Strand 1: Inquiry Process

Transcription

1 Strand 1: Inquiry Process Science as inquiry is basic to science education and a controlling principle in the continuing organization and selection of students activities. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry (NSES 1995). Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 1: Observations, Questions, and Hypotheses Formulate predictions, questions, or hypotheses based on observations. Locate appropriate resources. 4th Grade 5th Grade 6th Grade 7th Grade 1 Differentiate inferences from observations. 1 Formulate a relevant question through observations that can be tested by an investigation. (See M05- S2C1-01) 1 Differentiate among a question, hypothesis, and prediction. 1 Formulate questions based on observations that lead to the development of a hypothesis. (See M07- S2C1-01) 1 Formulate questions based on qualitative and/or quantitative observations that lead to the development of a hypothesis. (See M08- S2C1-01) 2 Formulate a relevant question through observations that can be tested by an investigation. (See M04- S2C1-01) 2 Formulate predictions in the realm of science based on observed cause and effect relationships. 2 Formulate questions based on observations that lead to the development of a hypothesis. (See M06- S2C1-01) 2 Select appropriate resources for background information related to a question, for use in the design of a controlled investigation. (See W-E8-01) 2 Use appropriate research information, not limited to a single source, in the development of a testable hypothesis. (See R08-S3C2-03 and W-E8-01) 3 Formulate predictions in the realm of science based on observed cause and effect relationships. 3 Locate information (e.g., book, article, website) related to an investigation. (See W- E8-01) 3 Locate research information, not limited to a single source, for use in the design of a controlled investigation. (See W-E8-01) 3 Explain the role of a hypothesis in a scientific inquiry. 3 Generate a hypothesis that can be tested. Italics denote a repetition of a performance objective (learned in an earlier grade). 1 e.g. - means for example. This list is not exclusive. Other examples may apply.

2 Strand 1: Inquiry Process Science as inquiry is basic to science education and a controlling principle in the continuing organization and selection of students activities. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry (NSES 1995). Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 1: Observations, Questions, and Hypotheses Formulate predictions, questions, or hypotheses based on observations. Locate appropriate resources. 4th Grade 5th Grade 6th Grade 7th Grade 4 Locate information (e.g., book, article, website) related to an investigation. (See W- E8-01) 4 Locate information (e.g., book, article, website) related to an investigation. (See W- E8-01) 5 Critically analyzes media (print and nonprint) Communication for supporting data and information. 4 Critically analyzes media (print and nonprint) Communication for supporting data and information. Italics denote a repetition of a performance objective (learned in an earlier grade). 2 e.g. - means for example. This list is not exclusive. Other examples may apply.

3 Strand 1: Inquiry Process Science as inquiry is basic to science education and a controlling principle in the continuing organization and selection of students activities. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry (NSES 1995). Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 2: Scientific Testing (Investigating and Modeling) 1 Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. Participate in planning and conducting investigations, and recording data. 4th Grade 5th Grade 6th Grade 7th Grade 1 Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. 1 Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. 1 Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. 1 Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. 2 Plan a simple investigation that identifies the variables to be controlled. 2 Plan a simple investigation that identifies the variables to be controlled. 2 Design an investigation to test individual variables using scientific processes. 2 Design a controlled investigation to test individual variables using scientific processes. 2 Design a controlled investigation to support or reject a hypothesis. Italics denote a repetition of a performance objective (learned in an earlier grade). 3 e.g. - means for example. This list is not exclusive. Other examples may apply.

4 Strand 1: Inquiry Process Science as inquiry is basic to science education and a controlling principle in the continuing organization and selection of students activities. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry (NSES 1995). Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 2: Scientific Testing (Investigating and Modeling) Participate in planning and conducting investigations, and recording data. 4th Grade 5th Grade 6th Grade 7th Grade 3 Conduct controlled investigations (e.g., related to erosion, plant life cycles, weather, magnetism) in life, physical, and earth and space sciences. 3 Conduct simple investigations (e.g., related to forces and motion, earth processes) based on studentdeveloped questions in life, physical, and earth and space sciences. 3 Conduct a controlled investigation using scientific processes. 3 Conduct a controlled investigation, utilizing multiple trials, to test a hypothesis using scientific processes. 3 Conduct a controlled investigation to support or reject a hypothesis. 4 Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e., metric, U.S. customary). (See M04- S4C4-03 and M04- S4C4-07) 4 Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e., metric, U.S. customary). (See M05- S4C4-01) 4 Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). (See M06-S4C4-02) 4 Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). 4 Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). Italics denote a repetition of a performance objective (learned in an earlier grade). 4 e.g. - means for example. This list is not exclusive. Other examples may apply.

