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A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method." C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
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The terms that describe examples of scientific knowledge, for example; "theory", "law", "hypothesis", and "model" have very specific meanings and functions within science.
Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System.
Humans continue to explore the composition and structure of the surface of Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth’s water and natural resources.
A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of "weight" is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Clarification for grades K-2: The use of the more familiar term "weight" instead of the term "mass" is recommended for grades K-2. Clarification for grades 3-5: In grade 3, introduce the term mass as compared to the term weight. In grade 4, investigate the concept of weight versus mass of objects. In grade 5, discuss why mass (not weight) is used to compare properties of solids, liquids and gases.
A. Matter can undergo a variety of changes. B. Matter can be changed physically or chemically. Clarification for grades K-5: The target understanding for students in the elementary grades should focus on Big Ideas A and B.
A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change.
A. Waves involve a transfer of energy without a transfer of matter. B. Water and sound waves transfer energy through a material. C. Light waves can travel through a vacuum and through matter.
A. All plants and animals, including humans, are alike in some ways and different in others. B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. C. Humans can better understand the natural world through careful observation.
A. Earth is home to a great diversity of living things, but changes in the environment can affect their survival. B. Individuals of the same kind often differ in their characteristics and sometimes the differences give individuals an advantage in surviving and reproducing.
A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers.
A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B: Scientific knowledge is durable and robust, but open to change. C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.
A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of "weight" is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Clarification for grades K-2: The use of the more familiar term ‘weight’ instead of the term “mass” is recommended for grades K-2. Clarification for grades 3-5: In grade 3, introduce the term mass as compared to the term weight. In grade 4, investigate the concept of weight versus mass of objects. In grade 5, discuss why mass (not weight) is used to compare properties of solids, liquids and gases.
A. Motion is a key characteristic of all matter that can be observed, described, and measured. B. The motion of objects can be changed by forces.
A. Offspring of plants and animals are similar to, but not exactly like, their parents or each other. B. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms.
Humans continue to explore the interactions among water, air, and land. Air and water are in constant motion that results in changing conditions that can be observed over time.
A. It takes energy to change the motion of objects. B. Energy change is understood in terms of forces--pushes or pulls. C. Some forces act through physical contact, while others act at a distance. Clarification for grades K-5: The target understanding for students in the elementary grades should focus on Big Ideas A, B, and C.
The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions within science.
Over geologic time, internal and external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources.
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
A. Waves involve a transfer of energy without a transfer of matter. B. Water and sound waves transfer energy through a material. C. Light waves can travel through a vacuum and through matter. D. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another.
A. It takes energy to change the motion of objects. B. Energy change is understood in terms of forces--pushes or pulls. C. Some forces act through physical contact, while others act at a distance. Clarification for grades K-5: The target understanding for students in the elementary grades should focus on Big Ideas A, B, and C. Clarification for grades 6-8: The target understanding for students in grades 6-8 should begin to transition the focus to a more specific definition of forces and changes in motion. Net forces create a change in motion. A change in momentum occurs when a net force is applied to an object over a time interval. Grades 9-12, Standard 12: Motion - A. Motion can be measured and described qualitatively and quantitatively. Net forces create a change in motion. B. Momentum is conserved under well-defined conditions. A change in momentum occurs when a net force is applied to an object over a time interval.
A. All living things share certain characteristics. B. The scientific theory of cells, also called cell theory, is a fundamental organizing principle of life on Earth. C. Life can be organized in a functional and structural hierarchy. D. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis.
A. The scientific theory of evolution is the organizing principle of life science. B. The scientific theory of evolution is supported by multiple forms of evidence. C. Natural Selection is a primary mechanism leading to change over time in organisms.
A. Reproduction is characteristic of living things and is essential for the survival of species. B. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. C. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms.
As tomorrows citizens, students should be able to identify issues about which society could provide input, formulate scientifically investigable questions about those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon their findings.
The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, and Earth. Humankind’s need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.
A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of "weight" is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Clarification for grades K-2: The use of the more familiar term "weight" instead of the term "mass" is recommended for grades K-2. Clarification for grades 3-5: In grade 3, introduce the term mass as compared to the term weight. In grade 4, investigate the concept of weight versus mass of objects. In grade 5, discuss why mass (not weight) is used to compare properties of solids, liquids and gases.
A. Matter can undergo a variety of changes. B. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. C. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Clarification for grades K-5: The target understanding for students in the elementary grades should focus on Big Ideas A and B. Clarification for Grades 6-8: The target understanding for students in the middle grades should begin to transition the focus to: C. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties.
A. Living things all share basic needs for life. B. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). C. Matter and energy are recycled through cycles such as the carbon cycle.
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