Table of Contents i

Dedication 1

Kansas Science Education Standards Writing Committee 1

Introduction 1 - 4

Nature of Science 4 - 6

Organization of the Kansas Science Education Standards 7 - 8

Unifying Concepts and Processes in the Kansas Science Education Standards 8 - 9

Overview of Kansas Science Education Standard 10

By the End of Second Grade 11 - 18

Standard 1: Science as Inquiry 11

Standard 2: Physical Science 12

Standard 3: Life Science 13

Standard 4: Earth and Space Science 14 - 15

Standard 5: Science and Technology 16

Standard 6: Science in Personal and Environmental Perspectives 17

Standard 7: History and Nature of Science 18

Overview of Science Standards K-4 19

By the End of Fourth Grade 19 - 31

Standard 1: Science as Inquiry 20

Standard 2: Physical Science 21 - 23

Standard 3: Life Science 24

Standard 4: Earth and Space Science 25 - 26

Standard 5: Science and Technology 27 - 28

Standard 6: Science in Personal and Environmental Perspectives 29 - 30

Standard 7: History and Nature of Science 31

Overview of Science Standards 5-8 32

By the End of Eighth Grade 32 - 61

Standard 1: Science as Inquiry 33 - 36

Standard 2: Physical Science 37 - 41

Standard 3: Life Science 42 - 48

Standard 4: Earth and Space Science 49 - 54

Standard 5: Science and Technology 55 - 56

Standard 6: Science in Personal and Environmental Perspectives 57 - 59

Standard 7: History and Nature of Science 60 - 61

Overview of Science Standards 9-12 62

By the End of Twelfth Grade 62 - 90

Standard 1: Science as Inquiry 63 - 65

Standard 2A: Chemistry 66 - 68

Standard 2B: Physics 69 - 71

Standard 3: Life Science 72 - 81

Standard 4: Earth and Space Science 82 - 84

Standard 5: Science and Technology 85

Standard 6: Science in Personal and Environmental Perspectives 86 - 88

Standard 7: History and Nature of Science 89 - 90

Appendices 91 - 101

Appendix 1 - Glossary 92 - 95

Appendix 2 - Diagram Explanation of the Science Standards 96 - 97

Appendix 3 - Scientific Thinking Processes 98

Appendix 4 - Process Skills 99 - 100

Appendix 5 - Bibliography 101

The writing committee dedicates the Kansas Science Education Standards to all Kansas students. Our students are 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 fulfilling lives.

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 Gillaspie, 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-12 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

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

The educational system must prepare the citizens of Kansas to meet the challenges of the 21st century. 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 give students the opportunity to 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.

The Kansas Science Education Standards:

• Provide criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision of a scientifically literate society.
• 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. 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' 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 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 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. Review current state curricular standards.
3. Prioritize the standards to be assessed by the state assessments.
4. Provide advice regarding assessment methodologies.

Acknowledgment of Prior Work

Carrying out this charge, the writing committee built upon and benefited 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 Benchmarks for Science Literacy (Project 2061 AAAS, 1993). Therefore, the Kansas Science Education Standards are founded not only on 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 well as the school district teams and thousands of individuals who contributed to the benchmarks. Thus, the Kansas Science Education Standards are 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. Permission to use a diagram has been requested from the Lawrence Hall of Science at the University of California ñ Berkeley.

Science is the human activity of seeking natural explanations for what we observe in the world around us. Science does so through the use of observation, experimentation, 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. Scientific explanations are consistent with experimental and/or observational data and testable by 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 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

A teacher is an important role model for demonstrating respect, sensitivity, and civility. Teachers should not ridicule, belittle or embarrass a student for expressing an alternative view or belief. In doing this, teachers display and demand tolerance and respect for the 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 sources.

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 differ from the teachings of a student's religious community or their cultural beliefs. Compelling student belief is inconsistent with the goal of education. Nothing in science or in any other field of knowledge shall be taught dogmatically.

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:

Less Emphasis On   Knowing only scientific facts and information. Covering many science topics. Implementing inquiry as a set of isolated processes. Activities that demonstrate a known science concept. Investigations confined to one class period. Individual process skills such as observation or inference taken out of context. Getting an answer. Individuals and groups of students analyzing and synthesizing data without defending a conclusion. Teachers providing answers to questions about science content.

More Emphasis On   Understanding scientific concepts and developing abilities of inquiry. Studying a few fundamental science concepts. Implementing inquiry as instructional strategies, abilities, learning ideas, and integrated processes. Activities that generate, investigate, and analyze science questions. Investigations over extended periods of time. Using multiple process skills such as manipulation, cognitive, and procedural skills in the context of inquiry. Using evidence and strategies for developing or revising an explanation. Groups of students often analyzing and synthesizing data and defending conclusions. Students building and communicating scientific explanations.

