The STANDARDS CORRELATION chart suggests which Tennessee Science 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 Tennessee Science Framework standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
Grades K-2, Grades 3-5, Grades 6-8, Grades 9-12
Tennessee Standard 1.1a - Observing is a process used to develop an awareness of the surrounding environment.
Students can learn about things around them by careful observation.
video Tennessee Standard 1.1b - The human senses and technological instruments are used to gather information from the environment.
Students experience and learn about the world through their senses.
video Tennessee Standard 1.2a - Initial information and prior knowledge are used to ask questions.
Students have natural curiosity causing them to raise questions about the world around them.
video Tennessee Standard 1.2b - Questions may be structured so that they can be investigated scientifically.
Students will seek answers to questions by making careful observations.
video Tennessee Standard 1.2c - Not all questions can be answered.
Some events are predictable while others are uncertain.
video Tennessee Standard 1.3a - Data are collected using the senses, instrumentation, and a variety of other technologies.
Students experience and learn about the world through their senses. Tools, such as thermometers, magnifiers, rulers, calculators, computers, scales and balances supply additional information for scientific investigation.
video Tennessee Standard 1.3b - Data should be appropriate, accurate, and free of bias.
Records of observations and experiments are to be accurate and free of bias to ensure scientific comparison of data.
video Tennessee Standard 1.3c - Safety features should be observed in all areas of data collection.
Proper safety methods are practiced at all times.
video Tennessee Standard 1.4a - Data should be examined to find patterns and relationships.
Patterns are evident in nature. Geometrical shapes are found in nature and may be created by people. Patterns may be developed by arrangements of different shapes.
video Tennessee Standard 1.4b - The accuracy and precision of data should be used to determine the selection or rejection of any given piece of data.
Accurate descriptions of observations enable students to compare results with others. Conflicting descriptions of an event require fresh observation rather than argumentation.
video Tennessee Standard 1.4c - Scientific investigation may not produce concrete solutions.
Predictions may not always occur.
video Tennessee Standard 1.5a - Tables and graphs may be used to interpret the meaning and significance of data.
Graphs and tables provide visual results of observations.
video Tennessee Standard 1.5b - Nonmathematical language may be used to interpret the relationships presented in mathematical form.
Pictures may illustrate relationships observed. Descriptions and comparisons may be presented in terms of number, shape, texture, size, weight, color and motion. Prior knowledge helps one interpret new information.
video Tennessee Standard 1.5c - Information should be related to prior knowledge.
New learning is developed from existing knowledge.
video Tennessee Standard 1.6a - The sharing and disseminating of results should be done in a clear and concise manner.
Results are presented in a clear and concise manner to ensure credibility.
video Tennessee Standard 2.1a - A model is a representation used to simplify complex phenomena.
A model is a representation of a real item or concept. Toys may serve as models assisting with the understanding of complex ideas.
video Tennessee Standard 2.1b - Different models can be used to represent the same thing. The kind of model used and its complexity depends on its purpose.
Various models may be constructed to represent a given item or concept.
video Tennessee Standard 2.1c - Models are often used to study processes that happen too slowly, too quickly, or on too small or too large a scale to observe directly.
Models can be used to demonstrate time progression or visual enhancements.
video Tennessee Standard 2.1d - The scale chosen for a model determines its effectiveness.
The model’s effectiveness is dependent on choice of materials, size, weight, age and speed.
video Tennessee Standard 2.1e - Different properties are not affected to the same degree by changes in scale; large changes in scale typically change the way things work.
Some properties remain constant even when other features are changed.
video Tennessee Standard 2.2a - How an object functions is related to its form.
The kind of material used to build an object will influence the effectiveness of that object. Any alteration in design of an object will affect the efficiency of the object.
video Tennessee Standard 2.2b - Form tends to dictate function, thus an alteration of form may lead to a change in function.
Things generally consist of parts and may not function properly if a part is missing.
video Tennessee Standard 2.4a - Interactions occur on scales ranging from elementary particles to galaxies.
