Standard 1: Properties and Chemical Changes in Matter – Physical
characteristics of objects can be described using color, texture, and hardness.
These properties can by used to distinguish and separate one substance from
another. The student will engage in investigations that integrate the process
standards and lead to the discovery of the following objectives:
1.1 Substances react chemically with other substances to form new substances
with different characteristics (e.g., rusting, burning, reaction between baking
soda and vinegar).
1.2 Matter has physical properties that can be measured (i.e., mass, volume,
temperature, color, texture, density, and hardness). In chemical reactions and
physical changes, matter is conserved (e.g., compare and contrast physical and
chemical changes).
Standard 2: Motions and Forces – The motion of an object can be described by
its position, direction of motion, and speed. The student will engage in
investigations that integrate the process standards and lead to the discovery of
the following objectives:
2.1 The motion of an object can be measured. The position of an object, its
speed and direction can be represented on a graph.
2.2 An object that is not being subjected to a net force will continue to move
at a constant velocity (in a straight line and a constant speed).
Process Standard 1: Observe and measure – Observing is the first action taken
by the learner to acquire new information about an object, organism, or event.
Opportunities for observation are developed through the use of a variety of
scientific tools. Measurement allows observations to be quantified. The student
will accomplish these objectives to meet this process standard.
PS1.1 Identify qualitative and/or quantitative changes given conditions (e.g.,
temperature, mass, volume, time, position, length) before, during, and after an
event.
PS1.2 Use appropriate tools (e.g., metric rulers, graduated cylinders,
thermometers, balances, spring scales, stopwatches) to measure objects,
organisms, and/or events.
PS1.3 Use appropriate System International (SI) units (i.e., grams, meters,
liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro- milli-,
centi-, and kilo-) when measuring objects, organisms, and/or events.
Process Standard 2: Classify – Classifying establishes order. Objects,
organisms, and events are classified based on similarities, differences, and
interrelationships. The student will accomplish these objectives to meet this
process standard.
PS2.1 Using observable properties, place an object, organism, and/or event into
a classification system (e.g., dichotomous keys).
PS2.2 Identify properties by which a set of objects, organisms, or events could
be ordered.
Process Standard 3: Experiment – Experimenting is a method of discovering
information. It requires making observations and measurements to test ideas. The
student will accomplish these objectives to meet this process standard.
PS3.1 Ask questions about the world and design investigations that lead to
scientific inquiry.
PS3.2 Evaluate the design of a scientific investigation.
PS3.3 Identify variables and/or controls in an experimental setup (i.e., tested,
experimental, and measured variables).
PS3.4 Identify a testable hypothesis for an experiment.
PS3.5 Design and conduct experiments.
PS3.6 Recognize potential hazards and practice safety procedures in all science
activities
Process Standard 4: Interpret and Communicate – Interpreting is the process
of recognizing patterns in collected data by making inferences, predictions, or
conclusions. Communicating is the process of describing, recording, and
reporting experimental procedures and results to others. Communication may be
oral, written, or mathematical and includes organizing ideas, using appropriate
vocabulary, graphs, other visual representations, and mathematical equations.
The student will accomplish these objectives to meet this process standard.
PS4.1 Report data in an appropriate method when given an experimental procedure
or data.
PS4.2 Interpret data tables, line, bar, trend, and/or circle graphs.
PS4.3 Evaluate data to develop reasonable explanation, and/or predictions.
PS4.4 Accept or reject hypotheses when given results of an investigation.
PS4.5 Communicate scientific procedures and explanations.
Process Standard 5: Inquiry – Inquiry can be defined as the skills necessary
to carry out the process of scientific or systemic thinking. In order for
inquiry to occur, students must have the opportunity to ask a question,
formulate a procedure, and observe phenomena. The student will accomplish these
objectives to meet this process standard.
PS5.1 Use systematic observations, make accurate measurements, and identify and
control variables.
