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National Education Standards
Detailed
National Science
Standards: (see
Activities legend)
return to generalized science standards
Content Standard
A: Science as Inquiry
Grades K-4:
[1, 2, 3, 5, 6, 9, FA]
- Abilities necessary
to do scientific inquiry:
- ask a question
about objects, organisms and events in the environment;
1, 2, 3, 5, 6
- plan and conduct
a simple investigation; 1, 3, 5, 6
- employ simple
equipment and tools to gather data and extend the senses;
2, 6
- use data to
construct a reasonable explanation; 6, 9, 10, FA
- communicate
investigations and explanations;1, 5, 6, 9, FA
- Understanding
about scientific inquiry
- scientific investigations involve asking and answering
a question and comparing the answer; 5, 6, FA
- scientists use different kinds of investigations; 5
, 9, 10
- simple instruments provide more information than using
only senses; GQ8, FA
- scientists develop explanations using observations and
what they already know; 5, 6, 9, 10, FA
- scientists make the results public; FA
- scientists review and ask questions about the results
of other scientists' work. 5
Grades 5-8: [1, 5,
6, 9, 10, FA]
- Abilities necessary
to do scientific inquiry:
- identify questions
that can be answered through scientific investigations;1,
5, 6
- design and conduct
a scientific investigation; 5, 6
- use appropriate
tools and techniques to gather, analyze, and interpret data;
6, 9, 10
- develop descriptions,
explanations, predictions and models using evidence; 5,
6 , 9, 10, FA
- think critically
and logically to make the relationships between evidence
and explanations; 5, 6, 9, 10, FA
- recognize and
analyze alternative explanations and predictions; 5,
6
- communicate
scientific procedures and explanations; 1, 5, 6, 9, FA
- use mathematics
in all aspects of scientific inquiry. 10
- Understanding
about scientific inquiry
- different kinds of questions suggest different kinds
of scientific investigation; 5, 6, 9, 10, FA
- current scientific knowledge and understanding guide
investigations; 9, 10, FA
- mathematics is important in all aspects of scientific
inquiry; 10
- technology used to gather data enhances accuracy and
analysis; 9, 10, FA
- scientific explanations emphasize evidence; 5, 6,
9, 10, FA
- science advances through legitimate skepticism, answering
and querying others' work;
- scientific investigations can result in new ideas or
methods for study;
Grades 9-12: [1,
5, 6, 9, 10, FA]
- Abilities necessary
to do scientific inquiry:
- Identify questions
and concepts that guide scientific investigations; 1,
5, 6
- Design and conduct
a scientific investigation; 5, 6
- use technology
and mathematics to improve investigations and communications;
9, 10, FA
- formulate and
revise scientific explanations and models using logic and
evidence; 9, 10, FA
- recognize and
analyze alternative explanations and models;
- communicate
and defend a scientific argument;
FA
- Understanding
about scientific inquiry
- scientists usually inquire about how systems function,
concepts guide inquiry, history and knowledge influence
design and interpretation;
- scientists conduct investigations for a wide variety
of reasons;FA
- scientists rely on technology to enhance the gathering
and manipulation of data; 9, 10, FA
- mathematics is essential in scientific inquiry; 10
- scientific explanations must adhere to criteria, including
logic, consistency, etc.
