04-05

05-06

06-07

07-08

08-09

BENCHMARK

GRADE LEVEL EXPECTATIONS ARE IN BOLD PRINT

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 testable questions

5.  Identify independent variables, dependent 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 measurement 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, chars, circle graphs, bar and line graphs, diagrams, scatter plots, symbols)

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

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 from evidence

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

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

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

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 information (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

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

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

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

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

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

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

1.  Identify the elements most often found in living organisms (e.g., C, N, H, O, P, S, Ca, Fe)

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

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

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

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

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

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

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

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

3.  Illustrate and demonstrate osmosis and diffusion in cells

4.  Compare the basic structures and functions of different types of cells

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

4.  Compare functions of plant and animal cell structures (organelles)

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

5.  Compare complete and incomplete metamorphosis in insects (e.g., butterflies, mealworms, grasshoppers)

6.  Compare the life cycles of a variety of organisms, including non-flowering and flowering plants, reptiles, birds, amphibians, and mammals

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

7.  Construct a word equation that illustrates the processes of photosynthesis and respiration

8.  Distinguish between “aerobic” respiration and “anaerobic” respiration

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

9.  Relate structural features of organs to their functions in major systems

10.Describe the way major organ systems in the human body interact to sustain life

LS-M-A6 describing

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

11. Describe the growth and development of humans from infancy to old age

12.  Explain how external factors and genetics can influence the quality and length of human life (e.g., nutrition, smoking, drug use, exercise)

LS-M-A7 describing communicable and noncommunicable diseases

13.  Identify and describe common communicable and noncommunicable diseases and the methods by which they are transmitted, treated, and prevented.

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

14.  Differentiate between sexual and asexual reproduction

15. Contrast the processes of mitosis and meiosis in relation to growth, repair, reproduction, and heredity

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