A pushing or a pulling force may alter the path of a moving object. Sometimes changing one thing may cause changes in something else. If changes occur in the same manner, similar results may be expected.
video Tennessee Standard 2.5a - Everything is constantly changing; rates of change vary over a wide scale with a great variety in patterns of change.
Some things may stay constant while others change. Some changes occur so rapidly or so slowly that they become difficult to detect.
video Tennessee Standard 2.5b - Cycles of change can be extended in scales of time, space, and material.
Changes occur in various ways and may be altered by controlling some variables.
video Tennessee Standard 2.6a - Although there can be transformations of matter and energy in changes, the sum of matter and energy is conserved.
When taken in parts, the parts of the whole still equal the mass of the original object.
video Tennessee Standard 3.1a - Although some scientific knowledge is very old, it is still applicable today.
When established scientific investigations are repeated, predictable results are expected.
video Tennessee Standard 3.1b - Individual initiative and vision create changes in science.
Motivation, creativity, and talent of individuals contribute to the progression of science.
video Tennessee Standard 3.1c - The desire to understand the natural environment and to predict the course of natural events is universal.
It is natural and desirable to seek an understanding of natural events.
video Tennessee Standard 3.1d - The growth of scientific knowledge and most technological advances have resulted from the work accumulated over many centuries by men and women in every part of the world.
The scientific contributions made by men and women throughout the world have provided our scientific heritage.
video Tennessee Standard 3.1e - There are different traditions in science concerning the subject and method of investigation; however, they all have in common certain basic beliefs about the value of evidence, logic and argument.
The study of science includes a variety of techniques yet values the basic truism of evidence, logic, and argument.
video Tennessee Standard 3.1f - Progress in science depends heavily on societal events, and the course of history often depends on scientific and technological developments.
Scientific development throughout history has mirrored the events and needs of society.
video Tennessee Standard 3.2a - Science is based upon suppositions derived from observations of natural phenomena.
Careful observation can yield scientific knowledge.
video Tennessee Standard 3.2b - Predictions are based on previous knowledge.
Prior knowledge is the framework for making predictions.
video Tennessee Standard 3.2c - The critical assumptions behind any line of reasoning must be made explicit so that the validity of the position taken can be judged.
Claims of findings made during scientific investigation must be supported with evidence to ensure logical argument.
video Tennessee Standard 3.2d - The validity of an investigation cannot be accepted unless the complete investigation can be independently duplicated.
If variables remain constant, an investigation can be repeated with expectations of predictable results.
video Tennessee Standard 3.3a - Estimation provides a way to judge, if the result of a computation is reasonable.
Giving a rough estimate is a preliminary step which can lead to further study.
video Tennessee Standard 3.3b - Computation is the process of determining results by mathematical means.
Measurable explanations of scientific results are made credible by mathematical computation.
video Tennessee Standard 3.3c - All measurements are approximations.
Standard and non-standard measurement tools provide means for collecting data.
video Tennessee Standard 3.4a - Differences may exist between mathematical models and computations based on the models.
Since a model is a representation of events and processes, differences of interpretation may exist.
video Tennessee Standard 3.4b - Problems and methodology influence each other.
The methods of investigation is often determined by the nature of problems under study.
video Tennessee Standard 3.4c - Different scientific domains may employ different methods of inquiry.
The level of understanding may increase with additional methods of study.
video Tennessee Standard 3.4d - Each scientific domain uses various methods of inquiry.
Different activities produce a hierarchy of understanding.
video Tennessee Standard 3.4e - Problems may be solved in more than one way and have more than one solution.
Results of a study may be obtained in various ways.
video Tennessee Standard 3.5a - Science and technology change the environment in beneficial and detrimental ways.
Developments in science and technology can improve our quality of life, yet may have a negative impact on the environment.
video Tennessee Standard 3.5b - Technology makes it possible for scientists to extend their research or to undertake entirely new lines of research.
Technology may be used to do things more easily or to accomplish things once perceived impossible.
video Tennessee Standard 3.5c - Innovations in science and technology are often stimulated by developments in mathematics, and vice-versa.
