Standard 1 Science As Inquiry:
Experiences in grades 5-8 will allow all students to develop the abilities to do scientific inquiry, be able to demonstrate how scientific inquiry is applied, and develop understandings about scientific inquiry.
Benchmark 1
The students will demonstrate abilities necessary to do the processes of scientific inquiry.
Indicator 1
The students will identify questions that can be answered through scientific investigations.
Explore properties and phenomena of materials, such as a balloon, string, straw, and tape. Students explore properties and phenomena and generate questions to investigate.
Indicator 2
The students will design and conduct a scientific investigation.
Students design and conduct an investigation on the question, "Which paper towel absorbs the most water?" Materials include different kinds of paper towels, water, and a measuring cup. Components of the investigation should include background and hypothesis, identification of independent variable, dependent variable, constants, list of materials, procedures, collection and analysis of data, and conclusions.
Indicator 3
The students will use appropriate tools, mathematics, technologies, and methods to gather, analyze and interpret data.
Given an investigative question, students determine what to measure and how to measure. Students should display their results in a graph or other appropriate graphic format.
Indicator 4
The students will think critically to make the relationships between evidence and logical conclusions.
Students check data to determine: Was the question answered? Was the hypothesis supported/not supported? Did this design work? How could this experiment be improved? What other questions could be investigated?
Indicator 5
The students will apply mathematical reasoning to scientific inquiry.
Look for patterns from the mean of multiple trials, such as the rate of dissolving relative to different temperatures. Use observations for inductive and deductive reasoning, such as explaining a person's energy level after a change in eating habits (e.g., use Likert-type scale). State relationships in data, such as variables, which vary directly or inversely.
Indicator 6
The students will communicate scientific procedures and explanations.
Present a report of your investigation so that others understand it and can replicate the design.
Benchmark 2
The students will apply different kinds of investigations to different kinds of questions.
Indicator 1
The students will develop questions and adapt the inquiry process to guide an investigation.
Adapt an existing lab or activity to: write a different question, identify another variable, and/or adapt the procedure to guide a new investigation.
Benchmark 3
The students will analyze how science advances through new ideas, scientific investigations, skepticism, and examining evidence of varied explanations.
Indicator 1
The students will determine evidence which supports or contradicts a scientific breakthrough.
Examine and analyze a scientific breakthrough [such as a Hubble discovery] using multiple, scientific sources. Explain how a reasonable conclusion is supported.
Indicator 2
The students will identify faulty reasoning of conclusions which go beyond evidence and/or are not supported by data.
Analyze evidence and data which support the theory of continental drift.
As a result of activities in grades 5-8, all students will apply process skills to develop an understanding of physical science including: properties, changes of properties of matter, motion and forces, and transfer of energy.
Benchmark 1
The students will investigate motion and forces.
Indicator 1
The students will demonstrate an understanding that an object not being subjected to a force will continue to move at a constant speed in a straight line Law of Inertia).
Place a small object on a rolling toy vehicle; stop the vehicle abruptly; observe the motion of the small object. Relate to personal experience - stopping rapidly in a car.
Indicator 2
The students will demonstrate and mathematically communicate that unbalanced forces will cause changes in the speed or direction of an object's motion. With a ping pong ball and 2 straws, investigate the effects of the force of air through two straws on the Ping-Pong ball with the straws at the same side of ball on opposite sides, and at other angles. Illustrate results with vectors (force arrows).
Indicator 3
The students will understand that a force (e.g., gravity and friction) is a push or a pull and investigate force variables.
Explore the variables of (wheel and ramp) surfaces that would allow a powered car to overcome the forces of gravity and friction to climb an inclined plane.
As a result of activities in grades 5-8, all students will apply process skills to explore and understand structure and function in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems and diversity and adaptations of organisms.
Benchmark 1
The students will understand the role of reproduction and heredity for all living things.
Indicator 1
The students will infer that the characteristics of an organism result from heredity and interactions with the environment.
