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KANSAS SCIENCE EDUCATION STANDARDS

Draft of Science Writing Team-December, 2000

TABLE OF CONTENTS

Dedication

Kansas Science Education Standards Writing Committee

Introduction
    Mission Statement
    Vision Statement
    Background Information
     Acknowledgment of Prior Work Nature of Science

Statement on Teaching With Tolerance and Respect

A Perspective on Changing Emphases

Table of Changing Emphases in the Nature of Science Content and Changing Emphases to   Promote Inquiry

Organization of the Kansas Science Education Standards
    Standards
    Benchmarks
    Indicators
    Examples

Keying the Standards to the Kansas Science Assessment

Unifying Concepts and Processes in the Kansas Science Education Standards

    Systems, Order, and Organization
    Evidence, Models, and Explanation
    Constancy, Change, and Measurement
    Patterns of Cumulative Change
    Form and Function

By The End Of SECOND GRADE

STANDARD 1: SCIENCE AS INQUIRY
STANDARD 2: PHYSICAL SCIENCE
STANDARD 3: LIFE SCIENCE
STANDARD 4: EARTH AND SPACE SCIENCE
STANDARD 5: SCIENCE AND TECHNOLOGY
STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES
STANDARD 7: HISTORY AND NATURE OF SCIENCE

By The End Of FOURTH GRADE

 Overview of Science Standards K-4
STANDARD 1: SCIENCE AS INQUIRY
STANDARD 2: PHYSICAL SCIENCE
STANDARD 3: LIFE SCIENCE
STANDARD 4: EARTH AND SPACE SCIENCE
STANDARD 5: SCIENCE AND TECHNOLOGY
STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES
STANDARD 7: HISTORY AND NATURE OF SCIENCE

By The End Of EIGHTH GRADE

Overview of Science Standards 5-8
STANDARD 1: SCIENCE AS INQUIRY
STANDARD 2: PHYSICAL SCIENCE
STANDARD 3: LIFE SCIENCE
STANDARD 4: EARTH AND SPACE SCIENCE
STANDARD 5: SCIENCE AND TECHNOLOGY
STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES
STANDARD 7 HISTORY AND NATURE OF SCIENCE

BY The End Of TWELFTH GRADE

Overview of Science Standards 9-12
STANDARD 1: SCIENCE AS INQUIRY
STANDARD 2: PHYSICAL SCIENCE
STANDARD 3: LIFE SCIENCE
STANDARD 4: EARTH AND SPACE SCIENCE
STANDARD 5: SCIENCE AND TECHNOLOGY
STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTALPERSPECTIVES
STANDARD 7: HISTORY AND NATURE OF SCIENCE

Appendix 1: Glossary
Appendix 2: Diagram Explanation of the Science Standards
Appendix 3: Scientific Thinking Processes
Appendix 4: Classical Process Skills
Appendix 5 Bibliography

The Kansas State Board of Education The writing committee dedicates the Kansas Science Education Standards to all Kansas students. Our students arc the future of Kansas. With this document, we pass on the legacy of our own teachers, who helped us to know that as lifelong learners of science, we can live more productive, responsible, and fulfillment.

Kansas Science Education Standards Writing Committee
Stephen Angel, Chemist, Washburn University, Topeka, KS
Ramona Anshutz, Science Education Consultant, Pomona, KS
Ken Bingman, Biology Teacher, Shawnee Mission USD 512, Shawnee Mission, KS
Mary Blythe. K-5 Science Specialist, Kansas City USD 500, Kansas City, KS
Janeen Brown, Elementary Teacher, Wakeeney USD 208, Wakeeney, KS
Steve Case, Director, Kansas Collaborative Research Network, Lawrence, KS
Misty Gawith, Middle Level Teacher, Circle USD 375, Towanda. KS
Letha Gillespie, Chemistry and Physics Teacher, Augusta USD 402, Augusta. KS
Betty Holderread. Science Education Consultant, Newton, KS
Loren Lutes, Superintendent, Oskaloosa USD 341, Oskaloosa, KS and Committee Co-Chair
Naomi Nibbelink, Health Sciences Educational Consultant, Topeka, KS
Jay Nicholson, Biology, Chemistry, Physics Teacher, Rock Creek USD 323, Westmoreland, KS
Karen Peck, Elementary Teacher, Wichita Diocese Schools, Wichita, KS
Linda Pierce, Elementary Teacher, Circle USD 375, Towanda, KS
Barbara Prater, Middle School Teacher, Blue Valley USD 229, Overland Park, KS
Linda Proehl, Assistant Superintendent, Parsons USD 503, Parsons, KS
Greg Schell, Science Education Program Consultant, KSDE, Topeka, KS
John Richard Schrock, Biologist, Emporia State University, Emporia, KS
Twyla Sherman, Science Educator, Wichita State University, Wichita, KS
Ben Starburg, Biology Teacher, Chapman USD 473, Chapman, KS
John Staver, Science Educator, Kansas State University, Manhattan, KS and Committee Co-Chair
David Steinmetz, Chemistry and Physics Teacher, Arkansas City USD 470, Arkansas City, KS
Germaine Taggart, Science Educator, Fort Hays State University, Hays, KS
Sandy Tauer, K-1 2 Science and Mathematics Coordinator, Derby USD 260, Derby, KS
Patrick Wakeman, Biology Teacher, Tonganoxie USD 464, Tonganoxie, KS
Brad Williamson, Biology Teacher, Olathe USD 233, Olathe, KS
Carol Williamson, Pre K-12 Science Coordinator, Olathe USD 233, Olathe. KS

KANSAS SCIENCE EDUCATION STANDARDS

INTRODUCTION

Mission Statement

The mission of science education in Kansas is to utilize science as a vehicle to prepare all students as lifelong learners who can use science to make reasoned decisions, contributing to their local, state, and international communities.

Vision Statement

All students, regardless of gender, creed, cultural or ethnic background, future aspirations or interest and motivation in science, should have the opportunity to attain high levels of scientific literacy.

(Adapted from Annenberg/CPM(Annenberg/CPB Math and Science Project, 1996, T-7)

The educational system must prepare the citizens of Kansas to meet the challenges of the 21st century. The Kansas Science Standards are intended to enhance the preparation of all students with a focus on With this in mind, the intent for the Kansas Science Education Standards can be expressed in a single phrase: Science standards for all students. The phrase embodies both excellence and equity. These standards apply to all students, regardless of age, gender, cultural or ethnic background, disabilities, aspirations, or interest and motivation in science.

By emphasizing both excellence and equity, these standards also highlight the need to In seeking to serve all students, these standards give students the opportunity to learn science by experiencing it. To reach the focus on excellence and equity, this experience must include:

highly qualified teachers,

time on task, and

multiple opportunities to learn, utilizing rich and varied learning materials and environments.

Scientific inquiry is an essential ingredient to enhance learning for all students. These standards include a combination of discrete and process skills which are intended to result in increased student knowledge as well as higher order thinking skills. Additionally, it is hoped that these standards lead to a higher student motivation for science and the development of new knowledge.

experience science to learn science. Students can achieve high levels of performance with:

• access to skilled professional teachers;

• adequate classroom time;

• a rich array of learning material;

• accommodating work spaces; and

• the resources of the communities surrounding their schools.

Responsibility for providing this support falls on all those involved with the system of education in Kansas.

Inquiry is central to science learning. These standards call for more than "science as a process," in which students learn discrete skills such as observing, inferring, and experimenting. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations, In this way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills. They also experience first-hand the thrill and excitement of science. As a result of such experiences, students will be empowered to add to the growing body of scientific knowledge.

The importance of inquiry does not imply that all teachers should pursue a single approach to teaching science. Just as inquiry has many different facets, so do teachers need to use many different strategies to develop the understandings and abilities described here. These standards rest on the premise that science is an active process. Science is something that students and adults do, not something that is done to them. Therefore, these standards are not meant to encourage a single teaching methodology but instead should elicit a variety of effective approaches to learning science.

The Kansas Science Education Standards:

• Provide criteria that Kansas educators and stakeholders can use to further scientific literacy. judge whether particular actions will serve the vision of a scientifically literate society.

Offer a structure that can ultimately lead to improved science education. •Bring coordination, consistency, and coherence to the improvement of science education.

• Advocate that science education must be developmentally appropriate and reflect a systemic, progressive approach throughout the elementary, middle, and high school years.

These standards should not be viewed as a state curriculum nor as requiring a specific local curriculum. Instead, these standards are recommended as a framework for science education for all students in Kansas to assist local districts in developing local curriculum expectations. A curriculum is the way content is organized and presented in the classroom. The content embodied in these standards, can be organized and presented with many different emphases and perspectives in many different curricula.

