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INTRODUCTION
St. Philomena School Model Content
Standards for Science
The model standards presented here
specify what all students should know and be
able to do in science as a result of their school
studies. Specific expectations are given for
students completing grades K-4 and 5-8. These
standards reflect high expectations and outline
the essential level of science knowledge and
skills needed by all citizens to participate
productively in our increasingly technological
society. Some suggestions are also offered for
those students who elect to extend their study
of science beyond that specified in these content
standards, based on their particular interests,
motivation, career goals and needs.
In 1992, the National Committee
for Science Education Standards and Assessment
(NCSESA), which directed the National Research
Council's development of K-12 national science
education standards, issued guiding principles
for its work. This statement provides useful
perspective on the purpose and eventual use
of these standards:
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"In particular,
the commitment of 'Science for All' implies
inclusion not only of those who traditionally
have received encouragement and opportunity
to pursue science, of women and girls,
all racial and ethnic groups, the physically
and educationally challenged, and those
with limited English proficiency. Further,
it implies attention to various styles
of learning and differing sources of motivation.
Every person must be brought into and
given access to the ongoing conversation
of science."
NCSESA,
1992
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In that spirit, these model science standards
define the level of science knowledge and proficiency
that all students should gain in their school
studies. The goal is to have students apply
scientific information and processes to practical
problems in an ethical and safe manner.
The view of the nature of science
conveyed in these content standards can be summarized
through this excerpted material from Science
for All Americans, published by the American
Association for the Advancement of Science in
1990:
| Science presumes
that the things and events in the universe
occur in consistent patterns that are comprehensible
through careful, systemic study. Scientists
believe that through the use of the intellect,
and with the aid of instruments that extend
the senses, people can discover patterns
in all of nature. Science is a process for
producing knowledge. Change in scientific
knowledge is inevitable because new observations
may challenge prevailing theories. In science,
the testing and improving and occasional
discarding of theories, whether new or old,
go on all the time. However, the modification
of ideas, rather than their outright rejection,
is the norm in science, as powerful constructs
tend to survive and grow more precise and
to become widely accepted. Continuity and
stability are as characteristic of science
as change is, and confidence is as prevalent
as tentativeness. |
The numerical order of the six science content
standards does not imply any particular judgements
regarding their relative importance or teaching
priorities. In fact, as the document emphasizes,
Standards 1, 5, and 6 — relating to scientific
investigations, applications, and connections
— should be addressed through teaching
subject matter from the physical, life, and
earth/space sciences (Standards 2, 3, and 4).
Even though the six science content standards
are identified separately, they represent interconnected
expectations for students.
The organization of these contend standards
in six categories does not imply that standards-based
science must be taught in separate units or
courses that carry these particular titles.
The student proficiencies in science can be
supported within courses organized in a variety
of ways, ranging from integrated and interdisciplinary
approaches, to instruction built on major scientific
themes, as well as more conventional subject-
or discipline-specific approaches. Regardless
of how science instruction is organized, these
model standards specify the core knowledge and
sills that all students should acquire.
Even though these content standards represent
high expectations for all students, they can
be reached only if students are provided appropriate
science instruction at all grade levels. If
K-4 science content standards, for example,
are designated as the responsibility of only
fourth grade (or even third and fourth grade)
teachers, this will place an unfair (and instructionally
irresponsible) burden on both those teachers
and their students. These standards are set
with the expectation that science-related activities
will occur at all grade levels — from initial
explorations in kindergarten through increasingly
organized and focused science instruction in
higher grades.
These content standards were guided in part
by related work at the national level focused
on defining what all students should know and
do in science. The Benchmarks from the American
Association for the Advancement of Science's
Project 2061 and draft reports from the National
Science Education Standards Project at the National
Research Council have been particularly useful
and influential.
Model Content Standards
Science
1. Students understand the
processes of scientific investigation and design,
conduct, communicate about, and evaluate such
investigations.
2. Physical Science: students
know and understand common properties, forms,
and changes in matter and energy.
3. Life science: Students know
and understand the characteristics and structure
of living things, the processes of life, and
how living things interact with each other and
their environment.
4. Earth and Space Science:
Students know and understand the processes and
interactions of Earth's systems and the structure
and dynamics of Earth and other objects in space.
