The following
benchmarks should be incorporated into the lessons taught during Physical,
Life, and Earth units. These benchmarks should not be taught as separate skills.
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Pre-K |
science inquiry: abilities
necessary to do scientific inquiry |
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understandings: Scientists
gather information by recording observations and making comparisons.
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essential questions: How can I
use my senses to get information about what is around me?
How can I
describe things around me? |
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benchmarks |
clarifying
examples and/or vocabulary |
best
practices and/or lesson ideas |
notes |
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Observe and describe the properties of common
objects using the five senses. |
Texture (rough, smooth, hard, soft); Temperature
(hot, warm, cold); Colors
Initial sketches
and single-word descriptions lead to increasingly more detailed drawings
and richer verbal descriptions. |
Describe the color, texture, and size
of beads, leaves, the sky, etc.
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Compare and sort common objects based on
one physical attribute. |
Color, size, shape, texture, weight.
Group according to a simple pattern ( size, color or shape).
Group a set of balls according to size (large,
medium, small). |
Using two
ring the students place hard objects in one ring and soft objects in
the other. Or categorize bears or beads based on colors.
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Communicate observations orally and in drawings. |
Students communicate by drawing and telling
the teacher what they observed. |
Observe clouds
and draw what they look like. Go back out 15 minutes later and observe
again. Discuss what changes were seen. |
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Kindergarten |
science inquiry: abilities necessary to do inquiry & understanding about inquiry |
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understandings: Scientists
gather information by asking meaningful questions, recording observations,
and making comparisons.
Scientists
use tools to enhance their senses.
Scientists
don’t always agree on what they observe or the conclusions based on
those observations even though scientists try to maintain objectivity
and an unbiased approach. |
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essential questions: What does
a good Who, What, Where question sound like?
How can I
extend my senses to get information about what is around me?
How can I
describe the position of things around me?
What does
it mean to compare one thing to another and how can I do this?
Do people/scientists
always agree on what they see? |
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benchmarks |
clarifying
examples and/or vocabulary |
best
practices and/or lesson ideas |
notes |
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Observe and describe the properties of common
objects extending the five senses by using hand lenses. |
Texture (rough, smooth, hard, soft); Temperature
(hot, warm, cold); Colors
Initial sketches
and single-word descriptions lead to increasingly more detailed drawings
and richer verbal descriptions.
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Describe the color, texture, and size
of beads.
As part of
AIMS: Math
& Sci: Solution I “It’s A Shoe In!”
As part of
AIMS: Under
Construction “All
Sorts of Stuff” “Bag
it” “Sizing
Up Bears”
As part of
AIMS: Sense-able Science “Texture
Rough, Texture Smooth” “Touch
and Tell” “Color
My World”
As part of
AIMS: Primarily Bears “Let
Me Count the Ways” “Bears
Afloat”
As part of
AIMS: Mostly Magnets “Stick
to It” “What
Will a Magnet Attract?” “Mining
With Magnets”
As part of
AIMS: Spring Into Math & Sci “Floating
Fruits” “What Do You Think Will Float?” |
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Describe the relative position of objects
using one reference. |
Above, below, in front of, behind,. |
Play a game where students are asked questions about the location of objects
(e.g. Q:Where is the teacher? A:She is on the chair.) |
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Compare and sort common objects based on
one physical attribute (Extend
Pre-K benchmark by taking
the same objects and classifying them over and over into as many different
groups as possible) |
Pre-K Extension: A set of objects could
be classified as those that float/sink, then the same objects could
be classified as rough/smooth, then as round/long.
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Using two
ring the students place hard objects in one ring and soft objects in
the other. Or categorize bears or beads based on colors.
Use any of
several AIMS units listed here under the first benchmark. |
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Communicate observations orally and in drawings. |
Students communicate by drawing and telling
the teacher what they observed. |
Grow a group
of plants that get water and another group in the same location that
do not get water. Students keep a journal of drawings made every other
day. Teacher keeps a journal on the wall near the plants that has been
dictated by the students. |
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Identify questions and seek answers to questions
about immediate surroundings. |
What color will we get if we mix red and yellow? Students mix red and yellow substances such as finger paint and colored water to learn the answer. |
Participate in asking student generated “who”, “what”, and “where” questions
about immediate surroundings.
Play a game where
students ask questions (e.g. Who has long hair? Where is the teacher?
What is grass?) |
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Identify that individuals are free to reach
different conclusions provided that supporting evidence is used. |
Compare and discuss observations made by
others.
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Observe and describe seashells, beads, etc.
Discuss observations and how they were categorized by each with other
students. |
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1st
GRADE |
science inquiry: abilities necessary to do inquiry & understanding about inquiry |
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understandings: Diagrams
and pictures effectively communicate observations.
Graphs are
graphical representations that are useful in seeing patterns. |
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essential questions: How do I
make a bar graph and how can one help me see patterns?
How can I
use numbers and words to keep records of things that I observe happening?
What does
a good Why, When, How question sound like? |
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benchmarks |
clarifying
examples and/or vocabulary |
best
practices and/or lesson ideas |
notes |
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Draw pictures/diagrams that portray some
features of the thing being described. |
Students will increase observation skills
by distinguishing one object from another. |
As part of
AIMS: Primarily
Earth “Earth’s Features”: Draw diagrams of different land features.
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Record observations and data with pictures,
numbers, and/or written statements. |
Draw diagrams of events over periods of
time. Use non-standard units of measurement. Students can dictate observation
while teacher records. |
As part of
AIMS: Water
Precious Water Observe and
diagram how a puddle changes size over the course of a day or two.