Purpose of this Document

These standards, benchmarks, indicators, and examples are designed to assist Kansas educators in selecting and developing local curricula, carrying out instruction, and assessing students' students' progress. Also, they will serve as the foundation for the development of state assessments in science. Finally, these standards, benchmarks, indicators, and examples represent high, yet reasonable, expectations for all students.

Students may need further support in and beyond the regular classroom to attain these expectations. Teachers, school administrators, parents, and other community members should be provided with the professional development and leadership resources necessary to enable them to help all students work toward meeting or exceeding these expectations.

Background Information

The original Kansas Curricular Standards for Science were drafted in 1992, approved by the Kansas State Board of Education in 1993, and updated up-dated in 1995. Although all of this work occurred prior to the release of the National Science Education Standards in 1996, the original Kansas standards reflect early work on the national standards. At the August, 1997 meeting of the Kansas State Board of Education, the Board directed that revised academic standards should do the following: academic standards committees composed of stakeholders from throughout Kansas should be convened in each curriculum area defined by Kansas law (reading, writing, mathematics, science, and social studies).

The science committee was charged to:

1. Bring greater clarity and specificity to what teachers should teach and students should learn at the various grade levels.

2. Build on Review current state curricular standards.

3. Prioritize the standards to be assessed by the state assessments.

4. Provide guidance on advice regarding assessment methodologies.

Acknowledgment of Prior Work

Carrying out this charge, the writing committee built upon and benefitted from a great deal of prior work done on a national level. Two principal expressions of a unified vision and content for science education exist. One is the National Science Education Standards published by the National Research Council, the second is Benchmarks for Science Literacy from Project 2061 of the American Association for the Advancement of Science. According to representatives of both groups, the vision and content overlap by at least 80%. These standards embrace the vision and content of the National Science Education Standards (National Research Council, 1996) and Benchmark's for Science Literacy (Project 2061 AAAS. 1993). Therefore, the Kansas Science Education Standards are founded not only oil the research base but also on the work of over 18,000 scientists. science educators. teachers, school administrators and parents across the country, that produced national standards as the school district teams and thousands of individuals who contributed to the benchmarks. Thus, the Kansas Science Education Standards arc consistent with both expressions of a unified vision for science education. Moreover the National Science Teachers Association recently published elementary, middle, and high school editions of Pathways to the Science Standards. The pathways documents provide a framework for aligning The Kansas Science Education Standards with national standards. All of the above mentioned documents contain many resources and teaching applications for further development of the ideas presented in the Kansas Science Education Standards. Permission to use specific segments of text in the Kansas Science Education Standards has been requested from the National Research Council, the American Association for the Advancement of Science, the National Science Teachers Association, and other sources of text and diagrams.

Nature of Science

Science is the human activity of seeking logical natural explanations for what we observe in the world around us. Science does so through the use of observation, experimentation experiment, and logical argument while maintaining strict empirical standards and healthy skepticism. Scientific explanations are built on observations, hypotheses, and theories. A hypothesis is a testable statement about the natural world that can be used to build more complex

inferences and explanations. A theory is a well-substantiated explanation of some aspect of the natural world that can incorporate observations, inferences,. and tested hypotheses. Scientific explanations must meet certain criteria.

They must be logical.

They must be consistent with experimental and/or observational data.

They must be testable by scientists through additional experimentation and/or observation.

They must follow strict rules that govern the repeatability of observations and experiments.

Scientific explanations arc consistent with experimental and/or observational data and testable v scientists through additional experimentation and/or observation. Scientific explanation must meet criteria that govern the repeatability of observations and experiments. The effect of these criteria is to insure that scientific explanations about the world World are open to criticism and that they will be modified or abandoned in favor of new explanations if empirical evidence so warrants. Because all scientific explanations depend on observational and experimental confirmation, all scientific knowledge is,. in principle,. subject to change as new evidence becomes available. The core theories of science have been subjected to a wide variety of confirmations and have a high degree of reliability within the limits to which they have been tested. In areas where data or understanding are incomplete, new data may lead to changes in current theories or resolve current conflicts. In situations where information is still fragmentary, it is normal for scientific ideas to be incomplete, but this is also where the opportunity for making advances may be greatest. Science has flourished in different regions during different time periods, and in history, diverse cultures have contributed scientific knowledge and technological inventions. Changes in scientific knowledge usually occur as gradual modifications, but the scientific enterprise also experiences periods of rapid advancement. The daily work of science and technology results in incremental advances in our understanding of the world about us.

Teaching With Tolerance and Respect

Science studies natural phenomena by formulating explanations that can be tested against the natural world. Some scientific concepts and theories (e.g. blood transfusion, human sexuality, nervous system role in consciousness,. cosmological and biological evolution, etc.) may conflict with the teachings of a student's religious community or their cultural beliefs. The goal is to enhance understanding, and a A science teacher has a the responsibility to enhance students'improve students understanding of scientific processes, concepts, and theories. However, science should not be taught dogmatically. Compelling student belief is inconsistent with and in conflict with the goal of education.

Nothing in science or in any other field of knowledge should be taught dogmatically.

A teacher is an  important role model for demonstrating respect. sensitivity, and civility, and teachers. Teachers should not ridicule, belittle or embarrass a student for expressing an alternative view or belief. Teachers model and expect students to practice sensitivity In doing this, teachers display and demand tolerance and respect for the various understandings, capabilities, and beliefs of all students. No evidence or analysis of evidence that contradicts a current science theory should be censored. diverse ideas, skills, and experiences of all students. If a student should raise a question in a natural science class that the teacher determines to be outside the domain of science, the teacher should treat the question with respect. The teacher should explain why the question is outside the domain of natural science and encourage the student to discuss the question further with his or her family and other appropriate source.

Nothing in the Kansas Statutes Annotated or the Kansas State Board Regulations allows students (or their parents) to excuse class attendance based on disagreement with the curriculum, except as specified for 1) any activity which is contrary to the religious teachings of the child or for 2) human sexuality education. (See Kansas Statues Annotated 1111d and State Board Regulations 91-31-3:(g)(2).)

A Perspective on Changing Emphases

The central nature of inquiry in learning science reflects substantive changes-steps forward-from the previous Kansas Curricular Standards for Science, last updated in 1995. The Kansas Science Education Standards envision change throughout the system of Kansas education. These standards reflect the following changes in emphases, as shown in the chart below:

· Learning which focuses on understanding the major concepts of science and on developing the ability to make inquiries of a scientific nature.

. Studying a limited number of important science concepts.

· Focusing on inquiry as necessarily interrelated processes.

· Planning classroom activities that raise science questions which lead to investigation and analysis.

· Planning investigations which are carried out over several class periods.

 Using a variety of process skills within the context of inquiry.

 Developing or altering an explanation through applying scientific methods and gathering evidence.

· Having students work in groups to gather and analyze data, draw conclusions from it, and justify those conclusions.

· Regarding science process skills, these standards call for substantive change, for a decrease in emphasis on implementing inquiry as a set of isolated process skills, with a simultaneous increase in emphasis on implementing inquiry as instructional strategies, ideas, and abilities to be learned. Close examination of the chart above reveals that science processes remain important, as they should. But, in these standards, students acquire proficiency in science processes within the context of learning to do scientific inquiry. This requires students to develop their abilities to think scientifically. Organization of the Kansas Science Education Standards

To help readers grasp the extent of changing emphases presented in the chart immediately above, the writing committee has included two sections from the prior Kansas standards in the appendices. Readers can find the Science Process Skills defined in Appendix 4 and the Diagram Explanation for the Science Standards in Appendix 2. Regarding science process skills, these standards call for substantive change, for a decrease in emphasis on implementing inquiry as a set of isolated process skills, with a simultaneous increase on implementing inquiry as instructional strategies, ideas, and abilities to be learned. Close examination of the chart above reveals that science processes remain important, as they should. But, in these standards, students acquire proficiency in science processes within the context of learning to do scientific inquiry. This requires students to develop their abilities to think scientifically. To encourage a uniform understanding of what this means, the writing committee has also included a diagram on the Scientific Thinking Processes in Appendix 3.

Organization of the Kansas Science Education Standards

Each standard in the main body of the document contains a series of benchmarks, which describe what students should know and be able to do at the end of a certain point in their education (e.g., grade 2, 4, 8, 10).  Each benchmark contains a series of indicators, which identify what it means for students to meet a benchmark. Indicators are frequently followed by examples, which are specific, concrete ideas or illustrations of what is intended by the indicator the standards writers' intent.

Standards

There are seven standards for science. These standards are general statements of what students should know, understand, and be able to do in the natural sciences over the course of their K-12 education. The seven standards are interwoven ideas, not separate entities;, thus,. they should be taught as interwoven ideas, not as separate entities. These standards are clustered for grade levels K-2, 3-4, 5-8, and 9-12. 6-12.