5 Strand 1: Inquiry Process Science as inquiry is basic to science education and a controlling principle in the continuing organization and selection of students activities. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry (NSES 1995). Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 2: Scientific Testing (Investigating and Modeling) Participate in planning and conducting investigations, and recording data. 4th Grade 5th Grade 6th Grade 7th Grade 5 Record data in an organized and appropriate format (e.g., t-chart, table, list, written log). 5 Record data in an organized and appropriate format (e.g., t-chart, table, list, written log). 5 Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. 5 Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. 5 Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. Italics denote a repetition of a performance objective (learned in an earlier grade). 5 e.g. - means for example. This list is not exclusive. Other examples may apply.

6 Strand 1: Inquiry Process Science as inquiry is basic to science education and a controlling principle in the continuing organization and selection of students activities. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry (NSES 1995). Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. 1 Analyze data obtained in a scientific investigation to identify trends. (See M04-S2C1-03) 1 Analyze data obtained in a scientific investigation to identify trends and form conclusions. (See M05- S2C1-03) Concept 3: Analysis and Conclusions Organize and analyze data; compare to predictions. 4th Grade 5th Grade 6th Grade 7th Grade 1 Analyze data obtained in a scientific investigation to identify trends. (See M06-S2C1-03) 1 Analyze data obtained in a scientific investigation to identify trends. (See M07-S2C1-08) 1 Analyze data obtained in a scientific investigation to identify trends. (See M08-S2C1-08) 2 Formulate conclusions based upon identified trends in data. (See M04- S2C1-03) 2 Analyze whether the data is consistent with the proposed explanation that motivated the investigation. 2 Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-andeffect chain that explains a sequence of events). 2 Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-andeffect chain that explains a sequence of events). 2 Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-andeffect chain that explains a sequence of events). Italics denote a repetition of a performance objective (learned in an earlier grade). 6 e.g. - means for example. This list is not exclusive. Other examples may apply.

7 Strand 1: Inquiry Process Science as inquiry is basic to science education and a controlling principle in the continuing organization and selection of students activities. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry (NSES 1995). Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. 4th Grade 3 Determine that data collected is consistent with the formulated question. Concept 3: Analysis and Conclusions Organize and analyze data; compare to predictions. 5th Grade 6th Grade 7th Grade 3 Evaluate the reasonableness of the outcome of an investigation. 3 Evaluate the observations and data reported by others. 3 Analyze results of data collection in order to accept or reject the hypothesis. 3 Interpret data that show a variety of possible relationships between two variables, including: positive relationship negative relationship no relationship 4 Determine whether the data supports the prediction for an investigation. (See M04- S2C2-05) 4 Develop new investigations and predictions based on questions that arise from the findings of an investigation. 4 Interpret simple tables and graphs produced by others. 4 Determine validity and reliability of results of an investigation. 4 Formulate a future investigation based on the data collected. Italics denote a repetition of a performance objective (learned in an earlier grade). 7 e.g. - means for example. This list is not exclusive. Other examples may apply.

8 Strand 1: Inquiry Process Science as inquiry is basic to science education and a controlling principle in the continuing organization and selection of students activities. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry (NSES 1995). Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 3: Analysis and Conclusions Organize and analyze data; compare to predictions. 4th Grade 5th Grade 6th Grade 7th Grade 5 Develop new questions and predictions based upon the data collected in the investigation. 5 Identify possible relationships between variables in simple investigations (e.g., time and distance; incline and mass of object). 5 Analyze the results from previous and/or similar investigations to verify the results of the current investigation. 5 Formulate a conclusion based on data analysis. 5 Explain how evidence supports the validity and reliability of a conclusion. Italics denote a repetition of a performance objective (learned in an earlier grade). 8 e.g. - means for example. This list is not exclusive. Other examples may apply.

