You are here
Science
Sub Categories or Standards:
-
Differentiate among a question, hypothesis, and prediction.
-
Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.
-
Conduct a controlled investigation using scientific processes.
-
Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers).
-
Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs.
-
Analyze data obtained in a scientific investigation to identify trends.
-
Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events).
-
Evaluate the observations and data reported by others.
-
Interpret simple tables and graphs produced by others.
-
Choose an appropriate graphic representation for collected data: line graph, double bar graph, stem and leaf plot, histogram.
-
Display data collected from a controlled investigation.
-
Communicate the results of an investigation with appropriate use of qualitative and quantitative information.
-
Create a list of instructions that others can follow in carrying out a procedure (without the use of personal pronouns).
-
Communicate the results and conclusion of the investigation.
-
Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Jacques Cousteau [inventor, marine explorer], supports Strand 4; William Beebe [scientist], supports Strand 4; Thor Heyerdahl [anthropologist], supports Strand 6).
-
Describe how a major milestone in science or technology has revolutionized the thinking of the time (e.g., Cell Theory, sonar, SCUBA, underwater robotics).
-
Analyze the impact of a major scientific development occurring within the past decade.
-
Describe the use of technology in science-related careers.
-
Describe how science is an ongoing process that changes in response to new information and discoveries.
-
Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories.
-
Apply the following scientific processes to other problem solving or decision making situations: observing, questioning, communicating, comparing, measuring, classifying, organizing data, inferring, and generating hypotheses.
-
Propose viable methods of responding to an identified need or problem.
-
Compare possible solutions to best address an identified need or problem.
-
Design and construct a solution to an identified need or problem using simple classroom materials.
-
Describe a technological discovery that influences science.
-
Explain that sunlight is the major source of energy for most ecosystems.
-
Describe how the following environmental conditions affect the quality of life: water quality, climate, population density, and smog.
-
Identify various ways in which electrical energy is generated using renewable and nonrenewable resources (e.g., wind, dams, fossil fuels, nuclear reactions).
-
Identify several ways in which energy may be stored.
-
Compare the following ways in which energy may be transformed: mechanical to electrical, electrical to thermal.
-
Explain how thermal energy (heat energy) can be transferred by: conduction, convection, radiation.
-
Analyze the interactions between the Earth's atmosphere and the Earth's bodies of water (water cycle).