1. Science as Inquiry

2. Physical Science

3. Life Science

4. Earth and Space Science

5. Science and Technology

6. Science In in Personal and Environmental Perspectives

7. History and Nature of Science

Science as Inquiry

Inquiry is central to science learning and to the science process. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify assumptions, use critical and logical thinking, identify faulty reasoning and consider alternative explanations. In this way, students actively develop an understanding of science by combining scientific knowledge with reasoning and thinking skills. As a result of such experiences, students will be empowered to add to the growing body of scientific knowledge. Historically, many innovations in science require that the currently popular theories be challenged and then changed. Therefore, the skills learned in inquiry should not be limited to the experiments that the students do in the classroom. In addition, students will learn to identify the assumptions that underlie the hypotheses, theories and laws taught to them in the classroom.

• Physical Science

Physical science encompasses the traditional disciplines of physics and chemistry. Students should develop an understanding of physical science including: properties, changes of properties of matter, motion and force, velocity, structure of atoms, chemical reactions, and the interaction of energy and matter and their applications in the other sciences such as biology, medicine and earth science.

• Life Science

Students will develop an understanding of biological concepts. Students should learn: the characteristics of life, the needs of living organisms, their life cycles, their habitats, the molecular basis of heredity, and reproduction. They should also learn how organisms interact with their environment, energy transfer from the sun and through the environmental system, the chemical basis for life and behavior of organisms. Students should be able to apply process skills to explore and demonstrate an understanding of the structure and function in living systems, heredity, regulation and behavior, and ecosystems.

Life Science is interactive with Physical Science,

. Students should be able to demonstrate an understanding of the interrelationship among these standards.

• Earth and Space Science

While Earth and Space Science encompasses the traditional disciplines of geology and astronomy and the basic subject matter of these disciplines will be taught, it also includes interactive elements with the Life Sciences, the Physical Sciences, Technology and the environment. Students will develop an understanding of the Earth system, the solar system and the cosmos.

• Technology

Technology encompasses the advances made by man to improve his condition and to develop the tools he needs to accomplish his goals.

• Science In Personal and Environmental Perspectives

Students should develop an appreciation and understanding of personal and community health, natural resources, natural and human-induced hazards and improvements, and technological implications in quality of life. All students should be able to research and assess prevailing environmental and personal health issues and develop a rational understanding of man's relationship to the environment.

Understanding the history, nature of science and limitations of science is fundamental to scientific learning. Students will learn to distinguish between science and other forms of knowledge or beliefs such as philosophy and religion. Science uses observation, experimentation, induction and deduction, and experimental, observational and statistical verification strategies in formulating and testing the validity of explanations for the behavior of the world around us. These explanations ought to be testable, repeatable, falsifiable, open to criticism and not based upon authority. It is also important that students learn to distinguish between scientific information (data), scientific explanations (hypotheses, theories, laws, principles, etc.) and the scientific method (the process of arriving at and verifying scientific explanations). Students should learn the applications and limits of science and the inductive and deductive reasoning processes that underlie science.

Benchmarks

These are specific statements of what students should know and be able to do at a specified point in their schooling. Benchmarks are used to measure students' progress toward meeting a standard. In these standards, benchmarks are defined for grades 2, 4 , 8, and 10.

Indicators

These are statements of the knowledge or skills which students demonstrate in order to meet a benchmark., Indicators are critical to understanding the standards and benchmarks and are to be met by all students. The set of indicators listed under each benchmark are is not listed in priority order, nor should the list be considered as all-inclusive. Moreover, the The list of indicators and examples under each indicator should be considered as representative but not as comprehensive or all-inclusive.

Examples

Two kinds of examples are presented. An instructional example offers an activity or a specific concrete instance of an idea of what is called for by an indicator. A clarifying example provides an illustration of the meaning mean or intent of an indicator. Like the indicators themselves, examples are considered to be representative but not comprehensive or all-inclusive.

Keying the Standards to the Kansas Science Assessment

Readers should notice that selected indicators beneath standards have a box containing a number immediately to the left of the number of the indicator. The presence of such an internally numbered box beside an indicator means that the indicator writing committee has been designated this indicator for emphasis on the new Kansas Science Assessment, which will be developed to assess these standards. Thus, a box with the number "4" inside represents an indicator to be emphasized on the Grade 4 Kansas Science Assessment. Similarly, boxes with the numbers "7" or "10" inside represent indicators to be emphasized on the Grade 7 and Grade 10 Kansas Science Assessments, respectively. None of the indicators designated by a boxed-10 will assume competency through the second semester of grade 10. Finally, readers should know that the number represents the first point at which a particular indicator will be assessed. The same indicator may also be included on later assessments.

Unifying Concepts and Processes in the Kansas Science Education Standards

Science is traditionally, a discipline-centered activity; however, broad, unifying concepts and processes exist which cut across the traditional disciplines of science. Four Five such concepts and processes, which are named and described below, have been embedded within and across the seven standards listed below. These broad unifying concepts and processes complement the analytic, more discipline-based perspectives presented in the other content standards. Moreover, they provide students with productive and insightful ways of thinking about integrating a range of basic ideas that explain the world about us, including what occurs naturally as well as what is built by humans through science and technology. The embedded unifying concepts and processes named and described below are a subset of the many unifying ideas in science and technology., These were selected from the National Science Education Standards because they provide connections between and among traditional scientific disciplines, are fundamental and comprehensive, are understandable and usable by people who will implement science programs, and can be expressed and experienced in a developmentally appropriate manner during K-12 science education.

Systems, Order, and Organization: The world about us is complex; it is too enormous and complex to investigate and understand as a whole. For the convenience of investigation, scientist and students define small portions for study. These small portions can be systems. A system can be described as, it is too large and complicated to investigate and comprehend all at once. Scientists and students learn to define small portions for the convenience of investigations. The units of investigation can be referred to as systems, where a system is an organized group of related objects or parts components that form the a whole. Systems are described and organized into categorized as open, closed, or isolated processes. Systems, and can consist of organisms, machines, fundamental particles, galaxies, ideas, numbers, transportation, and education. Systems have resources, boundaries, components, and boundaries. Systems have resources, flow (input and output), and provide feedback. Order is described as-the behavior traits of of units of matter, objects, organisms, or events in the universe. Order - can be described statistically. Probability is the prediction and certainty that scientists and students can assign the determined events or experiments in a defined time and space relative certainty (or uncertainty) that individuals can assign to selected events happening (or not happening) in a specified space or time. In science, reduction of uncertainty occurs through such processes as the development of knowledge about factors influencing objects, organisms, systems, or events; better and more observations; and better explanatory models. Types and levels of organizations categorize thought organization provide. useful ways of thinking about the world that can be useful. Types of organization include the periodic table of elements and the classification of organisms. Physical systems are can be described at different levels of organization,-such as fundamental particle particles, atoms, and molecules. Living systems also have different levels of organization. Examples of living systems levels of organization include cells, tissue-for example, cells, tissues, organs, organisms, populations, and communities.

Evidence, Models, and Explanation: Evidence consists of observations and empirical data which investigators may utilize and evaluate to make scientific conclusions. Models are schemes and on which to base scientific explanations. Using evidence to understand interactions allows individuals to predict changes in naturally occurring systems and systems built by humans. Models are tentative schemes or structures that correspond to objects and events and enable an investigator to explain and predict. Models also help investigators real objects, events, or classes of events, and have explanatory, and predictive power. Models help scientists and engineers understand how things work. Examples of models are Models take many forms, including physical objects, plans, mental constructs, mathematical equations, and computer -based simulations. Scientific explanations are made based on incorporate existing scientific knowledge and new evidence obtained through observations and experiments. "Hypothesis, " "how, " "model, " "principle, " "theory, " and "paradigm" from observations, experiments, or models into internally consistent, logical statements. Different terms, such as hypothesis, model, law, principle, theory, and paradigm are used to describe various types of scientific explanations.

Constancy, Change, and Measurement: Change is Although most things are in the process of becoming different. Change might occur in properties of materials, positions of objects, motion, and system form and function. Change in-changing-some properties of objects and processes is are characterized by constancy (e.g., speed of light, charge of an electron, total mass plus energy in the universe), Changes might occur, for example, in properties of materials, position of objects, motion, and form and function of systems. Interactions within and among systems result in change. Changes vary in rate, scale, and pattern, including trends and cycles. Equilibrium is a physical state in which forces and changes occur in opposite and off-setting directions. For example, opposite forces are of the same magnitude, or off-setting changes occur at equal rates. Steady state, balance, and homeostasis also describe equilibrium states,(electron charge, speed of light, etc.) Constancy refers to rate, scale, and patterns of change.

