The content of this Preface and of the entire Footnotes section, as well as the format and presentation of the marked-up Standards, are protected by copyright in the United States. Ó1999 by Peter A. Gegenheimer.

Introduction

The purpose of this document is to present a definitive comparison of the differences between the final draft of the Science Education Standards (prepared by the external standards writing committee for the Kansas State Board of Education) and the Standards which were approved by the Board on 11 August 1999.

Materials and Methods

Unless otherwise stated, all editorial work was done by Peter Gegenheimer, of Lawrence KS, starting on about September 4, 1999.

Sources

Draft 5 of the Science Standards, presented to the Kansas State Board of Education at its July 13-14 1999 meeting, was obtained from the Board of Education Web site, subdivision of Standards and Assessments, as the html-format file "scidraft5.html". The revised version approved by the Board on 11 August 1999, during the August 10-11 meeting, was obtained from the same site as file "science81199.html".

Procedures

Each file was imported into Lotus Word Pro word-processing software and copies were saved in native Word Pro format (*.lwp) and in Rich Text Format (*.rtf). Comparison was performed with the "TeamConsolidate" feature of Word Pro. Preliminary trials indicated that acceptable markup was achieved only if the two files being compared were very closely co-linear. Hence, each version (Draft 5 and Aug. Final) were edited by i) removal of blank lines if more than one appeared consecutively; ii) deletion (and saving in a separate file) any portion of Draft 5 which was one or more paragraphs in length and which did not appear in the August Final. The document presented here contains as much as possible the appearance of the Standards presented of the Board's Web site and viewed with Netscape Navigator 4.04; however, unavoidable stylistic inconsistencies, mostly excessive blank lines, in the html format have been removed.

The edited copy of Draft 5 was then opened in Word Pro and selected as the parent document; the edited copy of the August Final was compared against it. The software feature was set to display any character deleted from the parent document in strike-though, red type; and any character inserted into the parent in underlined blue italics. When the comparison was complete, the results were automatically displayed in a new document which was a duplicate of Draft 5 but containing the appropriate markup text and characters. Since the markup display features were not permanent, character styles (called "Default Char-Deletion" and "Default Char-Insertion") were created having the same attributes as the marked-up text, and manually applied to every instance of inserted or deleted text.

Next, the text was modified so that deleted entries were located before, rather than after, inserted text. The large sections which had been deleted from Draft 5 were marked with the "Deleted" style and then inserted into the marked up document. Some deletions and insertion were then manually adjusted to present the fewest possible number of insertions plus deletions which would convert the Draft text into the Final text.

At this stage the marked-up document was saved in Rich Text Format (Microsoft RTF) using the character set codepage 850 (IBM PC International). This version was proofread by David Collins, Jack Krebs, Steve Case, and Peter Gegenheimer. All corrections and suggestions for further simplification of deletion/insertion sequences were incorporated into the primary copy of the markup.

The marked-up copy was annotated by Peter Gegenheimer to note any obvious effect of each change on the over-all meaning of the Standards and to indicate whether a given change might be construed as furthering, or potentially used to further, several types of non-scientific agendas. These are described in the introduction to the Footnotes, and include "young-earth creationism," "intelligent design and technology," "anti-environmentalist technology," as well as changes which are unintelligible to a professional scientist or inappropriate for the discipline discussed or for the age of the targeted students.

Finally, this preface was added. It is written in the form of a scientific publication not to lend it authority but because that is the simplest structure I know of to clearly present what was done.

Format

This document is distributed in Rich Text Format (Microsoft RTF) using the IBM International character set, codepage 850 (distribution in the ansi character set may also be possible) and in the Hypertext Markup Language (HTML) using the default character set (codepage 850 presumably Western European Latin-1 or). The parent document is asserted to have been constructed according to the procedures described in this section. It is possible, however, that the copies may vary in typography, layout, or formatting from the parent document. No representations to the contrary are asserted or implied.

Results

Revision Markup

The Writing Committee's Draft #5, marked up to reflect deletions and insertions made by the Board of Education subcommittee, follows immediately.

Copyright Issues

The textual content of the Version Markup (or Standards Comparison) on the next pages is derived from Draft 5 of the Standards (prepared by the external writing committee), which was made publicly available on the State Board of Education's Web site with no stated restrictions. Some or much of the contents were derived from copyrighted publications which are listed in the Bibliography of the Version Markup. Permission to cite these materials was forthcoming from the copyright holders to the external writing committee. The same permission was explicitly denied to the State Board of Education; the press release for the copyright holders is available from this Web site and must be included with any redistribution of the present Standards Comparison document. Since the copyright material was derived from the Writing Committee's draft, and is used in good faith in accordance with the restrictions placed on it by the copyright holders, I believe that the present document may be freely distributed without additional permissions.

Discussion

The Discussion of these insertions and deletions is limited to a commentary on the likelihood that a modification might be viewed as supporting the goals of Creationist cultists or other, young-earth Biblical literalists; intelligent design theology; or the pro-technology, anti-environmental political movement.

The terms "creationism" and "creationist" as used here refer only to that movement, and its adherents, which maintain that the Earth (and the present Universe) is 6,000 to 10,000 years old; that the Universe, the Earth, and all the living organisms of the Earth were created de novo at that time; and that material evidence to the contrary is not to be accepted at face value.

In addition, limited comments were made with regard to certain other issues. This commentary is entered as Footnotes to the text of the Standards document.

References

The following sources were essential in preparing the Footnotes to this Markup.

Berra, T. M. Evolution and the Myth of Creationism: A basic guide to the facts in the evolution debate. Stanford, CA, USA: Stanford University Press (1990). QH371.B47 1990; ISBN 0-8047-1770-2.

Feyerabend, P. Against Method, 3rd. Ed. London, UK: Verso (1993). ISBN 0-86091-646-4.

McGrath, Alister E., Science & Religion: An Introduction. Oxford, UK: Blackwell Publishers (1999). BL240.2.M413 1998; ISBN 0-631-20842-9.

