Students Know
the observable properties of acids, bases, and salt solutions.
Students know how to determine whether a solution is acidic, basic, or neutral.
8th Grade
Students know atoms and molecules form solids by building up repeating patterns, such as
the crystal structure of NaCl or long-chain polymers.
Grade 7
Students know organ systems function because of the contributions of individual
organs, tissues, and cells. The failure of any part can affect the entire system.
Students learned in grade five how blood circulates through the body and how oxygen, O2,
and carbon dioxide, CO2, are exchanged in the lungs and tissues. The pulmonarycirculatory system functions as a whole because of the functions of its individual
components. A person may die from a heart attach (failure of the heart), suffocation or
pneumonia (from insufficient gas exchange in the lungs), shock (from loss of blood volume),
or a stroke, (sometimes caused by an insufficient gas exchange with brain tissues due to
the blockage of blood vessels).
Grade 7
Students know that the rock cycle includes the formation of new sediment
and rocks, and that rocks are often found in layers, with the oldest generally
on the bottom.
Whenever rocks are uplifted and exposed to the atmosphere, they are subject to
processes that can break them down. Purely physical processes, such as
abrasion and freezing/thawing cycles, break rocks into smaller pieces. At the
same time reactions with constituents of the atmosphere, principally acidic rain
and oxygen, may cause chemical changes in the minerals that constitute the
rocks and result in the
Grade 7
Students know the function of the umbilicus and placenta during pregnancy.
The placenta is an organ that develops from fetal tissue in the uterus during pregnancy. It is
responsible for providing oxygen to the developing fetus. The umbilical cord (which enters
the body at the umbilicus, or navel) is a cord containing arteries and veins that connect the
fetus to the placenta. Although the blood of the mother and of her fetus do not mix together,
oxygen and nutrients pass from the mother’s blood to the fetus. Wastes, such as carbon
dioxide from the fetus, are removed. The placenta helps to nourish and protect the fetus;
however, most drugs and alcohol can easily pass from the mother’s blood into the blood of
the fetus, as can many infectious viruses, such as the human immunodeficiency virus (the
source of AIDS).
5th Grade
Students know the common properties of salts, such as sodium chloride (NaCl).
K
Properties of materials can be observed, measured, and predicted. As a basis for
understanding this concept:
Students know objects can be described in terms of the materials they are made of) e.g., clay cloth
paper,) and their physical properties (e.g., color, size, weight, texture, flexibility, attraction to
magnets, floating, sinking).
KEY STANDARD/s SET 1
Biology
Key Concept: Respiratory, Circulatory, Excretory Systems
Students know how the complementary activity of major body systems provides cells with
oxygen and nutrients and removes toxic waste products such as carbon dioxide.
th
th
8 Grade
Students know that compounds are formed by
combining two or more different elements and that
compounds have properties that are different from
their constituent elements.
th
8 Grade
Chemical reactions are processes in which atoms are
rearranged into different combinations of molecules.
As a basis for understanding this concept:
Students know reactant atoms and molecules interact to
form products with different chemical properties.
th
8 Grade
Students know atoms and molecules form solids by
building up repeating patterns, such as the crystal
structure of NaCl or long-chain polymers.
th
8 Grade
Students know the idea of atoms explains the conservation
of matter: In chemical reactions the number of atoms stays
the same no matter how they are arranged, so their total
mass stays the same.
8 Grade
Chemical reactions are processes in which
atoms are rearranged into different
combinations of molecules. As a basis for
understanding this concept:
Students know that carbon, because of its ability to
combine in many ways with itself and other
elements, has a central role in the chemistry of living
organisms.
th
8 Grade
Students know that living organisms are made of
molecules consisting largely of carbon, hydrogen,
nitrogen, oxygen, phosphorus, and sulfur.
th
8 Grade
Students know how to use the periodic table to
identify elements in simple compounds.
th
8 Grade
Students know physical processes include freezing and
boiling, in which a material changes form with no chemical
reaction.
th
7 Grade
Students know plants and animals have levels of
organization for structure and function, including
cells, tissues, organs, organ systems, and the whole
organism.
th
7 Grade
Students know light can be reflected, refracted,
transmitted, and absorbed by matter.