Equilibrium refers to the off-setting forces and changes that occur in opposite directions. Interacting units of matter tend toward equilibrium states in which the energy is distributed as randomly and uniformly distributed as possible. Homeostasis, balance, and steady state are descriptors of equilibrium. Changes can be quantified and measured. Evidence of change and formulation of explanations may be made based on qualified data. Different scales or measurement systems are utilized for various purposes. The metric system is commonly used in science. Science relies on mathematics to accurately measure change and equilibrium. Important scientific knowledge is to know and understand when to use various measurement systems. as possible. Changes in systems can be quantified, and evidence for interactions and subsequent change and the formulation of scientific explanations are often clarified through quantitative distinctions-measurement. All measurements are approximations, and the accuracy and precision of measurement depend on equipment, technology, and technique used during observations. Mathematics is essential for accurately, measuring change. Different systems of measurement are used for different purposes.. Scientists usually use the metric system. An important part of measurement is knowing when to use which system. For example a meteorologist might use degrees Fahrenheit when reporting the weather to the public, but in writing scientific reports, the meteorologist would use degrees Celsius.

Patterns of Cumulative Change: Accumulated changes through time, sonic gradual and sonic sporadic, account for the present form and function of objects, organisms, and natural systems. The general idea is that the present arises from materials and forms of the past. An example of cumulative change is the biological theory of evolution, which explains the process of descent with modification of organisms from common ancestors. Additional examples are continental drift, which is part of plate tectonic theory, fossilization, and erosion. Patterns of cumulative change also help to describe the current structure of the universe.

Form and Function: Form and function refer to are complementary aspects of objects, systems, or organisms. Form most generally relates to the use, function, or operation of an object, system, or organism. organisms, and systems. The form or shape of all object or system is frequently related to use, operation, or function. Function frequently relies oil form. Understanding of form and function applies to different levels of organization. Form and function can explain each other.

On the following page, K-12 overview of science content is presented within the seven standards. At the beginning of the 4th (p. 17) Xx), 8th (p. 28) xx), and 12th (p. 54) xx) grade standards,. the overview of science content for that section within the seven standards is connected to the unifying concepts and processes.

By The End Of SECOND GRADE

STANDARD 1: SCIENCE AS INQUIRY

Experiences As a result of the activities in grades K-2 will allow, all students to develop an understanding of will experience science as full inquiry. In elementary grades, students begin to develop the physical and intellectual abilities of scientific inquiry.

Benchmark 1: All students will be involved in activities that will develop skills necessary to do conduct scientific inquiries. These activities will involve asking a simple question, completing an investigation, answering the question, and presenting the results to others. However, not Not every activity will involve all of these stages nor must any particular sequence of these stages be followed.

Indicators: The students will:

4 1. Identify characteristics of objects.

Example: States characteristics of leaves, shells,. water, and air.

4 2. Classify and arrange groups of objects by a variety of characteristics.

Example: Group seeds by color,. texture, size;, group objects by whether they float or sink;, group rocks by texture, color, and hardness.

4 3. Use appropriate materials and tools to collect information.

Example: Use magnifiers, balances, scales, thermometers,. measuring cups, and spoons when engaged in investigations.

4. Ask and answer questions about objects, organisms,. and events in their environment.

Example: The student may ask, "What must I do to balance a pencil, ruler, or piece of paper on my finger?" Observe a variety of leaves or rocks and discuss how they arc alike and how they are different.

5. Describe an observation orally or pictorially.

Example: Draw pictures of plant growth on a daily basis;-, note color, number of leaves.

STANDARD 2: PHYSICAL SCIENCE

Experiences As a result of the activities in grades K-2 will allow, all students the opportunity will be encouraged to explore the world by observing and manipulating common objects and materials in their environment.

Benchmark 1: All students will develop skills to describe objects.

All students will have opportunities to compare, compares describe, and sort objects.

Indicators: The students will:

4 1. Observe properties and measure those properties using age -appropriate tools and materials.

Example: Compare and contrast size, weight, shape, color, and temperature of objects.

4 2. Describe objects by the materials from which they are made.

Example: Compare and contrast objects made from wood, metal, and cloth.

4 3. Separate or sort a group of objects or materials by characteristics properties.

Example: Compare and contrast the shape, size, weight, and color of objects.,

4 4. Compare and contrast solids and liquids.

Example: Compare and contrast the properties of water with -the. properties of ice. wood.

STANDARD 3: LIFE SCIENCE

Experiences in As a. result of the activities for grades K-2 will allow, all students will begin to develop an understanding of biological concepts.

Benchmark 1: All students will develop an understanding of the characteristics of living things.

Through direct experiences, students will observe living things, their life cycles, and their habitats.

Indicators: The students will:

4 1. Discuss that living things need air, water, and food.

Example: What children need...what plants need...what animals need.

2. Observe life cycles of different living things.

Example: Observe butterflies, mealworms, plants, and humans.

3. Observe living things in various environments.

Example: Observe classroom plants; take nature walks in your own area and various field trips; observe terrariums and aquariums.

4 4. Examine the characteristics of living things.

Example: Butterflies have wings. Plants may have leaves and roots. People have skin and hair. ,

STANDARD 4: EARTH AND SPACE SCIENCE

Experiences in As a result of the activities for grades K-2 will allow, all students will be encouraged to observe closely the objects and materials in their environment.

Benchmark 1: All students will describe properties of Earth earth materials.

Earth materials may include rock, soil, air, and water.

Indicators: The students will:

4 1. Group Earth Observe earth materials.

Example: Describe and compare soils by color and texture, sort pebbles and rocks by size, shape, and color.

4 2. Describe where Earth earth materials are found.

Example: Observe Earth earth materials around the playground, on a field trip, or in their own yard.

Benchmark 2: All students will observe and compare objects in the sky.

The sun, moon, stars, clouds, birds, and other objects such as airplanes have properties that can be observed and compared.

Indicators: The students will:

1. Distinguish between man-made manmade and natural objects in the sky.

Example: Compare birds to airplanes.

2. Recognize sun, moon, and stars.

Example: Observe day and night sky regularly.

4 3. Describe that the sun provides light and warmth.

Example: Feel heat from the sun on the face and skin. Observe shadows.

Benchmark 3: All students will describe changes in weather.

Weather includes snow, rain, sleet, wind, and violent storms.

Indicators: The students will:

1. Observe changes in the weather from day to day.

Example: Draw pictures.

2. Record weather changes daily.

Example: Use weather charts, calendars, and logs to record daily weather.

3. Discuss weather safety procedures.

Example Examples: Practice tornado drill procedures; talk about the dangers of lightning and flooding.

STANDARD 5: SCIENCE AND TECHNOLOGY

Experiences in As a result of the activities for grades K-2 will allow, all students to will have a variety of educational experiences that involve science and technology.

Benchmark 1: All students will use technology to learn about the world around them.

Students will use software and other technological resources to discover the world around them.

Indicators: The students will:

1. Explore the way things work.

Example: Observe the inner workings of non-working toys, clocks, telephones, toasters, music boxes.

4 2. Experience science through technology.

Example: Use science software programs, balances, thermometers, hand lenses, and bug viewers.

3. Experience science through technology in the kitchen.

Example: Explore simple machines, i.e., wedge, lever, and wheel, and their combinations, ramp, screw, pulley, roller, and axle from common kitchen items, such as sausage grinder and rolling pins. Identify the simple machines and discover the way they make tasks easier to perform.

Example: try to find how many machines are built into a kitchen device like a hand powered egg beater - a crank or lever.

STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES

Experiences in As a result of the activities for grades K-2 will allow, all students to will have a variety of experiences that provide initial understandings for various science-related personal and environmental challenges.

This standard should be integrated with physical science, life science, and Earth & earth and space science standards.

Benchmark 1: All students will demonstrate responsibility for their own health.

Health encompasses safety, personal hygiene, exercise, and nutrition.

Indicators: The students will:

1. Discuss that safety and security are basic human needs.

Example Examples: Discuss the need to obey traffic signals, the use of crosswalks, and the danger of talking to strangers.

2. Engage in personal care.

Example Examples: Practice washing hands and brushing teeth. Discuss appropriate types of clothing to wear.

Discuss personal hygiene.

3. Discuss healthy foods.

Example: Cut out pictures of foods and sort into healthy and not healthy groups.

STANDARD 7: HISTORY AND NATURE OF SCIENCE

Experiences in As a result of the activities for grades K-2 will allow, all students to will experience scientific inquiry and learn about people from history.

This standard should be integrated with physical science, life science, and Earth & earth and space science standards.

Benchmark 1: All students will know they practice science.

Indicators: The students will:

4 1. Be involved in explorations that make them wonder and know that they are practicing science.