9 Strand 1: Inquiry Process Science as inquiry is basic to science education and a controlling principle in the continuing organization and selection of students activities. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry (NSES 1995). Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 3: Analysis and Conclusions Organize and analyze data; compare to predictions. 4th Grade 5th Grade 6th Grade 7th Grade 6 Formulate new questions based on the results of a completed investigation. 6 Refine hypotheses based on results from investigations. 6 Identify the potential investigational error that may occur (e.g., flawed investigational design, inaccurate measurement, computational errors, unethical reporting). 7 Formulate new questions based on the results of a previous investigation. 7 Critique scientific reports from periodicals, television, or other media. 8 Formulate new questions based on the results of a previous investigation. Italics denote a repetition of a performance objective (learned in an earlier grade). 9 e.g. - means for example. This list is not exclusive. Other examples may apply.

10 Strand 1: Inquiry Process Science as inquiry is basic to science education and a controlling principle in the continuing organization and selection of students activities. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry (NSES 1995). Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 4: Communication Communicate results of investigations. 4th Grade 5th Grade 6th Grade 7th Grade 1 Communicate verbally or in writing the results of an inquiry.(see W-E6-01) 1 Communicate verbally or in writing the results of an inquiry. (See W- E6-01) 1 Choose an appropriate graphic representation for collected data: line graph double bar graph stem and leaf plot histogram(see M06-S2C2-02) 1 Choose an appropriate graphic representation for collected data: line graph double bar graph stem and leaf plot histogram(see M07-S2C1-03) 1 Communicate the results of an investigation. 2 Choose an appropriate graphic representation for collected data: bar graph line graph Venn diagram model(see M04-S2C1-02) 2 Choose an appropriate graphic representation for collected data: bar graph line graph Venn diagram model (See M05-S2C1-02) 2 Display data collected from a controlled investigation. (See M06- S2C1-02) 2 Display data collected from a controlled investigation. (See M07- S2C1-03) 2 Choose an appropriate graphic representation for collected data: line graph double bar graph stem and leaf plot histogram(see M08-S2C1-03) Italics denote a repetition of a performance objective (learned in an earlier grade). 10 e.g. - means for example. This list is not exclusive. Other examples may apply.

11 Strand 1: Inquiry Process Science as inquiry is basic to science education and a controlling principle in the continuing organization and selection of students activities. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry (NSES 1995). Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 4: Communication Communicate results of investigations. 4th Grade 5th Grade 6th Grade 7th Grade 3 Communicate with other groups or individuals to compare the results of a common investigation. 3 Communicate with other groups or individuals to compare the results of a common investigation. 3 Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W-E6-PO1) 3 Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W-E6- PO1) 4 Create a list of instructions that others can follow in carrying out a procedure (without the use of personal pronouns). 4 Write clear, step-bystep instructions for following procedures (without the use of personal pronouns). 3 Communicate conclusions and analyses that are based on qualitative and quantitative information. (See W- E6-PO1) 4 Write clear, step-by-step instructions for conducting investigations or operating equipment (without the use of personal pronouns). 5 Communicate the results and conclusion of the investigation. 5 Communicate the results and conclusion of the investigation. 5 Communicate the results and conclusion of the investigation. Italics denote a repetition of a performance objective (learned in an earlier grade). 11 e.g. - means for example. This list is not exclusive. Other examples may apply.

12 Strand 2: History and Nature of Science Knowledge of the nature of science is central to the understanding of the scientific enterprise. (NAEP 2000) Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures. 4th Grade 5th Grade 6th Grade 7th Grade 1 Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Margaret Mead [anthropologist], supports Strand 4; Nikola Tesla [engineer, inventor] supports Strand 5; Michael Faraday [scientist], supports Strand 5; Benjamin Franklin [scientist], supports Strand 5). Concept 1: History of Science as a Human Endeavor Identify individual and cultural contributions to scientific knowledge. 1 Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Percy Lavon Julian [scientist], supports Strand 4; Niels Bohr [scientist], supports Strand 5; Edwin Hubble [scientist], supports Strand 6). 1 Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Jacques Cousteau [inventor, marine explorer], supports Strand 4; William Beebe [scientist], supports Strand 4; Thor Heyerdahl [anthropologist], supports Strand 6). 1 Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Rachel Carson [scientist], supports Strand 4; Luis Alvarez [scientist] and Walter Alvarez [scientist], support Strand 6; Percival Lowell [scientist], supports Strand 6; Copernicus [scientist], supports Strand 6). 1 Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Watson and Crick [scientists], support Strand 4; Rosalind Franklin [scientist], supports Strand 4; Charles Darwin [scientist], supports Strand 4; George Washington Carver [scientist, inventor], supports Strand 4; Joseph Priestley [scientist], supports Strand 5; Sir Frances Bacon [philosopher], supports Strand 5; Isaac Newton [scientist], supports Strand 5). Italics denote a repetition of a performance objective (learned in an earlier grade). 12 e.g. - means for example. This list is not exclusive. Other examples may apply.