- results of inquiry - new knowledge and methods - emerge
from different types of investigations and public communication
between scientists; FA
Content Standard C:
Life Science
Grades K-4:
[1, 3, 4, 5, 6, 7, 8, 11, FA]
- The characteristics
of organisms
- organisms
have basic needs, the world has many different environments;
1, 3, 4, 11, FA
- each plant
or animal has different structures that serve different
functions in growth, survival, and reproduction; 7
- behavior of
organisms is influenced by internal and external cues;1,
3, 4, 5, 6
- Life cycles of
organisms
- Plants and
animals have life cycles;1, 3, 4, 8, FA
- Plants and
animals closely resemble their parents; 5, 7, 8
- many characteristics
are inherited, others come from interactions with the
environment; 7, 8
- Organisms and
environments
- all animals
depend on plants. Some animals eat plants for food;
- an organism's
patterns of behavior are related to the nature of that
organism's environment, when the environment changes,
some organisms survive and reproduce, and others die or
move;1, 3, 4, 11, FA
- all organisms
cause changes in the environment where they live, some
are detrimental, some are beneficial;
- humans depend
on their natural and constructed environments, humans
change the environment; 11, FA
Grades 5-8: [1, 2,
3, 4, 7, 11, FA]
- Structure and function in living systems
- living systems at all levels of organization demonstrate
the complementary natures of structure and function; 7
- all organisms are composed of cells;
- cells carry on the many functions need to sustain life;
- specialized cells perform specialized functions in multicellular
organisms;
- the human organism has systems that interact with each
other;
- disease is a breakdown in structures or functions;
- Regulation and Behavior
- all organisms must be able to obtain and use resources,
grow, reproduce and maintain stable internal conditions
while living in a constantly changing environment;1,
3, 4
- regulation of an organisms internal environment involves
sensing it and changing physiological activities;
- behavior is one kind of response to an internal or environmental
stimulus, it is a set of actions determined by heredity
and experience; 3
- behavior evolves through adaptation;
- Populations and Ecosystems
- a population consists of all individuals of a species
that occur together at a given place and time; populations
living together compose an ecosystem;
- populations of organisms can be categorized by the function
they serve in an ecosystem;
- sunlight is the major source of energy for ecosystems;
2
- the number of organisms an ecosystem can support depends
on the resources;1
- Diversity and adaptations of organisms
- millions of species are alive today, they may look dissimilar,
but the unity is apparent from their internal structures;
- biological evolution accounts for the diversity of species
developed over many generations; species acquire many
characteristics through biological adaptation;biological
adaptations include changes in structures, behaviors,
or physiology that enhance survival and reproductive success
in a particular environment; 7
- extinction occurs when the environment changes and the
adaptive characteristics of a species are insufficient.
11
Grades 9-12:
[1, 3, 5]
- Interdependence
of organisms
- atoms and molecules cycle in the biosphere;
- energy flows through ecosystems in one direction;
- organisms both cooperate and compete in ecosystems,
the interrelationships may generate ecosystems stable
for hundreds or thousands of years;
- living organisms have the capacity to produce populations
of infinite size, but environments and resources are finite;
1, 3
- human beings live within the world's ecosystems, humans
alter habitats and ecosystems could be irreversibly affected;
- Behavior of organisms
- multicellular
animals have nervous systems that generate behavior;
- organisms have
behavioral responses to internal changes and to external
stimuli, behavior must be flexible to deal with uncertainty
and change in the environment; 1, 3, 5
- behaviors have
evolved through natural selection;
- behavioral biology
has implications for humans, as it provides links to psychology,
sociology and anthropology.
Content Standard
D: Earth and Space Science
Grades K-4:
[2]
- Objects in the
sky:
- the sun, moon,
starts, clouds, birds, and airplanes all have properties,
locations, and movements that can be observed and described;
2
- the sun provides
the light and heat necessary to maintain the temperature
of the earth; 2
- Changes in earth
and sky
- the surface
of the earth changes, some changes are due to slow processes,
such as erosion and weathering, and some changes are due
to rapid processes, such as landslides, volcanic eruptions,
and earthquakes;
- weather changes
from day to day and over the seasons. Weather can be described
by measurable quantities such as temperature, wind direction
and speed, and precipitation; 2
- Objects in
the sky have patterns of movement. 2
Grades 5-8: [2]
- Earth in the solar
system:
- the earth
is the third planet from the sun in a system that includes
the moon, the sun, eight other planets and their moons,
and smaller objects, such as asteroids and comets. The
sun, an average star, is the central and largest body
in the solar system;
- most objects
in the solar system are in regular and predictable motion.
