iSEEK - Education

15 CONTENT STANDARDS USING UNIFYING CONCEPTS AND THEMES 3. Students use concepts and themes such as system, change, scale, and model to help them understand and explain the natural world. In other words, students understand the natural world more meaningfully when they use concepts and themes to make the connec- tions between objects, events, and experiences. For example, in studying the unifying concept of system, as in ecosystem, students make connections between the physi- cal and biological

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Goals of Science Education Science Education aims to develop scientific literacy in all students so those stu- dents may maintain and improve the quality of their lives. The Goals of Science Education are: • Understand and apply the processes, ways of thinking and dispositions that humans have while investigating the Natural World. • Understand and apply the knowledge we know today about the world around us to our curiosities and in our daily lives. To achieve these goals, the Science Content Standards

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While the General Learner Outcomes (GLO) are common to all academic discipline areas by identifying the skills and attitudes for all students to lead full and productive lives, the Science Content Standards gives targets for specific learner outcomes in Science. These Standards define what all stu- dents should know and be able to do in Science once they leave the K-12 system. The table on pages 8 and 9, “At–A–Glance,” shows how the Content Standards are divided into two domains: (1) Domain I standards

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understanding about the Earth itself and the Universe beyond. This fifth strand has students viewing Earth as a series of systems, a body in the solar system, and building understandings about the Universe. Amidst the hours of thought put into this document, we fully support The Nature of Science which reminds us of the need to review critically and to challenge all ideas and viewpoints that are presented us, including those in this document. The clue to our resolve is in the wording of Domain II, "… what we know today

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Matter. Broadly referred as understanding the “non-living” part of our world, this strand focuses on one of the success stories in science: the unification of the physical universe. The Content Standards give students an understand- ing of matter, energy, and their trans- formation. Matter and energy link organisms to one another and their physical environment. Domain II, Strand 5 and its Content Standards Earth Systems and the Universe • Universe • Forces in the Universe • Earth in the Solar System • Forces

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8 Content Standards — At-A-Glance SCIENCE AS INQUIRY HABITS OF MIND SAFETY SCIENCE AND TECHNOLOGY IN SOCIETY 1. DOING SCIENTIFIC INQUIRY. Students demonstrate the skills necessary to engage in scientific inquiry. 2. LIVING THE VALUES, ATTITUDES AND COMMITMENTS OF THE INQUIRING MIND. Students apply the values, attitudes and commitments characteristic of an inquiring mind. 3. USING UNIFYING CONCEPTS AND THEMES. Students use concepts and themes such as system, change, scale, and model to unify the

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gravitational, electrical and magnetic. 18. EARTH IN THE SOLAR SYSTEM. Students discuss how the Earth-moon-sun system causes seasons, moon phases, climate, weather and global changes. 19. FORCES THAT SHAPE THE EARTH. Students analyze the scientific view of how the Earth’s surface is formed. DOMAIN II: WHAT WE KNOW TODAY ABOUT THE WORLD AROUND US STRAND CONTENT STANDARD

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10 CONTENT STANDARDS K - 3 4 - 5 DOING SCIENTIFIC INQUIRY 1. Students demonstrate the skills necessary to engage in scientific inquiry. In other words, inquiry is a process that scientists use to generate new knowledge. Students ask questions, plan and conduct investigations, use appropriate tools and tech- niques to gather and organize data, analyze and interpret data logically and critically, communicate findings clearly, and defend and revise conclu- sions based on evidence. For example, students

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11 CONTENT STANDARDS DOING SCIENTIFIC INQUIRY 1. Students demonstrate the skills necessary to engage in scientific inquiry. In other words, inquiry is a process that scientists use to generate new knowledge. Students ask questions, plan and conduct investigations, use appropriate tools and tech- niques to gather and organize data, analyze and interpret data logically and critically, communicate findings clearly, and defend and revise conclu- sions based on evidence. For example, students inquire about

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14 CONTENT STANDARDS K - 3 4 - 5 USING UNIFYING CONCEPTS AND THEMES 3. Students use concepts and themes such as system, change, scale, and model to help them understand and explain the natural world. In other words, students understand the natural world more meaningfully when they use concepts and themes to make the connec- tions between objects, events, and experiences. For example, in studying the unifying concept of system, as in ecosystem, students make connections between the physi- cal and

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15 CONTENT STANDARDS USING UNIFYING CONCEPTS AND THEMES 3. Students use concepts and themes such as system, change, scale, and model to help them understand and explain the natural world. In other words, students understand the natural world more meaningfully when they use concepts and themes to make the connec- tions between objects, events, and experiences. For example, in studying the unifying concept of system, as in ecosystem, students make connections between the physi- cal and biological