PS5.2 Use technology to gather data and analyze results of investigations
PS5.3 Review data, summarize data, and form logical conclusions.
PS5.4 Formulate and evaluate explanations proposed by examining and comparing
evidence, pointing out statements that go beyond evidence, and suggesting
alternative explanations.
Standard 3: Diversity and Adaptations of Organisms – Millions of species of
animals, plants, and microorganisms are alive today. Although different species
might look dissimilar, the unity among organisms becomes apparent from an
analysis of internal and external structures. Adaptation involves the selection
of naturally occurring variations in populations. The student will engage in
investigations that integrate the process standards and lead to the discovery of
the following objectives:
3.1 By classifying organisms, biologists consider details of internal and
external structure.
3.2 Organisms have a great variety of internal and external structures that
enable them to survive in a specific habitat such as echolocation of bats and
see dispersal methods.
Process Standard 1: Observe and measure – Observing is the first action taken
by the learner to acquire new information about an object, organism, or event.
Opportunities for observation are developed through the use of a variety of
scientific tools. Measurement allows observations to be quantified. The student
will accomplish these objectives to meet this process standard.
PS1.1 Identify qualitative and/or quantitative changes given conditions (e.g.,
temperature, mass, volume, time, position, length) before, during, and after an
event.
PS1.2 Use appropriate tools (e.g., metric rulers, graduated cylinders,
thermometers, balances, spring scales, stopwatches) to measure objects,
organisms, and/or events.
PS1.3 Use appropriate System International (SI) units (i.e., grams, meters,
liters, degrees Celsius,
and seconds); and SI prefixes (i.e., micro- milli-, centi-, and kilo-) when
measuring objects, organisms, and/or events.
Process Standard 2: Classify – Classifying establishes order. Objects,
organisms, and events are classified based on similarities, differences, and
interrelationships. The student will accomplish these objectives to meet this
process standard.
PS2.1 Using observable properties, place an object, organism, and/or event into
a classification system (e.g., dichotomous keys).
PS2.2 Identify properties by which a set of objects, organisms, or events could
be ordered.
Process Standard 3: Experiment – Experimenting is a method of discovering
information. It requires making observations and measurements to test ideas. The
student will accomplish these objectives to meet this process standard.
PS3.1 Ask questions about the world and design investigations that lead to
scientific inquiry.
PS3.2 Evaluate the design of a scientific investigation.
PS3.3 Identify variables and/or controls in an experimental setup (i.e., tested,
experimental, and measured variables.
PS3.4 Identify a testable hypothesis for an experiment.
PS3.5 Design and conduct experiments.
PS3.6 Recognize potential hazards and practice safety procedures in all science
activities.
Process Standard 4: Interpret and Communicate – Interpreting is the process
of recognizing patterns in collected data by making inferences, predictions, or
conclusions. Communicating is the process of describing, recording, and
reporting experimental procedures and results to others. Communication may be
oral, written, or mathematical and includes organizing ideas, using appropriate
vocabulary, graphs, other visual representations, and mathematical equations.
The student will accomplish these objectives to meet this process standard.
PS4.1 Report data in an appropriate method when given an experimental procedure
or data.
PS4.2 Interpret data tables, line, bar, trend, and/or circle graphs.
PS4.3 Evaluate data to develop reasonable explanation, and/or predictions.
PS4.4 Accept or reject hypotheses when given results of an investigation
PS4.5 Communicate scientific procedures and explanations.
Process Standard 5: Inquiry – Inquiry can be defined as the skills necessary
to carry out the process of scientific or systemic thinking. In order for
inquiry to occur, students must have the opportunity to ask a question,
formulate a procedure, and observe phenomena. The student will accomplish these
objectives to meet this process standard.
PS5.1 Use systematic observations, make accurate measurements, and identify and
control variables.
PS5.2 Use technology to gather data and analyze results of investigations.
PS5.3 Review data, summarize data, and form logical conclusions.
