State Goal 11: Have a Working Knowledge of the processes
of scientific inquiry and technological design to investigate questions,
conduct experiments, and solve problems.
A. Understand that science involves asking and answering questions
and comparing experimental results to what is already known.
1.Conduct experiments and observe and explain what was discovered.
3.Describe conditions that influence change during an investigation
(e.g., independent and dependent variables).
4.Explain why similar results are expected when an experiment is repeated
under the same conditions.
7.Describe and compare components and interrelationships of a simple
system (e.g., skeletal system, simple electrical circuit).
B. Design and conduct simple scientific investigations in which observations
are made, data are gathered and organized, and reasonable conclusions
are drawn.
1.Ask questions and formulate hypotheses about objects, events, and
organisms that can be tested through scientific investigation.
2.Observe and describe changes in terms of starting conditions, types
of changes, and ending conditions, using words, diagrams, or graphs
(e.g., germinating seeds).
3.Select and use instruments to collect, organize and present data
related to a scientific investigation (thermometers, timers, magnifiers,
balances, microscopes, calculators, and computers).
4.Gather data from investigation by applying a variety of scientific
skills (e.g., measurement, manipulation, reading, recording methods).
5.Organize observations and measurements into charts and graphs and
communicate conclusions orally and in writing. Use data based on observations
from guided experiments to construct reasonable and accurate explanations.
6.Interpret data and evaluate the accuracy of the outcomes or solutions
(e.g., repeated trials improve accuracy).
7.Compare observations of individual and group results.
C. Understand and apply the concepts, principles, and processes of
technological design.
1.Use appropriate vocabulary to describe scientific phenomena and
instrumentation.
2.Discuss and design several possible solutions to a given problem.
State Goal 12: Have a working knowledge of the fundamental
concepts and principles of the life, and earth sciences and their connection.
A. Compare and describe life cycles, basic needs, characteristics,
and component parts of organisms.
1.Describe how plants and animals obtain energy and raw materials
(e.g., producers and consumers).
2.Describe organs and functions of major human body systems (e.g.,
digestive, respiratory, circulatory, skeletal, muscular).
3.Describe basic food requirements of humans.
B. Understand effects of organisms on the environment and some features
that help them survive and reproduce after a change in their environment.
1.Identify differences in appearance among individuals of the same
population or group.
2.Identify factors that affect animal and plant growth and reproduction
(e.g., social and/or chemical stimulation).
3.Describe living and non-living relationships between organisms in
their environment (e.g., predator/prey, habitat, weather).
4.Describe characteristics of plants and animals that allow them to
live in specific environments (e.g., seed coats, waxy stems).
5.Describe food webs in selected ecosystems.
E. Investigate, describe and compare properties of earth's basic materials
(water, air, rock), and the natural processes that change the earth's
surface.
1.Describe different types and uses of the earth's rocks, soils,
and minerals.
2.Identify the earth's renewable and non-renewable resources around
the world (e.g., top soil, pine)
4.List properties, stages of formation, and effects of soil types
on plant growth.
6.Describe changes on the earth's surface over time (e.g., erosion).
7.Illustrate and describe cycles in nature (e.g. water, C02/02)
8.Identify the major components of air and describe their importance.
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