  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 classical 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.

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 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.

1. Science as Inquiry
2. Physics and Science
3. Life Science
4. Earth and Space Science
5. Science and Technology
6. Science in Personal and Environmental Perspectives
7. History and Nature of 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 studentsí 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 indicators listed under each benchmark are not listed in priority order, nor should the list be considered as all-inclusive. Moreover, the list of 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 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 writing committee has 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.

Science is traditionally a discipline-centered activity; however, broad, unifying concepts and processes exist which cut across the traditional disciplines of science. Five such concepts and processes, which are named and described below, have been embedded within and across the seven standards. 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 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 components that form a whole. Systems are categorized as open, closed, or isolated, and can consist of organisms, machines, fundamental particles, galaxies, ideas, numbers, transportation and education. Systems have boundaries, components, resources, flow (input and output), and feedback. Order - the behavior of units of matter, objects, organisms, or events in the universe - can be described statistically. Probability is the 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 organization provide useful ways of thinking about the world. Types of organization include the periodic table of elements and the classification of organisms. Physical systems can be described at different levels of organization - such as fundamental particles, atoms, and molecules. Living systems also have different levels of organization - for example, cells, tissues, organs, organisms, populations, and communities.

Evidence, Models, and Explanation: Evidence consists of observations and empirical data 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 real objects, events, or classes of events, and have explanatory and predictive power. Models help scientists and engineers understand how things work. Models take many forms, including physical objects, plans, mental constructs, mathematical equations, and computer simulations. Scientific explanations incorporate existing scientific knowledge and new evidence from observations, experiments, or models into internally consistent, logical statements. Terms, such as "law" and "principle" describe regularities or consistent patterns of nature. Terms such as "hypothesis," "model," "theory," and "paradigm" describe various types of scientific explanations.

Constancy, Change, and Measurement: Although most things are in the process of becoming different - changing - some properties of objects and processes 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. Interacting units of matter tend toward equilibrium states in which the energy is distributed as randomly and uniformly 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, some gradual and some 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 are complementary aspects of objects, organisms, and systems. The form or shape of an object or system is frequently related to use, operation, or function. Function frequently relies on form. Understanding of form and function applies to different levels of organization. Form and function can explain each other.

On the following page, a K-12 overview of science content is presented within the seven standards. At the beginning of the 4^th (p. 19), 8^th (p. 32), and 12^th (p. 62) 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

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

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

Second Grade - Continued

STANDARD 2: PHYSICAL SCIENCE

As a result of the activities in grades K-2, all students will 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, describe, and sort objects.

 

Indicators: The students will:

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

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

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

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

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

Example: Compare and sort objects by shape, size, weight, and color.

4 4. Compare solids and liquids.

Example: Compare the properties of water with the properties of ice

 

Second Grade - Continued

STANDARD 3: LIFE SCIENCE

As a result of the activities for grades K-2, 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 and field trips in your own area; observe terrariums and aquariums.

4 4. Examine the structures of living things.

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

 

Second Grade - Continued

STANDARD 4: EARTH AND SPACE SCIENCE

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

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

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

 

Indicators: The students will:

4 1. Observe, compare and sort 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 materials are found.

 

Example: Observe 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 human-made 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.

 

Second Grade - Continued

Standard 4 - Continued

 

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.

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

 

Second Grade - Continued

STANDARD 5: SCIENCE AND TECHNOLOGY

As a result of the activities for grades K-2, all students 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.

 

Second Grade - Continued

STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES

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

This standard should be integrated with physical science, life science, and 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. Engage in personal care.

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

2. Discuss healthy foods.

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

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

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

 

Second Grade - Continued

STANDARD 7: HISTORY AND NATURE OF SCIENCE

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

This standard should be integrated with physical science, life science, and 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.

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.

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

Unifying concepts and processes *

	Systems, Order & Organization	Evidence, Models & 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		X	X
PHYSICAL SCIENCE Properties of objects and materials Position and motion of objects Electricity and magnetism Sound	X		X X X X		X   X X
LIFE SCIENCE Organisms and their environments Life cycles of organisms	X X		X X		X X
EARTH AND SPACE SCIENCE Properties of earth materials Objects in the sky Changes in earth and sky	X		X X X	X   X	X   X
SCIENCE AND TECHNOLOGY Problem solving skills Apply understandings of science and technology Abilities to distinguish between natural and human-made objects	X	X X	X X   X		X X   X
SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES Personal health Changes in surroundings	X X		X X		X
HISTORY & NATURE OF SCIENCE People practice science		X

* See pages 8-9

Fourth Grade - Continued

STANDARD 1: SCIENCE AS INQUIRY

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

Benchmark 1: All students will develop the skills necessary to do full inquiry. 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.

