass stays the same.
video 8.3.13 Explain that energy cannot be created or destroyed but only changed from one form into
another.
video 8.3.14 Describe how heat* can be transferred through materials by the collision of atoms, or
across space by radiation*, or if the material is fluid, by convection* currents that are set up in it
that aid the transfer of heat.
video 8.3.15 Identify different forms of energy that exist in nature.
video Forces of Nature
8.3.16 Explain that every object exerts gravitational force on every other object and that the
force depends on how much mass* the objects have and how far apart they are.
video 8.3.17 Explain that the sun's gravitational pull holds the Earth and other planets in their orbits,
just as the planets' gravitational pull keeps their moons in orbit around them.
video 8.3.18 Investigate and explain that electric currents and magnets can exert force on each other.
video Students apply mathematics in scientific contexts. Students use mathematical ideas, such as
symbols, geometrical relationships, statistical relationships, and the use of key words and
rules in logical reasoning, in the representation and synthesis of data.
Numbers
8.5.1 Understand and explain that a number must be written with an appropriate number of
significant figures (determined by the measurements from which the number is derived).
video Shapes and Symbolic Relationships
8.5.2 Show that an equation containing a variable may be true for just one value of the
variable.
video 8.5.3 Demonstrate that mathematical statements can be used to describe how one quantity
changes when another changes.
video 8.5.4 Illustrate how graphs can show a variety of possible relationships between two variables.
video 8.5.5 Illustrate that it takes two numbers to locate a point on a map or any other two-dimensional
surface.
video Reasoning and Uncertainty
8.5.6 Explain that a single example can never prove that something is always true, but it could
prove that something is not always true.
video 8.5.7 Recognize and describe the danger of making over-generalizations when inventing a
general rule based on a few observations.
video 8.5.8 Explain how estimates can be based on data from similar conditions in the past or on the
assumption that all the possibilities are known.
video 8.5.9 Compare the mean*, median*, and mode* of a data set.
video 8.5.10 Explain how the comparison of data from two groups involves comparing both their
middles and the spreads.
video Students gain understanding of how the scientific enterprise operates through examples of
historical events. Through the study of these events, they understand that new ideas are
limited by the context in which they are conceived, that the ideas are often rejected by the
scientific establishment, that the ideas sometimes spring from unexpected findings, and
that they grow or transform slowly through the contributions of many different
investigators.
8.6.1 Understand and explain that Antoine Lavoisier’s work was based on the idea that when
materials react with each other, many changes can take place, but that in every case the total
amount of matter afterward is the same as before. Note that Lavoisier successfully tested the
concept of conservation of matter by conducting a series of experiments in which he carefully
measured the masses of all the substances involved in various chemical reactions, including the
gases used and those given off.
video 8.6.2 Understand and describe that the accidental discovery that minerals containing uranium
darken photographic film, as light does, led to the discovery of radioactivity.
video 8.6.3 Understand that and describe how in their laboratory in France, Marie Curie and her
husband, Pierre Curie, isolated two new elements that were the source of most of the
radioactivity of the uranium ore. Note that they named one radium because it gave off powerful,
invisible rays, and the other polonium in honor of Madame Curie’s country of birth, Poland. Also
note that Marie Curie was the first scientist ever to win the Nobel prize in two different fields, in
physics, shared with her husband, and later in chemistry.
video 8.6.4 Describe how the discovery of radioactivity as a source of the Earth’s heat energy made it
possible to understand how the Earth can be several billion years old and still have a hot interior.
video Students analyze the parts and interactions of systems to understand internal and external
relationships. They investigate rates of change, cyclic changes, and changes that
counterbalance one another. They use mental and physical models to reflect upon and
interpret the limitations of such models.
Systems
8.7.1 Explain that a system usually has some properties that are different from those of its parts
but appear because of the interaction of those parts.
video 8.7.2 Explain that even in some very simple systems, it may not always be possible to predict
accurately the result of changing some part or connection.
video Models and Scale
8.7.3 Use technology to assist in graphing and with simulations that compute and display
results of changing factors in models.
video 8.7.4 Explain that as the complexity of any system increases, gaining an understanding of it
depends on summaries, such as averages and ranges*, and on descriptions of typical examples of
that system.
video Constancy and Change
8.7.5 Observe and describe that a system may stay the same because nothing is happening or
because things are happening that counteract one another.
video 8.7.6 Recognize that and describe how symmetry may determine properties of many objects,
such as molecules, crystals, organisms, and designed structures.
video 8.7.7 Illustrate how things such as seasons or body temperature occur in cycles.
video Students begin to conceptualize the general architecture of the atom and the roles played
by the main constituents of the atom in determining the properties of materials. They
investigate, using such methods as laboratory work, the different properties of matter.
They investigate the concepts of relative motion, the action/reaction principle, wave
behavior, and the interaction of matter and energy.