PS5.4 Formulate and evaluate explanations proposed by examining and comparing
evidence, pointing out statements that go beyond evidence, and suggesting
alternative explanations.
Standard 4: Structures and Forces of the Earth and Solar System – The earth
is mostly rock, three-fourths of its surface is covered by a relatively thin
layer of water, and the entire planet is surrounded by a relatively thin blanket
of air, and is able to support life. The student will engage in investigations
that integrate the process standards and lead to the discovery of the following
objectives:
4.1
Landforms result from constructive forces such as crustal deformation, volcanic
eruption, and deposition of sediment and destructive forces such as weathering
and erosion.
4.2
The formation, weathering, sedimentation, and reformation of rock constitute a
continuing “rock cycle” in which the total amount of material stays the same as
its form changes.
4.3
Gravity is the force that governs that motion of the solar system and holds us
to the earth’s surface.
Process Standard 1: Observe and measure – Observing is the first action taken
by the learner to acquire new information about an object, organism, or event.
Opportunities for observation are developed through the use of a variety of
scientific tools. Measurement allows observations to be quantified. The student
will accomplish these objectives to meet this process standard.
PS1.1
Identify qualitative and/or quantitative changes given conditions (e.g.,
temperature, mass, volume, time, position, length) before, during, and after an
event.
PS 1.2
Use appropriate tools (e.g., metric rulers, graduated cylinders, thermometers,
balances, spring scales, stopwatches) to measure objects, organisms, and/or
events.
PS1.3
Use appropriate System International (SI) units (i.e., grams, meters, liters,
degrees Celsius, and seconds); and SI prefixes (i.e., micro- milli-, centi-, and
kilo-) when measuring objects, organisms, and/or events.
Process Standard 2: Classify – Classifying establishes order. Objects,
organisms, and events are classified based on similarities, differences, and
interrelationships. The student will accomplish these objectives to meet this
process standard.
PS2.1
Using observable properties, place an object, organism, and/or event into a
classification system (e.g., dichotomous keys).
PS2.2
Identify properties by which a set of objects, organisms, or events could be
ordered.
Process Standard 3: Experiment – Experimenting is a method of discovering
information. It requires making observations and measurements to test ideas. The
student will accomplish these objectives to meet this process standard.
PS3.1
Ask questions about the world and design investigations that lead to scientific
inquiry.
PS3.2
Evaluate the design of a scientific investigation.
PS3.3
Identify variables and/or controls in an experimental setup (i.e., tested,
experimental, and measured variables.
PS3.4
Identify a testable hypothesis for an experiment.
PS3.5
Design and conduct experiments.
PS3.6
Recognize potential hazards and practice safety procedures in all science
activities.
Process Standard 4: Interpret and Communicate – Interpreting is the process
of recognizing patterns in collected data by making inferences, predictions, or
conclusions. Communicating is the process of describing, recording, and
reporting experimental procedures and results to others. Communication may be
oral, written, or mathematical and includes organizing ideas, using appropriate
vocabulary, graphs, other visual representations, and mathematical equations.
The student will accomplish these objectives to meet this process standard.
PS4.1
Report data in an appropriate method when given an experimental procedure or
data.
PS4.2
Interpret data tables, line, bar, trend, and/or circle graphs.
PS4.3
Evaluate data to develop reasonable explanation, and/or predictions.
PS4.4
Accept or reject hypotheses when given results of an investigation.
PS4.5
Communicate scientific procedures and explanations.
Process Standard 5: Inquiry – Inquiry can be defined as the skills necessary
to carry out the process of scientific or systemic thinking. In order for
inquiry to occur, students must have the opportunity to ask a question,
formulate a procedure, and observe phenomena. The student will accomplish these
objectives to meet this process standard.
PS5.1
Use systematic observations, make accurate measurements, and identify and
control variables.
PS5.2
Use technology to gather data and analyze results of investigations.