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16 CONTENT STANDARDS K - 3 4 - 5 DOING SAFETY 4. Students demonstrate the importance of safety by applying safety skills in all activities. In other words, students safely engage in science investigations inside and outside the classroom by following safety rules and guidelines. For example, students review safety rules of conduct before engaging in scientific investigations of the natural environment. One rule to follow is to wear proper footwear and attire. • Apply school, classroom, laboratory

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17 CONTENT STANDARDS DOING SAFETY 4. Students demonstrate the importance of safety by applying safety skills in all activities. In other words, students safely engage in science investigations inside and outside the classroom by following safety rules and guidelines. For example, students review safety rules of conduct before engaging in scientific investigations of the natural environment. One rule to follow is to wear proper footwear and attire. • Apply school, classroom, laboratory, and field

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18 CONTENT STANDARDS K - 3 4 - 5 RELATING THE NATURE OF TECHNOLOGY TO SCIENCE 5. Students use the problem-solving process to address current issues involving human adapta- tion in the environment. In other words, students identify problems; seek alternative solutions from various perspectives; determine solutions with consequences in mind; and evaluate the process and solution, considering the effect of the action on self, others, and the environment. For example, students can investigate

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19 CONTENT STANDARDS RELATING THE NATURE OF TECHNOLOGY TO SCIENCE 5. Students use the problem-solving process to address current issues involving human adapta- tion in the environment. In other words, students identify problems; seek alternative solutions from various perspectives; determine solutions with consequences in mind; and evaluate the process and solution, considering the effect of the action on self, others, and the environment. For example, students can investigate different

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20 CONTENT STANDARDS K - 3 4 - 5 UNDERSTANDING SCIENTIFIC INQUIRY AND THE CHARACTER OF SCIENTIFIC KNOWLEDGE 1. Students explain the process of how scientific knowledge is generated by scientific inquiry, and be able to critique a sci- entific investigation. In other words, scientific inquiry is a particular way of knowing about the structure and workings of the world and Universe beyond. It is not a magical process but one that follows strict rules and conven- tions; the knowledge generated is subject to

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21 CONTENT STANDARDS UNDERSTANDING SCIENTIFIC INQUIRY AND THE CHARACTER OF SCIENTIFIC KNOWLEDGE 1. Students explain the process of how scientific knowledge is generated by scientific inquiry, and be able to critique a sci- entific investigation. In other words, scientific inquiry is a particular way of knowing about the structure and workings of the world and Universe beyond. It is not a magical process but one that follows strict rules and conven- tions; the knowledge generated is subject to scrutiny

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22 CONTENT STANDARDS K - 3 4 - 5 INTERDEPENDENCE OF SCIENCE, TECHNOLOGY, AND SOCIETY 2. Students analyze and evaluate the interdepen- dence of science, tech- nology, and society. In other words, students analyze societal uses of technological and scientific advancements to improve the quality of life. Such analysis creates opportunities to investigate the benefits, drawbacks, and trade-offs. For example, engineers use knowledge of science and technology and design strategies to solve problems

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23 CONTENT STANDARDS INTERDEPENDENCE OF SCIENCE, TECHNOLOGY, AND SOCIETY 2. Students analyze and evaluate the interdepen- dence of science, tech- nology, and society. In other words, students analyze societal uses of technological and scientific advancements to improve the quality of life. Such analysis creates opportunities to investigate the benefits, drawbacks, and trade-offs. For example, engineers use knowledge of science and technology and design strategies to solve problems such as

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24 CONTENT STANDARDS K - 3 4 - 5 “MA – LAMA I KA ‘A – INA”: SUSTAINABILITY 3. Students make decisions needed to sustain life on Earth now and for future generations by consider- ing the limited resources and fragile environmen- tal conditions. In other words, life depends on a healthy, sustaining environment. While humans use materials to improve the quality of life, care must be exercised to ensure that the natural resources are not exhausted and that the environmental conditions remain favorable

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25 CONTENT STANDARDS “MA – LAMA I KA ‘A – INA”: SUSTAINABILITY 3. Students make decisions needed to sustain life on Earth now and for future generations by consider- ing the limited resources and fragile environmen- tal conditions. In other words, life depends on a healthy, sustaining environment. While humans use materials to improve the quality of life, care must be exercised to ensure that the natural resources are not exhausted and that the environmental conditions remain favorable for all

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26 CONTENT STANDARDS K - 3 4 - 5 UNITY AND DIVERSITY 4. Students examine the unity and diversity of organisms and how they can be compared scien- tifically. In other words, there are millions of organisms living on Earth. Some are very similar and some are very different. In order to better understand them, scientists have developed a system of comparing, con- trasting and classifying organ- isms. For example, whales and bats are more similar to each other than are whales and fish or bats and birds