Suggested Further Reading

Fruton, J. S. A Skeptical Biochemist. Cambridge, MA, USA: Harvard University Press (1992). QD415.F78 1992; ISBN 0-674-81077-5.

Janovy, John Jr. On Becoming A Biologist. New York: Harper & Row (1985). QH314.J36 1986; ISBN 0-06-091363-0.

========================= End of the Preface =====================================

{August final ~p. 1}

{August final ~p. 2}

The writing committee Kansas State Board of Education dedicates the Kansas Science Education Standards to all Kansas students. Our students are the future of Kansas. With this document, we pass on the legacy of our own teachers, who helped us to know that as lifelong learners of science, we can live more productive, responsible, and fulfilling lives.

Stephen Angel, Chemist, Washburn University, Topeka, KS

Ramona Anshutz, Science Education Consultant, Pomona, KS

Ken Bingman, Biology Teacher, Shawnee Mission USD 512, Shawnee Mission, KS

Mary Blythe, K-5 Science Specialist, Kansas City USD 500, Kansas City, KS

Janeen Brown, Elementary Teacher, Wakeeney USD 208, Wakeeney, KS

Steve Case, Director, Kansas Collaborative Research Network, Lawrence, KS

Misty Gawith, Middle Level Teacher, Circle USD 375, Towanda, KS

Letha Gillaspie, Chemistry and Physics Teacher, Augusta USD 402, Augusta, KS

Betty Holderread, Science Education Consultant, Newton, KS

Loren Lutes, Superintendent, Elkhart USD 218, Elkhart, KS and Committee Co-Chair

Naomi Nibbelink, Health Sciences Educational Consultant, Topeka, KS

Jay Nicholson, Biology, Chemistry, Physics Teacher, Rock Creek USD 323, Westmoreland, KS

Karen Peck, Elementary Teacher, Wichita Diocese Schools, Wichita, KS

Linda Pierce, Elementary Teacher, Circle USD 375, Towanda, KS

Barbara Prater, Middle School Teacher, Blue Valley USD 229, Overland Park, KS

Linda Proehl, Assistant Superintendent, Parsons USD 503, Parsons, KS

Greg Schell, Science Education Program Consultant, KSDE, Topeka, KS

John Richard Schrock, Biologist, Emporia State University, Emporia, KS

Twyla Sherman, Science Educator, Wichita State University, Wichita, KS

Ben Starburg, Biology Teacher, Chapman USD 473, Chapman, KS

John Staver, Science Educator, Kansas State University, Manhattan, KS and Committee Co-Chair

David Steinmetz, Chemistry and Physics Teacher, Arkansas City USD 470, Arkansas City, KS

Germaine Taggart, Science Educator, Fort Hays State University, Hays, KS

Sandy Tauer, K-12 Science and Mathematics Coordinator, Derby USD 260, Derby, KS

Patrick Wakeman, Biology Teacher, Tonganoxie USD 464, Tonganoxie, KS

Brad Williamson, Biology Teacher, Olathe USD 233, Olathe, KS

Carol Williamson, Pre K-12 Science Coordinator, Olathe USD 233, Olathe, KS

* Note: Brief biographical sketches of each member of the committee are provided in Appendix 6.

{August final ~p. 3}

Mission Statement

The mission of science education in Kansas is to utilize science as a vehicle to prepare all students as lifelong learners who can use science to make reasoned decisions, contributing to their local, state, and international communities.

Vision Statement

"All students, regardless of gender, creed, cultural or ethnic background, future aspirations or interest and motivation in science, should have the opportunity to attain high levels of scientific literacy". (Adapted from Annenberg/CPBCPM[^] Math and Science Project, 1996, T-7).

The educational system must prepare the citizens of Kansas to meet the challenges of the 21st century. With this in mind, the intent for the Kansas Science Education Standards can be expressed in a single phrase: Science standards for all students. The phrase embodies both excellence and equity. These standards apply to all students, regardless of age, gender, creed,[^] cultural or ethnic background, disabilities, aspirations, or interest and motivation in science.

By emphasizing both excellence and equity, these standards also highlight the need to give students the opportunity to experience science to learn science. Students can achieve high levels of performance with:

 

ƒ access to skilled professional teachers;

 

ƒ adequate classroom time;

 

ƒ a rich array of learning material;

 

ƒ accommodating work spaces; and

 

ƒ the resources of the communities surrounding their schools.

Responsibility for providing this support falls on all those involved with the system of education in Kansas.

Inquiry is central to science learning. These standards call for more than "science as a process," in which students learn discrete skills such as observing, inferring, and experimenting. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their[^] assumptions, use critical and logical thinking, and consider alternative explanations. In this way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills. They also experience first-hand the thrill and excitement of science. As a result of such experiences, students will be empowered to add to the growing body of scientific knowledge.

The importance of inquiry does not imply that all teachers should pursue a single approach to teaching science. Just as inquiry has many different facets, so do teachers need to use many different strategies to develop the understandings and abilities described here. These standards rest on the premise that science is an active process. Science is something that students and adults do, not something that is done to them.

{August final ~p. 4}

The Kansas Science Education Standards:

 

ƒ Provide criteria that Kansas educators and stakeholders can use to judge whether particular actions will serve the vision of a scientifically literate society.

 

ƒ Bring coordination, consistency, and coherence to the improvement of science education.

 

ƒ Advocate that science education must be developmentally appropriate and reflect a systemic, progressive approach throughout the elementary, middle, and high school years.

These standards should not be viewed as a state curriculum nor as requiring a specific local curriculum. A curriculum is the way content is organized and presented in the classroom. The content embodied in these standards can be organized and presented with many different emphases and perspectives in many different curricula.

Purpose of this Document

These standards, benchmarks, indicators, and examples are designed to assist Kansas educators in selecting and developing local curricula, carrying out instruction, and assessing students' progress. Also, they will serve as the foundation for the development of state assessments in science. Finally, these standards, benchmarks, indicators, and examples represent high, yet reasonable, expectations for all students.