13 Strand 2: History and Nature of Science Knowledge of the nature of science is central to the understanding of the scientific enterprise. (NAEP 2000) Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures. Concept 1: History of Science as a Human Endeavor Identify individual and cultural contributions to scientific knowledge. 4th Grade 5th Grade 6th Grade 7th Grade 2 Describe science-related career opportunities. 2 Describe how a major milestone in science or technology has revolutionized the thinking of the time (e.g., Cell Theory, sonar, SCUBA, underwater robotics). 2 Describe how a major milestone in science or technology has revolutionized the thinking of the time (e.g., global positioning system, telescopes, seismographs, photography). 2 Evaluate the effects of the following major scientific milestones on society: (e.g., Mendelian Genetics, Newton s Laws). 3 Analyze the impact of a major scientific development occurring within the past decade. 3 Analyze the impact of a major scientific development occurring within the past decade. 3 Evaluate the impact of a major scientific development occurring within the past decade. 4 Describe the use of technology in sciencerelated careers. 4 Analyze the use of technology in sciencerelated careers. 4 Evaluate career opportunities related to life and physical sciences. Italics denote a repetition of a performance objective (learned in an earlier grade). 13 e.g. - means for example. This list is not exclusive. Other examples may apply.

14 Strand 2: History and Nature of Science Knowledge of the nature of science is central to the understanding of the scientific enterprise. (NAEP 2000) Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures. Concept 2: Nature of Scientific Knowledge Understand how science is a process for generating knowledge. 4th Grade 5th Grade 6th Grade 7th Grade 1 Explain the role of experimentation in scientific inquiry. 1 Provide examples that support the premise that science is an ongoing process that changes in response to new information and discoveries (e.g., space exploration, medical advances). 1 Describe how science is an ongoing process that changes in response to new information and discoveries. 1 Describe how science is an ongoing process that changes in response to new information and discoveries. 1 Apply the following scientific processes to other problem solving or decision making situations: observing questioning communicating comparing measuring classifying predicting organizingdata inferring generating hypotheses identifying variables 2 Describe the interaction of components in a system (e.g., flashlight, radio). 2 Explain the cycle by which new scientific knowledge generates new scientific inquiry. 2 Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories. 2 Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories. 2 Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories. Italics denote a repetition of a performance objective (learned in an earlier grade). 14 e.g. - means for example. This list is not exclusive. Other examples may apply.

15 Strand 2: History and Nature of Science Knowledge of the nature of science is central to the understanding of the scientific enterprise. (NAEP 2000) Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures. Concept 2: Nature of Scientific Knowledge Understand how science is a process for generating knowledge. 4th Grade 3 Explain various ways scientists generate ideas (e.g., observation, experiment, collaboration, theoretical and mathematical models). 5th Grade 3 Describe how scientific knowledge is subject to modification and/or change as new information/technology challenges prevailing theories. 6th Grade 3 Apply the following scientific processes to other problem solving or decision making situations: observing questioning communicating comparing measuring classifying predicting organizing data inferring generating hypotheses identifying variables 7th Grade 3 Apply the following scientific processes to other problem solving or decision making situations: observing questioning communicating comparing measuring classifying predicting organizing data inferring generating hypotheses identifying variables 3 Defend the principle that accurate record keeping, openness, and replication are essential for maintaining an investigator s credibility with other scientists and society. 4 Compare collaborative approaches that scientists use for investigations (e.g., teams, individual with peer review). 4 Explain why scientific claims may be questionable if based on very small samples of data, biased samples, or samples for which there was no control. Italics denote a repetition of a performance objective (learned in an earlier grade). 15 e.g. - means for example. This list is not exclusive. Other examples may apply.