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27 CONTENT STANDARDS UNITY AND DIVERSITY 4. Students examine the unity and diversity of organisms and how they can be compared scien- tifically. In other words, there are millions of organisms living on Earth. Some are very similar and some are very different. In order to better understand them, scientists have developed a system of comparing, con- trasting and classifying organ- isms. For example, whales and bats are more similar to each other than are whales and fish or bats and birds. The first pair

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28 CONTENT STANDARDS K - 3 4 - 5 CYCLE OF MATTER AND ENERGY FLOW 6. Students trace the cycling of matter and the flow of energy through systems of living things. In other words, organisms are linked to each other and to their physical setting by the transfer and transformation of matter and energy. For example, energy from the sun is captured by grass, which converts it with water, nutrients from the soil and CO 2 from the air to make more plant material. A grasshopper gets its energy by eating some

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29 CONTENT STANDARDS CYCLE OF MATTER AND ENERGY FLOW 6. Students trace the cycling of matter and the flow of energy through systems of living things. In other words, organisms are linked to each other and to their physical setting by the transfer and transformation of matter and energy. For example, energy from the sun is captured by grass, which converts it with water, nutrients from the soil and CO 2 from the air to make more plant material. A grasshopper gets its energy by eating some of the grass

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30 CONTENT STANDARDS K - 3 4 - 5 BIOLOGICAL EVOLUTION 7. Students examine evidence for the evolu- tion of life on earth and assess the arguments for natural selection as a scientific explanation of biological evolution. In other words, evolution is a series of changes, some gradual and some sporadic, that accounts for the present form and function of organisms in natural systems. Fossil records of ancient life forms and striking molecular similari- ties among diverse organisms provide evidence for

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32 CONTENT STANDARDS K - 3 4 - 5 CELLS, TISSUES, AND ORGANS 9. Students explain the structure, functions, and reproduction of living cells. In other words, all multi-cel- lular organisms are made up of cells that are organized to form tissues, organs and systems with specialized functions. For example, humans are comprised of systems such as the digestive system, which break down food for use by the body. HUMAN DEVELOPMENT 10.Students explain the important aspects of human development from

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33 CONTENT STANDARDS CELLS, TISSUES, AND ORGANS 9. Students explain the structure, functions, and reproduction of living cells. In other words, all multi-cel- lular organisms are made up of cells that are organized to form tissues, organs and systems with specialized functions. For example, humans are comprised of systems such as the digestive system, which break down food for use by the body. HUMAN DEVELOPMENT 10.Students explain the important aspects of human development from fertilization to death

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words, a person’s innate ability, inherited dispo- sition, culture and experiences influence human behavior. For example, changing one’s behavior due to cultural experience can be described like this: Upon entering a home in Hawaii a visitor is asked to remove his/her footwear. On the next visit, the visitor automatically removes his/her footwear before entering the home. HUMAN BODY FUNCTIONS • Describe how an organ system functions interdependently with others to promote survival (i.e., how various body

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36 CONTENT STANDARDS K - 3 4 - 5 NATURE OF MATTER 13.Students examine the nature of matter. In other words, objects can be described by the properties of matter from which they are made. Those properties can be used to sort objects and predict ways the material will behave. For example, a water molecule consists of two atoms of hydrogen and one atom of oxygen. Liquid water changes state to vapor at 100° C and to a solid at 0° C. ENERGY, ITS TRANSFORMATION AND MATTER 14.Students identify the

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transmitting energy. • Apply the Laws of Conservation of Energy to describe the dynamics of a system. • Explain what happens in the transformation of energy. 6 - 8 9 - 12

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38 CONTENT STANDARDS K - 3 4 - 5 FORCES, MOTION, SOUND, AND LIGHT 15.Students explain the relationship between force, mass and motion of objects; they analyze the nature of sound and electromagnetic radiation. In other words, everything in our universe moves. Changes in motion such as speeding up, slowing down, and changing direction are due to the effects of forces. For example, a rolling ball slows down and changes direction because of friction and objects in its path. MOTION • Describe the

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39 CONTENT STANDARDS FORCES, MOTION, SOUND, AND LIGHT 15.Students explain the relationship between force, mass and motion of objects; they analyze the nature of sound and electromagnetic radiation. In other words, everything in our universe moves. Changes in motion such as speeding up, slowing down, and changing direction are due to the effects of forces. For example, a rolling ball slows down and changes direction because of friction and objects in its path. MOTION AND FORCES • Explain the