The partnership of science and math promotes continuous developments in both fields.
video Tennessee Standard 3.6a - Imagination plays an integral role in science.
Toys, games and creative play can provide methods of understanding for the processes of science.
video Tennessee Standard 3.6b - Creativity is both a mental and a physical process.
Kinesthetic and cognitive skills can be developed through creative activities.
video Tennessee Standard 3.6c - Creativity enables development of new concepts, processes, and attitudes toward scientific inquiry.
Imagination may lead to new ideas, to ways of doing things and to influencing attitudes in science.
video Tennessee Standard 3.6d - The human ability to shape the future comes from a capacity for generating knowledge, developing new technologies and for communicating ideas.
The ability of humans to use knowledge for improvement of life is on-going.
video Tennessee Standard 4.1a - Scientists can bring information, insights, and analytical skills to bear on matters of public concern.
By making careful observation, questions can be formulated concerning our world.
video Tennessee Standard 4.1b - Science and technology should be viewed thoughtfully, in neither a categorically antagonistic or an uncritically positive manner.
Scientific ideas are more believable when supported with good reasoning and factual information.
video Tennessee Standard 4.1c - The perceived value of any technology may vary for different groups of people and at different times.
Individual and collective needs and the influence of societal pressures have motivated technological advances throughout our history.
video Tennessee Standard 4.1d - Beliefs, superstitions and fears can limit the progress of science and technology.
Careful observation and proper use of scientific methods can promote positive attitudes concerning science.
video Tennessee Standard 4.2a - Any individual can participate in and contribute to the process of science.
Everyone can be a scientist, inventing and contributing ideas and seeking to solve problems.
video Tennessee Standard 4.2b - Science concepts may be applied to personal decisions.
The influence of scientific knowledge can be used to enhance the quality of life.
video Tennessee Standard 4.2c - Science solves practical problems but may create new problems and needs for an individual.
Obtaining a need or want may result in conflicting consequences.
video Tennessee Standard 4.3a - Career exploration presents an opportunity to challenge stereotype of scientists and to develop greater understanding of scientists and their work.
The opportunity for a career in science exists for all students.
video Tennessee Standard 4.3b - Career opportunities in science and technology are available in all industries and will continue to increase.
The study of science and technology can lead to a rewarding career.
video Tennessee Standard 4.3c - Scientific skills and attitudes will facilitate adaptation to careers as science and technology change.
An enjoyment of science can be the stepping stone for developing future skills and attitudes necessary for a scientific career.
video Tennessee Standard 4.4a - Scientific research and development have an ethical component.
Scientific descriptions must be done as accurately as possible to ensure the consideration of ethical consequences.
video Tennessee Standard 4.4b - The demand by society for more and better products and services drives scientific research and development.
The expectations of society for scientific and technological advancement direct the progression in research and development.
video Tennessee Standard 4.4c - Science and technology may produce changes that affect society and groups within societies.
Technological and scientific advances may result in societal changes that produce a means of survival, transportation and communication.
video Tennessee Standard 4.4d - Basic research contributes to the body of scientific knowledge and may have unexpected results.
The value of basic research, recording predicted and unexpected results, is essential to the scientific process.
video Tennessee Standard 4.5a - Science and technology impact economic growth and productivity.
Advances in science and technology have a direct influence on any society’s economic climate.
video Tennessee Standard 4.5b - Needs and interests of society influence financial support and problems that scientists and engineers pursue.
Throughout history people have provided support for development of ideas that relate to their needs and interests.
video Tennessee Standard 4.5c - Limited resources dictate a need for prioritization.
The numerous demands for limited resources necessitate the need for priorities in the utilization of resources.
video Tennessee Standard 4.5d - The total impact of developments in science and technology on the economy is seldom known at the time the development occurs.
Inventions provide improvements while establishing the foundation for future developments.
video Tennessee Standard 4.6a - Scientific literacy influences the political process.