5. Students know and understand
interrelationships among science, technology,
and human activity and how they can affect the
world.
6. Students understand that
science involves a particular way of knowing
and understand common connections among scientific
disciplines.
STANDARD
1:
Students understand the processes of scientific
investigation and design, conduct, communicate
about, and evaluate such investigations.
RATIONALE:
In everyday life, we find ourselves gathering
and evaluating information (data), noting and
wondering about patterns and regularities, devising
and testing possible explanations for how things
work, and discussing ideas with others. These
characteristically human activities mirror in
many ways how scientists think and work. Scientific
investigation (inquiry) often begins with a
question or problem and usually ends with further
questions to investigate. Such investigations
may include long-term field studies and are
not limited to direct experimentation in a lab
setting. They involve the identification and
control of variables. Inquiry in the science
classroom helps students develop a useful base
of scientific knowledge, communicated in increasingly
mathematical and conceptual ways as they progress
through school. In addition, scientific inquiry
stimulates student interest, motivation, and
creativity. Designing and conducting investigations
encourages students to interpret, analyze, and
evaluate what is known, how we know it, and
how scientific questions are answered. The knowledge
and skills related to scientific inquiry enable
students to understand how science works, and
are powerful ways for students to build their
understanding of the scientific facts, principles,
concepts, and applications that are described
in the other science content standards, particularly
standards two, three, and four. To comprehend
the world around them, students need opportunities
to pursue questions that are relevant to them
and to learn how to conduct scientific investigations.
Some scientific inquiries can only be investigated
by the use of models since actual events are
not repeatable.
GRADES K-4
In grades K-4, what students know and are able
to do includes
- Asking questions and stating predictions
(hypotheses) that can be addressed through
scientific investigation;
- Selecting and using simple devices to gather
data related to an investigation (for example,
length, volume, and mass measuring instruments,
thermometers, watches, magnifiers, microscopes,
calculators, and computers);
- Using data based on observations to construct
a reasonable explanation; and
- Communicating about investigations and explanations.
GRADES 5-8
As students in grades 5-8 extend their knowledge,
what they know and are able to do includes
- Identifying and evaluating alternative
explanations and procedures;
- Using examples to demonstrate that scientific
ideas are used to explain previous observations
and to predict future events (for example,
plate tectonics and future earthquake activity);
- Asking questions and stating hypotheses
that lead to different types of scientific
investigations (for example, experimentation,
collecting specimens, constructing models,
researching scientific literature);
- Creating a written plan for an investigation;
- Using appropriate tools, technologies,
and measurement units to gather and organize
data;
- Interpreting and evaluating data in order
to formulate conclusions;
- Communicating results of their investigations
in appropriate ways (for example, written
reports, graphic displays, oral presentations);
- Using metric units in measuring, calculating,
and reporting results;
- Explaining that scientific investigations
sometimes result in unexpected findings that
lead to new questions and more investigations;
and
- Giving examples of how collaboration can
be useful involving scientific problems and
sharing findings.
STANDARD
2:
Physical Science: Students know and understand
common properties, forms, and changes in matter
and energy. (Focus: Physics and Chemistry)
2.1 Students know that matter has characteristic
properties, which are related to its composition
and structure.
RATIONALE:
Everyone has experience with matter in
a variety of forms. Such experiences help build
students' understanding of similarities and
differences in the properties of matter. Their
personal experiences help students understand
common properties such as hardness, strength,
color, shape, and states of matter (solid, liquid,
and gaseous). Knowledge of observable properties
of matter and its structure and composition
is helpful in considering matter's varied uses,
availability, and limitations in our world.
GRADES K-4
In grades K-4, what students know and are able
to do includes
- Examining, describing, classifying, and
comparing tangible objects in terms of common
physical properties (for example, state
of matter, size , shape, texture, flexibility,
color);
- Measuring common physical properties of
objects (for example, length, mass, volume,
temperature); and
- Creating mixtures and separating them based
on differences in properties (for example,
salt and sand, iron filings and soil, oil
and water).