PS5.3
Review data, summarize data, and form logical conclusions.
PS5.4
Formulate and evaluate explanations proposed by examining and comparing
evidence, pointing out statements that go beyond evidence, and suggesting
alternative explanations.
Standard 5: Earth’s History – The Earth’s history involves periodic changes
in the structures of the earth over time. The student will engage in
investigations that integrate the process standards and lead to the discovery of
the following objectives:
5.1
Earth’s history has been punctuated by occasional catastrophic events, such as
the impact of asteroids or comets, enormous volcanic eruptions, periods of
continental glaciation, and the rise and fall of sea level.
5.2
Fossils provide important evidence of how life and environmental conditions have
changed.
Process Standard 1: Observe and measure – Observing is the first action taken
by the learner to acquire new information about an object, organism, or event.
Opportunities for observation are developed through the use of a variety of
scientific tools. Measurement allows observations to be quantified. The student
will accomplish these objectives to meet this process standard.
PS1.1
Identify qualitative and/or quantitative changes given conditions (e.g.,
temperature, mass, volume, time, position, length) before, during, and after an
event.
PS1.2
Use appropriate tools (e.g., metric rulers, graduated cylinders, thermometers,
balances, spring scales, stopwatches) to measure objects, organisms, and/or
events.
PS1.3
Use appropriate System International (SI) units (i.e., grams, meters, liters,
degrees Celsius, and seconds); and SI prefixes (i.e., micro- milli-, centi-, and
kilo-) when measuring objects, organisms, and/or events.
Process Standard 2: Classify – Classifying establishes order. Objects,
organisms, and events are classified based on similarities, differences, and
interrelationships. The student will accomplish these objectives to meet this
process standard.
PS2.1
Using observable properties, place an object, organism, and/or event into a
classification system (e.g., dichotomous keys).
PS2.2
Identify properties by which a set of objects, organisms, or events could be
ordered.
Process Standard 3: Experiment – Experimenting is a method of discovering
information. It requires making observations and measurements to test ideas. The
student will accomplish these objectives to meet this process standard.
PS3.1
Ask questions about the world and design investigations that lead to scientific
inquiry.
PS3.2
Evaluate the design of a scientific investigation.
PS3.3
Identify variables and/or controls in an experimental setup (i.e., tested,
experimental, and measured variables.
PS3.4
Identify a testable hypothesis for an experiment.
PS3.4
Design and conduct experiments.
PS3.5
Recognize potential hazards and practice safety procedures in all science
activities.
Process Standard 4: Interpret and Communicate – Interpreting is the process
of recognizing patterns in collected data by making inferences, predictions, or
conclusions. Communicating is the process of describing, recording, and
reporting experimental procedures and results to others. Communication may be
oral, written, or mathematical and includes organizing ideas, using appropriate
vocabulary, graphs, other visual representations, and mathematical equations.
The student will accomplish these objectives to meet this process standard.
PS4.1
Report data in an appropriate method when given an experimental procedure or
data.
PS4.2
Interpret data tables, line, bar, trend, and/or circle graphs.
PS4.3
Evaluate data to develop reasonable explanation, and/or predictions.
PS4.4
Accept or reject hypotheses when given results of an investigation.
PS4.5
Communicate scientific procedures and explanations.
Process Standard 5: Inquiry – Inquiry can be defined as the skills
necessary to carry out the process of scientific or systemic thinking. In order
for inquiry to occur, students must have the opportunity to ask a question,
formulate a procedure, and observe phenomena. The student will accomplish these
objectives to meet this process standard.
PS5.1
Use systematic observations, make accurate measurements, and identify and
control variables.
PS5.2
Use technology to gather data and analyze results of investigations.
PS5.3
Review data, summarize data, and form logical conclusions.
PS5.4
Formulate and evaluate explanations proposed by examining and comparing
evidence, pointing out statements that go beyond evidence, and suggesting
alternative explanations.