7 Grade
Students know that mitochondria liberate energy for
the work that cells do and that chloroplasts capture
sunlight energy for photosynthesis.
7 Grade
Students know the function of the umbilicus and
placenta during pregnancy.
th
8 Grade
Students know that compounds are formed by
combining two or more different elements and that
compounds have properties that are different from
their constituent elements.
th
7 Grade
Students know organ systems function because of
the contributions of individual organs, tissue, and
cells. The failure of any part can affect the entire
system.
th
th
7 Grade
Students know that contractions of the heart
generate blood pressure and that heart valves
prevent backflow of blood in the circulatory system.
th
th
5 Grade
Students know the sequential steps of digestion and the roles of teeth and the mouth, esophagus,
stomach, small intestine, large intestine, and colon in the function of the digestive system.
th
th
5 Grade
Students know plant and animal cells break down sugar to obtain energy, a process
resulting in carbon dioxide (CO2) and water (respiration).
5 Grade
Students know the common properties of salts, such as sodium chloride (NaCl).
th
5 Grade
Plants and animals have structures for respiration, digestion, waste disposal,
and transport for materials. As a basis for understanding this concept:
Students know many multicellular organisms have specialized structures to support
the transport of materials.
th
th
5 Grade
Students know how blood circulates through the heart chambers, lungs, and body
and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and
tissues.
th
5 Grade
Students know the role of the kidney in removing cellular waste from blood and
converting it into urine, which is stored in the bladder.
5 Grade
Students know properties of solid, liquid, and gaseous substances, such as sugar (C 6H12O6),
water, (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2).
th
4 Grade
All organisms need energy and matter to live and grow. As a basis for understanding this concept:
Students know plants are the primary source of matter and energy entering most food chains.
STANDARD SET 2. Life Sciences
1st Grade
STANDARD SET 3. Life Sciences
3rd Grade
Students know both plants and animals need water, animals need food, and plants
need light.
Adaptations in physical structure or behavior may improve an organism’s
chance for survival. As a basis for understanding this concept:
Students know roots are associated with the intake of water and soil nutrients and
green leaves are associated with making food from sunlight.
Students know plants and animals have structures that serve different functions in
growth survival, and reproduction.
STANDARD SET 2. Life Sciences
Kinder
Different types of plants and animals inhabit the earth. As a basis for
understanding this concept:
Students know how to observe and describe similarities and differences in the
appearance and behavior of plants and animals (e.g., seed-bearing plants, birds,
fish, insects).
KEY STANDARD/s SET 1
Biology
Key Concept: Food Chains, Food Webs, Producers, Consumers
6e. Students know a vital part of an ecosystem is the stability of its producers and decomposers.
1b. Students know the characteristics that distinguish plant
cells from animal cells, including chloroplasts and cell walls.
5.
Organisms in ecosystems exchange energy and
nutrients among themselves and with the
environment. As a basis for understanding this
concept:
a.
Students know energy
entering ecosystems a
sunlight is transferred by
producers into chemical
energy through
photosynthesis and then
from organism to
organism through food webs.
b.
Students know matter is transferred
over time from one organism and
the physical environment.
6th
Food Webs
Energy from
the sun
2.
4th
Producers
Consumers
Decomposers
Ecosystems
3.
3rd
Environment
1d. Students know that mitochondria liberate energy for
the work that cells do and that chloroplasts capture
sunlight energy for photosynthesis.
Students may already understand that the food they
eat provides them with energy in an informal sense. At
the cellular level the mitochondrion is responsible for
efficiently extracting the chemical energy from molecules
that have been broken down mostly from ingested food.
The energy liberated by mitochondria is still stored in the
form of chemical energy but in molecules that are readily
accessible for energy release. Chloroplasts use
pigments to absorb the energy in sunlight. This captured
energy is used to drive a chemical reaction within the
chloroplast in which carbon dioxide from the air is used a
source of carbon to form sugar molecules from which
mitochondria extract energy used in the cell.
All organisms need energy and matter to live
and grow. As a basis for understanding this
concept:
a.
Students know plants are the
primary source
of matter and energy entering
most food chains.
b.
Students know producers and
consumers (herbivores,
carnivores, omnivores, and
decomposers) are related in food
chains and food webs and may
compete with each other for
resources in an ecosystem.
c.