16 Strand 2: History and Nature of Science Knowledge of the nature of science is central to the understanding of the scientific enterprise. (NAEP 2000) Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures. Concept 2: Nature of Scientific Knowledge Understand how science is a process for generating knowledge. 4th Grade 5th Grade 6th Grade 7th Grade 5 Describe qualities of the scientists habits of mind (e.g., openness, skepticism, integrity, tolerance). Italics denote a repetition of a performance objective (learned in an earlier grade). 16 e.g. - means for example. This list is not exclusive. Other examples may apply.

17 Strand 3: Science in Personal and Social Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world as living creatures, consumers, decision makers, problem solvers, managers, and planners. Concept 1: Changes in Environments 1 Describe how natural events and human activities have positive and negative impacts on environments (e.g., fire, floods, pollution, dams). Describe the interactions between human populations, natural hazards, and the environment. 4th Grade 5th Grade 6th Grade 1 Explain the impacts of natural hazards on habitats (e.g., global warming, floods, asteroid or large meteor impacts). 1 Evaluate the effects of the following natural hazards: sandstorms, hurricanes, tornadoes, ultraviolet light, and lightning-caused fire. 7th Grade 1 Analyze environmental risks (e.g., pollution, destruction of habitat) caused by human interaction with biological or geological systems. 1 Analyze the risk factors associated with natural, human induced, and/or biological hazards, including: waste disposal of industrial chemicals and greenhouse gases. 2 Evaluate the consequences of environmental occurrences that happen either rapidly (e.g., fire, flood, tornado) or over a long period of time (e.g., drought, melting ice caps, the greenhouse effect, erosion). 2 Propose a solution, resource, or product that addresses a specific human, animal, or habitat need. 2 Describe how people plan for, and respond to, the following natural disasters: drought flooding tornadoes 2 Analyze environmental benefits of the following human interactions with biological or geological systems: reforestation habitat restoration construction of dams 2 Analyze possible solutions to address the environmental risks associated with chemicals and biological systems. Italics denote a repetition of a performance objective (learned in an earlier grade). 17 e.g. - means for example. This list is not exclusive. Other examples may apply.

18 Strand 3: Science in Personal and Social Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world as living creatures, consumers, decision makers, problem solvers, managers, and planners. 4th Grade 5th Grade 6th Grade 7th Grade 3 Evaluate the possible strengths and weaknesses of a proposed solution to a specific problem relevant to human, animal, or habitat needs. Concept 1: Changes in Environments Describe the interactions between human populations, natural hazards, and the environment. 3 Propose possible solutions to address the environmental risks in biological or geological systems. 4 Predict future human population growth and its impact on natural resources. Italics denote a repetition of a performance objective (learned in an earlier grade). 18 e.g. - means for example. This list is not exclusive. Other examples may apply.

19 Strand 3: Science in Personal and Social Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world as living creatures, consumers, decision makers, problem solvers, managers, and planners. Concept 2: Science and Technology in Society Understand the impact of technology. 4th Grade 1 Describe how science and technology (e.g., computers, air conditioning, medicine) have improved the lives of many people. 5th Grade 1 Describe the relationship between science and technology. 6th Grade 1 Propose viable technological methods of responding to an identified need or problem. 7th Grade 1 Propose viable technological methods of responding to an identified need or problem. 1 Propose viable technological methods of responding to an identified need or problem. 2 Describe benefits (e.g., easy communications, rapid transportation) and risks (e.g., pollution, destruction of natural resources) related to the use of technology. 2 Explain how scientific knowledge, skills, and technological capabilities are integral to a variety of careers. 2 Compare possible technological solutions to best address an identified need or problem. 2 Compare possible technological solutions to best address an identified need or problem. 2 Compare possible technological solutions to best address an identified need or problem. 3 Report on current events involving science and/or technology. 3 Report on current events involving science and/or technology. Italics denote a repetition of a performance objective (learned in an earlier grade). 19 e.g. - means for example. This list is not exclusive. Other examples may apply.