The scientific enlightenment, exposure and educational climate within a population govern the extent of political support.
video Tennessee Standard 4.6b - The risks and cost benefits must be carefully considered when developing new technology or curtailing existing technology.
Benefits and drawbacks must be included in the consideration of new technological advances.
video Tennessee Standard 4.6c - Governments use the development of science and technology in global competition for power and prestige.
(No Benchmark was considered appropriate for this level.)
Tennessee Standard 1.1a - Observing is a process used to develop an awareness of the surrounding environment.
Awareness of our surroundings is a result of individual observations and prior knowledge.
video Tennessee Standard 1.1b - The human senses and technological instruments are used to gather information from the environment.
Information is gathered by using human senses and various instruments such as magnifying lenses, microscopes, telescopes, thermometers, scales, and balances.
video Tennessee Standard 1.2a - Initial information and prior knowledge are used to ask questions.
Questions developed to study scientific concepts are based upon previous knowledge and experiences.
video Tennessee Standard 1.2b - Questions may be structured so that they can be investigated scientifically.
The formulation of questions which address a specific concern or problem more readily lend themselves to scientific investigation.
video Tennessee Standard 1.2c - Not all questions can be answered.
Within the questioning process, every investigation will not yield concrete results.
video Tennessee Standard 1.3a - Data are collected using the senses, instrumentation, and a variety of other technologies.
Information gathered through the use of instrumentation and/or experimentation is to be managed so that data can be easily retrieved.
video Tennessee Standard 1.3b - Data should be appropriate, accurate, and free of bias.
A journal is kept to describe observations made and scientific data collected. Entries distinguish actual observations from speculations about what was observed.
video Tennessee Standard 1.3c - Safety features should be observed in all areas of data collection.
Proper safety procedures must be followed in the classroom, laboratory, and home environment.
video Tennessee Standard 1.4a - Data should be examined to find patterns and relationships.
Information is organized in ways that show possible relationships, similarities, or differences; examples: graphs, charts, tables, etc. Data extremes (highest/lowest values) may be more revealing than means or averages.
video Tennessee Standard 1.4b - The accuracy and precision of data should be used to determine the selection or rejection of any given piece of data.
Adherence to procedures and concise record keeping are essential to the process of scientific investigation.
video Tennessee Standard 1.4c - Scientific investigation may not produce concrete solutions.
Scientific inquiry does not always result in predicted or expected outcomes.
video Tennessee Standard 1.5a - Tables and graphs may be used to interpret the meaning and significance of data.
Things change in steady, repetitive, or irregular ways. Tables, charts, and graphs are effective ways to show quantitative values and relationships.
video Tennessee Standard 1.5b - Nonmathematical language may be used to interpret the relationships presented in mathematical form.
Written and verbal presentations are used to explain information presented in charts, graphs, and tables.
video Tennessee Standard 1.5c - Information should be related to prior knowledge.
The process of making predictions, drawing inferences, and developing conclusions is based upon an individual’s prior learning and understanding of scientific principles.
video Tennessee Standard 1.6a - The sharing and disseminating of results should be done in a clear and concise manner.
Effective communication is essential to the sharing of information and to the exposure to criticism by the scientific community.
video Tennessee Standard 2.1a - A model is a representation used to simplify complex phenomena.
Models are developed to represent structures or concepts. These models may be manipulated for simplified analysis of complex ideas.
video Tennessee Standard 2.1b - Different models can be used to represent the same thing. The kind of model used and its complexity depends on its purpose.
Models allow us to make inferences about real world processes or events.
video Tennessee Standard 2.1c - Models are often used to study processes that happen too slowly, too quickly, or on too small or too large a scale to observe directly.
Scale models represent real objects, events and processes. These representations may not be exact in every detail.
video Tennessee Standard 2.1d - The scale chosen for a model determines its effectiveness.
The development of models is based on scale, representations of size, shape, volume, speed and other properties.
video Tennessee Standard 2.1e - Different properties are not affected to the same degree by changes in scale; large changes in scale typically change the way things work.