Students may need further support in and beyond the regular classroom to attain these expectations. Teachers, school administrators, parents, and other community members should be provided with the professional development and leadership resources necessary to enable them to help all students work toward meeting or exceeding these expectations.

Background Information

The original Kansas Curricular Standards for Science were drafted in 1992, approved by the Kansas State Board of Education in 1993, and updated up-dated in 1995. Although all of this work occurred prior to the release of the National Science Education Standards in 1996, the original Kansas standards reflect early work on the national standards. At the August, 1997 meeting of the Kansas State Board of Education, the Board directed that academic standards committees composed of stakeholders from throughout Kansas should be convened in each curriculum area defined by Kansas law (reading, writing, mathematics, science, and social studies).

The science academic standards committee for science was charged to:

1. Bring greater clarity and specificity to what teachers should teach and students should learn at the various grade levels.

2. Review current state curricular standards.

3. Prioritize the standards to be assessed by the state assessments.

4. Provide advice regarding assessment methodologies.

{August final ~p. 5}

Acknowledgment of Prior Work[^]

Carrying out this charge, the writing academic standards[^] committee built upon and benefited from a great deal of prior work done on a national level. Two principal expressions of a unified vision and content for science education exist. One is the National Science Education Standards published by the National Research Council; the second is Benchmarks for Science Literacy from Project 2061 of the American Association for the Advancement of Science. According to representatives of both groups, the vision and content overlap by at least 80%. These standards embrace the vision and content of the National Science Education Standards (National Research Council, 1996) and Benchmarks for Science Literacy (Project 2061 AAAS, 1993). Therefore, the Kansas Science Education Standards are founded not only on the research base but also on the work of over 18,000 18,0000[^] scientists, science educators, teachers, school administrators and parents across the country that produced national standards as well as the school district teams and thousands of individuals who contributed to the benchmarks. Thus, the Kansas Science Education Standards are consistent with both expressions of a unified vision for science education. Moreover, the National Science Teachers Association recently published elementary, middle, and high school editions of Pathways to the Science Standards. The pathways documents provide a framework for aligning the Kansas Science Education Standards with national standards. All of the above mentioned documents contain many resources and teaching applications for further development of the ideas presented in the Kansas Science Education Standards. Permission to use specific segments of text in the Kansas Science Education Standards has been requested from the National Research Council, the American Association for the Advancement of Science, the National Science Teachers Association, and other sources of text and diagrams.[^]

{August final ~p. 6}

Nature of Science

Science is the human activity of seeking logical natural[^] explanations for what we observe in the world around us. Science does so through the use of observation, experimentation, and logical argument while maintaining strict empirical standards and healthy skepticism. In so doing, science distinguishes itself from other ways of knowing and from other bodies of knowledge. Explanations based on myths, personal beliefs, religious values, mystical inspiration, superstition, or authority may be personally useful and socially relevant, but they are not scientific. Scientific explanations are built on observations, hypotheses, and theories. A hypothesis is a testable statement about the natural world that can be used to build more complex inferences and explanations. A theory is a well-substantiated explanation of some aspect of the natural world that can incorporate observations, inferences, and tested hypotheses. Scientific explanations must meet certain criteria.

 

ƒ They must be logical.

 

ƒ They must be consistent with experimental and/or observational data.

 

ƒ They must be testable by scientists through additional experimentation and/or observation.

 

ƒ They must follow strict rules that govern the repeatability of observations and experiments.

[^]The effect of these criteria is to insure that scientific explanations about the world are open to criticism and that they will be modified or abandoned in favor of new explanations if empirical evidence[^] so warrants. Because all scientific explanations depend on observational and experimental confirmation[^], all scientific knowledge is, in principle, subject to change as new evidence becomes available. The core theories of science have been subjected to a wide variety of confirmations and have a high degree of reliability within the limits to which they have been tested. In areas where data or understanding are incomplete, new data may lead to changes in current theories or resolve current conflicts. In situations where information is still fragmentary, it is normal for scientific ideas to be incomplete, but this is also where the opportunity for making advances may be greatest. Science has flourished in different regions during different time periods, and in history, diverse cultures have contributed scientific knowledge and technological inventions. Changes in scientific knowledge usually occur as gradual modifications, but the scientific enterprise also experiences periods of rapid advancement. The daily work of science and technology results in incremental advances in our understanding of the world about us.

Teaching With Tolerance and Respect

Science studies natural phenomena by formulating explanations that can be tested against the natural world. Some scientific concepts and theories (e.g. blood transfusion, human sexuality, nervous system role in consciousness, cosmological and biological evolution, etc.) may conflict with a student's religious or cultural beliefs. The goal is to enhance understanding, and a science teacher has a responsibility to enhance students' understanding of scientific concepts and theories. Compelling student belief is inconsistent with the goal of education. Nothing in science or in any other field of knowledge shall should[^] be taught dogmatically.

A teacher is an important role model for demonstrating respect and civility, and teachers should not ridicule, belittle or embarrass a student for expressing an alternative view or belief. In doing this, teachers display and demand tolerance and respect for the diverse ideas, skills, and experiences of all students. No evidence or analysis of evidence that contradicts a current science theory should be censored.

