State Curriculum - Science

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Grade PK Grade K Grade 1 Grade 2
Standard 1.0 Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science. Standard 1.0 Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science. Standard 1.0 Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science. Standard 1.0 Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science.
A. Constructing Knowledge A. Constructing Knowledge A. Constructing Knowledge A. Constructing Knowledge
1. Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out.
1. Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out.
1. Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out.
1. Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out.
a. Describe what can be learned about things by just observing those things carefully and adding information by sometimes doing something to the things and noting what happens.
a. Describe what can be learned about things by just observing those things carefully and adding information by sometimes doing something to the things and noting what happens.
a. Describe what can be learned about things by just observing those things carefully and adding information by sometimes doing something to the things and noting what happens.
a. Describe what can be learned about things by just observing those things carefully and adding information by sometimes doing something to the things and noting what happens.
b. Seek information through reading, observation, exploration, and investigations.
b. Seek information through reading, observation, exploration, and investigations.
b. Seek information through reading, observation, exploration, and investigations.
b. Seek information through reading, observation, exploration, and investigations.
c. Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather data.
c. Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather data.
c. Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather data.
c. Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather data.
d. Explain that when a science investigation is done the way it was done before, we expect to get a very similar result.
d. Explain that when a science investigation is done the way it was done before, we expect to get a very similar result.
d. Explain that when a science investigation is done the way it was done before, we expect to get a very similar result.
d. Explain that when a science investigation is done the way it was done before, we expect to get a very similar result.
e. Participate in multiple experiences to verify that science investigations generally work the same way in different places.
e. Participate in multiple experiences to verify that science investigations generally work the same way in different places.
e. Participate in multiple experiences to verify that science investigations generally work the same way in different places.
e. Participate in multiple experiences to verify that science investigations generally work the same way in different places.
f. Suggest things that you could do to find answers to questions raised by observing objects and/or phenomena (events such as, water disappearing from the classroom aquarium or a pet's water bowl).
f. Suggest things that you could do to find answers to questions raised by observing objects and/or phenomena (events such as, water disappearing from the classroom aquarium or a pet's water bowl).
f. Suggest things that you could do to find answers to questions raised by observing objects and/or phenomena (events such as, water disappearing from the classroom aquarium or a pet's water bowl).
f. Suggest things that you could do to find answers to questions raised by observing objects and/or phenomena (events such as, water disappearing from the classroom aquarium or a pet's water bowl).
g. Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and describing things and experiences.
g. Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and describing things and experiences.
g. Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and describing things and experiences.
g. Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and describing things and experiences.
B. Applying Evidence and Reasoning B. Applying Evidence and Reasoning B. Applying Evidence and Reasoning B. Applying Evidence and Reasoning
1. People are more likely to believe your ideas if you can give good reasons for them.
1. People are more likely to believe your ideas if you can give good reasons for them.
1. People are more likely to believe your ideas if you can give good reasons for them.
1. People are more likely to believe your ideas if you can give good reasons for them.
a. Provide reasons for accepting or rejecting ideas examined.
a. Provide reasons for accepting or rejecting ideas examined.
a. Provide reasons for accepting or rejecting ideas examined.
a. Provide reasons for accepting or rejecting ideas examined.
b. Develop reasonable explanations for observations made, investigations completed, and information gained by sharing ideas and listening to others' ideas.
b. Develop reasonable explanations for observations made, investigations completed, and information gained by sharing ideas and listening to others' ideas.
b. Develop reasonable explanations for observations made, investigations completed, and information gained by sharing ideas and listening to others' ideas.
b. Develop reasonable explanations for observations made, investigations completed, and information gained by sharing ideas and listening to others' ideas.
c. Explain why it is important to make some fresh observations when people give different descriptions of the same thing.
c. Explain why it is important to make some fresh observations when people give different descriptions of the same thing.
c. Explain why it is important to make some fresh observations when people give different descriptions of the same thing.
c. Explain why it is important to make some fresh observations when people give different descriptions of the same thing.
C. Communicating Scientific Information C. Communicating Scientific Information C. Communicating Scientific Information C. Communicating Scientific Information
1. Ask, "How do you know?" in appropriate situations and attempt reasonable answers when others ask them the same question.
1. Ask, "How do you know?" in appropriate situations and attempt reasonable answers when others ask them the same question.
1. Ask, "How do you know?" in appropriate situations and attempt reasonable answers when others ask them the same question.
1. Ask, "How do you know?" in appropriate situations and attempt reasonable answers when others ask them the same question.
a. Describe things as accurately as possible and compare observations with those of others.
a. Describe things as accurately as possible and compare observations with those of others.
a. Describe things as accurately as possible and compare observations with those of others.
a. Describe things as accurately as possible and compare observations with those of others.
b. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
b. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
b. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
b. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
c. Draw pictures that correctly portray at least some features of the thing being described and sequence events (seasons, seed growth).
c. Draw pictures that correctly portray at least some features of the thing being described and sequence events (seasons, seed growth).