Changes made to scale models represent how real objects or processes are affected by change.
video Tennessee Standard 2.2a - How an object functions is related to its form.
The form of a structure implies its function. The function of a structure tends to dictate its form.
video Tennessee Standard 2.2b - Form tends to dictate function, thus an alteration of form may lead to a change in function.
Physical and biological systems are interactive. Changes of component forms may alter the function(s) of those systems.
video Tennessee Standard 2.3a - Natural phenomena display a wide variety of similarities and differences.
There are variations among individuals within all systems. Things can be sorted into groups according to their similarities and differences.
video Tennessee Standard 2.3b - Groupings are based on similarities related to structure and function.
Organisms are separated into groups according to identifying characteristics. Some individuals operate independently of the system, while others operate as a collective group.
video Tennessee Standard 2.4a - Interactions occur on scales ranging from elementary particles to galaxies.
Interactions among the smallest particles determine the nature of matter. Interactions among larger collections of matter determine its behavior. The same fundamental particles are present in both living and non-living matter. The interactions of these particles shape our universe.
video Tennessee Standard 2.5a - Everything is constantly changing; rates of change vary over a wide scale with a great variety in patterns of change.
Things change in consistent, inconsistent and repetitive ways. Some features may stay the same while others change.
video Tennessee Standard 2.5b - Cycles of change can be extended in scales of time, space, and material.
Changes can occur slowly or quickly within any system. Materials may combine to form new materials. The properties of the new materials may be unlike the original materials.
video Tennessee Standard 2.6a - Although there can be transformations of matter and energy in changes, the sum of matter and energy is conserved.
Mass is a measure of how much matter an object contains. Breaking that object into parts does not change the total mass.
video Tennessee Standard 3.1a - Although some scientific knowledge is very old, it is still applicable today.
Current scientific knowledge and future progress are based upon past scientific truths.
video Tennessee Standard 3.1b - Individual initiative and vision create changes in science.
Scientific advances and discoveries are often the result of individual creativity and insight.
video Tennessee Standard 3.1c - The desire to understand the natural environment and to predict the course of natural events is universal.
Curiosity and interaction with the environment compel people to question and explain events that influence their lives.
video Tennessee Standard 3.1d - The growth of scientific knowledge and most technological advances have resulted from the work accumulated over many centuries by men and women in every part of the world.
Scientific contributions and advances continue as a result of work done by people from different cultures and backgrounds.
video Tennessee Standard 3.1e - There are different traditions in science concerning the subject and method of investigation; however, they all have in common certain basic beliefs about the value of evidence, logic and argument.
Scientific investigations have in common the need for reliable data, logical thinking, and the communication of results.
video Tennessee Standard 3.1f - Progress in science depends heavily on societal events, and the course of history often depends on scientific and technological developments.
Scientific advances are driven by societal needs and may directly influence the course of history.
video Tennessee Standard 3.2a - Science is based upon suppositions derived from observations of natural phenomena.
Unknown or unobserved variables may lead to unanticipated results. No design is likely to be free of all possibility of error or even failure.
video Tennessee Standard 3.2b - Predictions are based on previous knowledge.
Logical predictions are formulated from the evaluation of observations and prior learning.
video Tennessee Standard 3.2c - The critical assumptions behind any line of reasoning must be made explicit so that the validity of the position taken can be judged.
Prior learning must be accurate and free of incorrect assumptions.
video Tennessee Standard 3.2d - The validity of an investigation cannot be accepted unless the complete investigation can be independently duplicated.
Scientific truths must be supported by data in conjunction with logical evaluations.
video Tennessee Standard 3.3a - Estimation provides a way to judge, if the result of a computation is reasonable.
Estimation provides a basis for evaluating the accuracy of computations.
video Tennessee Standard 3.3b - Computation is the process of determining results by mathematical means.
Mathematics allows for comparative evaluations which may lead to the solution of problems or a better understanding of both abstract or concrete concepts.
video Tennessee Standard 3.3c - All measurements are approximations.
