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comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment. Materials - Model house/ building, diagram or...

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Science Booklet

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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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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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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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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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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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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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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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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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Social Studies Booklet

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Demand and supply schedules: Based on the sum of individual deci- sions made by all of the individual consumers and producers in a supply market. Opportunity cost: The highest valued alternative that must be foregone because another option is chosen; what you give up to get something. Scarcity: The condition of not being able to have all of the goods and services that you want. 23 Glossary for Economics Tools and Methods of Economists TOOLS METHODS/SKILLS • Charts, graphs, models • Tables, ratio

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Language Arts Booklet

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Mathematics Booklet

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