If a student should raise a question in a natural science class that the teacher determines to be outside the domain of science, the teacher should treat the question with respect. The teacher should explain why the question is outside the domain of natural science and encourage the student to discuss the question further with his or her family and clergy. [^]

Neither the Kansas Constitution nor the United States Constitution require time to be given in the science curriculum to accommodate religious views of those who object to certain material or activities presented in science classes. Nothing in the Kansas Statutes Annotated or the Kansas State Board Regulations allows students (or their parents) to excuse class attendance based on disagreement with the curriculum, except as specified for 1) any activity which is contrary to the religious teachings of the child or for 2) human sexuality education. (See Kansas Statutes Annotated 1111d and State Board Regulations 91-31-3:(g)(2).)[^]

{August final ~p. 7}

The central nature of inquiry in learning science reflects substantive changes - steps forward - from the previous Kansas Curricular Standards for Science, last updated in 1995. The Kansas Science Education Standards envision change throughout the system of Kansas education. These standards reflect the following changes in emphases, as shown in the chart below:

[^]To help readers grasp the extent of changing emphases presented in the chart immediately above, the writing committee has included two sections a section from the prior Kansas standards has been included in the appendices. Readers can find the classical science process skills defined in Appendix 4 and the Diagram Explanation for the Science Standards in Appendix 2. Regarding science process skills, these standards call for substantive change, for a decrease in emphasis on implementing inquiry as a set of isolated process skills, with a simultaneous increase on implementing inquiry as instructional strategies, ideas, and abilities to be learned. Close examination of the chart above reveals that science processes remain important, as they should. But, in these standards, students acquire proficiency in science processes within the context of learning to do scientific inquiry. This requires students to develop their abilities to think scientifically. To encourage a uniform understanding of what this means, the writing committee has also included a diagram on the Scientific Thinking Processes in Appendix 3.

{August final ~p. 8}

Each standard in the main body of the document contains a series of benchmarks, which describe what students should know and be able to do at the end of a certain point in their education (e.g., grade 2, 4, 8, 10). Each benchmark contains a series of indicators, which identify what it means for students to meet a benchmark. Indicators are frequently followed by examples, which are specific, concrete ideas or illustrations of the standards writers' intent.[^] what is intended by the indicator.

Standards

There are seven standards for science. These standards are general statements of what students should know, understand, and be able to do in the natural sciences over the course of their K-12 education. The seven standards are interwoven ideas, not separate entities; thus, they should be taught as interwoven ideas, not as separate entities. These standards are clustered for grade levels K-2, 3-4, 5-8, and 9-12.

 

ƒ 1. Science as Inquiry

[^]Inquiry is central to science learning and to the science progress. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify assumptions, use critical and logical thinking, identify faulty reasoning and consider alternative explanations. In this way, students actively develop an understanding of science by combining scientific knowledge with reasoning and thinking skills. As a result of such experiences, students will be empowered to add to the growing body of scientific knowledge. Historically, many innovations in science require that the currently popular theories be challenged and then changed. Therefore, the skills learned in inquiry should not be limited to the experiments that the students do in the classroom. In addition, students will learn to identify the assumptions that underlie the hypotheses, theories and laws taught to them in the classroom.

 

ƒ 2. Physical Science

 

Physical science encompasses the traditional disciplines of physics and chemistry. Students should develop an understanding of physical science including: properties, changes of properties of matter, motion and force, velocity, structure of atoms, chemical reactions, and the interaction of energy and matter and their applications in the other sciences such as biology, medicine and earth science.

 

ƒ 3. Life Science

 

Students will develop an understanding of biological concepts. Students should learn: the characteristics of life, the needs of living organisms, their life cycles, their habitats, the molecular basis of heredity, and reproduction. They should also learn how organisms interact with their environment, energy transfer from the sun and through the environmental system, the chemical basis for life and behavior of organisms. Students should be able to apply process skills to explore and demonstrate an understanding of the structure and function in living systems, heredity, regulation and behavior, and ecosystems.

Life Science is interactive with Physical Science, Earth and Space Science and Science In Personal and Environmental Perspectives. Students should be able to demonstrate an understanding of the interrelationship among these standards.

 

 

 

 

{August final ~p. 9}

 

ƒ 4. Earth and Space Science

 

While Earth and Space Science encompasses the traditional disciplines of geology and astronomy and the basic subject matter of these disciplines will be taught, it also includes interactive elements with the Life Sciences, the Physical Sciences, Technology and the environment. Students will develop and understanding of the Earth system, the solar system and the cosmos.

 

ƒ 5. Science and[^] Technology

 

Technology encompasses the advances made by man to improve his condition and to develop the tools he needs to accomplish his goals.

 

ƒ 6. Science in Personal and Environmental Perspectives

 

Students should develop an appreciation and understanding of personal and community health, natural resources, natural and human-induced hazards and improvements, and technological implications in quality of life. All students should be able to research and assess prevailing environmental and personal health issues and develop a rational understanding of man's relationship to the environment.

 

ƒ 7. History and Nature of Science

 

Understanding the history, nature of science and limitations of science is fundamental to scientific learning. Students will learn to distinguish between science and other forms of knowledge or beliefs such as philosophy and religion. Science uses observation, experimentation, induction and deduction, and experimental, observational and statistical verification strategies in formulating and testing the validity of explanations for the behavior of the world around us. These explanations ought to be testable, repeatable, falsifiable, open to criticism and not based upon authority. It is also important that students learn to distinguish between scientific information (data), scientific explanations (hypotheses, theories, laws, principles, etc.) and the scientific method (the process of arriving at and verifying scientific explanations). Students should learn the applications and limits of science and the inductive and deductive reasoning processes that underlie science.

 

 

Benchmarks

These are specific statements of what students should know and be able to do at a specified point in their schooling. Benchmarks are used to measure students' progress toward meeting a standard. In these standards, benchmarks are defined for grades 2, 4, 8, and 10.

Indicators

These are statements of the knowledge or skills which students demonstrate in order to meet a benchmark. Indicators are critical to understanding the standards and benchmarks and are to be met by all students. The indicators listed under each benchmark are not listed in priority order, nor should the list be considered as all-inclusive. Moreover, the list of examples under each indicator should be considered as representative but not as comprehensive or all-inclusive.

Examples

Two kinds of examples are presented. An instructional example offers an activity or a specific concrete instance of an idea of what is called for by an indicator. A clarifying example provides an illustration of the meaning or intent of an indicator. Like the indicators themselves, examples are considered to be representative but not comprehensive or all-inclusive.