Students know decomposers,
including many fungi, insects, and
micro-organisms, recycle matter
from dead plants and animals.
Living organisms depend on one another and
on their environment for survival. As a basis for
understanding this concept:
a.
Students know ecosystems can be
characterized by their living and
nonliving components.
3c. Students know living things cause changes in the environment in each
they live: some of these changes are detrimental to the organism or other
organisms, and some are beneficial.
2nd
Life Cycles
Plant cells are surrounded by a cell wall (made primarily of
cellulous) that is rigid and limits the shape of the cell membrane.
Animal cells, however, are not surrounded by a cell wall, and their
shape is defined by their underlying cytoskeleton. Many plants
cells contain chloroplasts and a central vacuole, neither of which
is found in animal cells. Those differences between plant and
animal cells may be made apparent by microscopy as sections of
plant and animal tissue are appropriately stained to highlight the
structures. Images of cells are also available on the Internet and
in textbooks. Labeled diagrams will help students learn about
structures that are too small to be seen with the use of classroom
microscopes.
2b.
Students know the sequential stages of life cycles are different for
different animals, such as butterflies, frogs, and mice.
2.
Plants and animals meet their needs in different ways. As a basis for
understanding this concept:
a.
Students know different plants and animals inhabit different
kinds of environments and have external features that help
them thrive in different kinds of places.
2c.
Students know animals eat plants or other animals for food and may
also use plants or even other animals for shelter and nesting.
1st
Animals eat plants
or other animals
2.
Plants and animals have structures for
respiration, digestion, waste disposal,
and transport of materials. As a basis for
understanding this concept:
2f.
Students know plants use carbon dioxide
(CO2) and energy from sunlight to build
molecules of sugar and release oxygen.
2g.
Students know plant and animal cells break
down sugar to obtain energy, a process
resulting in carbon dioxide (CO2) and
water (respiration).
7th
Cells Chloroplasts
7th
photosynthesis
5th
Digestive
System
Photosynthesis
KEY STANDARD/s SET 1
Earth Science
Key Concept: Galaxies
Students know galaxies are made of billions of stars
and comprise most of the visible mass of the universe.
6-8
Students know that stars are the source of light for all bright
objects in outer space and that the Moon and planets shine by
reflected sunlight, not by their own light.
Students know telescopes magnify the appearance of some
distant objects in the sky, including the Moon and the planets.
The number of stars that can be seen through telescopes is
dramatically greater than the number that can be seen by the
unaided eye.
The structure and composition of the universe can be learned
from studying stars and galaxies and their evolution. As a
basis for understanding this concept:
Students know that the Sun is one of many stars in the Milky Way
galaxy and that stars may differ in size, temperature, and color.
Students know galaxies are clusters of billions of stars and may have
different shapes.
Students know that white light is a mixture of many wavelengths
(colors) and that retinal cells react differently to different
wavelengths.
Students know how simple lenses are used in a magnifying glass,
the eye, a camera, a telescope, and a microscope.
Students know that stars are the source of light for all bright
objects in outer space and that the Moon and planets shine by
reflected sunlight, not by their own light.
3-5
Students know that stars are the source of light for all bright
objects in outer space and that the Moon and planets shine by
reflected sunlight, not by their own light.
The solar system consists of planets and other bodies that orbit
the Sun in predictable paths. As a basis for understanding this
concept:
Students know the Sun, an average star, is the central and largest
body in the solar system and is composed primarily of hydrogen and
helium.
K-2
Energy and matter have multiple forms and can be changed from one
form to another. As a basis for understanding this concept:
Students know energy comes from the Sun to Earth in the form of light.
Properties of materials can be observed, measured, and predicted.
As a basis for understanding this concept:
Students know objects can be described in terms of the materials they are made
of (e.g., clay, cloth, paper) and their physical properties (e.g., color, size, shape,
weight, texture, flexibility, attraction to magnets, floating, sinking).
KEY STANDARD/s SET 1
Earth Science
Key Concept: weather and Climate
Students know weather (in the short run) and climate (in the long run)
involve the transfer of energy into and out of the atmosphere.