Those motions explain such phenomena as the day, the year,
phases of the moon, and eclipses; 2
- Gravity is
the force that keeps planets in orbit around the sun and
governs the rest of the motion in the solar system. Gravity
alone holds us to the earth's surface and explains the
phenomena of the tides;
- the sun is
the major source of energy for phenomena on the earth's
surface, such as growth of plants, winds, ocean currents,
and the water cycle. Seasons result from variations in
the amount of the sun's energy hitting the surface, due
to the tilt of the earth's rotation on it's axis and the
length of the day. 2
Content Standard
E: Science and Technology
Grades K-4:
[2, 5, 6, 8, 9, 10, FA]
- Understanding
about science and technology
- Science is one
way of answering questions and explaining the natural world;
2, 5, 6, 8, 9, 10, FA
- people have
always had problems and invented tools and techniques to
solve them;
- scientists and
engineers often work in teams with different individuals
doing different things that contribute to the results;
- women and men
of all ages, backgrounds and groups engage in scientific
and technological work;
- tools help scientists
make better observations, measurements, and equipment for
investigations; 9, 10, FA
Grades 5-8: [2, 8,
9, 10]
- Understandings
about science and technology
- scientific inquiry and technological design have similarities
and differences; 2, 8, 9, 10
- many different people in different cultures have contributed
to science and technology;
- science and technology are reciprocal;
- perfectly designed solutions do not exist;
- technological designs have constraints;
- technological solutions have intended benefits and unintended
consequences;
Grades 9-12:
[9, 10]
- Understandings
about science and technology
- scientists in different disciplines ask different questions,
use different methods and accept different types of evidence,
many investigations require contributions from different
disciplines; 9, 10
- science often advances with the introduction of new
technologies; 9, 10
- creativity, imagination and a good knowledge base are
all required;
- science and technology are pursued for different purposes,
science tries to understand the world, technology tries
to meet human needs;
- technological knowledge is often not made public because
of patents and the financial potential of the idea or
invention;
Content Standard
F: Science in Personal and Social Perspectives
Grades K-4:
[11, FA]
- Changes in environments:
- environments
are the space, conditions and factors that affect an individual's
and a population's ability to survive and their quality
of life;
- changes in environments
can be natural or influenced by humans, some are good, bad
or neither, pollution can influence organisms; 11, FA
- some environment
changes are rapid, others are slow;
-
National Math
Standards: (see
Activities legend)
return to generalized math standards
- Geometry
Specify locations
and describe spatial relationships using coordinate geometry and
other representations systems:
- preK-2: [9,
10]
- describe, name,
and interpret relative positions in space and apply ideas
about relative position; 9
- describe, name,
and interpret direction and distance in navigating space
and apply ideas about direction and distance;9, 10
- find and name
locations with simple relationships such as "near to"
and in coordinate systems such as maps;
- 3-5: [9]
- describe location
and movement using common language and geometric vocabulary;
- make and use
coordinate systems to specify locations and to describe
paths;9
- find the distance
between points along horizontal and vertical lines of a
coordinate system;10
- 6-8:
- use coordinate
geometry to represent and examine the properties of geometric
shapes;
- use coordinate
geometry to examine special geometric shapes, such as regular
polygons or those with pairs of parallel or perpendicular
sides.
- 9-12: [9, 10]
- use Cartesian
coordinates and other coordinate systems, such as navigational,
polar, or spherical systems, to analyze geometric situations;9,
10
- investigate
conjectures and solve problems involving two- and three-dimensional
objects represented with Cartesian coordinates .
National Geography
Standards: (see
Activities legend)
return to generalized geography
standards
Element 1: The World
in Spatial Terms [2, 4, 9, 10]
1) How to use maps
and other geographic representations, tools, and technologies
to acquire, process, and report information from a spatial perspective;
2, 4, 9, 10
2) How to use mental
maps to organize information about people, places, and environments
in a spatial context;
3) How to analyze
the spatial organization of people, places, and environments
on the earth's surface; 2,
4, 9, 10
Element 2: Places and
Regions [2]
1) The physical and
human characteristics of places; 2
2) That people create
regions to interpret earth's complexity; 2
3) How culture and
experience influence people's perceptions of places and regions;
Element 3: Physical
Systems [2, 4]
1) The physical processes
that shape the patterns of earth's surface;
2) The characteristics
and spatial distribution of ecosystems on earth's surface; 2,
4
National
Social Studies Standards: (see
Activities legend)
return to generalized social
studies standards
II: People, Places,
and Environments
Early Grades:
[1, 2, 3, 4, 9, 10]
a) construct and
use mental maps of locales, regions, and the world that demonstrate