GRADES 5-8
As students in grades 5-8 extend their knowledge,
what they know and are able to do includes
- Examining, describing, comparing, measuring,
and classifying objects based on common physical
and chemical properties (for example, states
of matter, mass, volume, electrical charge,
temperature, density, boiling points, pH,
magnetism, solubility);
- Separating mixtures of substances based
on their properties (for example, solubility,
boiling points, magnetic properties, densities);
- Classifying and describing matter in terms
of elements, compounds, mixtures, atoms, and
molecules (for example, copper is an element,
water is a compound, air is a mixture);
and
- Developing simple models to explain observed
properties of matter (for example, using
a particle model to account for the solubility
of a substance).
2.2 Students know that energy appears in
different forms, and can move (be transferred)
and change (be transformed).
RATIONALE:
Energy is a central concept in science
because all physical interactions involve changes
in energy. Students need to understand that
all physical events involve transferring energy
or changing one form of energy into another.
When a transformation of energy takes place,
some of it is likely to appear as heat. Knowledge
of forms of energy, its transfer and transformation,
is essential to interpreting, explaining, predicting,
and influencing change in our world.
GRADES K-4
In grades K-4, what students know and are able
to includes
- Recognizing that energy (for example,
light, heat, motion, sound, mechanical) can
affect common objects and is involved in common
events;
- Making observations and gathering data
on quantities associated with energy, movement,
and change (for example, distances for
a bean-launcher, time for a melting ice cube);
and
- Comparing quantities associated with energy
movement and change by constructing simple
diagrams or charts (for example, graph
of launch distances, chart of melting time).
GRADES 5-8
As students in grades 5-8 extend their knowledge,
what they know and are able to do includes
- Measuring quantities associated with energy
forms (for example, temperature, mass,
speed, distance, electrical charge, current,
voltage); and
- Describing qualitative and quantitative
relationships, using data and observations
and graphs, associated with energy transfer
or energy transformation (for example,
speed of object vs. height of ramp; length
of string vs. pitch of sound; electric current
vs. volume of gas produced in electrolysis,
with length of time kept constant).
2.3 Students understand that interactions
can produce changes in a system, although the
total quantities of matter and energy remain
unchanged.
RATIONALE:
Interactions between matter and energy
account for changes observed in everyday events.
Understanding how matter and energy interact
extends students' knowledge of the physical
world and allows them to monitor and explain
a wide variety of changes and to predict future
physical and chemical changes. Students gain
both a practical and conceptual understanding
of the laws of conservation of matter and energy.
GRADES K-4
In grades K-4, what students know and are able
to includes
- Observing and describing parts of system
(for example, water in a closed jar, water
in an open jar, a plant terrarium);
- Describing an observed change (for example,
a melting ice cube, crystal growth, burning
candle, physical breakage) in terms of
starting conditions, type of change, and ending
conditions, using words, diagrams, or graphs;
and
- Predicting what changes and what remains
unchanged when matter experiences an external
influence (for example, a push or pull,
addition or removal of heat, division of clay
into pieces, melting an ice cube, changing
a ball of clay to a flattened shape).
GRADES 5-8
As students in grades 5-8 extend their knowledge,
what they know and are able to do includes
- Identifying and classifying factors causing
change within a system (for example, force,
light, heat);
- Identifying and predicting what will change
and what will remain unchanged when matter
experiences an external force or energy change
(for example, boiling a liquid; comparing
the force, distance, and work involved in
simple machines);
- Observing and gathering data to support
the concept of conservation of mass within
a closed system (for example, precipitation
reaction, forming mixtures, gas production);
- Describing, measuring (for example,
temperature, mass, volume, melting point of
a substance) and calculating quantities
before and after a chemical or physical change
within a system (for example, temperature
change, mass change, specific heat); and
- Describing, measuring (for example, time
distance, mass, force) and calculating
quantities that characterize moving objects
and their interactions within a system
(for example, force, velocity, acceleration,
potential energy, kinetic energy).
STANDARD
3:
Life Science: Students know and understand
the characteristics and structure of living
things, the processes of life, and how living
things interact with each other and their environment.
(Focus: Biology — Anatomy, Physiology,
Botany, Zoology, Ecology)
3.1 Students know and understand the characteristics
of living things, the diversity of life, and
how living things interact with each other and
with their environment.