c. Draw pictures that correctly portray at least some features of the thing being described and sequence events (seasons, seed growth).
c. Draw pictures that correctly portray at least some features of the thing being described and sequence events (seasons, seed growth).
d. Have opportunities to work with a team, share findings with others, and recognize that all team members should reach their own conclusions about what the findings mean.
d. Have opportunities to work with a team, share findings with others, and recognize that all team members should reach their own conclusions about what the findings mean.
d. Have opportunities to work with a team, share findings with others, and recognize that all team members should reach their own conclusions about what the findings mean.
d. Have opportunities to work with a team, share findings with others, and recognize that all team members should reach their own conclusions about what the findings mean.
e. Recognize that everybody can do science and invent things and ideas.
e. Recognize that everybody can do science and invent things and ideas.
e. Recognize that everybody can do science and invent things and ideas.
e. Recognize that everybody can do science and invent things and ideas.
D. Technology D. Technology D. Technology D. Technology
1. Design and make things with simple tools and a variety of materials.
1. Design and make things with simple tools and a variety of materials.
1. Design and make things with simple tools and a variety of materials.
1. Design and make things with simple tools and a variety of materials.
a. Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can actually be used to perform a task.
a. Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can actually be used to perform a task.
a. Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can actually be used to perform a task.
a. Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can actually be used to perform a task.
b. Recognize that tools are used to do things better or more easily and to do some things that could not otherwise be done at all.
b. Recognize that tools are used to do things better or more easily and to do some things that could not otherwise be done at all.
b. Recognize that tools are used to do things better or more easily and to do some things that could not otherwise be done at all.
b. Recognize that tools are used to do things better or more easily and to do some things that could not otherwise be done at all.
c. Assemble, describe, take apart and reassemble constructions using interlocking blocks, erector sets and the like.
c. Assemble, describe, take apart and reassemble constructions using interlocking blocks, erector sets and the like.
c. Assemble, describe, take apart and reassemble constructions using interlocking blocks, erector sets and the like.
c. Assemble, describe, take apart and reassemble constructions using interlocking blocks, erector sets and the like.
d. Recognize that some kinds of materials are better than others for making any particular thing, for example, materials that are better in some ways (such as stronger and cheaper) may be worse in other ways (such as heavier and harder to cut).
d. Recognize that some kinds of materials are better than others for making any particular thing, for example, materials that are better in some ways (such as stronger and cheaper) may be worse in other ways (such as heavier and harder to cut).
d. Recognize that some kinds of materials are better than others for making any particular thing, for example, materials that are better in some ways (such as stronger and cheaper) may be worse in other ways (such as heavier and harder to cut).
d. Recognize that some kinds of materials are better than others for making any particular thing, for example, materials that are better in some ways (such as stronger and cheaper) may be worse in other ways (such as heavier and harder to cut).
e. Explain that sometimes it is not possible to make or do everything that is designed.
e. Explain that sometimes it is not possible to make or do everything that is designed.
e. Explain that sometimes it is not possible to make or do everything that is designed.
e. Explain that sometimes it is not possible to make or do everything that is designed.
2. Practice identifying the parts of things and how one part connects to and affects another.
2. Practice identifying the parts of things and how one part connects to and affects another.
2. Practice identifying the parts of things and how one part connects to and affects another.
2. Practice identifying the parts of things and how one part connects to and affects another.
a. Investigate a variety of objects to identify that most things are made of parts
a. Investigate a variety of objects to identify that most things are made of parts
a. Investigate a variety of objects to identify that most things are made of parts
a. Investigate a variety of objects to identify that most things are made of parts
b. Explain that something may not work if some of its parts are missing.
b. Explain that something may not work if some of its parts are missing.
b. Explain that something may not work if some of its parts are missing.
b. Explain that something may not work if some of its parts are missing.
c. Explain that when parts are put together, they can do things that they couldn't do by themselves.
c. Explain that when parts are put together, they can do things that they couldn't do by themselves.
c. Explain that when parts are put together, they can do things that they couldn't do by themselves.
c. Explain that when parts are put together, they can do things that they couldn't do by themselves.
3. Examine a variety of physical models and describe what they teach about the real things they are meant to resemble.
3. Examine a variety of physical models and describe what they teach about the real things they are meant to resemble.
3. Examine a variety of physical models and describe what they teach about the real things they are meant to resemble.
3. Examine a variety of physical models and describe what they teach about the real things they are meant to resemble.
a. Explain that a model of something is different from the real thing but can be used to learn something about the real thing.
a. Explain that a model of something is different from the real thing but can be used to learn something about the real thing.
a. Explain that a model of something is different from the real thing but can be used to learn something about the real thing.
a. Explain that a model of something is different from the real thing but can be used to learn something about the real thing.
b. Realize that one way to describe something is to say how it is like something else.
b. Realize that one way to describe something is to say how it is like something else.
b. Realize that one way to describe something is to say how it is like something else.
b. Realize that one way to describe something is to say how it is like something else.
E. History of Science E. History of Science E. History of Science E. History of Science
 

Note: Highlighting identifies assessment limits. All highlighted Indicators will be tested on the Grades 5 and 8 MSA. The highlighted Objectives under each highlighted Indicator identify the limit to which MSA items can be written. Although all content standards are tested on MSA, not all Indicators and Objectives are tested. Objectives that are not highlighted will not be tested on MSA, however are an integral part of Instruction.

 

MSDE has developed a toolkit for these standards which can be found online at: http://mdk12.org/instruction/curriculum/science/vsc_toolkit.html.

 

January 2008