understanding of relative location, direction, size, and shape;
1, 2, 3, 4
b) interpret, use,
and distinguish various representations of the earth, such
as maps, globes, and photographs; 2, 3, 9
c) use appropriate
resources, data sources, and geographic tools such as atlases,
data bases, grid systems, charts, graphs, and maps to generate,
manipulate, and interpret information; 2, 3, 9, 10
d) estimate distances
and calculate scale; 10
e) locate and distinguish
among varying landforms and geographic features, such as mountains,
plateaus, islands, and oceans;
f) describe and
speculate about physical system changes, such as seasons,
climate and weather, and the water cycle; 2, 3
g) describe how
people create places that reflect ideas, personality, culture,
and wants and needs as they design homes, playgrounds, classrooms,
and the like;
h) examine the
interaction of human beings and their physical environment,
the use of land, building of cities, and ecosystem changes
in selected locales and regions;
i) explore ways
that the earth's physical features have changed over time
in the local region and beyond and how these changes may be
connected to one another;
j) observe and
speculate about social and economic effects of environmental
changes and crises resulting from phenomena such as floods,
storms, and drought;
k) consider existing
uses and propose and evaluate alternative uses of resources
and land in home, school, community, the region, and beyond
Middle Grades: [1,
2, 3, 4, 9, 10]
a) elaborate mental
maps of locales, regions, and the world that demonstrate understanding
of relative location, direction, size, and shape; 1, 2,
3, 4
b) create, interpret,
use, and distinguish various representations of the earth,
such as maps, globes, and photographs; 2, 3, 9
c) use appropriate
resources, data, sources, and geographic tools such as aerial
photographs, satellite images, geographic information systems
(GIS), map projections, and cartography to generate, manipulate,
and interpret information such as atlases, data bases, grid
systems, charts, graphs, and maps; 2, 3, 9, 10
d) estimate distance,
calculate scale, and distinguish other geographic relationships
such as population density and spatial distribution patterns;
9, 10
e) locate and describe
varying landforms and geographic features, such as mountains,
plateaus, islands, rain forests, deserts, and oceans, and
explain their relationships within the ecosystem;
f) describe physical
system changes such as seasons, climate and weather, and the
water cycle and identify geographic patterns associated with
them; 2, 3
g) describe how
people create places that reflect cultural values and ideals
as they build neighborhoods, parks, shopping centers, and
the like;
h) examine, interpret,
and analyze physical and cultural patterns and their interactions,
such as land use, settlement patterns, cultural transmission
of customs and ideas, and ecosystem changes;
i) describe ways
that historical events have been influenced by, and have influenced,
physical and human geographic factors in local, regional,
national, and global settings;
j) observe and
speculate about social and economic effects of environmental
changes and crises resulting from phenomena such as floods,
storms, and drought; propose, compare, and evaluate alternative
uses of land and resources in communities, regions, nations,
and the world
High School: [2,
3, 4, 9, 10]
a) refine mental
maps of locales, regions, and the world that demonstrates
understanding of relative location, direction, size, and shape;
2, 3, 4, 9
b) create, interpret,
use, and synthesize information from various representations
of the earth, such as maps, globes, and photographs; 2,
3, 9, 10
c) use appropriate
resources, data sources, and geographic tools such as aerial
photographs, satellite images, geographic information systems
(GIS), map projections, and cartography to generate, manipulate,
and interpret information such as atlases, data bases, grid
systems, charts, graphs, and maps; 2, 3, 9
d) calculate distance,
scale, area, and density, and distinguish spatial distribution
patterns; 9, 10
e) describe, differentiate,
and explain the relationships among various regional and global
patterns of geographic phenomena such as landforms, soils,
climate, vegetation, natural resources, and population; 2,
3
f) use knowledge
of physical system changes such as seasons, climate and weather,
and the water cycle to explain geographic phenomena; 2,
3, 4
g) describe and
compare how people create places that reflect culture, human
needs, government policy, and current values and ideals as
they design and build specialized buildings, neighborhoods,
shopping centers, urban centers, industrial parks, and the
like;
h) examine, interpret,
and analyze physical and cultural patterns and their interactions,
such as land use, settlement patterns, cultural transmission
of customs and ideas, and ecosystem changes;
i) describe and
assess ways that historical events have been influenced by,
and have influenced, physical and human geographic factors
in local, regional, national, and global settings;
j) analyze and
evaluate social and economic effects of environmental changes
and crises resulting from phenomena such as floods, storms,
and drought;
k) propose, compare,
and evaluate alternative policies for the use of land and
other resources in communities, regions, nations, and the
world.
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