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40 CONTENT STANDARDS K - 3 4 - 5 UNIVERSE 16.Students discuss current scientific views of the Universe. In other words, formation of the universe is based on 3 major theories: (1) the Big Bang theory (most prevalent), (2) Steady State theory, and (3) the Oscillating Universe theory. The Universe is made up of galaxies grouped into clus- ters and super clusters. Our knowledge of the Universe is a result of scientific observa- tions and use of sensitive tools such as radio and x-ray tele- scopes

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electrical forces hold atoms and molecules together and magnetic forces attract or repel certain objects. • Give examples of objects in the solar system that are in regular and predictable motion. • Describe what constitutes the universe. • Describe how a telescope works and the optimal conditions for its use on Earth. • Build a model that illustrates that every object exerts a gravitational force on every other object. • Illustrate and explain what holds the Earth and other planets in their orbits and keeps

42 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=42 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

42 CONTENT STANDARDS K - 3 4 - 5 EARTH IN THE SOLAR SYSTEM 18.Students discuss how the Earth-moon-sun sys- tem causes seasons, moon phases, climate, weather and global changes. In other words, the relative position between the Earth, moon, and sun causes changes in the seasons, phas- es of the moon, changes in cli- mate and weather locally and globally. For example, a new moon occurs when the moon is between the earth and sun. FORCES THAT SHAPE THE EARTH 19.Students analyze the scientific view of how

43 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=43 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

43 CONTENT STANDARDS EARTH IN THE SOLAR SYSTEM 18.Students discuss how the Earth-moon-sun sys- tem causes seasons, moon phases, climate, weather and global changes. In other words, the relative position between the Earth, moon, and sun causes changes in the seasons, phas- es of the moon, changes in cli- mate and weather locally and globally. For example, a new moon occurs when the moon is between the earth and sun. FORCES THAT SHAPE THE EARTH 19.Students analyze the scientific view of how the Earth’s

49 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=49 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

in a mutually nurturing and reverent relationship. Model: a design, representation, set plan, description or analogy for an idea or object. Nature of matter: the essence, traits, or properties of matter. Nature of Scientific Knowledge: observation a169 hypothesis a169 fact a169 concept a169 Law a169 Theory. Natural vs. designed systems: refer to different parts working as a whole in the natural world (as a waterfall in the mountain) vs. a system that has been manipulated and/or altered by humans (as the

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in complex thinking and problem solving. • The ability to recognize and produce quality performance and quality products. The real test of the standards is their applicability and usefulness in the classroom to improve student learning. Raising our expectations is but the first step; it’s what we do with the standards - living up to them - that will ultimately make us a performance oriented system. We are about to embark on an important journey that will challenge how we think, feel and act in regards

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Standards for Grades 6-8 60 Revised Washington State K-12 Science Standards EALR 1: Systems Big Idea: Systems (SYS) Core Content: Inputs, Outputs, Boundaries and Flows In prior grades students learned about the functioning of simple systems, including inputs and outputs. In grades 6-8 students learn how to use systems thinking to simplify and analyze complex situations. Systems concepts that students learn to apply at this level include choosing system boundaries, determining if a

68 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=68 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

Standards for Grades 6-8 60 Revised Washington State K-12 Science Standards EALR 1: Systems Big Idea: Systems (SYS) Core Content: Inputs, Outputs, Boundaries and Flows In prior grades students learned about the functioning of simple systems, including inputs and outputs. In grades 6-8 students learn how to use systems thinking to simplify and analyze complex situations. Systems concepts that students learn to apply at this level include choosing system boundaries, determining if a

88 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=88 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

Standards for Grades 9-12 80 Revised Washington State K-12 Science Standards EALR 1: Systems Big Idea: Systems (SYS) Core Content: Predictability and Feedback In prior grades students learned how to simplify and analyze complex situations by thinking about them as systems. In grades 9-12 students learn to construct more sophisticated system models, including the concept of feedback. Students are expected to determine whether or not systems analysis will be helpful in a given situation

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Students explain, with few significant errors, the function of a human organ system. Students explain, with many significant errors, the function of a human organ system. CHARACTERISTICS OF ORGANISMS No benchmark expectations at this level ORGANISMS AND THEIR ENVIRONMENTS 5.4.3. Identify the producers, consumers, and decomposers in a food web. Students identify, with no errors, the producers, consumers, and decomposers in a food web Students identify, with no significant errors

44 0 http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=44 www.dpi.state.nd.us/standard/content/science/science.pdf#page=44

Students explain, with few significant errors, the function of a human organ system. Students explain, with many significant errors, the function of a human organ system. CHARACTERISTICS OF ORGANISMS No benchmark expectations at this level ORGANISMS AND THEIR ENVIRONMENTS 5.4.3. Identify the producers, consumers, and decomposers in a food web. Students identify, with no errors, the producers, consumers, and decomposers in a food web Students identify, with no significant errors

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