04-05

05-06

06-07

07-08

08-09

BENCHMARK

GLEs

SI-M-A1 identifying questions that can be used to design a scientific investigation

1.  Generate testable questions about objects, organisms, and events that can be answered through scientific investigation

2.  Identify problems, factors, and questions that must be considered in a scientific investigation

3.  Use a variety of sources to answer questions

SI-M-A2 designing and conducting a scientific investigation

4.  Design, predict outcomes, and conduct experiments to answer guiding questions

5.  Identify independent variables and variables that should be controlled in designing an experiment

SI-M-A3 using mathematics and appropriate tools and techniques to gather, analyze, and interpret data

6.  Select and use appropriate equipment, technology, tools, and metric system units of measure  to make observations

7.  Record observations using methods that complement investigations (e.g., journals, tables, charts)

8.  Use consistency and precision in data collection, analysis, and reporting

9.  Use computers and/or calculators to analyze and interpret quantitative data

SI-M-A4 developing descriptions, explanations, and graphs using data

10.  Identify the difference between description and explanation

11.  Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line graphs, diagrams, scatter plots, symbols)

12.  Use data and information gathered to develop an explanation of experimental results

13.  Identify patterns in data to explain natural events

SI-M-A5 developing models and predictions using the relationships between data explanations

14.  Develop models to illustrate or explain conclusions reached through investigation

15.  Identify and explain the limitations of models used to represent the natural world

16.  Use evidence to make inferences, and predict trends.

SI-M-A6 comparing alternative explanations and predictions

17.  Recognize that there may be more than one way to interpret a given set of data, which can result in alternative scientific explanations and predictions

18.  Identify faulty reasoning and statements that misinterpret or are not supported by the evidence

SI-M-A7 communicating scientific procedures, information, and explanations

19.  Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations)

20.  Write clear, step-by-step instructions that others can follow to carry out procedures or conduct investigations

21.  Distinguish between “observations” and “inferences”

22.  Use evidence and observations to explain and communicate the results of investigations

SI-M-A8 utilizing safety procedures during scientific investigations

23.  Use relevant safety procedures and equipment to conduct scientific investigations

24.  Provide appropriate care and utilize safe practices and ethical treatment when animals are involved in scientific field and laboratory research

SI-M-B1 recognizing that different kinds of questions guide different kinds of scientific investigations

25.  Compare and critique scientific investigations

26.  Use and describe alternate methods for investigating different types of testable questions

SI-M-B2 communicating that current scientific knowledge guides scientific investigations

27.  Recognize that science uses processes that involve a logical and empirical, but flexible, approach to problem solving.

28.  Recognize that investigations generally begin with a review of the work of others

SI-M-B3 understanding that mathematics, technology, and scientific techniques used in an experiment can limit or enhance the accuracy of scientific knowledge

29.  Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge

30.  Describe why all questions cannot be answered with present technologies

31.  Recognize that there is an acceptable range of variation in collected data

32.  Explain the use of statistical methods to confirm the significance of data (e.g., mean, median, mode, range)

SI-M-B4 using data and logical arguments to propose, modify, or elaborate on principles and models

33.  Evaluate a model, identify problems in design, and make recommendations for improvement

SI-M-B5 understanding that scientific knowledge is enhanced through peer review, alternative explanations, and constructive criticism

34. Recognize the importance of communication among scientists about investigations in progress and the work of others

35. Explain how skepticism about accepted scientific explanations (hypotheses and theories) leads to new understanding

36. Explain why an experiment must be verified through multiple investigations and yield consistent results before the findings are accepted

37. Critique and analyze their own work and the work of others

SI-M-B6 communicating that scientific investigations can result in new ideas, new methods or procedures, and new techniques

38.  Explain that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and form new ideas

SI-M-B7 understanding that scientific development/technology is driven by societal needs and funding.

39.  Identify areas in which technology has changed human lives (e.g., transportation, communication, geographic information systems, DNA fingerprinting)

40.  Evaluate the impact of research on scientific thought, society, and the environment

PS-M-A1 investigating, measuring, and communicating the properties of different substances which are independent of the amount of the substance

1.  Measure a variety of objects in metric system units

2.  Compare the physical properties of large and small quantities of the same type of matter

PS-M-A2 understanding that all matter is made up of particles called atoms and that atoms of different elements are different

3.  Describe the structure of atoms and the electrical charge of protons, neutrons and electrons

PS-M-A3 grouping substances according to similar properties and/or behaviors

4.  Identify the physical and chemical properties of various substances and

group substances according to their observable and measurable properties (e.g., conduction, magnetism, light transmission)