Choose an organism. Research its characteristics. Infer if these characteristics result from heredity, environment, or both.
Indicator 2
The students will understand that hereditary information contained in the genes part of the chromosomes) of each cell is passed from one generation to the next.
In a cooperative setting, have students trace parent characteristics with those of an offspring. Use coin tossing to predict the probability of traits being passed on. Remember that not all traits are single gene traits.
Benchmark 2
The students will observe the diversity of living things and relate their adaptations to their survival or extinction.
Indicator 1
The student will conclude that millions of species of animals, plants and microorganisms have similarities in internal structures, developmental characteristics and chemical processes.
Research numerous organisms and create a classification system based on observations of similarities and differences. Compare this system with a dichotomous key used by scientists. Explore various ways animals take in oxygen and give off carbon dioxide.
Indicator 2
The student will understand that adaptations of organisms - changes in structure function, or behavior - contribute to biological diversity.
Compare characteristics of birds such as beaks, wings, and feet, with how a bird behaves in its environment. Then students work in cooperative groups to design different parts of an imaginary bird. Relate characteristics and behaviors of that bird with its structures.
Indicator 3
The student will associate extinction of a species with environmental changes and insufficient adaptive characteristics.
Students use various objects to model bird beaks, such as spoons, toothpicks, clothespins. Students use "beaks" to "eat" several types of food, such as cereal, marbles, raisins, noodles. When "food" sources change, those species that have not adapted die.
Standard 4 Earth And Space Science:
As a result of activities in grades 5-8, all students will apply process skills to explore and develop an understanding of the structure of the earth system, earth's history, and earth in the solar system.
Benchmark 1
The students will understand that the structure of the Earth's system is constantly changing due to the Earth's physical processes.
Indicator 1
The students will model earth's plate movements that result in major geologic events and landform developments.
Plot the location of the earthÆs plate boundaries and compare with recent volcano and earthquake activity in the Ring of Fire. Refer to US Geologic Survey data available on the Internet.
Indicator 2
The students will understand water's major role in changing the solid surface of the earth, such as the effect of oceans on climates and water as an erosion force.
Map major climate zones and relate to ocean currents. Model top soil erosion. Measure sediment load in a nearby stream.
Benchmark 2
The students will understand that past and present Earth processes are similar.
Indicator 1
The students will model geologic time to scale.
"Toilet Paper Earth History:": Plot the major events [last ice age, beginning of Paleozoic Era, etc.] of earth history on a roll of toilet paper. Each sheet of toilet paper = 100 million years.
Indicator 2
The students will relate geologic evidence to a record of earth's history.
Locate the same rock layer in two local road cuts; give fossil evidence and other kinds of evidence that the layer is the same in both exposures. Compare the types of organisms shown in the fossils found in a Kansas shale (mudstone) and a Kansas limestone and infer the ocean depositional environment from which the rock layer was formed.
Indicator 3
The students will compare the current arrangement of the continents with the arrangement of continents throughout the earth's history.
Cut out continents from a world map and slide them together to see how they fit. Plot each continental plate's latitude and longitude through earth's history.
Benchmark 3
The students will model motions and identify forces that explain Earth phenomena.
Indicator 1
The students will model earth/moon positions that create phases of the moon and eclipses.
Indicator 2
The students will apply principles of force and motion to an understanding of the solar system.
Use string and ball model to illustrate gravity and movement creating an orbit around a hand.
Standard 5 Science And Technology:
As a result of activities in grades 5-8, all students will demonstrate abilities of technological design and understandings about science and technology.
Benchmark 1
The students will demonstrate abilities of technological design.
Indicator 1
The students will identify appropriate problems for technological design.
Design a measurement instrument (e.g., weather instruments) for a science question that students are investigating. Select and research a current technology, then project how it might change in the next twenty years.
Indicator 2
The students will design a solution or product, implement the proposed design, evaluate the product.