Example Examples: Observe what happens when you place a banana or an orange (with and without the skin), or a crayon in water. Observe what happens when you hold an M&M, a chocolate chip, or a raisin in your hand. Note the changes. Observe what happens when you rub your hands together very fast.

2. Use technology to learn about people in science.

Example Examples: Read short stories, and view films or videos. Invite parents who are involved in science as guest speakers.

By The End Of FOURTH GRADE

Overview of Science Standards K-4

Systems, Order & Organization Evidence, Models and Explanations

Change, Constancy, & Measurement Patterns of Cumulative Change

Form & Function

SCIENCE AS INQUIRY

Abilities necessary to do scientific inquiry; understanding about and participating in scientific inquiry

Systems, Order & Organization Evidence, Models & Explanations Change, Constancy, & Measurement Form & Function SCIENCE AS INQUIRY

· Abilities to do, understand, and participate in scientific study X

PHYSICAL SCIENCE

· Characteristics Properties of objects · Location and movement materials --Position and motion of objects

Electricity and magnetism·--- Sound

LIFE SCIENCE

· Relationship of organisms to Organisms and their environments environment

Life cycles of organisms living things

EARTH AND SPACE SCIENCE

· Earth's Properties of Earth materials

· Bodies Objects in the sky

· Dynamic nature of Changes in Earth and sky

SCIENCE AND TECHNOLOGY

Problem solving skills-----· Apply understandings of science and technology

Abilities to distinguish between natural and human-made objects

SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES

· Personal health · Changes in surroundings

HISTORY & NATURE of SCIENCE

People practice science

STANDARD 1: SCIENCE AS INQUIRY

Experiences As a result of the activities in grades 3-4 will allow, all students to will experience science as full inquiry. Full inquiry involves asking a simple question, completing an investigation, answering the question, and presenting the sharing results to with others.

Benchmark 1: All students will develop the skills necessary to do full inquiry. However, not 

Inquiry involves asking a simple question, completing an investigation, answering the question, and sharing the results with others. Not every activity will involve all of these stages nor must any particular sequences of these stages be followed. Students can design investigations to try things to see what happens explore and observe changes in variables.

Indicators: The students will:

4 1. Ask questions that they can answer by investigating.

Example: Will oil and water mix the size of the opening on a container change the rate of evaporation of liquids? How much water will a sponge hold?

4 2. Plan and do conduct a simple experiment investigation.

Example: Design a test of the wet strength of paper towels; experiment with plant growth; experiment to find ways to prevent soil erosion.

4 3. Employ appropriate equipment and tools to gather data.

Example: Use a balance to find the mass of the wet paper towel, use meter sticks to measure length of the room, our height, arm span. the flight distance of a paper air plane; use the same size containers to compare evaporation rates of different liquids.

4 4. Begin developing the abilities to communicate, critique, and analyze their own investigations and interpret the work of other students.

Example: Describe investigations with pictures, written language, oral presentations.

STANDARD 2: PHYSICAL SCIENCE

Experiences in grades 3-4 will allow all students to As a result of the activities in grades 3-4, students will be given opportunities to increase their understanding of the properties of objects and materials that they encounter on a daily basis. Students will compare, describe, and sort as they begin to form explanations of the world these materials by properties.

Benchmark 1: All students will develop skills to describe objects.

Through observation, manipulation, and classification of common objects, children reflect on the similarities and differences of the objects.

Indicators: The students student will:

4 1. Observe properties and measure those properties using appropriate tools.

Example: Observe and record the size, weight, shape, color, and temperature of objects using balances, thermometers, and other measurement tools.

4 2. Classify objects by the materials from which they are made.

Example: Group a set of objects by the materials from which they are made.

4 3. Describe objects by more than one property.

Example: Observe that an object could be hard, round, and rough. Sort objects by two or more properties.

4 4. Observe and record how one object reacts with another object or substance.

Example: Mix baking soda and vinegar and record observations.

4 5. Recognize and describe the differences between solids and liquids.

Example: Observe differences between a stick of butter, a chocolate bar, or ice as a solid and melted as a liquid. Observe that solids have a shape of their own and liquids take the shape of their container, observe differences between an inflated and a deflated balloon. ice as a solid and water as a liquid.

Benchmark 2: All students will describe the movement of objects. Students begin to When students describe and manipulate objects, they will observe the position and movement of objects when they manipulate objects by pushing, pulling, throwing, dropping, and rolling them.

Indicators: The students will:

1. Move objects by pushing, pulling, throwing, spinning, dropping, and rolling, and describe the movement. motion. Observe that a force (a push or a pull) is applied to make objects move.

Example: Spin a top; roll a ball. Example: Spin or roll a variety of objects on various surfaces.

4 2. Describe locations of objects.

Example: Describe locations as up, down, in front, or behind.

Benchmark 3: All students will recognize and demonstrate what makes sounds.

The concept of sound is very abstract. However, by investigating a variety of sounds made by common objects, students can form a connection between sounds the objects make and the materials from which the objects are made. Plastic objects make a different sound than do wooden objects.

Indicators: The students will:

1. Discriminate between sounds made by different objects.

Example: Listen and compare the sounds made make by drums and other musical instruments, such as cans, gourds, plastic spoons, pennies, and plastic disks. Sort a group of objects according to the sounds they make when they're dropped.

Benchmark 4: All students will experiment with electricity and magnetism. Repeated activities involving simple electrical circuits can help students Students will develop the concept that electrical circuits require a complete loop through which an electric current can pass. Magnets attract and repel each other and certain kinds of other materials.

Indicators: The students will:

4 1. Demonstrate that magnets attract and repel.

4 2. Design a simple experiment to determine whether various objects will be attracted to magnets.

4 3. Construct a simple circuit.

Example: Use a battery, bulb, and wire to light a bulb, make a motor run, produce sound, or make an electromagnet.

STANDARD 3: LIFE SCIENCE

Experiences in As a result of the activities for grades 3-4 will allow, all students to build will develop an understanding of biological concepts through direct experience with living things, their life cycles, and their habitats.

Benchmark 1: All students will develop a knowledge of organisms in their environments environment.

The study of organisms should will include observations and interactions within the natural world of the child.

Indicators: The students will:

4 1. Compare and contrast structural characteristics and functions of different organisms.

Example: Compare the structures for movement of a mealworm meal worm to the structures for movement of a guppy. Compare the leaf structures of a sprouted bean seed to the leaf structures of a corn seed.

4 2. Compare basic needs of different organisms in their environments environment.

Example: Compare the basic needs of a guinea pig to the basic needs of a tree.

3. Discuss ways humans and other organisms use their senses in their environments.

Example: Compare how people and other living organisms get food, seek shelter, and defend themselves.

Benchmark 2: All students will observe and illustrate the life cycles of various organisms.

Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. Young organisms develop into adults that are similar to their parents.

Indicators: The students will:

4 1. Compare, contrast, and ask questions about the life cycles of various organisms.

Example: Plant a seed and observe and record its growth. Observe and record the changes of an insect as it develops from birth to adult.

STANDARD 4: EARTH AND SPACE SCIENCE

Experiences in As a result of the activities for grades 3-4 will allow, all students to will observe closely the objects, materials, and changes in their environment, note their properties, distinguish one from another, and develop their own explanations of how things become the way they are.

Benchmark 1: All students will develop an understanding of the characteristics of rocks, soil, and water, as well as other components of Earth properties of earth materials. Earth materials may include rock, soil, and water.

Playgrounds or parks are convenient study sites to observe.

Indicators: The students will:

1. Observe a variety of Earth earth materials in their environment.

Example Examples: Observe rocks, soil, sand, air, and water.

4 2. Collect, observe, and become aware of properties of various soils.

Example: Students could bring in samples of soils from their surroundings and observe color, texture, and reaction to water.

4 3. Experiment with a variety of soils.

Example: By planting seeds in a variety of soil samples, students can compare the effect of different soils on plant growth.

4 4. Describe properties of many different kinds of rocks.

Example: Bring rocks from the playground, immerse in water, and observe color, texture, and reaction to liquids.

5. Observe fossils and discuss how fossils provide evidence of plants and animals that lived in the past. long ago. A fossil is a part of a once-living organism or a trace of an organism preserved in rock.

Example: Provide Example: Observe a variety of fossils. for observation. Discuss how fossils are formed; how long it takes an organism to decay or to be scavenged; how long it takes an organism to be fossilized; whether or not all fossilized organisms were dead at the time of burial (i.e. closed clam fossils).

Benchmark 2: All students will describe and compare characteristics of objects that move through the sky. observe and describe objects in the sky. The sun, moon, stars, clouds, birds, and other objects such as airplanes have properties that can be observed and compared.

Indicators: The students will:

1. Observe the moon and stars.

Example: Sketch the position of the moon in relation to a tree, rooftop, or building.