RATIONALE:
As a result of their study of a variety
of organisms and where they live, students gain
a better understanding of their world. Students
have a natural curiosity about life and the
great diversity of organisms. Their curiosity
leads to the study of organisms and how the
organisms interact with the world. Through the
study of similarities and differences of organisms,
students learn the importance of classification
as a tool used by scientists. In their future
as citizens, students will need to think about
and make decisions about the diversity and extinction
of organisms in their communities and the world.
GRADES K-4
In grades K-4, what students know and are able
to do includes
- Distinguishing living from nonliving things:
- Classifying a variety of organisms according
to selected characteristics (for example,
backbone vs. no backbone);
- Describing the basic needs (for example,
food, water, air, shelter, space) of an
organism; and
- Giving examples of how organisms interact
with each other and with nonliving parts of
their habitat.
GRADES 5-8
As students in grades 5-8 extend their knowledge,
what they know and are able to do includes
- Constructing and using classification systems
based on the structure of organisms;
- Describing the importance of plant and animal
adaptations, including local examples;
- Creating and interpreting food chains and
food webs;
- Explaining the interaction and interdependence
of nonliving and living components within
ecosystems; and
- Describing how an environment's ability
to provide food, water, space, and essential
nutrients determines carrying capacity.
3.2 Students know and understand interrelationships
of matter and energy in living systems.
RATIONALE:
From experience, students know that they
must eat food to live. As a result of their
study of energy movement (transfer) and change
(transformation) in living organisms, students
understand that the Sun is the primary and ultimate
source of energy for living organisms. They
learn why a constant input of matter and energy
is critical for life. Photosynthetic organisms
are critical to all organisms and need to be
maintained. If one or more components are altered
in an ecosystem, all other components are affected.
Through studying the interrelationships of organisms,
students learn that they can have a critical
impact on other organisms.
GRADES K-4
In grades K-4, what students know and are able
to do includes
- Recognizing that green plants need energy
from sunlight and various raw materials to
live, and animals consume plants and other
organisms to live; and
- Recognizing the interrelationships of organisms
by tracing the flow of matter and energy in
a food chain.
GRADES 5-8
As students in grades 5-8 extend their knowledge,
what they know and are able to do includes
- Describing the basic processes of photosynthesis
and respiration and their importance to life
(for example, set up a terrarium or aquarium
and make changes such as blocking out light);
- Comparing and contrasting food webs within
and between different ecosystems (for example,
grasslands, tundra, marine) and predicting
the consequences of disrupting one of the
organisms in a food web;
- Describing ways (for example, digestion,
transport of nutrients by circulatory system)
that multicellular organisms get food
and other matter to their cells;
- Explaining the recycling of materials by
determining a pathway of a substance that
is important for life (for example, trace
water through an ecosystem); and
- Describing the role of organisms in the
decomposition and recycling of dead organisms
(for example, bacteria's role in the decomposition
and recycling of matter from a dead animal).
3.3 Students know and understand how the
human body functions, factors that influence
its structures and functions, and how these
structures and functions compare with those
of other organisms.
RATIONALE:
Students are interested in learning about
their bodies and how they relate biologically
to other forms of life. The study of structure
and function, body organization, growth and
development, and maintenance of other organisms
enhances students' understanding of human development,
health, and disease. Knowledge of these areas
can assist students in making informed choices
regarding nutrition, exercise, and other factors
that influence how their body functions.
GRADES K-4
In grades K-4, what students know and are able
to do includes
- Describing human body systems (for example,
digestive, respiratory, circulatory, skeletal,
muscular);
- Describing the basic food requirements for
humans as summarized in the nutrition pyramid;
and
- Describing life cycles of selected organisms
(for example, frog, chicken, butterfly, radish,
bean plant).
GRADES 5-8
As students in grades 5-8 extend their knowledge,
what they know and are able to do includes
- Describing the observable components and
functions of a cell (for example, cell
membrane, nucleus, cytoplasm, chloroplasts;
movement of molecules into and out of cells);
- Comparing and contrasting the basic structures
and functions of different types of cells
(for example, single-celled organisms in pond
water, Elodea, onion cell, human cheek cell);
describing the growth and development
of several organisms (for example, embryonic
development of a vertebrate);
- Describing the structures and functions
of human body systems; and
- Describing and giving examples of noncommunicable
diseases and communicable diseases (for
example, heart disease and chicken pox).