Indicators: The students will:

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

Example: Will 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 conduct a simple 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 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, analyze their own investigations, and interpret the work of other students.

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

 

Fourth Grade - Continued

STANDARD 2: PHYSICAL SCIENCE

As a result of the activities in grades 3-4, students will increase their understanding of the properties of objects and materials that they encounter on a daily basis. Students will compare, describe, and sort these materials by observable 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 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 maerials from which they are made.

4 3. Describe and classify objects by more than one property.

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

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

Example: Mix baking soda and vinegar and record observations.

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

Example: Observe differences between a stick of butter and the butter melted, a chocolate bar and the chocolate melted; and ice and the ice melted. 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.

 

Fourth Grade - Continued

Standard 2 - Continued

Benchmark 2: All students will describe the movement of objects.

Students begin to 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; describe the motion. Observe that a force (a push or a pull), is applied to make objects move.

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 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 are dropped.

Benchmark 4: All students will experiment with electricity and magnetism. 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.

 

Fourth Grade - Continued

Standard 2, Benchmark 4 - Continued

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

As a result of the activities for grades 3-4, all students 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 environment.

The study of organisms should 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 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 environment.

Example: Compare the basic needs of an animal to the basic needs of a plant.

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 life cycles of various organisms.

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

 

 

Fourth Grade - Continued

STANDARD 4: EARTH AND SPACE SCIENCE

As a result of the activities for grades 3-4, all students will observe 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 properties of earth materials.

Earth materials may include rock, soil, air, and water. Playgrounds or parks are convenient study sites to observe.

 

Indicators: The students will:

1. Observe and classify a variety of earth materials in their environment.

Examples: Observe and classify rocks, soil, sand, and water.

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

Example: Students could bring in samples of earth materials from their surroundings to observe color, texture, and other physical properties.

4 3. Experiment with a variety of soils.

Example: Plant seeds in a variety of soils to compare and collect data on the effect of different soils on plant growth. Experiment with soil samples and how they react to water, wind, compaction, etc.

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 long ago. A fossil is a part of a once-living organism or a trace of an organism preserved in rock.

Example: Observe a variety of fossils.

 

Fourth Grade - Continued

Standard 4 - Continued

Benchmark 2: All students will 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.

Examples: Students can observe the movement of an objectís shadow during the course of a day; construct simple sundials.

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

Example: Discuss why it seems cooler when the sun goes behind a cloud.

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

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

 

Indicators: The students will:

4 1. Describe changes in the surface of the 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.

 

Fourth Grade - Continued

STANDARD 5: SCIENCE AND TECHNOLOGY

As a result of the activities for grades 3-4, all students will have a variety of educational experiences which involve science and technology. They will begin to understand the design process, 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 appropriate for their developmental level.

Benchmark 1: All students will work with a technology design.

Indicators: The students will:

4 1. Identify a simple design problem; design a plan, implement the plan, evaluate the results, and communicate the results.

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 apply their understanding about science and technology.

Childrenís abilities in technological problem-solving can be developed by firsthand experience in tackling tasks with a technological purpose They can study technological products and systems in their world: zippers, coat hooks, can openers, bridges, paper clips.

Indicators: The students will:

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

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.

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 something to solve a problem.

 

Fourth Grade - Continued

Standard 5, Benchmark 2 - Continued

3. Work together to solve problems.

Examples: Solve a problem by working together, sharing ideas, and testing the solutions.

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.

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 distinguish between natural and human-made 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 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

 

Fourth Grade - Continued

STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES

As a result of the activities for grades 3-4, all students will demonstrate personal health and environmental practices.

A variety of experiences will be provided to understand various science-related personal and environmental challenges. This standard should be integrated with physical science, life science, and earth & 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.

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

 

2. Assume some responsibility for their own health.

Examples: Practice good dental hygiene and cleanliness. Discuss healthy exercise and sleep habits.

4 3. Discuss that various foods contribute to health.

Examples: 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.

 

Fourth Grade - Continued

Standard 6, Benchmark 2 - Continued

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.

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

 

Fourth Grade - Continued

STANDARD 7: HISTORY AND NATURE OF SCIENCE

As a result of the activities for grades 3-4, all students 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 and space science standards.

Benchmark 1: All students will develop an awareness that people practice science.

Science and technology have been practiced 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. Recognize that students participate in science inquiry by asking questions.

Examples: Design an investigation to determine how plants are effected by various amounts of light; to determine the "best" paper towel (define best); to determine which liquid causes substances such as a jawbreaker, chocolate candy, and jello to dissolve quickest.

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

Examples: Read short stories; view films or videos; discuss contributions made by people in science.

 

By The End Of EIGHTH GRADE

Unifying concepts and processes *

	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		X   X X	X   X X