{August final ~p. 10}

Readers should notice that selected indicators beneath standards have a box containing a number immediately to the left of the number of the indicator. The presence of such an internally numbered box beside an indicator means that the indicator writing committee[^] has been designated this indicator for emphasis on the new Kansas Science Assessment, which will be developed to assess these standards. Thus, a box[^] with the number "4" inside represents an indicator to be emphasized on the Grade 4 Kansas Science Assessment. Similarly, boxes with the numbers "7" or "10" inside represent indicators to be emphasized on the Grade 7 and Grade 10 Kansas Science Assessments, respectively. None of the indicators designated by a boxed-10 will assume competency through the second semester of grade 10. Finally, readers should know that the number represents the first point at which a particular indicator will be assessed. The same indicator may also be included on later assessments.

{August final ~p. 11}

Science is traditionally a discipline-centered activity; however, broad, unifying concepts and processes exist which cut across the traditional disciplines of science. Four Five such concepts and processes, which are named and described below, have been embedded within and across the seven standards. These broad unifying concepts and processes complement the analytic, more discipline-based perspectives presented in the other content standards. Moreover, they provide students with productive and insightful ways of thinking about integrating a range of basic ideas that explain the world about us, including what occurs naturally as well as what is built by humans through science and technology. The embedded unifying concepts and processes named and described below are a subset of the many unifying ideas in science and technology. These were selected from the National Science Education Standards because they provide connections between and among traditional scientific disciplines, are fundamental and comprehensive, are understandable and usable by people who will implement science programs, and can be expressed and experienced in a developmentally appropriate manner during K-12 science education.

Systems, Order, and Organization: The world about us is complex; it is too large and complicated to investigate and comprehend all at once. Scientists and students learn to define small portions for the convenience of investigations. The units of investigation can be referred to as systems, where a system is an organized group of related objects or components that form a whole. Systems are categorized as open, closed, or isolated, and can consist of organisms, machines, fundamental particles, galaxies, ideas, numbers, transportation and education. Systems have boundaries, components, resources, flow (input and output), and feedback. Order - the behavior of units of matter, objects, organisms, or events in the universe - can be described statistically. Probability is the relative certainty (or uncertainty) that individuals can assign to selected events happening (or not happening) in a specified space or time. In science, reduction of uncertainty occurs through such processes as the development of knowledge about factors influencing objects, organisms, systems, or events; better and more observations; and better explanatory models. Types and levels of organization provide useful ways of thinking about the world. Types of organization include the periodic table of elements and the classification of organisms. Physical systems can be described at different levels of organization - such as fundamental particles, atoms, and molecules. Living systems also have different levels of organization - for example, cells, tissues, organs, organisms, populations, and communities.

Evidence, Models, and Explanation: Evidence consists of observations and empirical data on which to base scientific explanations. Using evidence to understand interactions allows individuals to predict changes in naturally occurring systems and systems built by humans. Models are tentative schemes or structures that correspond to real objects, events, or classes of events, and have explanatory and predictive power. Models help scientists and engineers understand how things work. Models take many forms, including physical objects, plans, mental constructs, mathematical equations, and computer simulations. Scientific explanations incorporate existing scientific knowledge and new evidence from observations, experiments, or models into internally consistent, logical statements. Different terms, such as "hypothesis," "model," "law," "principle," "theory," and "paradigm" are used to describe various types of scientific explanations.

{August final ~p. 12}

Constancy, Change, and Measurement: Although most things are in the process of becoming different - changing - some properties of objects and processes are characterized by constancy (e.g., speed of light, charge of an electron, total mass plus energy in the universe). Changes might occur, for example, in properties of materials, position of objects, motion, and form and function of systems. Interactions within and among systems result in change. Changes vary in rate, scale, and pattern, including trends and cycles.

Equilibrium[^] is a physical state in which forces and changes occur in opposite and off-setting directions. For example, opposite forces are of the same magnitude, or off-setting changes occur at equal rates. Steady state, balance, and homeostasis also describe equilibrium states. Interacting units of matter tend toward equilibrium states in which the energy is distributed as randomly and uniformly as possible. Changes in systems can be quantified, and evidence for interactions and subsequent change and the formulation of scientific explanations are often clarified through quantitative distinctions - measurement. All measurements are approximations, and the accuracy and precision of measurement depend on equipment, technology, and technique used during observations. Mathematics is essential for accurately measuring change. Different systems of measurement are used for different purposes. Scientists usually use the metric system. An important part of measurement is knowing when to use which system. For example a meteorologist might use degrees Fahrenheit when reporting the weather to the public, but in writing scientific reports, the meteorologist would use degrees Celsius.

Patterns of Cumulative Change: Accumulated changes through time, some gradual and some sporadic, account for the present form and function of objects, organisms, and natural systems. The general idea is that the present arises from materials and forms of the past. An example of cumulative change is the biological theory of evolution, which explains the process of descent with modification of organisms from common ancestors. Additional examples are continental drift, which is part of plate tectonic theory, fossilization, and erosion. Patterns of cumulative change also help to describe the current structure of the universe.[^]

Form and Function: Form and function are complementary aspects of objects, organisms, and systems. The form or shape of an object or system is frequently related to use, operation, or function. Function frequently relies on form. Understanding of form and function applies to different levels of organization. Form and function can explain each other.

On the following page, a K-12 overview of science content is presented within the seven standards. At the beginning of the 4th (p. 1921), 8th (p. 306), and 12th (p. 54 68) grade standards, the overview of science content for that section within the seven standards is connected to the unifying concepts and processes.

{August final ~p. 13}

STANDARD 1: SCIENCE AS INQUIRY

As a result of the activities in grades K-2, all students should experience science as full inquiry. In elementary grades, students begin to develop the physical and intellectual abilities of scientific inquiry.

Benchmark 1: All students will be involved in activities that will develop skills necessary to do scientific inquiries. These activities will involve asking a simple question, completing an investigation, answering the question, and presenting the results to others. However, not every activity will involve all of these stages nor must any particular sequence of these stages be followed.