ISOLATED
Students know that in solids the atoms are
closely locked in position and can only
vibrate; in liquids the atoms and molecules
are more loosely connected and can collide
with and move past one another; and in
gases the atoms and molecules are free to
move independently, colliding frequently.
The atoms or molecules of a solid form a pattern
that minimizes the structural energy of the solid
consistent with the way in which the atoms or
molecules attract at long distances but repel at
short distances. The atoms or molecules vibrate
about their equilibrium positions in this pattern.
When raised above the melting temperature, the
atoms or molecules acquire enough energy to
slide past one another so that the material, now
a liquid, can flow; the density of the liquid
remains very close to that of the solid,
demonstrating that in a solid or a liquid the atoms
stay at about the same average distance.
Students know the states of
matter (solid, liquid, gas)
depend on molecular
motion.
All atoms, and subsequently all
molecules, are in constant
motion. For any given
substance the relative freedom
of motion of its atoms or
molecules increases from
solids to liquids to gases.
When a thermometer is
inserted into a substance and
the temperature is measured,
the average atomic or
molecular energy of
6th Grade
a.
Students know heat from Earth’s interior reaches the surface
primarily through convection.
Heat from the interior of Earth moves toward the cooler crustal
surface. Rock is a poor conductor of heat; therefore, most of the
transfer of heat occurs through convection. Convection currents in
the mantle provide the power for plate tectonic movements. Heat
reaching Earth’s surface in this manner is transferred to the
atmosphere in relatively small amounts.
b.
Students know convection currents distribute heat in the atmosphere
and oceans.
Convection plays a central role in transferring heat energy from
place to place in the atmosphere and ocean. Uneven heating of the
land and ocean causes convection currents. This movement of air
and water creates the wind and ocean currents that are deflected by
the geography of the land and the rotation of Earth. Students can
investigate atmospheric convection currents on a small scale buy
using a smoke chimney or fog chamber. In the absence of more
sophisticated equipment, much can be observed about atmospheric
convection by studying what happens to visible water droplets
(condensing steam) as they exit a boiling kettle.
There are several ways to investigate convection currents in a
liquid. One way is to float a large ice cube (tinted with food coloring)
on hot water and trace the resulting convection currents. Another
way is to heat one end of an elongated cake pan full of water.
Convection may be observed by adding drops of food coloring.
Endo 3 Exo
6th Grade
Many phenomena on Earth’s surface are affected by the
transfer of energy through radiation and convection currents.
As a basis for understanding this concept:
Students know the sun is the major source of energy for
phenomena on Earth’s surface; it powers winds, ocean currents,
and the water cycle.
c.
Radiation from the Sun penetrates the atmosphere by
heating the air, the oceans, and the land. Solar
radiation is also converted directly to stored energy in
plants through photosynthesis. The Sun is a
constant, close-to-uniform source of energy that is
responsible for the climate and weather, drive the
water cycle, and makes life possible on Earth.
Students know difference in pressure, heat, air movement, and
humidity result in changes of weather.
Changes in local temperatures, atmospheric pressure, wind, and
humidity create the weather that everyone experiences. All those
effects are connected directly to the processes associated with the
transfer of solar energy to Earth and redistribution of that energy in
the form of heat. Precipitation occurs when moist it is cooled below
its condensation temperature (dew point).
Great currents circle the globe in the convecting atmosphere and
ocean, created by atmospheric pressure and temperature gradients
that, in turn, spin off local winds and eddies. Temperature
differences also lead to changes in humidity and precipitation. The
local set of these descriptive measures is called weather, and the
Students know solar energy reaches Earth through radiation,
mostly in the form of visible light.
A full-wavelength spectrum of electromagnetic energy
is present in solar radiation from below the infrared to
above the ultraviolet. However, most of the energy
radiated by the Sun is in the visible or near visible part
of the light spectrum, and that is largely the part that
penetrates the transparent atmosphere and reaches
Earth’s surface. Because blue light is scattered by
the atmosphere more than yellow light. Students
should understand that both long- and shortwavelength radiation may interact in various ways
with atmospheric constituents and may be absorbed
by atmospheric constituents in different amounts;
however, the wavelengths of visible light are not
greatly absorbed by any atmospheric constituent.