Energy Transformations
CP.1.15 Understand and explain that whenever the amount of energy in one place or form
diminishes, the amount in other places or forms increases by the same amount.
video CP.1.16 Explain that heat energy in a material consists of the disordered motions of its atoms or
molecules.
video CP.1.17 Know and explain that transformations of energy usually transform some energy into
the form of heat, which dissipates by radiation or conduction into cooler surroundings.
video CP.1.18 Recognize and describe the heat transfer associated with a chemical reaction or a phase
change as either exothermic or endothermic and understand the significance of the distinction.
video CP.1.19 Understand and explain that the energy released whenever heavy nuclei split or light
nuclei combine is roughly a million times greater than the energy absorbed or released in a
chemical reaction. (E=mc2)
video CP.1.20 Realize and explain that the energy in a system* is the sum of both potential energy and
kinetic energy. (*Systems could take different forms. One example would be that of an airplane
travelling at Mach 3.)
video Motion
CP.1.21 Understand and explain that the change in motion of an object (acceleration) is
proportional to the net force applied to the object and inversely proportional to the object’s mass.
(a = F/m )
video CP.1.22 Recognize and explain that whenever one object exerts a force on another, an equal and
opposite force is exerted back on it by the other object.
video CP.1.23 Understand and explain that the motion of an object is described by its position,
velocity, and acceleration.
video CP.1.24 Recognize and explain that waves are described by their velocity, wavelength,
frequency or period, and amplitude.
video CP.1.25 Understand and explain that waves can superpose on one another, bend around corners,
reflect off surfaces, be absorbed by materials they enter, and change direction when entering a
new material.
video CP.1.26 Realize and explain that all motion is relative to whatever frame of reference is chosen,
for there is no absolute motionless frame from which to judge all motion.
video Forces of Nature
CP.1.27 Recognize and describe that gravitational force is an attraction between masses and that
the strength of the force is proportional to the masses and decreases rapidly as the square of the
distance between the masses increases. (F = G x m1m2/r2)
video CP.1.28 Realize and explain that electromagnetic forces acting within and between atoms are
vastly stronger than the gravitational forces acting between atoms.
video CP.1.29 Understand and explain that at the atomic level, electric forces between oppositely
charged electrons and protons hold atoms and molecules together and, thus, are involved in all
chemical reactions.
video CP.1.30 Understand and explain that in materials, there are usually equal proportions of positive
and negative charges, making the materials as a whole electrically neutral but that a very small
excess or deficit of negative charges will produce noticeable electric forces.
video CP.1.31 Realize and explain that moving electric charges produce magnetic forces, and moving
magnets produce electric forces.
video Students investigate, through laboratory and fieldwork, the universe, the Earth, and the
processes that shape the Earth. They understand that the Earth operates as a collection of
interconnected systems that may be changing or may be in equilibrium. Students connect
the concepts of energy, matter, conservation, and gravitation to the Earth, solar system,
and universe. Students utilize knowledge of the materials and processes of the Earth,
planets, and stars in the context of the scales of time and size.
The Universe
ES.1.1 Understand and discuss the nebular theory concerning the formation of solar systems.
Include in the discussion the roles of planetesimals and protoplanets.
video ES.1.2 Differentiate between the different types of stars found on the Hertzsprung-Russell
Diagram. Compare and contrast the evolution of stars of different masses. Understand and
discuss the basics of the fusion processes that are the source of energy of stars.
video ES.1.3 Compare and contrast the differences in size, temperature, and age between our sun and
other stars.
video ES.1.4 Describe Hubble’s law. Identify and understand that the "Big Bang" theory is the most
widely accepted theory explaining the formation of the universe.
video ES.1.5 Understand and explain the relationship between planetary systems, stars, multiple-star
systems, star clusters, galaxies, and galactic groups in the universe.
video ES.1.6 Discuss how manned and unmanned space vehicles can be used to increase our
knowledge and understanding of the universe.
video ES.1.7 Describe the characteristics and motions of the various kinds of objects in our solar
system, including planets, satellites, comets, and asteroids. Explain that Kepler’s laws determine
the orbits of the planets.
video ES.1.8 Discuss the role of sophisticated technology such as telescopes, computers, space probes,
and particle accelerators in making computer simulations and mathematical models in order to
form a scientific account of the universe.
video ES.1.9 Recognize and explain that the concept of conservation of energy is at the heart of
advances in fields as diverse as the study of nuclear particles and the study of the origin of the
universe.
video Students gain understanding of how the scientific enterprise operates through examples of
historical events. Through the study of these events, they understand that new ideas are
limited by the context in which they are conceived, that the ideas are often rejected by the
scientific establishment, that the ideas sometimes spring from unexpected findings, and
that the ideas grow or transform slowly through the contributions of many different
investigators.