PS-M-A4 understanding that atoms and molecules are perpetually in motion

PS-M-A5 investigating the relationships among temperature, molecular motion, phase changes, and physical properties of matter

5.  Describe the properties and behavior of water in its solid, liquid, and gaseous phases (states)

PS-M-A6 investigating chemical reactions between different substances to discover that new substances formed may have new physical properties and do have new chemical properties

6.  Describe new substances formed from common chemical reactions (e.g., burning paper produces ashes)

PS-M-A7 understanding that during a chemical reaction in a closed system, the mass of the products is equal to that of the reactants

PS-M-A8 discovering and recording how factors such as temperature influence chemical reactions

PS-M-A9 identifying elements and compounds found in common foods, clothing, household materials, and automobiles

PS-M-B1 describing and graphing the motions of objects

7.  Compare, calculate, and graph the average speeds of objects in motion using both metric system and U.S. system units

PS-M-B2 recognizing different forces and describing their effects (gravity, electrical, magnetic)

PS-M-B3 understanding that, when an object is not being subjected to a force, it will continue to move at a constant speed and in a straight line          

8.  Explain that gravity accelerates all falling objects at the same rate in the absence of air resistance

PS-M-B4 describing how forces acting on an object will reinforce or cancel one another, depending upon their direction and magnitude

PS-M-B5 understanding that unbalanced forces will cause changes in the speed or direction of an object’s motion                                        

9.  Demonstrate a change in speed or direction of an object’s motion with the use of unbalanced forces

PS-M-C1 identifying and comparing the characteristics of different types of energy  

10.  Compare potential and kinetic energy and give examples of each

11. Classify energy resources as renewable, non-renewable,  or inexhaustible.

PS-M-C2 understanding the different kinds of energy transformations and the fact that energy can be neither destroyed nor created          

PS-M-C3 understanding that the sun is a major source of energy and that energy arrives at the Earth’s surface as light with a range of wavelengths

12.  Identify the Sun as Earth’s primary energy source and give examples (e.g., photosynthesis, water cycle) to support that conclusion.

PS-M-C4 observing and describing the interactions of light and matter (reflection, refraction, absorption, transmission, scattering)

13.  Investigate how changes in the position of a  light source and an  object alter the size and shape of the shadow.

PS-M-C5 investigating and describing the movement of heat and the effects of heat in objects and systems

PS-M-C6 describing the types of energy that can be involved, converted, or released in electrical circuits 

14.  Identify other types of energy produced through the use of electricity (e.g., heat, light, mechanical)

PS-M-C7 understanding that energy is involved in chemical reactions

PS-M-C8 comparing the uses of different energy resources and their effects upon the environment

LS-M-A1 describing the observable components and functions of a cell, such as the cell membrane, nucleus, and movement of molecules into and out of cells

15.  Identify the cell as the basic unit of living things

16.  Observe, identify, and describe the basic components of cells and their function (e.g., cell wall, cell membrane, cytoplasm, nucleus)

LS-M-A2 comparing and contrasting the basic structures and functions of different plant and animal cells

17.  Compare plant and animal cells and label cell components

LS-M-A3 observing and analyzing the growth and development of selected organisms, including a seed plant, an insect with complete metamorphosis, and an amphibian

18.  Describe the metamorphosis of an amphibian (e.g., frog)

LS-M-A4 describing the basic processes of photosynthesis and respiration and their importance to life

19.  Describe the processes of photosynthesis and respiration in green plants

LS-M-A5 investigating human body systems and their functions (including circulatory, digestive, skeletal, respiratory)            

20.  Describe the levels of structural organization in living things (e.g., cells, tissues, organs, organ systems)

LS-M-A6 describing

how the human body changes with age and listing factors that affect the length and quality of life

LS-M-A7 describing communicable and noncommunicable diseases

21.  Identify diseases caused by germs and how they can be transmitted from person to person

LS-M-B1 describing the importance of body cell division (mitosis) and sex cell production (meiosis)

LS-M-B2 describing the role of chromosomes and genes in heredity

LS-M-B3 describing how heredity allows parents to pass certain traits to offspring

LS-M-C1 constructing and using classification systems based on the structure of organisms

22.  Develop and use a simple dichotomous key to classify common plants and animals

LS-M-C2 modeling and interpreting food chains and food webs              

23.  Construct food chains that could be found in ponds, marshes, oceans, forests, or meadows.

24.  Describe the roles of producers, consumers, and decomposers in a food chain.

25.  Compare food chains and food webs.

LS-M-C3 investigating major ecosystems and recognizing physical properties and organisms within each