2. Observe and compare the length of shadows.

Example: Students can observe the movement of an object's shadow during the course of a day, or construct simple sundials.

4 3. Discuss that the sun provides light and heat to maintain the temperature of the Earth earth.

Example: When on the playground and the sun goes behind a cloud, discuss why it seems cooler.

Benchmark 3: All students will develop skills necessary to describe changes in the Earth earth and weather.

If the students revisit a study site regularly, they will develop an understanding that the Earth's earth's surface and weather are constantly changing.

Indicators: The students will:

4 1. Describe changes in the surface of the Earth earth.

Example: Students will observe erosion and changes in plant growth at a study site.

4 2. Observe, describe, and record daily and seasonal weather changes.

Example: Record weather observations.

STANDARD 5: SCIENCE AND TECHNOLOGY

Experiences in As a result of the activities for grades 3-4 will allow, all students to will have a variety of educational experiences that which involve science and technology. They will begin to understand the design process, as well as which includes this general sequence: state the problem, the design, and the solution. As with the Science as Inquiry Standard, not every activity will involve all five stages. Students will develop the ability to solve simple design problems that are appropriately challenging appropriate for their developmental level.

Benchmark 1: All students will work with a technology design as a part of a classroom challenge. develop appropriate problem solving skills.

Problem solving should occur within the setting of the home and school.

Indicators: The students will:

4 1. Identify a simple design problem; design an approach/plan; a plan, implement the plan; solve and check for reasonableness;, evaluate the results and communicate the results.

Example: Compare and contrast two types of string to see which is best for lifting different objects; design the best paper airplane, helicopter, or terrarium; design a simple system to hold two objects together. Examples: Challenge the students to develop a better bubble-making solution using detergent, glycerin, and water; try different kinds of tools for making the biggest bubbles or the longest lasting bubbles.

Benchmark 2: All students will expand and use apply their understanding of about science and technology. Children's abilities in technological problem solving can be developed by firsthand experience in tackling tasks with a technological purpose, such as identifying what problems these designs involve. They can study technological products and systems in their world: zippers, coat hooks, can openers, bridges, paper clips. Children can examine technological products (such as zippers, snaps, arches, and cars) to learn how the scientific process can lead to solutions for everyday problems.

Indicators: The students will:

4 1. Discuss that science is a way of investigating questions about their world.

Example: Discuss how you think a zipper works; discuss how you think a can opener works. Examples: Why was a zipper designed? What problem did the zipper solve? How has the zipper improved our lives? How is velcro like a zipper? What problem does velcro solve? How has velcro improved our lives?

4 2. Invent a product to solve problems.

Example Examples: Invent a new use for old products; potato masher, strainer, carrot peeler, or 2-liter pop bottle. Use a juice can, 2 liter pop bottle or one-half gallon milk jug to invent something useful. Invent a way to keep the garbage container lid from falling on your head when you dump the trash.

3. Work together to solve problems.

Example: Share ideas about solving a problem.

4. Develop an awareness that women and men of all ages, backgrounds, and ethnic groups engage in a variety of scientific and technological work.

Example: Interview parents and other community and school workers.

5. Investigate how scientists use tools to observe.

Example Examples: Engage in research on the Internet; interview the weatherman; conduct research in the library; call or visit a laboratory.

Benchmark 3: All students will discriminate distinguish between natural objects and those human-made by people objects.

Some objects occur in nature; others have been designed and made by people to solve human problems and enhance the quality of life.

Indicators: The student will:

4 1. Compare, contrast, and sort human-made versus natural objects.

Example: Compare and contrast real flowers to silk flowers.

4 2. Use appropriate tools when observing natural and human-made objects.

Example: Use a magnifier when observing objects.

3. Ask questions about natural or human-made objects and discuss the reasoning behind their answers.

Example: The teacher will ask, "Is"Is this a human-made object? Why do you think so?"" When observing a natural or human-made object, the child will be asked the reasoning behind his/her answer.

4. Investigate the various systems that connect utilities to the student's home: Electricity, Gas, Water, Sanitation, Telecommunication, etc. Find the source or entry of the system and points where the utility can be accessed. Find the places where the system is controlled.

STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES

Experiences in As a result of the activities for grades 3-4 will allow, all students to will demonstrate personal health and environmental practices, and to have a. A variety of experiences that provide initial understanding for various science will be provided to understand various scientific-related personal and environmental challenges.

This standard should be integrated with physical science, life science, and Earth & earth and space science standards.

Benchmark 1: All students will develop an understanding of personal health.

Personal health involves physical and mental well being, including hygienic practices, and self-respect.

Indicators: The students will:

4 1. Discuss that safety involves freedom from danger, risk, or injury.

Example: Classroom discussions could include bike safety, water safety,. weather safety, sun protection.

4 2. Exhibit Assume some responsibility for their own health.

Example: Use recommended Practice good dental hygiene techniques, bathe, cleanliness, and exercise.

4 3. Discuss that various foods contribute to health.

Example: Read and compare nutrition information found on labels; discuss healthy foods;. make a healthy snack.

Benchmark 2: All students will demonstrate an awareness of changes in the environment.

Through classroom discussions, students can begin to recognize pollution as an environmental issue,. scarcity as a resource issue, and crowded classrooms or schools as a population issue.

Indicators: The students will:

4 1. Define pollution.

Example: Take a pollution walk, gathering examples of litter and trash.

4 2. Develop personal actions to solve pollution problems in and around the neighborhood.

Example: After the pollution walk, children could work in groups to solve pollution problems they observed.

3 . Practice reducing, reusing, and recycling.

Example Examples: Present the problem that paper is being wasted in the classroom. Students could meet and form a plan to resolve this problem.

STANDARD 7: HISTORY AND NATURE OF SCIENCE

Experiences in As a result of the activities for grades 3-4 will allow, all students to will experience some things about scientific inquiry and learn about people from history.

Experiences of investigating and thinking about explanations, not memorization, will provide fundamental ideas about the history and nature of science. Students will observe and compare, pose questions, gather data and report findings. Posing questions and reporting findings are human activities that all students are able to understand. This standard should be integrated with physical science, life science,. and Earth earth and space science standards.

Benchmark 1: All students will develop an awareness that people practice science. Science and technology People have been practiced science and technology by people for a long time. Children and adults can derive great pleasure from doing science. They. can investigate, construct, and experience science. Individuals, as well as groups of students, can conduct investigations.

Indicators: The students will:

4 1. Ask a question that can be answered by scientific experimenting and do an experiment that will answer the question. Then repeat the experiment to see if they can get the same results. Recognize that they participate in science inquiry.

Example Examples: What will happen if a plant is under light for different lengths of time ? What will happen if the length or width of the wing of a paper airplane is changed? What will happen if vinegar is dropped on different kinds of rocks? Challenge students to design an investigation to determine the "best" paper towel. Insist they define "best". Challenge students to find out if a jaw breaker dissolves quicker in water or some other kind of liquid.

Benchmark 2: Determine the difference between data, explanations and the scientific method. 

4 2 . Observe, using various media, historical samples of people in science who have made contributions.

Indicators: The student will:

1. Gather data and develop an explanation about the results of an experiment. Tell what is data, what is the explanation, and what was the method.

Example: The amount of growth of a plant is the data. An explanation might be that more light and the nature of the plant caused more growth, and the scientific method is doing the repeatable and testable experiment and developing the explanation.

Benchmark 3: Learn about people in science.

Indicators: The students will:

1. Learn about the contributions people have made to science.

Example: Short stories, films, videos, and speakers.

By The End Of EIGHTH GRADE Examples: Read short stories, view films or videos; discuss contributions made by people in science.

Overview of Science Standards 5-8 / Systems, Order & Organization / Evidence, Models & Explanations Change, Constancy, & Measurement / Patterns of Cumulative Change / Form & Function

SCIENCE AS INQUIRY

Abilities necessary to do scientific inquiry / Designing investigations / Understanding about scientific inquiry

Systems, Order & Organization Evidence, Models & Explanations Change, Constancy, & Measurement Form & Function SCIENCE AS INQUIRY

· Abilities to conduct scientific investigation

· Designing investigations

· Understanding scientific achievement

PHYSICAL SCIENCE

· Characteristics Properties of matter /· Changes in properties of matter / Motions · Force and forces / Transfer of energy motion

LIFE SCIENCE

· Structure and function in living systems /of organisms

· Reproduction and heredity / Regulation inheritance

· Behavior and behavior / Populations regulation

· Ecosystems and

populations

· Adaptations of diversity ecosystems / Diversity and adaptations of organisms X

EARTH AND SPACE SCIENCE

· Structure of the Earth system /· Past and present Earth processes /· Components of the solar system

· Motion and forces which affect Earth earth phenomena

SCIENCE AND TECHNOLOGY

· Technological problem-solving

· Understand how Abilities of technological design / Understanding about science relates to and technology X

SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES

Personal health / Populations, resources, & environments / Risks and causes of natural hazards

HISTORY & NATURE of SCIENCE

Scientific habits of mind / Contributions to science throughout history

STANDARD 1: SCIENCE AS INQUIRY

Experiences As a result of activities in grades 5-8 will allow, all students to will develop the abilities to do scientific inquiry, be able to demonstrate how scientific inquiry is applied, and develop understandings about scientific inquiry.