Indicators: The students will:

4-1. Identify characteristics of objects.

Example: States characteristics of leaves, shells, water, and air.

4-2. Classify and arrange groups of objects by a variety of characteristics.

Example: Group seeds by color, texture, size; group objects by whether they float or sink; group rocks by texture, color, and hardness.

4-3. Use appropriate materials and tools to collect information.

Example: Use magnifiers, balances, scales, thermometers, measuring cups, and spoons when engaged in investigations.

4. Ask and answer questions about objects, organisms, and events in their environment.

Example: The student may ask, "What must I do to balance a pencil, ruler, or piece of paper on my finger?"

5. Describe an observation orally or pictorially.

Example: Draw pictures of plant growth on a daily basis; note color, number of leaves.

{August final ~p. 14} Second Grade - Continued

Standard 2

STANDARD 2: PHYSICAL SCIENCE

As a result of the activities in grades K-2, all students should be encouraged to explore the world by observing and manipulating common objects and materials in their environment.

Benchmark 1: All students will develop skills to describe objects.

All students will have opportunities to compare, describe, and sort objects.

Indicators: The students will:

4-1. Observe properties and measure those properties using age appropriate tools and materials.

Example: Compare and contrast size, weight, shape, color, and temperature of objects.

4-2. Describe objects by the materials from which they are made.

Example: Compare and contrast objects made from wood, metal, and cloth.

4-3. Separate or sort a group of objects or materials by characteristics.

Example: Compare and contrast the shape, size, weight, and color of objects.

4-4. Compare and contrast solids and liquids.

Example: Compare and contrast the properties of water with the properties of wood.

{August final ~p. 15} Second Grade - Continued

Standard 3

STANDARD 3: LIFE SCIENCE

As a result of the activities for grades K-2, all students will begin to develop an understanding of biological concepts.

Benchmark 1: All students will develop an understanding of the characteristics of living things.

Through direct experiences, students will observe living things, their life cycles, and their habitats.

Indicators: The students will:

4-1. Discuss that living things need air, water, and food.

Example: What children need... what plants need... what animals need.

2. Observe life cycles of different living things.

Example: Observe butterflies, mealworms, plants, and humans.

3. Observe living things in various environments.

Example: Observe classroom plants; take nature walks in your own area and various field trips; observe terrariums and aquariums.

4-4. Examine the characteristics of living things.

Example: Butterflies have wings. Plants may have leaves and roots. People have skin and hair.

{August final ~p. 16} Second Grade - Continued

Standard 4

STANDARD 4: EARTH AND SPACE SCIENCE

As a result of the activities for grades K-2, all students should be encouraged to observe closely the objects and materials in their environment.

Benchmark 1: All students will describe properties of Earth materials.

Earth materials may include rock, soil, air, and water.

Indicators: The students will:

4-1. Group Earth materials.

Example: Describe and compare soils by color and texture, sort pebbles and rocks by size, shape, and color.

4-2. Describe where Earth materials are found.

Example: Observe Earth materials around the playground, on a field trip, or in their own yard.

Benchmark 2: All students will observe and compare objects in the sky.

The sun, moon, stars, clouds, birds, and other objects such as airplanes have properties that can be observed and compared.

Indicators: The students will:

1. Distinguish between manmade and natural objects in the sky.

Example: Compare birds to airplanes.

2. Recognize sun, moon, and stars.

Example: Observe day and night sky regularly.

4-3. Describe that the sun provides light and warmth.

Example: Feel heat from the sun on the face and skin. Observe shadows.

{August final ~p. 17} Second Grade Continued

Standard 4

Benchmark 3: All students will describe changes in weather.

Weather includes snow, rain, sleet, wind, and violent storms.

Indicators: The students will:

1. Observe changes in the weather from day to day.

Example: Draw pictures.

2. Record weather changes daily.

Example: Use weather charts, calendars, and logs to record daily weather.

3. Discuss weather safety procedures.

Examples: Practice tornado drill procedures; talk about the dangers of lightning and flooding.

{August final ~p. 18} Second Grade - Continued

Standard 5

STANDARD 5: SCIENCE AND[^] TECHNOLOGY

As a result of the activities for grades K-2, all students should have a variety of educational experiences that involve science and technology.

Benchmark 1: All students will use technology to learn about the world around them.

Students will use software and other technological resources to discover the world around them.

Indicators: The students will:

1. Explore the way things work.

Example: Observe the inner workings of non-working toys, clocks, telephones, toasters, music boxes.

4 2. Experience science through technology.

Example: Use science software programs, balances, thermometers, hand lenses, and bug viewers.

[^]3. Experience science through technology in the kitchen[^]

Example: Explore simple machines, i.e., wedge, lever and wheel, and their combinations, ramp, screw, pulley, roller and axle from the common kitchen items, such as sausage grinder and rolling pins. Identify the simple machines and discover the way they make tasks easier to perform.

Example: try to find how many machines are built into a kitchen device like a hand powered egg beater - a crank or level.

{August final ~p. 19} Second Grade - Continued

Standard 6

STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES

As a result of the activities for grades K-2, all students should have a variety of experiences that provide initial understandings for various science-related personal and environmental challenges.

This standard should be integrated with physical science, life science, and Earth & space science standards.

Benchmark 1: All students will demonstrate responsibility for their own health.

Health encompasses safety, personal hygiene, exercise, and nutrition.

Indicators: The students will:

1. Discuss that safety and security are basic human needs.

Examples: Discuss the need to obey traffic signals, the use of crosswalks, and the danger of talking to strangers.

2. Engage in personal care.

Examples: Practice washing hands and brushing teeth. Discuss clothing. Discuss personal hygiene.

3. Discuss healthy foods.

Example: Cut out pictures of foods and sort into healthy and not healthy groups.