3.4 Students know and understand how organisms
change over time in terms of biological evolution
and genetics.
RATIONALE:
Students study the scientific concept of
biological evolution — the changes in populations
of organisms through time — in order to
understand diversity and relatedness within
the living world. Inquiries into evolution explain
the ways in which natural processes produce
life's diversity. These studies help students
understand that evolution is the major unifying
concept in the biological sciences and that
it explains a wide variety of observations that
can be made about the living world. In particular,
students see that the study of evolution initiates
questions about biodiversity, adaptation, genetics,
mutations, the geological record, and the observed
unity at molecular and whole-organism levels.
This content standard does not define any student
expectations related to the origin of life.
GRADES K-4
In grades K-4, what students know and are able
to do includes
- Identifying characteristics that are common
to all individuals of a species (for example,
offspring resemble their parents);
- Recognizing that there are differences
in appearance among individuals of the same
population or group;
- Identifying characteristics of plants and
animals that allow them to live in specific
environments; and
- Describing examples of extinct organisms
based on fossil evidence (for example,
dinosaurs).
GRADES 5-8
As students in grades 5-8 extend their knowledge,
what they know and are able to do includes
- Describing the purpose of body cell division
and sex cell division;
- Describing the role of chromosomes and
genes in heredity (for example, genes control
traits, while chromosomes are made up of many
genes);
- Describing evidence that reveals changes
or constancy in groups of organisms over geologic
time;
- Comparing and contrasting the purpose and
process of cell division (mitosis) with the
production of sex cells (meiosis);
- Giving examples to show how some traits
can be inherited while others are due to the
interaction of genes and the environment
(for example, skin cancer triggered by over-exposure
to sunlight or contact with chemical carcinogens);
and
- Describing how DNA serves as the vehicle
for genetic continuity and the source of genetic
diversity upon which natural selection can
act.
STANDARD
4:
Earth and Space Science: Students know
and understand the processes and interactions
of Earth's systems and the structure and dynamics
of Earth and other objects in space. (Focus:
Geology, Meteorology, Astronomy, Oceanography)
4.1 Students know and understand the composition
of Earth, its history, and the natural processes
that shape it.
RATIONALE:
By studying Earth, its composition, history,
and the processes that shape it, students gain
a better understanding of the planet on which
they live. Landforms, resources, and natural
events such as earthquakes, flooding, and volcanic
eruptions affect the location of population
centers. Life throughout geologic time has been,
and continues to be, affected by changes that
occur at a varying rate on Earth's surface.
Knowledge of the structure and composition of
the Earth provides a basis for making informed
decisions. Understanding geologic events, such
as earthquakes and volcanic eruptions, allows
students to make responsible choices, evaluate
the consequences, and predict the impact of
future occurrences.
GRADES K-4
In grades K-4, what students know and are able
to do includes
- Describing different types and uses of
Earth materials (for example, rocks, soil,
minerals);
- Recognizing that fossils are evidence of
past life;
- Identifying major features of Earth's surface
(for example, mountains, rivers, plains, hill,
oceans, plateaus);
- Describing natural processes that Change
Earth's surface (for example, weathering,
erosion, mountain building, volcanic activity);
and
- Recognizing that humans are affected by
natural events (for example, earthquakes,
volcanoes, floods).
GRADES 5-8
As students in grades 5-8 extend their knowledge,
what they know and are able to do includes
- Explaining how minerals, rocks, and soils
form;
- Explaining how fossils are formed and used
as evidence to indicate that life has changed
through time;
- Modeling natural processes that shape Earth's
surface (for example, weathering, erosion,
mountain building, volcanic activity);
and
- Explaining the distribution and causes
of natural events (for example, earthquakes,
volcanoes, landslides).
4.2 Students know and understand the general
characteristics of the atmosphere and fundamental
processes of weather.
RATIONALE:
Our Earth's atmosphere is vital to life.
The Sun and atmosphere affect every aspect of
our lives, including work productivity, food
supply, energy use, transportation, recreation,
environmental quality, and human health and
safety. Weather-related choices we make range
from selecting appropriate clothing to more
complex situations, including preparing for
and responding to hazardous weather. Preparedness
and response to weather conditions require knowledge
of how energy transfer influences atmospheric
changes. The more we know about weather, the
greater the chances that we will make informed
decisions concerning its impact.