Measurements such as length, area, volume, mass, time or temperature may be judged in accordance with accepted values.
video Tennessee Standard 3.4a - Differences may exist between mathematical models and computations based on the models.
Mathematical models or analyses may vary subject to the operations performed.
video Tennessee Standard 3.4b - Problems and methodology influence each other.
The choice of methodology is dependent upon the nature of the problem to be solved.
video Tennessee Standard 3.4c - Different scientific domains may employ different methods of inquiry.
Physical, biological and social questions are subject to various types of investigations.
video Tennessee Standard 3.4d - Each scientific domain uses various methods of inquiry.
Investigations can involve, but are not limited to, observation, specimen collections and experimentation.
video Tennessee Standard 3.4e - Problems may be solved in more than one way and have more than one solution.
Alternative ways to solve a problem may lead to more than one solution.
video Tennessee Standard 3.5a - Science and technology change the environment in beneficial and detrimental ways.
The decision to apply a given technology must be based on the perceived benefits weighed against the possible disadvantages.
video Tennessee Standard 3.5b - Technology makes it possible for scientists to extend their research or to undertake entirely new lines of research.
Technological advances tend to extend the reach of our senses and to expand our ability to manipulate and to understand our environment.
video Tennessee Standard 3.5c - Innovations in science and technology are often stimulated by developments in mathematics, and vice-versa.
The process of invention yields both predictable and unanticipated results. Technological advancements in one field are often applied to the solution of problems in unrelated areas.
video Tennessee Standard 3.6a - Imagination plays an integral role in science.
Science engages the creative nature of all people. The process of invention is driven by need and individual insight.
video Tennessee Standard 3.6b - Creativity is both a mental and a physical process.
Higher order thinking skills, when directed toward the process of science, may produce unique solutions or results.
video Tennessee Standard 3.6c - Creativity enables development of new concepts, processes, and attitudes toward scientific inquiry.
People use past experiences as a guide when approaching new and unique situations.
video The integration of prior knowledge with new information may produce innovative results.
Tennessee Standard 3.6d - The human ability to shape the future comes from a capacity for generating knowledge, developing new technologies and for communicating ideas.
Humans throughout history have been toolmakers. Although modern tools tend to be more complex than those of the past, many are actually modifications of ancient tools.
video Tennessee Standard 4.1a - Scientists can bring information, insights, and analytical skills to bear on matters of public concern.
Science provides a basis for addressing issues that affect our lives.
video Tennessee Standard 4.1b - Science and technology should be viewed thoughtfully, in neither a categorically antagonistic or an uncritically positive manner.
Science does not create nor can it solve all of our problems.
video Tennessee Standard 4.1c - The perceived value of any technology may vary for different groups of people and at different times.
The extent to which a technology is applied determines the value placed upon that technology.
video Tennessee Standard 4.1d - Beliefs, superstitions and fears can limit the progress of science and technology.
The extent and direction of scientific research may be limited by real and perceived concerns.
video Tennessee Standard 4.2a - Any individual can participate in and contribute to the process of science.
People use and contribute to science to improve their lives.
video Tennessee Standard 4.2b - Science concepts may be applied to personal decisions.
Individual behavior may be influenced by an understanding of science concepts.
video Tennessee Standard 4.2c - Science solves practical problems but may create new problems and needs for an individual.
All factors must be considered when determining solutions to problems. A solution to one problem may create other problems.
video Tennessee Standard 4.3a - Career exploration presents an opportunity to challenge stereotype of scientists and to develop greater understanding of scientists and their work.
The increasing complexity of requirements in the workplace demands greater scientific and technological literacy.
video Tennessee Standard 4.3b - Career opportunities in science and technology are available in all industries and will continue to increase.
Active science involves people from all segments of society in many kinds of work.
video Tennessee Standard 4.3c - Scientific skills and attitudes will facilitate adaptation to careers as science and technology change.
Advances in science and technology necessitate career changes and retraining of many vocations, some yet unknown.
video Tennessee Standard 4.4a - Scientific research and development have an ethical component.