Benchmark 1: The students will demonstrate abilities necessary to do the processes of scientific inquiry.

Students can develop the skills of investigation and the understanding that scientific inquiry is guided by knowledge, observations, questions, and a design which identifies and controls variables to gather evidence to formulate an answer to the original question, given appropriate curriculum and adequate instruction. Students are to be provided performed opportunities to engage in full and partial inquiries in order to develop the skills of inquiry.

Teachers help students succeed by showing how can facilitate success by providing guidelines or boundaries for student inquiry. Teachers assist students to choose interesting questions, checking designs, giving examples of good experimental strategies and instructing in the proper use of instruments and technology. monitor design plans, provide relevant examples of effective observation and organization strategies and check and improve skills in the use of instruments. technology and techniques, Students at the middle level need special guidance in using evidence to build explanations, inference, and models, and guidance to think critically and logically. and to see the relationships between evidence and explanations.

Indicators: The students will:

7 1. Identify questions that can be answered through scientific investigations.

Example: Explore properties and phenomena of materials, such as a balloon, string, straw, and tape.

Students explore properties and phenomena and generate questions to investigate.

7 2. Design and do conduct a scientific inquiry investigation.

Example: Students design and conduct an investigation on the question, Which paper towel absorbs the most water?"" Materials include different kinds of paper towels, water, and a measuring cup. Components of the investigation should include background and hypothesis, identification of independent variable, dependent variable, constants, list of materials, procedures, collection and analysis of data, and conclusions.

7 3. Use appropriate tools,. mathematics, technologies, and methods technology, and techniques to gather,. analyze and interpret data.

Example: Given an investigative question, students determine what to measure and how to measure, and. Students should display their results in a graph or other graphic format.

7 4. Think critically to make the relationships between evidence and logical conclusions.

Example: Students check data to determine: Was the question answered? Was the hypothesis supported/not supported? Did this design work? How could this experiment be improved?" What other questions could be investigated?

7 5. Apply mathematical reasoning to scientific inquiry.

Example Examples: Look for patterns from the mean of multiple trials,. such as rate of dissolving relative to different temperatures. Use observations for inductive and deductive reasoning, such as explaining a person's energy level after a change in eating habits (e.g., use Likert-type tv scale). State relationships in data, such as variables, which vary directly or inversely.

7 6. Communicate scientific procedures and explanations.

Example: Present a report of the your investigation so that others understand it and can replicate the designs design.

Benchmark 2: The students will apply different kinds of investigations to different kinds of questions. Some investigations involve observing and describing objects, organisms or events. Investigations can also involve collecting specimens, experiments. seeking more information, discovery of new objects and phenomena, and creating models to explain the phenomena Investigation strategies include observation, specimen collection, experimentation, discovery, and modeling. Instructional activities of scientific inquiry need to engage students in identifying and shaping questions for investigations. Different kinds of investigations suggest different kinds of questions.

To help focus,. students need to frame questions such as "What do we want to find out?"  "How can we make the most accurate observations?" "If" "If we do this, then what do we expect to happen?"" Students need instruction to develop the ability to refine and refocus broad and ill-defined questions.

Indicators: The students will:

7 1. Differentiate between a qualitative and a quantitative investigation.

Example: While observing a decomposing compost pile, how could you collect quantitative (numerical, measurable) data? How could you collect qualitative (descriptive) data? What is a quantitative question ?(e.g., Is is the temperature constant throughout the compost pile?)? What is a qualitative question ?(e.g., Does does the color of the compost pile change over time?)?

Example: Each student designs a question to investigate. Class analyzes all questions to classify as qualitative or quantitative.

After reading a science news article, identify variables and write a qualitative and/or quantitative investigative question related to the topic of the article.

10 2. Develop questions and adapt the inquiry process to guide an investigation.

Example: Adapt an existing lab or activity to: write a different question, identify another variable, and/or adapt the procedure to guide a new investigation.

Benchmark 3: The students will analyze how science advances through new ideas, scientific investigations, skepticism, and examining evidence of varied explanations.

Scientific investigations usually create opportunities for further study. Science advances because of often result in new ideas and phenomena for study. These generate new investigations in the scientific community. Science advances through legitimate skepticism. Asking questions about scientific and querying other scientists' explanations is part of inquiry. Proposed explanations are evaluated by examining all the evidence and providing scientific inquiry. Scientists evaluate the proposed explanations by examining and comparing evidence identifying faulty reasoning, and suggesting other alternatives.

Much time can be spent asking students to scrutinize evidence and explanations, but to develop critical thinking skills students must be allowed this time. Data that is carefully recorded and communicated can be reviewed and revisited frequently providing insights beyond the original investigative period. This teaching and learning strategy allows students to discuss, debate, question, explain, clarify, compare, and propose new thinking through social discourse. Students will apply this strategy to their own investigations and to scientific theories.

Indicators: The students will:.

7 1. After doing an investigation,. generate alternative methods of investigation and/or further questions for inquiry.

Example: Ask "What"What would happen if..?"" questions to generate new ideas for investigation.

10 2. Determine evidence evidences which supports or contradicts support or contradict a scientific breakthrough.

Example: Locate Examine and analyze a scientific breakthrough [such as a Hubble discovery] in a newspaper or science magazine and analyze evidence. Is it using multiple, scientific sources. Explain how a reasonable conclusion is supported.

10.3. Identify faulty reasoning of or conclusions which that go beyond evidence and/or are not supported by data in a current scientific hypothesis or theory..

Example: Analyze hypotheses about characteristics of and extinction of dinosaurs. Identify the assumptions behind the hypothesis and show the weaknesses in the reasoning that led to the hypothesis.

4. Suggest alternative scientific hypotheses or theories to current scientific hypotheses or theories.

Example: At least some stratified rocks may have been laid down quickly, such as Mount Etna in Italy or Mount St. Helens in Washington state.

Eighth Grade - Continued

Standard 2 Example: Analyze evidence and data which support the theory of continental drift.

STANDARD 2: PHYSICAL, SCIENCE

Experiences As a result of activities in grades 5-8 will allow, all students will apply process skills to develop an understanding of physical science including : characteristics of matter, changes in matter, force and motion, and energy transfer. properties of matter, motion and forces and transfer of energy

Benchmark 1: The students will observe, compare, and classify properties of matter.

Substances have characteristic properties. Substances often are placed in categories if they react or act in similar ways. An example of a category, is metals. There are more than 100 known elements that combine in a multitude of ways to produce compounds, which account for the living and non-living substances we encounter. Middle level students have the capability of understanding relationships among properties of matter. For example, they are able to understand that density is a ratio of mass to volume, boiling point is affected by atmospheric pressure, and solubility is dependent on pressure and temperature.

These relationships are developed by concrete activities that involve hands-on manipulation of apparatuses apparatus, making quantitative measurements, and interpreting data using graphs. It is important to contract characteristics of matter to common experiences so that concepts call be reconstructed. Some relevant questions, are "What happens in a pressure cooker?" Why does adding oil to boiling rice and pasta keep it from boiling over?" "What is in antifreeze and how does it keep your radiator from freezing? "Why do bridges have metal expansion joints?"

Indicators: The students will:

7 1. Identify and communicate properties of matter, including phases of matter, boiling point, solubility, and density.

Example Examples: Measure and graph the boiling point temperatures for several different liquids. Graph the cooling curve of a freezing ice cream mixture. Observe substances that dissolve (sugar) and substances that do not dissolve (sand).

7 2. Using the characteristic properties of each original substance, distinguish components of various types of mixtures.

Example Examples: Separate alcohol and water using distillation. Separate sand, iron filings, and salt using a magnet and dissolving in water. Observe properties of kitchen powders (baking soda, salt, sugar, flour).

Mix in various combinations, then identify by properties.

10 3. Categorize chemicals to develop an understanding of properties.

Example Examples: Create operational definitions of metals and nonmetals and classify by observable chemical and physical properties.

Benchmark 2: The students will observe, measure, infer, and classify changes in properties of matter.

Matter Substances react chemically reacts in predictable in characteristic ways with other matter substances to form new compounds substances (compounds) with different characteristic properties. Middle level students have the capability of inferring characteristics that are not directly observable and stating their reasons for their inferences. Students need opportunities to form relationships between what they can see and inferences of characteristics of matter.