GRADES K-4
In grades K-4, what students know and are able
to do includes
- Recognizing that the Sun is a principal
source of Earth's heat and light;
- Recognizing how our daily activities are
affected by the weather (for example, types
of clothing, travel plans, recreational activity);
and
- Describing existing weather conditions
by collecting and recording weather data
(for example, temperature, precipitation,
amount of cloud cover).
GRADES 5-8
As students in grades 5-8 extend their knowledge,
what they know and are able to do includes
- Describing the basic composition, properties,
and structure of the atmosphere (for example,
the range and distribution of temperature
and pressure in the troposphere and stratosphere);
- Observing, measuring, and recording changes
in weather conditions (for example, humidity,
temperature, air pressure, cloud types, wind,
precipitation);
- Explaining how atmospheric circulation
is driven by solar heating (for example,
the transfer of energy by radiation, convection,
conduction); and
- Describing large-scale and local weather
systems (for example, fronts, air masses,
storms).
4.3 Students know major sources of water,
its uses, importance, and cyclic patterns of
movement through the environment.
RATIONALE:
The world's water is vital to life. Both
subtle and wholesale changes in Earth's water
can have profound effects on human existence.
In order to preserve both the quality and quantity
of water for daily living, wise management of
water resources is crucial. As the population
and economies of the world grow, water becomes
an even more important political and economic
issue. Knowing the properties of water, its
influences on weather, and its availability
is necessary for understanding of how they affect
weather, climate and life. It is important to
understand the circulation of water because
the amount of water on Earth is finite.
GRADES K-4
In grades K-4, what students know and are able
to do includes
- Identifying major sources of water (for
example, oceans, glaciers, river, groundwater,
atmosphere);
- Identifying and describing the states (solid,
liquid, gaseous) in which water can be found
on Earth; and
- Recognizing the importance and uses of water
(for example, drinking, washing, irrigating).
GRADES 5-8
As students in grades 5-8 extend their knowledge,
what they know and are able to do includes
- Investigating and comparing the properties
and behavior of water in its solid, liquid,
and gaseous states;
- Describing the distribution and circulation
of the world's water through oceans, glaciers,
rivers, groundwater, and atmosphere; and
- Describing the composition and physical
characteristics of oceans (for example,
currents, waves, features of the ocean floor,
salinity).
4.4 Students know the structure of the solar
system, composition and interactions of objects
in the universe, and how space is explored.
RATIONALE:
Observing the sky has always fascinated
human cultures and civilizations. These observations
resulted in the development of ways to measure
time and predict natural phenomena. All bodies
in space, including Earth, are influenced by
forces acting throughout the solar system and
the universe. Studying the universe enhances
our understanding of Earth's origins, its place
in the universe, and its future. Much of what
we know about Earth's atmosphere and our solar
system is due to space exploration. Modern society
benefits from many of the technological advances
developed for space exploration, including robotics,
telecommunications, satellites, and miniaturized
components used in computers and other electronic
devices. Knowledge of the universe and past
space exploration enables people to make informed
decisions about the future of space exploration.
GRADES K-4
In grades K-4, what students know and are able
to do includes
- Describing what can be readily observed
by the unaided eye in the daytime and nighttime
sky (for example, the Sun, Moon, planets,
stars, constellations);
- Describing the motion of Earth in relation
to the Sun, including the concepts of day,
night, and year;
- Recognizing the characteristics of seasons;
- Identifying basic components of the solar
system (for example, Sun, planets, moons);
and
- Describing a space exploration event such
as a manned or unmanned space mission.
GRADES 5-8
As students in grades 5-8 extend their knowledge,
what they know and are able to do includes
- Describing the basic components, composition,
size, and theories of origin of the solar
system;
- Explaining the effects of relative motion
and positions of the Sun, Earth, and Moon
(for example, season, eclipses, moon phases,
tides);
- Comparing Earth to other planets (for
example, size, composition, relative distance
from the Sun); and
- Identifying technology needed to explore
space (for example, telescopes, spectroscopes,
spacecrafts, life support systems).