Scientific developments may impact personal decisions.
video Tennessee Standard 4.4b - The demand by society for more and better products and services drives scientific research and development.
The desire for more efficient technology assures the need for more research and design.
video Tennessee Standard 4.4c - Science and technology may produce changes that affect society and groups within societies.
Technology throughout history has been a product of human culture. Access to any given technology may greatly impact socio-economic lifestyle.
video Tennessee Standard 4.4d - Basic research contributes to the body of scientific knowledge and may have unexpected results.
Social decisions based on scientific knowledge, regardless of the care taken in developing those decisions, may yield unexpected consequences.
videoGrades K-2
Process of Science
GOAL: To enable students to demonstrate the processes of science by posing questions and investigating phenomena through language, methods and instruments of science.
THEME: 1.1 OBSERVING - The senses are used to develop an awareness of an event or object and the properties thereof.
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THEME: 1.2 QUESTIONING - The development of an inquisitive mind and the effective use of questioning techniques furthers the acquisition of information.
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THEME: 1.3 COLLECTING DATA - The acquiring, recording, arranging and storing of information must be performed in a complete, accurate, concise and user-friendly manner.
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THEME: 1.4 ANALYZING - Data should be examined to find patterns and relationships that may suggest cause and effect or support inferences and hypotheses.
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THEME: 1.5 EXPLAINING - Phenomena and related information are made understandable through discussion that culminates in a higher level of learning.
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THEME: 1.6 COMMUNICATING - An essential aspect of science is the act of accurately and effectively conveying oral, written, graphic or electronic information from the preparer to the user.
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Unifying Concepts of Science
GOAL: To enable students to acquire scientific knowledge by applying concepts, theories, principles and laws from life/environmental, physical and earth/space sciences.
THEME: 2.1 SCALE AND MODEL - The development of models provides a conceptual bridge between the concrete and the abstract, while the use of scales allows for a comparison of differences in magnitude between the model and the desired form.
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THEME: 2.2 FORM AND FUNCTION - Form may determine the function of a material or a system, and function may alter form.
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THEME: 2.4 INTERACTIONS - At all levels of living and non-living systems, matter and energy act and react to determine the nature of our environment.
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THEME: 2.5 CHANGE - Interactions within and among systems may result in changes in the properties, position, movement, form, or function of systems.
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THEME: 2.6 CONSERVATION - In any natural process the form may change but nothing is lost.
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Habits of Mind
GOAL: To enable students to demonstrate ways of thinking and acting inherent in the practice of science; and to exhibit an awareness of the historical and cultural contributions to the enterprise of science.
THEME: 3.1 HISTORICAL AND CULTURAL PERSPECTIVE - The knowledge and processes of science have evolved over time as an approximation of truth within cultural contexts.
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THEME: 3.2 ASSUMPTIONS - The recognition and criticism of the validity of an argument through presentation of data and differentiation between fact and assumption in the preparation of an explanation for a natural phenomenon are vital parts of the scientific process.
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THEME: 3.3 ESTIMATION AND COMPUTATION - Scientists judge the level of precision needed to approximate a reasonable response and perform calculations with or without the aid of mechanical devices.
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THEME: 3.4 METHODS - A variety of techniques is used by scientists to classify and solve problems.
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THEME: 3.5 SCIENCE AND TECHNOLOGY - Science and technology are separate but interdependent entities.
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THEME: 3.6 CREATIVE ENTERPRISE - Creativity contributes to the processes of science through ideas and inventions.
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Science in Society
GOAL: To enable students to demonstrate positive attitudes toward science in solving problems and making personal decisions about issues affecting the individual, society and the environment.
THEME: 4.1 ATTITUDES - The progress of science and the attitudes of society influence one another.
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THEME: 4.2 PERSONAL NEEDS - The application of science may be used to change the quality of life for the individual.
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THEME: 4.3 CAREER GOALS - The development of scientific skills may lead to a rewarding career and productive contributions to society.
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THEME: 4.4 SOCIETAL NEEDS - Science establishes the basis for applying technology to needs within a society.