5th Grade
5th
Grade
Energy from the Sun heats Earth unevenly, causing air movements that
result in changing weather patterns. As a basis for understanding this
concept:
Students know uneven heating of Earth causes air movements (convection
currents).
1st Grade
Students know that the weather changes from day to
day but that trends in temperature or rain (or snow)
tend to be predictable during a season.
Teachers may wish to keep an eye on the weather report
and allot instructional time to record weather conditions
during a week in which precipitation or high winds are
expected. They may also have students record data during
a different week in which the weather is expected to be
relatively stable. In bringing students
Students know the influence that the ocean has on the weather and the
role that the water cycle plays in weather patterns.
STANDARD SET 4. Earth Sciences
(Weather)
Students in 5th grade learn about the causes of large-scale and smallscale movements in the atmosphere. They apply knowledge of the
hydrologic cycle to understanding weather and weather patterns.
1st Grade
Weather can be observed, measures, and described. As a
basis for understanding this concept:
Students must know how to use simple tools (e.g., thermometer,
wind vane) to measure weather conditions and record changes
from day to day and across the seasons.
Students learn how to use a thermometer and a wind vane to
measure weather conditions. They may also make a simple rain
gauge to improve the quality and detail of
1st Grade
Students know changes in weather occur from day to day
and across seasons, affecting Earth and its inhabitants.
Students know that they do not wear the same clothes on a wet,
windy day as they do on a hot, sunny day. They now need to
extend their concept of the consequences of weather changes
beyond their personal lives. Students make weather observations
and note how the weather changes over a period of days, weeks,
and months. They observe the generic effects of weather and
5th Grade
Students know the causes and effects of
different types of severe weather.
1st Grade
Students know the sun warms the land, air, and water.
Radiation from the Sun ultimately responsible for
atmospheric circulation and the weather, a fact that is
introduced in grade one and mastered in grade five.
Students in grade one may be made aware of the warming
effect of the Sun’s rays on their skin and may be shown that
the air, land, and water are similarly warmed. For example,
students can see that on a sunny day the asphalt of their
playground is cool in the morning but hot by midday. On a
cloudy day the asphalt may stay cool all day.
KEY STANDARD/s SET 1
I and E
Key Concept: Hypothesis vs. Theory
HS I and E: Distinguish between hypothesis and theory as scientific terms.
Grade 8
STANDARD SET 9.
Investigation and Experimentation
Experiments can yield consistent, reproducible answers, but the answers may be incorrect or off the mark for many reasons.
By the time students complete grade eight, they should have a foundation in experimental design and be able to apply logical
thinking processes to evaluate experimental results and conclusions. Mathematical representation of data is the key to
making quantitative scientific predictions. Graphs expressing linear relationships utilize proportional reasoning and algebra.
Students should be taught to apply their knowledge of proportions and algebra to the reporting and analysis of data from
experiments.
Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for
understanding this concept and addressing the content in the other three strands, students should develop their
own questions and perform investigations. Student will:
a.
b.
c.
d.
e.
f.
g.
Plan and develop a scientific investigation to test a hypothesis.
Evaluate the accuracy and reproducibility of data.
Distinguish between variable and controlled parameters in a test.
Recognize the slope of the linear graph as the constant in the relationship y = kx and apply this principle to
interpreting graphs constructed from data.
Construct appropriate graphs from the data and develop quantitative statements about the relationships between
variables.
Apply simple mathematical relationships to determine a missing quantity in a mathematic expression, given the
two remaining terms (including speed = distance/time, density = mass/volume, force = pressure x area, volume
= area x height).
Distinguish between linear and nonlinear relationships on a graph of data.
Grade 7
Focus on Life Sciences
Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this
concept and addressing the content in the other three strands, students
should develop their own questions and perform investigations.
Student will:
a.
b.
c.
d.
e.
Select and use appropriate tools and technology (including
calculators, computers, balances, spring scales, microscopes, and
binoculars) to perform tests, collect data, and display data.
Use a variety of print and electronic resources (including the World
Wide Web) to collect information and evidence as part of a research
project.
Communicate the logical connection among hypotheses, science
concepts, tests conducted, data collected, and conclusion drawn
from the scientific evidence.
Construct scale models, maps, and appropriately labeled diagrams
to communicate scientific knowledge (e.g., motion of Earth’s plates
and cell structure).