{August final ~p. 20} Second Grade - Continued

Standard 7

STANDARD 7: HISTORY AND NATURE OF SCIENCE

As a result of the activities for grades K-2, all students can experience scientific inquiry and learn about people from history.

This standard should be integrated with physical science, life science, and Earth & space science standards.

Benchmark 1: All students will know they practice science.

Indicators: The students will:

4-1. Be involved in explorations that make them wonder and know that they are practicing science

Examples: Observe what happens when you place a banana or an orange (with and without the skin), or a crayon in water. Observe what happens when you hold an M&M, a chocolate chip, or a raisin in your hand. Note the changes. Observe what happens when you rub your hands together very fast.

2. Use technology to learn about people in science.

Examples: Read short stories, and view films or videos. Invite parents who are involved in science as guest speakers.

{August final ~p. 21}

By The End Of FOURTH GRADE

	Systems, Order & Organization	Evidence, Models & Explanations	Change, Constancy, & Measurement	Patterns of Cumulative Change	Form & Function
SCIENCE AS INQUIRY   ƒ Abilities necessary to do scientific inquiry; understanding about and participating in scientific inquiry		X	X
PHYSICAL SCIENCE   ƒ Properties of objects and materials   ƒ Position and motion of objects   ƒ Electricity and magnetism   ƒ Sound	X		X X X X		X X X
LIFE SCIENCE   ƒ Organisms and their environments   ƒ Life cycles of organisms	X X		X X		X X
EARTH AND SPACE SCIENCE   ƒ Properties of Earth materials   ƒ Objects in the sky   ƒ Changes in Earth and sky	X		X X X	X X	X X
SCIENCE AND TECHNOLOGY   ƒ Problem solving skills   ƒ Apply understandings of science and technology   ƒ Abilities to distinguish between natural and human-made objects	X	X X	X X X		X X X
SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES   ƒ Personal health   ƒ Changes in surroundings	X X		X X		X
HISTORY & NATURE of SCIENCE   ƒ People practice science		X

{August final ~p. 22} Fourth Grade - Continued

Standard 1

STANDARD 1: SCIENCE AS INQUIRY

As a result of the activities in grades 3-4, all students should experience science as full inquiry. Full inquiry involves asking a simple question, completing an investigation, answering the question, and presenting the results to others.

Benchmark 1: All students will develop the skills necessary to do full inquiry. However, not every activity will involve all of these stages nor must any particular sequences of these stages be followed. Students can design investigations to try things to see what happens.

Indicators: The students will:

4-1. Ask questions that they can answer by investigating.

Example: Will oil and water mix? How much water will a sponge hold?

4-2. Plan and conduct a simple investigation.

Example: Design a test of the wet strength of paper towels; experiment with plant growth; experiment to find ways to prevent soil erosion.

4-3. Employ appropriate equipment and tools to gather data.

Example: Use a balance to find the mass of the wet paper towel, meter sticks to measure length of the room, our height, arm span.

4-4. Begin developing the abilities to communicate, critique, and analyze their own investigations and interpret the work of other students.

Example: Describe investigations with pictures, written language, oral presentations.

{August final ~p. 23} Fourth Grade - Continued

Standard 2

STANDARD 2: PHYSICAL SCIENCE

As a result of the activities in grades 3-4, all students will compare, describe, and sort as they begin to form explanations of the world.

Benchmark 1: All students will develop skills to describe objects.

Through observation, manipulation, and classification of common objects, children reflect on the similarities and differences of the objects.

Indicators: The students will:

4-1. Observe properties and measure those properties using appropriate tools.

Example: Observe and record the size, weight, shape, color, and temperature of objects using balances, thermometers, and other measurement tools.

4-2. Classify objects by the materials from which they are made.

Example: Group a set of objects by the materials from which they are made.

4-3. Describe objects by more than one property.

Example: Observe that an object could be hard, round, and rough.

4-4. Observe and record how one object reacts with another object or substance.

Example: Mix baking soda and vinegar and record observations.

4-5. Recognize and describe the differences between solids and liquids.

Example: Observe differences between ice as a solid and water as a liquid.

{August final ~p. 24} Fourth Grade - Continued

Standard 2

Benchmark 2: All students will describe the movement of objects.

When students describe and manipulate objects, they will observe the position and movement of objects.

Indicators: The students will:

1. Move objects by pushing, pulling, throwing, spinning, dropping, and rolling, and describe the movement.

Example: Spin a top; roll a ball.

4-2. Describe locations of objects.

Example: Describe locations as up, down, in front, or behind.

Benchmark 3: All students will recognize and demonstrate what makes sounds.

The concept of sound is very abstract. However, by investigating a variety of sounds made by common objects, students can form a connection between sounds the objects make and the materials from which the objects are made. Plastic objects make a different sound than do wooden objects.

Indicators: The students will:

1. Discriminate between sounds made by different objects.

Example: Listen and compare the sounds made by drums and other musical instruments, such as cans, gourds, plastic spoons, pennies, and plastic disks.

Benchmark 4: All students will experiment with electricity and magnetism. Repeated activities involving simple electrical circuits can help students develop the concept that electrical circuits require a complete loop through which an electric current can pass. Magnets attract and repel each other and certain kinds of other materials.

{August final ~p. 25} Fourth Grade - Continued

Standard 2

Indicators: The students will:

4-1. Demonstrate that magnets attract and repel.

4-2. Design a simple experiment to determine whether various objects will be attracted to magnets.

4-3. Construct a simple circuit.

Example: Use a battery, bulb, and wire to light a bulb, make a motor run, produce sound, or make an electromagnet.

{August final ~p. 26} Fourth Grade - Continued

Standard 3

STANDARD 3: LIFE SCIENCE

As a result of the activities for grades 3-4, all students will build an understanding of biological concepts through direct experience with living things, their life cycles, and their habitats.

Benchmark 1: All students will develop a knowledge of organisms in their environment.

The study of organisms should include observations and interactions within the natural world of the child.