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THEME: 4.5 ECONOMICS - Scientific knowledge should provide a premise for understanding the economic value of applied technology as it relates to society.
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THEME: 4.6 POLITICS - Basic scientific concepts should be available to all individuals enabling each to make logical decisions for themselves and others.
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Grades 3-5
PROCESS OF SCIENCE
GOAL: To enable students to demonstrate the processes of science by posing questions and investigating phenomena through language, methods and instruments of science.
THEME: 1.1 OBSERVING - The senses are used to develop an awareness of an event or object and the properties thereof.
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THEME: 1.2 QUESTIONING - The development of an inquisitive mind and the effective use of questioning techniques furthers the acquisition of information.
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THEME: 1.3 COLLECTING DATA - The acquiring, recording, arranging and storing of information must be performed in a complete, accurate, concise and user-friendly manner.
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THEME: 1.4 ANALYZING - Data should be examined to find patterns and relationships that may suggest cause and effect or support inferences and hypotheses.
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THEME: 1.5 EXPLAINING - Phenomena and related information are made understandable through discussion that culminates in a higher level of learning.
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THEME: 1.6 COMMUNICATING - An essential aspect of science is the act of accurately and effectively conveying oral, written, graphic or electronic information from the preparer to the user.
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Unifying Concepts of Science
GOAL: To enable students to acquire scientific knowledge by applying concepts, theories, principles and laws from life/environmental, physical and earth/space sciences.
THEME: 2.1 SCALE AND MODEL - The development of models provides a conceptual bridge between the concrete and the abstract, while the use of scales allows for a comparison of differences in magnitude between the model and the desired form.
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THEME: 2.2 FORM AND FUNCTION - Form may determine the function of a material or a system, and function may alter form.
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THEME: 2.3 ORGANIZATION - Everything is organized as related systems within systems.
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THEME: 2.4 INTERACTIONS - At all levels of living and non-living systems, matter and energy act and react to determine the nature of our environment.
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THEME: 2.5 CHANGE - Interactions within and among systems may result in changes in the properties, position, movement, form, or function of systems.
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THEME: 2.6 CONSERVATION - In any natural process the form may change but nothing is lost.
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Habits of Mind
GOAL: To enable students to demonstrate ways of thinking and acting inherent in the practice of science; and to exhibit an awareness of the historical and cultural contributions to the enterprise of science.
THEME: 3.1 HISTORICAL AND CULTURAL PERSPECTIVE - The knowledge and processes of science have evolved over time as an approximation of truth within cultural contexts.
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THEME: 3.2 ASSUMPTIONS - The recognition and criticism of the validity of an argument through presentation of data and differentiation between fact and assumption in the preparation of an explanation for a natural phenomenon are vital parts of the scientific process.
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THEME: 3.3 ESTIMATION AND COMPUTATION - Scientists judge the level of precision needed to approximate a reasonable response and perform calculations with or without the aid of mechanical devices.
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THEME: 3.4 METHODS - A variety of techniques is used by scientists to classify and solve problems.
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THEME: 3.5 SCIENCE AND TECHNOLOGY - Science and technology are separate but interdependent entities.
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THEME: 3.6 CREATIVE ENTERPRISE - Creativity contributes to the processes of science through ideas and inventions.
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Science in Society
GOAL: To enable students to demonstrate positive attitudes toward science in solving problems and making personal decisions about issues affecting the individual, society and the environment.
THEME: 4.1 ATTITUDES - The progress of science and the attitudes of society influence one another.
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THEME: 4.2 PERSONAL NEEDS - The application of science may be used to change the quality of life for the individual.
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THEME: 4.3 CAREER GOALS - The development of scientific skills may lead to a rewarding career and productive contributions to society.
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THEME: 4.4 SOCIETAL NEEDS - Science establishes the basis for applying technology to needs within a society.
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THEME: 4.5 ECONOMICS - Scientific knowledge should provide a premise for understanding the economic value of applied technology as it relates to society.