We cannot always see the products of chemical reactions, so the teacher can provide opportunities for the student to measure reactants and products to build the concept of conservation of mass. "Is"Is mass lost when baking soda (solid) and vinegar (liquid) react to produce a gas?" "How" "How could we design an experiment which would (safely) contain the reaction in a closed container in order to measure the materials before and after the reaction?"" Students need to engage in activities that lead to these understandings.

Indicators: The students will:

7 1. Measure and graph the effects of temperature on matter.

Example Examples: Change water from solid to liquid to gas using heat. Measure and graph temperature changes.

Observe changes in volume occupied.

10 2. Understand that total mass is conserved in chemical reactions.

Example Examples: Measure the mass of an Alka Seltzer tablet, water, and a container with a lid. Then drop in tablet, close tightly, and measure the mass after the reaction.

10 3. Understand the relationship of elements to compounds.

Example: Draw a diagram to show how different compounds are composed of elements in various combinations.

Benchmark 3: The students will investigate motion and forces.

All matter is subjected to forces that affect its position and motion. Relating motions to direction, amount of force,. and/or speed allows students to graphically represent data for making comparisons. A moving object that is not being subjected to a force will continue to move in a straight line at a constant speed. The principle of inertia helps to explain many events such as sports actions, household accidents,. and space walks. If more than one force acts upon an object moving along a straight line, the forces may reinforce each other or cancel each other out, depending on their direction and magnitude.

Students experience forces and motions in their daily lives when kicking balls, riding in a car, and walking on ice. Teachers should provide hands-on opportunities for students to experience these physical principles. The forces acting on natural and human-made structures can be analyzed using computer simulations, physical models, and games such as pool, soccer, bowling, and marbles.

Indicators: The students will:

7 1. Describe motion of an object (position,. direction of motion, speed, potential, and kinetic energy).

Example Examples: Follow the path of a toy car down a ramp. The ramp is first covered with tile and then with sandpaper. Consider the total energy (kinetic and potential) at the top of the ramp then at the bottom of it. Note the conversion of potential to kinetic energy. Trace the force, direction, and speed of a baseball, from leaving the pitcher's hand and returning back to the pitcher through one of many possible paths. What is the source of force that causes a curve ball to move sideways in midflight?

7 2. Measure motion and represent data in a graph.

Example: Roll a marble down a ramp. Make adjustments to the board or to the marble's position in order to hit a target located on the floor. Measure and graph the results.

10 3. Demonstrate an understanding that an object not being subjected to a force will continue to move at a constant speed in a straight line (Law of Inertia).

Example: Place a small object on a rolling toy vehicle; stop the vehicle

abruptly; observe the motion of the small object. Relate to personal experience-stopping rapidly in a car.

10 4. Demonstrate and mathematically communicate that unbalanced forces will cause changes in the speed or direction of an object's motion.

Example: With a ping -pong ball and 2 two straws, investigate the effects of the force of air through two straws on the ping-pong ball with the straws at the same side of ball, on opposite sides, and at other angles. Illustrate results with vectors (force arrows).

10 7 5. Understand that a force (e.g., gravity and friction) is a push or a pull and investigate force variables.

Example: Explore the variables of (wheel and ramp) surfaces that would allow a powered car to overcome the forces of gravity and friction to climb an inclined plane.

Benchmark 4: The students will understand and demonstrate the transfer of energy.

7 6. Investigate force variables of simple machines.

Example: Investigate the load (force) that can be moved as the number of pulleys in a system is increased.

Benchmark 4: The students will understand and demonstrate the transfer of energy. Energy forms, such as heat, light, electricity, mechanical (motion), sound, and chemical energy are properties of substances. Energy can be transformed from one form to another. The sun is the ultimate source of energy for life systems while heat convection currents deep within the Earth earth are an energy source for gradually shaping the Earth's earth's surface. Energy cycles through physical and living systems. Energy can be measured and predictions can be made based on these measurements.

Students can explore light energy using lenses and mirrors, then connect with real life applications such as cameras, eyeglasses, telescopes, and bar code scanners. Students connect the importance of energy transfer with sources of energy for their homes, such as chemical, nuclear, solar, and mechanical sources. Teachers provide opportunities for students to explore and experience energy forms, energy transfers, and make measurements to describe relationships.

Indicators:  The students will:

7 1. Understand that energy can be transferred from one form to another, including mechanical heat, light, electrical, chemical, and nuclear energy.

Example Examples: Design an energy transfer device. Use various forms of energy. The device should accomplish a simple task such as popping a balloon. Explore sound waves using a spring.

7 2. Sequence the transmission of energy through various real life systems.

Example Examples: Draw a chart of energy flow through a telephone from the caller's caller's voice to the listener's listener's ear.

7 3. Observe and communicate how light interacts with matter: transmitted, reflected, refracted, absorbed.

Example: Classify classroom objects as to how they interact with light: a window transmits; black paper absorbs; a projector lens refracts; a mirror reflects.

7 4. Understand that heat energy can be transferred from hot to cold by radiation, convection, and conduction.

Example Examples: Add colored warm water to cool water. Observe convection. Measure and graph temperature over time.

STANDARD 3: LIFE SCIENCE

Experiences As a result of activities in grades 5-8 will allow, all students to will apply scientific process skills to investigate explore and understand the structure and function of organisms, reproduction and inheritance, behavior and regulation, ecosystems and populations, and adaptations and diversity of organisms. in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems, and diversity and adaptations of organisms.

Benchmark 1: The students will model structures of organisms and relate functions to the structures.

Living things at all levels of organization demonstrate the complimentary nature of structure and function. Disease is a breakdown in structure or function of an organism. It is useful for middle level students to think of life as being organized from simple to complex, such as a complex organ system includes simpler structures. Understanding the structure and function of a cell can help explain what is happening in more complex systems. Students must also understand how parts relate to the whole, such as each structure is distinct and has a set of functions that serve the whole.

Teachers can help students understand this organization of life by comparing and contrasting the levels of organization in both plants and animals. Teachers reinforce understanding of the cellular nature of life by providing opportunities to observe live cultures, such as pond water;, creating models of cells;, and using the Internet to observe and describe electron micrographs. Early adolescence is an ideal time to investigate the human body systems as an example of relating structure and function of parts to the whole.

Indicators: The students will:

7 1. Relate the structure of cells, organs, tissues, organ systems, and whole organisms to their functions.

Example Examples: Identify human body organs and characteristics. Then relate their characteristics to function. Map human body systems, research their functions and show how each supports the health of the human body. Relate an organism's structure to how it works(long neck for reaching leaves on a tree).

7 2. Compare and contrast organisms composed of single cells with organisms that are multi-cellular.

Example: Create and compare two models: the major parts and their functions of a single-cell organism and the major parts and their functions of a multi-cellular organism, i.e. amoeba and hydra.

10 3. Conclude that breakdowns in structure or function of an organism may be caused by disease, damage, heredity or aging.

Example: Compare lung capacity of smokers with that of non-smokers and graph the results.

Benchmark 2: The students will understand the role of reproduction and heredity for all living things.

Reproduction is an activity of all living systems to ensure the continuation of every species. Organisms reproduce sexually and/or asexually. Every organism requires a set of instructions for specifying its traits. Heredity is the passage of these instructions from one generation to another. Students need to clarify misconceptions about reproduction, specifically about the role of the sperm and egg, and the sexual reproduction of flowering plants. In learning about heredity, younger middle level students will focus on observable traits and older students will gain understanding that genetic material carries coded information.

Teachers should provide opportunities for students to observe a variety of organisms and their sexual and asexual methods of reproduction by culturing bacteria, yeast cells, paramecium, hydra, mealworms, guppies, or frogs. Tracing the origin of student's own development back to sperm and egg reinforces how life develops from a combination of male and female sex cells.

Discussions with students about traits they possess from their father and mother lead to an understanding of how an organism receives genetic information from both parents and how new combinations result in the students' unique characteristics.

Indicators: The students will:

7 1. Conclude that reproduction is essential to the continuation of a species.

Example: Observe and communicate the life cycle of an organism (seed to seed; larva to larva; or adult to adult). Culture more than one generation (life cycle) of an invertebrate organism. Discuss implications of one generation of the species not reproducing.

7 2. Differentiate between asexual and sexual reproduction in plants and animals.

Example Examples: Compare the regeneration of a planaria to the reproduction of an earthworm.

Compare the propagation of new plants from cuttings, (which skips a portion of the life cycle) with the process of producing a new plant from fertilization to a seed of an ovum.

7 3. Infer that the characteristics of an organism result from heredity and interactions with the environment.

Example Examples: Choose an organism. Research i