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.
Indicator 2
The students will design and conduct 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 data of multiple trials, such as the rate of dissolving relative to different temperatures. Use observations for inductive and deductive reasoning, such as explaining a personsÆ 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 differentiate between a qualitative and a quantitative investigation.
While observing a decomposing compost pile, how could you collect quantitative numerical, measurable) data? How could you collect qualitative (descriptive) data? What is a quantitative question? (e.g., is the temperature constant throughout the compost pile?) What is a qualitative question? (e.g., does the color of the compost pile change over time?)_Each student designs a question to investigate. Class analyzes all questions to classify as qualitative or quantitative. _After reading a science news article, identify variables and write a qualitative and/or quantitative investigative question related to the topic of the article.
Indicator 2
The students will apply 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 after doing an investigation, generate alternative methods of investigation and/or further questions for inquiry.
Ask "What would happen if. . .?" questions to generate new ideas for investigation.
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 observe, compare, and classify properties of matter.
Indicator 1
The students will identify and communicate properties of matter, including phases of matter, boiling point, solubility, and density.
Measure and graph the boiling point temperatures for several different liquids. Graph the cooling curve of a freezing ice cream mixture. Observe substances that dissolve (sugar) and substances that do not dissolve (sand).
Indicator 2
The students will using the characteristic properties of each original substance, distinguish components of various types of mixtures.
Separate alcohol and water using distillation. Separate sand, iron filings, and salt using a magnet and water. Observe properties of kitchen powders (baking soda, salt, sugar, flour). Mix in various combinations, then identify by properties.
Benchmark 2
The students will observe, measure, infer, and classify changes in properties of matter.
Indicator 1
The students will measure and graph the effects of temperature on matter.
Change water from solid to liquid to gas using heat. Measure and graph temperature changes. Observe changes in volume occupied.
Benchmark 3
The students will investigate motion and forces.
Indicator 1
The students will describe motion of an object (position, direction of motion, speed, potential and kinetic energy).
Follow the path of a toy car down a ramp. The ramp is first covered with tile and then with sandpaper. Trace the force, direction, and speed of a baseball, from leaving the pitcherÆs hand and returning back to the pitcher through one of many possible paths.
Indicator 2
The students will measure motion and represent data in a graph.
Roll a marble down a ramp. Make adjustments to the board or to the marbleÆs position in order to hit a target located on the floor. Measure and graph the results.
Indicator 3
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 4
The students will understand that a force (e.g., gravity and friction) is a push or a pull.
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.
Indicator 5
The student will investigate force variables of simple machines.
Investigate the load (force) that can be moved as the number of pulleys in a system is increased.
Benchmark 4
The students will understand and demonstrate the transfer of energy.
Indicator 1
The students will understand that energy can be transferred from one form to another, including mechanical heat, light, electrical, chemical, and nuclear energy. Design an energy transfer device. Use various forms of energy. The device should accomplish a simple task such as popping a balloon. Explore sound waves using a spring.
Indicator 2
The students will observe and communicate how light interacts with matter: transmitted, reflected, refracted, absorbed.
Classify classroom objects as to how they interact with light: a window transmits; black paper absorbs; a projector lens refracts; a mirror reflects.
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 conclude that reproduction is essential to the continuation of a species.
Observe and communicate the life cycle of an organism (seed to seed; larva to larva; or adult to adult). Culture more than one generation (life cycle) of an invertebrate organism. Discuss implications of one generation of the species not reproducing.
Benchmark 2
The students will describe the effects of a changing external environment on the regulation/balance of internal conditions and processes of organisms.
Indicator 1
The students will investigate the effects of changes in environmental conditions on behavior of an organism.
Select a variable to alter the environment (e.g., temperature, light, moisture, gravity) and observe the effects on an organism (e.g., pillbug or earthworm). Students could also think of their own behaviors and determine environmental conditions that affect behavior.
Indicator 2
The students will identify behaviors of an organism that are responses made to internal or environmental stimuli.
Observe the response of the body when competing in a running event. In order to maintain body temperature, various systems begin cooling through such processes as sweating and cooling the blood at the surface of the skin.
Benchmark 3
The students will identify and relate interactions of populations of organisms within an ecosystem.
Indicator 1
The student will recognize that all populations living together and the physical factors with which they interact compose an ecosystem.
Create a classroom terrarium and identify the interactions between the populations and physical conditions needed for survival. Participate in a field study examining the living and non-living parts of a community.
Indicator 2
The students will classify organisms in a system by the function they serve producers, consumers, decomposers).
Explore populations at a pond, field, forest floor, and/or rotting log. Have students identify the various food webs and observe that organisms in a system are classified by their function.
Indicator 3
The students will trace the energy flow from the sun (source) to producers chemical energy) to other organisms in food webs.
Role play the interactions and energy flow of organisms in a food web. Pass a ball of string among a circle of students who represent parts of a food web green plants, the sun, insects, etc.). The string connecting students represents the relationships among food web components, resulting in a web-like model.
Benchmark 4
The students will observe the diversity of living things and relate their adaptations to their survival or extinction.
Indicator 1
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, earthÆs 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 identify properties of the solid earth and oceans.
Create a concept map of earth materials using links to show connections, such as water causing erosion of solid, wind evaporating water, etc. Compare the densities of salt and fresh water. Classify rocks, minerals, and soil by properties. Compare heating and cooling over land and water.
Indicator 2
The students will model Earth's cycles.
Create rock cycle and water cycle dioramas._Illustrate global ocean and wind currents. Flow chart a carbon atom through the carbon cycle.
Benchmark 2
The students will understand that past and present Earth processes are similar.
Indicator 1
The students will examine the dynamics of Earth's constructive and destructive forces over time.
Construct models of rock types using food. Peanut brittle without the peanuts can illustrate a molten material crystallizing to form a solid substance similar to an igneous rock._Use an acid (vinegar or dilute HCl) to show the chemical similarity of limestone rock and fossilized shells._Students take a piece of sandstone and apply destructive forces to change it into sand. Observe the effects of weathering on various rock types.
Benchmark 3
The students will identify and classify planets and other solar system components.
Indicator 1
The students will compare and contrast the characteristics of the planets.
Search reliable Internet sources for current information. Create a graphic organizer to visualize comparisons of planets.
Indicator 2
The students will develop understanding of spatial relationships via models of the Earth/moon/planets/sun system to scale.
Model the solar system to scale in a long hallway or school yard using rocks for rocky planets and balloons for gaseous planets. Designate a large object as the sun. Model the earth/moon/sun system to scale with the question: If the earth were the size of a tennis ball, how big would the moon be? How big would the sun be? How far apart would they be?
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 demonstrate abilities of 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 make decisions based on scientific understanding of personal health.
Indicator 1
The students will identify individual nutrition, exercise, and rest needs based on science.
Design, implement, and self-evaluate a personal nutrition and exercise program.
Indicator 2
The students will use a systemic approach to thinking critically about personal health risks and benefits.
Compare and contrast immediate benefits of eating junk food to long term benefits of a lifetime of healthy eating._Evaluate the risks and benefits of foods, medicines, and personal products. Evaluate and compare the nutritional and toxic properties of various natural and synthetic foods.
Benchmark 2
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 3
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.
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, PlutoÆs status as a planet.
Indicator 2
The students will replicate historic experiments to understand principles of science.
Rediscover principles of electromagnetism by replicating OerstadÆs 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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