20 Strand 3: Science in Personal and Social Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world as living creatures, consumers, decision makers, problem solvers, managers, and planners. Concept 2: Science and Technology in Society Understand the impact of technology. 4th Grade 5th Grade 6th Grade 7th Grade 4 Design and construct a technological solution to a common problem or need using common materials. 4 Design and construct a technological solution to a common problem or need using common materials. 3 Design and construct a technological solution to an identified need or problem using simple classroom materials. 3 Design and construct a technological solution to an identified need or problem using simple classroom materials. 3 Design and construct a technological solution to an identified need or problem using simple classroom materials. 4 Describe a technological discovery that influences science. 4 Describe a scientific discovery that influences technology. 4 Compare risks and benefits of the following technological advances: radiation treatments genetic engineering (See Strand 4 Concept 2) airbags (See Strand 5 Concept 2) Italics denote a repetition of a performance objective (learned in an earlier grade). 20 e.g. - means for example. This list is not exclusive. Other examples may apply.

21 Strand 4: Life Science The fundamental goal of life sciences is to attempt to understand and explain the nature of life. (NAEP 2000) Life Science expands students biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 1: Characteristics of Organisms Concept 1: Structure and Function in Living Systems. Understand that basic structures in plants and animals serve a Understand the relationships between structures and functions of organisms. function. 4th Grade 5th Grade 6th Grade 7th Grade 1 Compare structures in plants (e.g., roots, stems, leaves, flowers) and animals (e.g., muscles, bones, nerves) that serve different functions in growth and survival. 2 Classify animals by identifiable group characteristics: vertebrates mammals, birds, fish, reptiles, amphibians invertebrates insects, arachnids 1 Identify the functions and parts of the skeletal system: protection rib cage, cranium support vertebrae movement pelvis, femur, hip 2 Identify the following types of muscles: cardiac heart smooth stomach skeletal biceps 3 Identify the functions and parts of the nervous system: control center brain relay mechanism spinal cord transport messages nerves 1 Explain the importance of water to organisms. (i.e., the water cycle) 2 Describe the basic structure of a cell, including: cell wall cell membrane nucleus 3 Describe the function of each of the following cell parts: cell wall cell membrane nucleus Italics denote a repetition of a performance objective (learned in an earlier grade). 21 e.g. - means for example. This list is not exclusive. Other examples may apply.

22 Strand 4: Life Science The fundamental goal of life sciences is to attempt to understand and explain the nature of life. (NAEP 2000) Life Science expands students biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 1: Characteristics of Organisms Understand that basic structures in plants and animals serve a function. Concept 1: Structure and Function in Living Systems Understand the relationships between structures and functions of organisms. 4th Grade 5th Grade 6th Grade 4 Differentiate between plant and animal cells. 7th Grade 5 Explain the hierarchy of cells, tissues, organs, and systems. Italics denote a repetition of a performance objective (learned in an earlier grade). 22 e.g. - means for example. This list is not exclusive. Other examples may apply.

23 Strand 4: Life Science The fundamental goal of life sciences is to attempt to understand and explain the nature of life. (NAEP 2000) Life Science expands students biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 1: Characteristics of Organisms Concept 1: Structure and Function in Living Systems Understand the relationships between structures and functions of organisms. 4th Grade 5th Grade 6th Grade 7th Grade 6 Relate the following structures of living organisms to their functions: Animals respiration gills, lungs digestion stomach, intestines circulation heart, veins, arteries, capillaries locomotion muscles, skeleton Plants transpiration stomata, roots, xylem, phloem absorption roots, xylem, phloem response to stimulus (phototropism, hydrotropism, geotropism) roots, xylem, phloem Italics denote a repetition of a performance objective (learned in an earlier grade). 23 e.g. - means for example. This list is not exclusive. Other examples may apply.

24 Strand 4: Life Science The fundamental goal of life sciences is to attempt to understand and explain the nature of life. (NAEP 2000) Life Science expands students biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 1: Characteristics of Organisms Understand that basic structures in plants and animals serve a function. Concept 1: Structure and Function in Living Systems Understand the relationships between structures and functions of organisms. 4th Grade 5th Grade 6th Grade 7th Grade 7 Describe how the various systems of living organisms work together to perform a vital function: respiratory and circulatory muscular and skeletal digestive and excretory. 8 Explain how the organisms contract and fight illnesses and diseases. Italics denote a repetition of a performance objective (learned in an earlier grade). 24 e.g. - means for example. This list is not exclusive. Other examples may apply.