STANDARD
5:
Students know and understand interrelationships
among science, technology, and human activity
and how they can affect the world.
RATIONALE:
Our world is shaped in many ways by scientific
advances, technology (involving applications
of science), and human activity. Science and
technology provide useful connections between
the natural world and the designed world. Since
the invention of stone tools, technological
applications have provided, and will continue
to provide, humans the ability to modify their
environment. Because scientific advances and
technology affect all of Earth's living and
non-living systems, it is vital that students
understand the interrelationships of science,
technology, and human activity.
GRADES K-4
In grades K-4, what students know and are able
to do includes
- Recognizing the diversity of resources
provided by the Earth and Sun (for example,
soil, fuels, minerals, medicines, food);
- Inventing a device that addresses an everyday
problem (or task), and communicating the problem
(or task), design, and solution;
- Describing resource-related activities
in which they could participate that can benefit
their communities (for example, recycling,
water conservation); and
- Identifying careers that use science and
technology.
GRADES 5-8
As students in grades 5-8 extend their knowledge,
what they know and are able to do includes
- Investigating and describing the extent
of human used of renewable and non-renewable
resources (for example, forests, fossil
fuels);
- Describing advantages and disadvantages
that might accompany the introduction of a
new technology (for example, mountain bikes,
cellular telephone, pagers);
- Describing how the use of technology can
help solve an individual or community problem
(for example, using catalytic converters on
automobiles to help reduce air pollution);
and
- Describing how people use science and technology
in their professions.
STANDARD
6:
Students understand that science involves
a particular way of knowing and understand common
connections among scientific disciplines.
RATIONALE:
Human societies have long asked questions
about, observed and collected data on, and offered
explanations for natural phenomena. Scientific
evidence and knowledge are distinguished from
other ways of knowing and other bodies of knowledge
in terms of the criteria that must be met. These
criteria include the use of empirical standards
and rules of evidence, a logical structure,
rational thought, questioning, and openness
to criticism. Scientific disciplines differ
from one another in what is studied, techniques
used, and outcomes sought. They share a common
purpose — to explain and predict events
and phenomena — and offer strategies to
solve defined problems. Scientific knowledge
is dynamic. Although some scientific theories
have withstood the test of time and are still
used, other knowledge claims have been altered
by new scientific evidence. Change, continuity,
and stability are characteristic features of
science.
Although acquiring scientific knowledge
of laws, concepts, and theories is central to
learning science, it does not necessarily lead
to an understanding of how science itself works.
Students need to understand that science works
by weaving different aspects of science together
so that they reinforce one another. To bring
coherence to seemingly diverse sets of ideas
or facts involving natural phenomena, scientific
themes such as change, systems, models and organization
are highly useful. Themes can encompass and
connect large quantities of basic data and evidence
in science and can be used to integrate science
with other disciplines.
GRADES K-4
In grades K-4, what students know and are able
to do includes
- Recognizing that when a science experiment
is repeated with the same conditions, the
experiment generally works the same way;
- Comparing knowledge gained from direct
experience to knowledge gained indirectly
(for example, collecting data about student
heights in their class and comparing the results
to similar data collected in another class
or school);
- Identifying observable patterns and changes
in their lives and predicting future events
based on those patterns (for example, seasonal
weather patterns);
- Describing and comparing the components
and interrelationships of a simple system
(for example, tracing the continuous flow
of water through an aquarium, filter, and
pump); and
- Comparing a model with what it represents
(for example, comparing a map of the school
to the actual school; a model of the Earth
to the Earth itself).
GRADES 5-8
As students in grades 5-8 extend their knowledge,
what they know and are able to do includes
- Explaining why a controlled experiment
must have comparable results when repeated;
- Giving examples of how scientific knowledge
changes as new knowledge is acquired and previous
ideas are modified (for example, through
space exploration);
- Describing contributions to the advancement
of science made by people indifferent cultures
and at different times in history;
- Identifying, comparing, and predicting
variables and conditions related to change
(for example, climate, population, motion);
- Identifying and illustrating natural cycles
within systems (for example, water, planetary
motion, geological changes, climate); and
- Using a model to predict change (for
example, computer simulation, video sequence,
stream table).
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