Communicate the steps and results from an investigation in written
reports and oral presentations.
Grade 6
STANDARD SET 7.
Investigation and Experimentation
Grade 4
Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this
concept and addressing the content in the other three strands, students
should develop their own questions and perform investigations.
Student will:
a.
b.
c.
d.
e.
f.
Grade 5
STANDARD SET 6.
Investigation and Experimentation
Questions that are testable in science are founded on
factual information and are based on observations. When
students plan an experiment on the basis of their questions,
they must decide what the variables are or what properties
or sequence of events will change throughout the
experiment. Students will observe and measure a change
in one of the properties or event sequences in their
experiment. The experiment is complete when the students
draw conclusions and make inferences in a written or oral
report or in both.
Differentiate observation from inference (interpretation) and know
scientists’ explanations come partly from what they observe and
partly from how they interpret their observations.
Measure and estimate the weight, length, or volume of objects.
Formulate and justify predictions based on cause-and-effect
relationships.
Conduct multiple trials to test a prediction and draw conclusions
about the relationships between predictions and results.
Construct and interpret graphs from measurements.
Follow a set of written instructions for a scientific investigation.
Students are expected to formulate a hypothesis for the first time. A
hypothesis is a proposition assumed as a basis for reasoning and
often subject to the testing of its validity. The scientific hypothesis
provides an explanation of a set of observations and may
incorporate observations, concepts, principles, and theories about
the natural world. Hypotheses lead to predictions that can be tested.
If the predictions are verified, the hypothesis is provisionally
corroborated. If the predictions are incorrect, the original hypothesis
is proved false and must be abandoned or modified.
Hypotheses may be used to build more complex
inferences and explanations. Hypotheses always precede
predictions. However, for simple investigations the hypothesis that
led to a prediction may not be easily identified because if its
simplicity or its complexity. Prediction follows observation in grades
three to five. After grade six students should recognize and develop
a hypothesis as a part of their experimental design. In grade six the
focus on earth science can provide many opportunities in the
Investigation and Experimentation standards to develop students’
ability to design experiments and to select and use tools for
measuring and observing.
Grade 3
Scientific progress is made by asking meaningful questions and conducting
careful investigations. As a basis for understanding this concept and
addressing the content in the other three strands, students should develop
their own questions and perform investigations.
Student will:
a.
b.
c.
d.
e.
X? 1?
Repeat observations to improve accuracy and know that the results of
similar scientific investigations seldom turn out exactly the same
because of differences in the things being investigated, methods being
used, or uncertainty in the observation.
Differentiate evidence from opinion and know that scientists do not rely
on claims or conclusions unless they are backed by observations that
can be confirmed.
Use numerical data in describing and comparing objects, event, and
measurements.
Predict the outcome of a simple investigation and compare the result
with the prediction.
Collect data in an investigation and analyze those data to develop a
logical conclusion.
Grade 2
Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the
content in the other three strands, students should develop their own questions and
perform investigations. Student will:
Make predictions based on observed patterns and not random guessing.
KEY STANDARD/s SET 1
I and E
Key Concept: Controlled Variables
HS I and E: Recognize the issues of statistical variability and the need for controlled tests.
Scientific progress is made by asking meaningful questions
and conducting careful investigations. As a basis for
understanding this concept and addressing the content in
the other three strands, students should develop their own
questions and perform investigations. Student will:
a.
b.
c.
d.
6-8
Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this
concept and addressing the content in the other three strands, students
should develop their own questions and perform investigations.
Student will:
a.
b.
a.
b.
c.
d.
e.
K-2
Classify objects (e.g., rocks, plants, leaves) in
accordance with appropriate criteria.
Develop a testable question.
Plan and conduct a simple investigation based
on a student-developed question and write
instructions others can follow to carry out the
procedure.
Identify the dependent and controlled variables
in an investigation.
Identify a single independent variable in a
scientific investigation and explain how this
variable can be used to collect information to
answer a question about the results of the
experiment.
Scientific progress is made by asking meaningful
questions and conducting careful investigations. As a
basis for understanding this concept and addressing
the content in the other three strands, students should
develop their own questions and perform
investigations.
Student will:
f.
g.
h.
i.
j.
Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the
content in the other three strands, students should develop their own questions and
perform investigations. Student will:
a.
b.
c.
d.
Select and use appropriate tools and technology (including
calculators, computers, balances, spring scales, microscopes, and
binoculars) to perform tests, collect data, and display data.
Communicate the logical connection among hypotheses, science
concepts, tests conducted, data collected, and conclusion drawn
from the scientific evidence.
Scientific progress is made by asking meaningful
questions and conducting careful investigations. As a
basis for understanding this concept and addressing
the content in the other three strands, students should
develop their own questions and perform
investigations.
Student will:
3-5
Develop a hypothesis.
Select and use appropriate tools and technology
(including calculators, computers, balances, spring
scales, microscopes, and binoculars) to perform
tests, collect data, and display data.
Construct appropriate graphs from data and develop
qualitative statements about the relationships
between variables.
Recognize whether evidence is consistent with a
proposed explanation.
Observe common objects by using the five
senses. [Caution: Observational activities
associated with tasting and smelling should be
conducted only under parental supervision at
home.]
Describe the properties of common objects.
Describe the relative position of objects using
one reference (e.g., above or below).
Compare and sort common objects by one
physical attribute (e.g., color, shape, texture,
size, weight).
Communicate observations orally and through
drawings.
e.
Plan and conduct a scientific investigation to test a hypothesis.
Evaluate the accuracy and reproducibility of data.
Distinguish between variable and controlled parameters in a test.
Construct appropriate graphs from data and develop quantitative statements
about the relationships between variables.
Distinguish between linear and nonlinear relationships on a graph of data.
Scientific progress is made by asking meaningful
questions and conducting careful investigations. As
a basis for understanding this concept and
addressing the content in the other three strands,
students should develop their own questions and
perform investigations.
Student will:
Scientific progress is made by asking meaningful
questions and conducting careful investigations. As
a basis for understanding this concept and
addressing the content in the other three strands,
students should develop their own questions and
perform investigations.
Student will:
b.
c.
d.
e.
f.
2.
Repeat observations to improve accuracy
and know that the results of similar scientific
investigations seldom turn out exactly the
same because of differences in the things
being investigated, methods being used, or
uncertainty in the observation.
Differentiate evidence from opinion and
know that scientists do not rely on claims or
conclusions unless they are backed by
observations that can be confirmed.
Use numerical data in describing and
comparing objects, events, and
measurements.
Predict the outcome of a simple
investigation and compare the result with
the prediction.
Collect data in an investigation and analyze
those data to develop a logical conclusion.
3.
4.
5.
6.
a.
DClassify objects (e.g., rocks, plants,
leaves) in accordance with appropriate
criteria.
Develop a testable question.
Plan and conduct a simple investigation
based on a student-developed question and
write instructions others can follow to carry
out the procedure.
Identify the dependent and controlled
variables in an investigation.
Identify a single independent variable in a
scientific investigation and explain how this
variable can be used to collect information
to answer a question about the results of
the experiment.
ons for a scientific investigation.
Scientific progress is made by asking meaningful
questions and conducting careful investigations. As a
basis for understanding this concept and addressing
the content in the other three strands, students should
develop their own questions and perform
investigations. Student will:
a.
Properties of materials can be observed, measured,
and predicted. As a basis for understanding this
concept:
Students know objects can be described in terms of the
materials they are made of (e.g., clay, cloth, paper) and
their physical properties (e.g., color, size, shape, weight,
texture, flexibility, attraction to magnets, floating, sinking).
Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the
content in the other three strands, students should develop their own questions and
perform investigations. Student will:
Make predictions based on observed patterns and not random guessing.
b.
c.
d.
e.
Draw pictures that portray some features of the
thing being described.
Record observations and data with pictures,
numbers, or written statements.
Record observations on a bar graph.
Describe the relative position of objects by
using two references (e.g., above and next to,
below and left of).
Make new observations when discrepancies
exist between two descriptions of the same
object or phenomenon.
KEY STANDARD/s SET 1
Chemistry
Key Concept: Periodic Tables
1a. Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass.
1b. Students know how to use the periodic table to identify metals, semimetals, nonmetals, and halogens.
8th Grade
Each of the more than 100 elements of matter has
distinct properties and a distinct atomic structure. All
forms of matter are composed of one or more of the
elements. As a basis for understanding this concept:
a.
