Science Curriculum. Fourth Through Eighth Grade. Adopted October 17, COPYRIGHT Kyrene School District 8700 S. Kyrene Road Tempe, AZ

Science Curriculum Fourth Through Eighth Grade Adopted October 17, 2005 COPYRIGHT Kyrene School District 8700 S. Kyrene Road Tempe, AZ 85284-2197

Science Standard Articulated by Grade Level INTRODUCTION Students are naturally curious about the world and their place in it. Sustaining this curiosity and giving it a scientific foundation must be a high priority in Arizona schools. Application of scientific thinking enables Arizona students to strengthen skills that people use every day: solving problems creatively, thinking critically, working cooperatively in teams, using technology effectively, and valuing lifelong learning. Science education is much more than merely learning content. It is the active process of investigation and the critical review of evidence related to the world around us, both visible and invisible. Science is a dynamic process of gathering and evaluating information, looking for patterns, and then devising and testing possible explanations. Active engagement in scientific investigation leads students to think critically and to develop reasoning skills that allow them to become independent, lifelong learners. Science methods and thought processes have application well beyond the bounds of science and support learning goals in all subject areas. The Arizona Science Standard Articulated by Grade Level has been written for ALL students. The science standard is set with the expectation that science instruction occurs at all grade levels beginning in early grades with simple exploration, progressing to increasingly organized and sophisticated science investigations in higher grades. Underlying all of the science standard strands are the five unifying concepts as identified in the National Science Education Standards (1995): Systems, Order, and Organization Evidence, Models, and Explanation Constancy, Change, and Measurement Evolution and Equilibrium Form and Function This conceptual framework provides students with productive and insightful ways of considering and integrating a range of basic ideas that explain the natural world. Because the understanding and abilities associated with major conceptual and procedural schemes need to be developed over an entire education, the unifying concepts and processes transcend disciplinary boundaries. These unifying concepts can be introduced in early grades and developed appropriately through the elementary grades and high school. Students should be explicitly shown how each of these unifying concepts apply to and connect life, physical, and earth and space sciences. These science content areas can be taught in conjunction with each other, as well as with other subject areas in an interdisciplinary approach. The unifying concepts in science education help focus instruction and provide a link to other disciplines. Arizona Academic Content Standards: Science (May 2004) i

Science Standard Articulated by Grade Level MASTERY CURRICULUM The Kyrene Curriculum mirrors the Arizona Academic Content Standards for Science by establishing a mastery level for performance objectives at each grade level. The Kyrene Curriculum document establishes Strands, Concepts and Performance Objectives that should be mastered by each typical grade level student. The Kyrene School District defines the typical grade level student in regards to quality of understanding that is acceptable for their grade level. Therefore, a mastery level curriculum guides teachers by citing performance objectives that are attainable by the vast majority of grade level students, is age appropriate in nature, and emphasizes individualized instruction as a key to ensuring that all students needs are met. The format of the Kyrene Science Curriculum allows for teachers to view prior grade levels as well as subsequent grade level objectives to promote differentiation of instruction for both ends of the achievement continuum. The Kyrene Science Mastery Curriculum provides a clear understanding concerning content and concepts that must be attained by all students to ensure grade level achievement and future success in scientific understanding and learning. SCIENTIFIC LITERACY Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. It also includes specific types of abilities. In the National Science Education Standards, the content standards define scientific literacy. Scientific literacy means that a person can ask, find, or determine answers to questions derived from curiosity about everyday experiences. It means that a person has the ability to describe, explain, and predict natural phenomena. Scientific literacy entails being able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions. Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed. A literate citizen should be able to evaluate the quality of scientific information on the basis of its source and the methods used to generate it. Scientific literacy also implies the capacity to pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately. National Science Education Standards ( page 2-3,1996) ii

Science Standard Articulated by Grade Level ORGANIZATION OF THE SCIENCE STANDARD The Kyrene Science Curriculum is divided into the following six strands: 1. Inquiry Process 2. History and Nature of Science 3. Science in Personal and Social Perspectives 4. Life Science 5. Physical Science 6. Earth and Space Science The goal in the development of the standard was to assure that the six strands and five unifying concepts are interwoven into a fabric of science that represents the true nature of science. Students have the opportunity to develop both the skills and content knowledge necessary to be scientifically literate members of the community. Strands 1, 2, and 3 are designed to be explicitly taught and embedded within each of the content strands 4, 5, and 6, and are not intended to be taught in isolation. The processes, skills, and content of the first three strands are designed to umbrella and complement the content of Life Science, Physical Science, and Earth and Space Science. Arizona Academic Content Standards: Science (May 2004) Strand One: 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. Strand Two: 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. iii

Science Standard Articulated by Grade Level Strand Three: 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. Strand Four: 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. Strand Five: Physical Science The physical science component should probe the following major topics: matter and its transformations, energy and its transformations, and the motion of things. (NAEP 2000) Physical Science affords students the opportunity to increase their understanding of the characteristics of objects and materials they encounter daily. Students gain an understanding of the nature of matter and energy, including their forms, the changes they undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding of the fundamental laws of motion, knowledge of the various ways energy is stored in a system, and the processes by which energy is transferred between systems and surroundings. Strand Six: Earth and Space Science Earth science is the study of the planets, earth s composition, processes, environments and history, focusing on the solid Earth, and its interaction with air and water. (NAEP 2000) Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the universe. Students study the regularities of the interrelated systems of the natural world. In doing so, they develop understandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed decisions about issues affecting the planet on which they live. Arizona Academic Content Standards: Science (May 2004) iv

Science Standard Articulated by Grade Level FORMAT & STRUCTURE OF THE DOCUMENT Strand: A strand is a group of concepts that are related. Concept: Concepts broadly define the skills and knowledge that students are expected to know and be able to do. Performance Objectives (PO's): Performance Objectives specifically delineate the tasks to be taught and learned. All PO s are mastery level. There are no Introduced (I), Reinforced (R), or Enhanced (E) Performance Objectives (PO's) at a grade level. Every student should understand and use all concepts and skills from the previous grade levels. Due to the nature of the content, some performance objectives are repeated in subsequent grade levels. It is understood that the complexity, depth, and difficulty of the performance objective's content will increase from one grade level to the next. Performance objectives that are repeated in subsequent grade levels are designated through italicized font. Glossary: The purpose of this glossary is to help the user better understand and implement the Science Curriculum. It is not intended to be a study guide for the AIMS/DPA and is not a comprehensive list of all literacy terms. Performance Objective Coding G7S3C1PO2 G7 Refers to Grade 7 S3 Refers to Strand 3 C1 Refers to Concept 1 PO2 Refers to Performance Objective 2 v

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.

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.

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. 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. 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 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.

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.

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 3 Determine that data collected is consistent with the formulated question. 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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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. 4th 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 5th Grade 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 Concept 1: Structure and Function in Living Systems. Understand the relationships between structures and functions of organisms. 6th Grade 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 7th Grade 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.