Indicators: The Students will:

4-1. Compare and contrast structural characteristics and functions of different organisms.

Example: Compare the structures for movement of a meal worm to the structures for movement of a guppy. Compare the leaf structures of a sprouted bean seed to the leaf structures of a corn seed.

4-2. Compare basic needs of different organisms in their environment.

Example: Compare the basic needs of a guinea pig to the basic needs of a tree.

3. Discuss ways humans and other organisms use their senses in their environments.

Example: Compare how people and other living organisms get food, seek shelter, and defend themselves.

Benchmark 2: All students will observe and illustrate the life cycles of various organisms.

Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying.

Indicators: The Students will:

4-1. Compare, contrast, and ask questions about the life cycles of various organisms.

Example: Plant a seed and observe and record its growth. Observe and record the changes of an insect as it develops from birth to adult.

{August final ~p. 27} Fourth Grade - Continued

Standard 4

STANDARD 4: EARTH AND SPACE SCIENCE

As a result of the activities for grades 3-4, all students will be encouraged to observe closely the objects, materials, and changes in their environment, note their properties, distinguish one from another, and develop their own explanations of how things become the way they are.

Benchmark 1: All students will develop an understanding of the properties of Earth materials.

Earth materials may include rock, soil, and water. Playgrounds or parks are convenient study sites to observe.

Indicators: The students will:

1. Observe a variety of Earth materials in their environment.

Examples: Observe rocks, soil, sand, air, and water.

4-2. Collect, observe, and become aware of properties of various soils.

Example: Students could bring in samples of soils from their surroundings and observe color, texture, and reaction to water.

4-3. Experiment with a variety of soils.

Example: By planting seeds in a variety of soil samples, students can compare the effect of different soils on plant growth.

4-4. Describe properties of many different kinds of rocks.

Example: Bring rocks from the playground, immerse in water, and observe color, texture, and reaction to liquids.

{August final ~p. 28} Fourth Grade - Continued

Standard 4

5. Observe fossils and discuss how fossils provide evidence of plants and animals that lived long ago. in the past. [^]

Example: Observe Provide a variety of fossils for observation. Discuss how fossils are formed; how long it takes an organism to decay or to be scavenged; how long it takes an organism to be fossilized; whether or not all fossilized organisms were dead at the time of burial (i.e. closed clam fossils).[^]

Benchmark 2: All students will observe and describe objects in the sky.

The sun, moon, stars, clouds, birds, and other objects such as airplanes have properties that can be observed and compared.

Indicators: The students will:

1. Observe the moon and stars.

Example: Sketch the position of the moon in relation to a tree, rooftop, or building.

2. Observe and compare the length of shadows.

Example: Students can observe the movement of an object's shadow during the course of a day, or construct simple sundials.

4-3. Discuss that the sun provides light and heat to maintain the temperature of the Earth.

Example: When on the playground and the sun goes behind a cloud, discuss why it seems cooler.

Benchmark 3: All students will develop skills necessary to describe changes in the Earth and weather.

If the students revisit a study site regularly, they will develop an understanding that the Earth's surface and weather are constantly changing.

Indicators: The students will:

4-1. Describe changes in the surface of the Earth.

Example: Students will observe erosion and changes in plant growth at a study site.

4-2. Observe, describe, and record daily and seasonal weather changes

Example: Record weather observations.

{August final ~p. 29} Fourth Grade - Continued

Standard 5

STANDARD 5: SCIENCE AND TECHNOLOGY

As a result of the activities for grades 3-4, all students will have a variety of educational experiences that involve science and technology. They will begin to understand the design process, as well as develop the ability to solve simple design problems that are appropriately challenging for their developmental level.

Benchmark 1: All students will develop appropriate problem solving skills.

Problem solving should occur within the setting of the home and school.

Indicators: The students will:

4-1. Identify a simple problem; design an approach/plan; implement the plan; solve and check for reasonableness and communicate the results.

Examples: Compare and contrast two types of string to see which is best for lifting different objects; design the best paper airplane, helicopter, or terrarium; design a simple system to hold two objects together.

Benchmark 2: All students will apply their understanding about science and technology.

Children's abilities in technological problem solving can be developed by firsthand experience in tackling tasks with a technological purpose. They also can study technological products and systems in their world: zippers, coat hooks, can openers, bridges, and automobiles.

Indicators: The students will:

4-1. Discuss that science is a way of investigating questions about their world.

Examples: Discuss how you think a zipper works; discuss how you think a can opener works.

4-2. Invent a product to solve problems.

Examples: Invent a new use for old products; potato masher , strainer, carrot peeler. Use a juice can to invent something useful.

3. Work together to solve problems.
Examples: Share ideas about solving a problem.

{August final ~p. 30} Fourth Grade - Continued

Standard 5

4. Develop an awareness that women and men of all ages, backgrounds, and ethnic groups engage in a variety of scientific and technological work.

Example: Interview parents and other community and school workers.

5. Investigate how scientists use tools to observe.

Examples: Engage in research on the Internet; interview the weatherman; conduct research in the library; call or visit a laboratory.

Benchmark 3: All students will distinguish between natural and human-made objects.

Some objects occur in nature; others have been designed and made by people to solve human problems and enhance the quality of life.

Indicators: The student will:

4-1. Compare, contrast, and sort human-made versus natural objects.

Example: Compare and contrast real flowers to silk flowers.

4-2. Use appropriate tools when observing natural and human-made objects.
Example: Use a magnifier when observing objects.

3. Ask questions about natural or human-made objects and discuss the reasoning behind their answers.

Example: The teacher will ask, "Is this a human-made object? Why do you think so?" When observing a natural or human-made object, the child will be asked the reasoning behind his/her answer.

4. Investigate the various systems that connect utilities to the student's home: Electricity, Gas, Water, Sanitation, Telecommunication, etc. Find the source or entry of the system and points where the utility can be accessed. Find the places where the system is controlled. &#