Students know the structure of the atom and
know it is composed of protons, neutrons, and
electrons.
8th Grade
Students know how to use the periodic table to identify
elements in simple compounds.
8th Grade
Students know the idea of atoms explains the
conservation of matter: In chemical reactions the number
of atoms stays the same no matter how they are arranged,
so their total mass stays the same.
5th Grade
Students know properties of solid, liquid, and gaseous
substances, such as sugar (C6H12O6), water (H20), helium
(He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2).
5th Grade
Students know differences in chemical and physical properties
of substances are used to separate mixtures and identify
compounds.
Students know metals have properties in common, such
as high electrical and thermal conductivity. Some metals,
such as aluminum (Al), iron (Fe), nickel, Ni), copper (Cu),
silver (Ag), and gold (Au), are pure elements; others, such
as steel and brass, are composed of a combination of
elemental metals.
5th Grade
Elements and their combinations account for all the
carried types of matter in the world. As a basis for
understanding this concept:
Students know that during chemical reactions the atoms in the
reactants rearrange to form products with different properties.
8th Grade
Students know that in solids the atoms are closely
locked in position and can only vibrate; in liquids the
atoms and molecules are more loosely connected and
can collide with and move past one another; and in
gases the atoms and molecules are free to move
independently, colliding frequently.
The atoms or molecules of a solid form a
pattern that minimizes the structural energy
of the solid consistent with the way in which
the atoms or molecules attract at long
distances but repel at short distances. The
atoms or molecules vibrate about their
equilibrium positions in this pattern.
8th Grade
Students know atoms and molecules form solids by building
up repeating pattern, such as the crystal structure of NaCl
or long-chain polymers.
5th Grade
Students know the common properties of salts, such as
sodium chloride (NaCl).
Elements and compounds may be described and
identified on the basis of observed chemical and
physical properties. Salts are compounds typically
made from a metal and a nonmetal. Many salts are
hard and brittle and have high melting
temperatures. Most salts are soluble in water.
5th Grade
Students know that each element is made of one kind of atom
and that the elements are organized in the periodic table by
their chemical properties.
All matter is made of atoms. The word element
refers to those substances that repeated
experiments have shown cannot be reduced to still
more “elementary” substances. The explanation for
this fact is that elements are made of many
identical atoms. Water was considered an element
at one time.
3rd Grade
Students know all matter is made of small particles called atoms,
too small to see with the naked eye.
The important idea to convey is that all familiar substances are made of atoms,
the term for the smallest particles of matter that retain the properties of the
elements. To understand atoms, students must first be introduced to the idea
that matter is the general name given to anything that has mass and occupies
space. They should then be taught that matter comprises all solids, liquids,
and even invisible gases. Just as a brick wall consists of many individual
bricks, all matter consists of smaller bits that combine to make up what is seen.
Students can discover this principle by looking through an inexpensive 30power (30x) microscope to discover that the apparently solid colors on the
cover of magazines actually consist of repeated patterns of colored dots.
Students know all matter is made of atoms, which may combine to form molecules.
2nd Grade – Earth Science
Earth is made of materials that have distinct properties and provide resources for human activities.
As the basis for understanding this concept:
Students know how to compare the physical properties of different kinds of rocks and know that rock is
composed of different combinations of minerals.
1st Grade
STANDARD SET I. Physical Sciences
Students learn the general differences and similarities between properties common to all solids, liquids, and
gases. The physical sciences standards in grade one provide a foundation for the study (in grade three) of
evaporation and the changes in states of matter that may occur when solids and liquids are heated.
Materials come in different forms (states), including solids, liquids, and gases.
As a basis for understanding this concept:
Students know solids, liquids, and gases have different properties..
3rd Grade
Students know matter has three forms : solid, liquid, and gas.
Students in grade must understand that matter is a
substance that occupies space and may assume
the form of a solid, liquid, or gas. Students should
view pictures and read articles about lava and
molten steel to make the point that most
substances can turn to liquid when heated to a high
enough temperature. Likewise, a gas can turn to a
solid if sufficiently cooled. For example, carbon
dioxide, a gas at room temperature, can be frozen
into dry ice.