Design, create and evaluate a product that meets a need or solves a problem in a studentÆs life.
Indicator 3
The students will communicate the process of technological design.
Keep a log of designing [and building] a technology, then use the log to explain the process.
Benchmark 2
The students will develop understandings of the similarities, differences, and relationships in science and technology.
Indicator 1
The students will compare the work of scientists with that of applied scientists and technologists.
A scientist studies air pressure. An technologist designs an airplane wing. Complete a Venn diagram to compare the processes of scientists and technologists.
Indicator 2
The students will evaluate limitations and trade-offs of technological solutions.
Select a technology to evaluate using a graphic organizer. List uses, limitations, possible consequences.
Indicator 3
The students will identify contributions to science and technology by many people and many cultures.
Using a map of the world, mark the locations for people and events that have contributed to science.
Standard 6 Science In Personal And Environmental Perspectives:
As a result of activities in grades 5-8, all students will apply process skills to explore and develop an understanding of issues of personal health, population, resources and environment, and natural hazards.
Benchmark 1
The students will understand the impact of human activity on resources and environment.
Indicator 1
The students will investigate the effects of human activities on the environment.
Count the number of cars that pass the school during a period of time. Investigate the effects of traffic volume on environmental quality (e.g., water and air quality, plant health). Investigate the effects of repeatedly walking off the sidewalks. Discuss the implications for the environment. Participate in an environmental Internet study.
Indicator 2
The students will base decisions on perceptions of benefits and risks.
Evaluate the benefits of burning fossil fuels to meet energy needs against the risks of global warming.
Benchmark 2
The students will understand that natural hazards are dynamic examples of Earth processes which cause us to evaluate risks.
Indicator 1
The students will evaluate risks and define appropriate actions associated with natural hazards.
Find news articles that show inadvisable risks taken in a natural hazard situation.
Indicator 2
The students will recognize patterns of internal and external Earth processes that may result in natural hazards.
Build wood block models of plate boundary interaction: subduction, translation, and spreading.
Indicator 3
The students will communicate human activities that can cause/contribute to natural hazards.
How can channeling a stream promote flooding downstream? Borrow a County Conservation CommissionÆs stream trailer to investigate the dynamics of a stream and the effects of human interaction with the stream.
Standard 7 History And Nature of Science:
Experiences in grades 5-8 will allow all students to examine and develop an understanding of science as a historical human endeavor.
Benchmark 1
The students will develop scientific habits of mind.
Indicator 1
The students will practice intellectual honesty.
Analyze news articles to evaluate if the articles apply statistics/data to bring clarity, or if the articles use data to mislead. Analyze data and recognize that an hypothesis not supported by data should not be perceived as a right or wrong answer.
Indicator 2
The students will demonstrate skepticism appropriately.
Students will attempt to replicate an investigation to support or refute a conclusion.
Indicator 3
The students will display open-mindedness to new ideas.
Share interpretations that differ from currently held explanations on topics such as global warming and dietary claims. Evaluate the validity of results and accuracy of stated conclusions.
Indicator 4
The students will base decisions on evidence.
Review results of individual, group, or peer investigations to assess the accuracy of conclusions based upon data collection and analysis and use of evidence to reach a conclusion.
Benchmark 2
The students will research contributions to science throughout history.
Indicator 1
The students will recognize that new knowledge leads to new questions and new discoveries.
Discuss discoveries that replaced previously held knowledge, such as safety of freon or saccharine use, knowledge concerning the transmission of AIDS, cloning, Pluto's status as a planet.
Indicator 2
The students will replicate historic experiments to understand principles of science.
Rediscover principles of electromagnetism by replicating Oerstad's compass needle experiment. (Compass needle deflects perpendicular to current carrying wire.)
Indicator 3
The students will relate contributions of men and women to the fields of science.
Research the contributions of men and women of science, create a timeline to demonstrate the ongoing contributions of dedicated scientists from across ethnic, religious, and gender lines.
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