25 Strand 4: Life Science The fundamental goal of life sciences is to attempt to understand and explain the nature of life. (NAEP 2000) Life Science expands students biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 2: Life Cycles Understand the life cycles of plants and animals. Concept 2: Reproduction and Heredity Understand the basic principles of heredity. 4th Grade 5th Grade 6th Grade 7th Grade 1 Explain the purposes of cell division: growth and repair; reproduction 2 Explain the basic principles of heredity using the human examples of: eye color widow s peak blood type 3 Distinguish between the nature of dominant and recessive traits in humans. 4 Describe the work of Gregor Mendel. 5 Differentiate between a gene, a chromosome, DNA, a genotype & a phenotype. Italics denote a repetition of a performance objective (learned in an earlier grade). 25 e.g. - means for example. This list is not exclusive. Other examples may apply.

26 Strand 4: Life Science The fundamental goal of life sciences is to attempt to understand and explain the nature of life. (NAEP 2000) Life Science expands students biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 2: Life Cycles Understand the life cycles of plants and animals. Concept 2: Reproduction and Heredity Understand the basic principles of heredity. 4th Grade 5th Grade 6th Grade 7th Grade 6 Use a Punnett square to predit the results of a simple genetic cross. 7 Describe the information that might be carried on a gene. 8 Describe the structure and function of DNA. 9 Describe genetic mutations and hybrids. 10 Explain how genetic engineering could be helpful/harmful. Italics denote a repetition of a performance objective (learned in an earlier grade). 26 e.g. - means for example. This list is not exclusive. Other examples may apply.

27 Strand 4: Life Science The fundamental goal of life sciences is to attempt to understand and explain the nature of life. (NAEP 2000) Life Science expands students biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 3: Organisms and Environments Understand the relationships among various organisms and their environment. Concept 3: Populations of Organisms in an Ecosystem Analyze the relationships among various organisms and their environment. 4th Grade 5th Grade 6th Grade 1 Describe factors that determine the climate of a bione. 1 Explain that sunlight is the major source of energy for most ecosystems through photosynthesis. (See Strand 5 Concept 3 and Strand 6 Concept 2) 7th Grade 1 Compare food chains in a specified ecosystem and their corresponding food web. 2 Explain the relationship between latitude, longitude, and biomes. 2 Describe how the following environmental conditions affect the quality of life: water quality climate population density smog. 2 Explain how organisms obtain and use resources to develop and thrive in: niches predator/prey relationships. 3 Describe the b iomes in the U.S. 3 Analyze the interactions of living organisms with their ecosystems: limiting factors carrying capacity. Italics denote a repetition of a performance objective (learned in an earlier grade). 27 e.g. - means for example. This list is not exclusive. Other examples may apply.

28 Strand 4: Life Science The fundamental goal of life sciences is to attempt to understand and explain the nature of life. (NAEP 2000) Life Science expands students biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 3: Organisms and Environments Understand the relationships among various organisms and their environment. Concept 3: Populations of Organisms in an Ecosystem Analyze the relationships among various organisms and their environment. 4th Grade 5th Grade 6th Grade 7th Grade 4 Identify, describe, and compare envirnomental issues affecting the different biomes. 4 Evaluate data related to problems associated with population growth (e.g., overgrazing, forest management, invasion of non-native species) and the possible solutions. 5 Predict how environmental factors (e.g., floods, droughts, temperature changes) affect survival rates in living organisms. Italics denote a repetition of a performance objective (learned in an earlier grade). 28 e.g. - means for example. This list is not exclusive. Other examples may apply.

29 Strand 4: Life Science The fundamental goal of life sciences is to attempt to understand and explain the nature of life. (NAEP 2000) Life Science expands students biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 3: Organisms and Environments Understand the relationships among various organisms and their environment. Concept 3: Populations of Organisms in an Ecosystem Analyze the relationships among various organisms and their environment. 4th Grade 5th Grade 6th Grade 7th Grade 6 Create a model of the interactions of living organisms within an ecosystem. 7 Classify groups of organisms based on their characteristics. 8 Compare the characteristics, sturcture, and funtion of microorganisms. 9 Explain the importance of water to organisms. (i.e., the water cycle) (moved from AZ 6th grade) Italics denote a repetition of a performance objective (learned in an earlier grade). 29 e.g. - means for example. This list is not exclusive. Other examples may apply.