ES.2.1 Understand and explain that Claudius Ptolemy, an astronomer living in the
second century A.D., devised a powerful mathematical model of the universe based on constant
motion in perfect circles, and circles on circles. Further understand that with the model, he was
able to predict the motions of the sun, moon, and stars, and even of the irregular "wandering
stars" now called planets.
video ES.2.2 Understand that and describe how in the 16th century the Polish astronomer
Nicholas Copernicus suggested that all those same motions outlined by Ptolemy could be
explained by imagining that the earth was turning on its axis once a day and orbiting around the
sun once a year. Note that this explanation was rejected by nearly everyone because it violated
common sense and required the universe to be unbelievably large. Also understand that
Copernicus’ ideas flew in the face of belief, universally held at the time, that the earth was at the
center of the universe.
video ES.2.3 Understand that and describe how Joha nnes Kepler, a German astronomer who lived
at about the same time as Galileo, used the unprecedented precise observational data of the
Danish astronomer Tycho Brahe. Know that Kepler showed mathematically that Copernicus’
idea of a sun-centered system worked better than any other system if uniform circular motion
was replaced with variable-speed, but predictable, motion along off-center ellipses.
video ES.2.4 Explain that by using the newly invented telescope to study the sky, Galileo made many
discoveries that supported the ideas of Copernicus. Recognize that it was Galileo who found the
moons of Jupiter, sunspots, craters and mountains on the moon, the phases of Venus, and many
more stars than were visible to the unaided eye.
video Updated September 2001Kindergarten
Standard 1:
The Nature of Science and Technology
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First Grade
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The Nature of Science and Technology
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"In what ways do animals move?"
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Fourth Grade
Standard 1:
The Nature of Science and Technology
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Standard 2:
Scientific Thinking
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*observation: gain information through the use of one or more senses, such as sight, smell, etc.
*area: a measure of the size of a two-dimensional region
*volume: measure of the size of a three-dimensional object
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Standard 3:
The Physical Setting
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*motion: the change in position of an object in a certain amount of time
*energy: what is needed to make things move
*erosion: the picking up and moving away of weathered rock and soil
*weathering: processes, such as wind, rain, etc., that break apart rock
*matter: anything that has mass and takes up space
*mass: a measure of how much matter is in an object
*heat: a form of energy
*fossil fuels: a fuel, such as natural gas or coal, that was formed a long time ago from decayed
plants and animals
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Standard 5:
The Mathematical World
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that are not otherwise obvious, such as comparative size and trends.
*area: a measure of the size of a two-dimensional region
*volume: a measure of the size of a three-dimensional object
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Standard 6:
Common Themes
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Fifth Grade
Standard 1:
The Nature of Science and Technology
*observation: gaining information through the use of one or more of the senses, such as sight,
smell, etc.
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Standard 2:
Scientific Thinking
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*whole number: 0,1,2,3, etc.
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between two quantities of anything.
*inference: a train of logic based on observations, leading to an explanation
*area: a measure of the size of a two-dimensional region
*volume: a measure of the size of a three-dimensional object
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Standard 3:
The Physical Setting
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Demonstrate that a warmer object can warm a cooler one by contact or at a distance.
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*motion: change in position of an object in a certain amount of time
*energy: what is needed to make something go
*gas: matter with no definite shape or volume
*liquid: matter with no definite shape but with a definite volume
*solid: matter with a definite shape and volume
*gravity: a force that pulls or attracts objects towards one another
*matter: anything that takes up space and has mass
*temperature: a measure of average heat energy that can be measured by using a thermometer
*heat: a form of energy
*conduction: the movement of heat through matter
*speed: the rate per unit time at which an object moves
*force: a push or a pull that can cause a change in the motion of an object
*mass: a measure of how much matter is in an object
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Standard 5:
The Mathematical World
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*congruence: same size and shape
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Standard 6:
Common Themes
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Sixth Grade
Standard 1:
The Nature of Science and Technology
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*hypothesis: an informed guess or tentative explanation for which there is not yet much evidence
The Scientific Enterprise
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Standard 2:
Scientific Thinking
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*mean: the average obtained by adding the values and dividing by the number of values
*median: the value that divides a set of data, written in order of size, into two equal parts
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Standard 3:
The Physical Setting
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Standard 5:
The Mathematical World
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*sphere: a shape best described as that of a round ball, such as a baseball, that looks the same
when seen from all directions
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Standard 6:
Historical Perspectives
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Standard 7:
Common Themes
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Seventh Grade
Standard 1:
The Nature of Science and Technology
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Standard 2:
Scientific Thinking
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Standard 3:
The Physical Setting
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Standard 5:
The Mathematical World
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Standard 6:
Historical Perspectives
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Standard 7:
Common Themes
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Eighth Grade
Standard 1:
The Nature of Science and Technology
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Standard 2:
Scientific Thinking
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Standard 3:
The Physical Setting
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Standard 5:
The Mathematical World
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Standard 6:
Historical Perspectives
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Standard 7:
Common Themes
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High School
Integrated Chemistry - Physics
Standard 1:
Principles of Integrated Chemistry - Physics
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Earth and Space Science I
Standard 1:
Principles of Earth and Space Science
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Standard 2:
Historical Perspectives of Earth and Space Science
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