The student will explore the differences in evaporation (drying) when
placing wet paper clothes at various sites over a designated period
of time. |
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Record observations on a bar graph. |
Use equal width popsicle sticks or copies
of a picture to create picture
graphs. |
As part of
AIMS: Primarily
Bears “Gummy Bears”
As part of
AIMS: Fall
Into Math & Sci “You Can Count On Us” |
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Ask student generated “why”, “how”, and “when” questions about immediate surroundings.
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Why do fruits have seeds inside them? Students
gather information from books and investigations.
Explore a variety of building materials.
Why are some things (e.g. boxes, fences) stronger than others? |
As part of
AIMS: Cycles
Of Knowing & Growing
As part of
AIMS: Water
Precious Water “Little
Sprouts”
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2nd
GRADE |
science inquiry: abilities necessary to do inquiry & understanding about inquiry |
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understandings: Scientists
try to predict the outcome of investigations to see if what they think
will happen will actually happen.
Scientists
use measurements and math to quantify what is happening around them
and to look for patterns.
Objects can
be classified in different ways, sometimes using more than one attribute.
Describing
the procedure of an investigation is important because it tells other
scientists how the investigation was completed and allows them to try
it as well to see if similar results are obtained.
Following
the instructions for an investigation written by others is important
in order to repeat an investigation. |
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essential questions: How can I
make good predictions using what I already know about the world around
me?
What tools
can I use to make the measurements I need to see if there are patterns
in my data and to either validate or invalidate my prediction? What other
ways can I categorize objects?
Why is it
important to describe and follow procedures during investigations? |
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benchmarks |
clarifying
examples and/or vocabulary |
best
practices and/or lesson ideas |
notes |
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Make predictions based on patterns of observation
rather than random guessing. |
Predication, Educated Guess, Observe, Observations,
Data |
As part of
AIMS: Primarily
Bears “Teddy Bears & Oranges” “Who’s Not Home”
As part of
AIMS: Jaw
Breakers & Heart Thumpers “Gimme Five” |
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Measure length, weight, temperature, and
liquid volume with appropriate tools and express measurements in standard
and non-standard units. |
Measure student body parts and compare to
stuffed animal toys.
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As part of
AIMS: Hard
Hatting In A Geo World “Bear Facts”
Make a model
of a leaky faucet to observe and measure how much water is wasted. |
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Compare and sort common objects based on
two physical attributes. |
Color, shape, texture, size, weight.
Venn diagrams. |
As part of
AIMS: Math
& Sci: A Solution “Creature Feature”
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Write or draw descriptions of a sequence
of steps, events, and observations. |
Language arts - First, Then, Next, After
that, Finally
Occasionally include the use of magnifiers
or microscopes to extend the senses. |
As part of
AIMS: Cycles
Of Knowing & Growing “Tell Me When Your Birthday Comes”
As part of
AIMS: Under
Construction “Materials Matter” (use in conjunction with
simple machines unit)
Use Talents
Unlimited “Planning” |
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Construct bar graphs to record data using
appropriate labeled axes. |
Teach T.A.I.L.S. Title –shows relationship between x& y axis Axes – independent on x, dependent on y Intervals – spaces between numbers the same Label – each axis is labeled with units Scale – 50% or more of axis used |
As part of
AIMS: Spring
Into Math & Sci “Huff
& Puff” |
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Follow verbal instructions for a scientific
investigation. |
Instructions, Procedures.
Use the Talents Unlimited: Planning. |
Use any of
several AIMS units listed here under these benchmarks. |
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3rdGRADE |
science inquiry: abilities necessary to do inquiry & understanding about inquiry |
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understandings: Repeating
investigations or events within an investigation can be a method used
to improve accuracy of observations.
There is
a difference between evidence and an opinion. Opinions really need to
be based on some form of evidence.
Mathematics
can help describe what is observed and can be used to make comparisons
and future predictions.
The collection
of data is necessary to provide evidence for conclusions. |
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essential questions: How can I
improve my accuracy when conducting observations?
What is the
difference between an opinion and evidence, and how can I tell the difference
between the two?
How can I
use mathematics as evidence to support my conclusions?
How can I
provide evidence to support my conclusions? |
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benchmarks |
clarifying
examples and/or vocabulary |
best
practices and/or lesson ideas |
notes |
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Repeat observations to improve accuracy
and know that the results of similar scientific investigations seldom
turn out exactly the same because of differences in the things being
investigated, methods being used, or uncertainty in the observations. |
Use data tables and conduct trials. Average
the result of the trials using calculators. |
For any of
the AIMS activities that require students do complete an investigation
and complete quantitative observation, have the students repeat the
investigation two or three times more. Discuss the difference between
these trials.
As part of
AIMS: Primarily
Physics “Heat Energy & Color”
As part of
AIMS: Mostly
Magnets “How Close
Can You Get?” |
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Differentiate evidence from opinion and
know that scientists do not rely on claims or conclusions unless they
are backed by observations that can be confirmed. |
Small groups are given the same set of materials
to classify. Groups orally present and justify their classification system
for peer review. Students describe each different approach and how the
evidence supports or does not support it. |
As part of
AIMS: Bats
Incredible Students
categorize the bats based on different characteristics described in
“Noses
For Nectar”. Contrast
this supported evidence with statements made by students based on opinion
(e.g. This bat is “better” than that bat.) |
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Use numerical data in describing and comparing
objects, events, and measurements. |
Collect and record data using developmentally appropriate instruments (i.e.., metric rulers,
hand lenses, timers, computers, and calculators). |
As part of
AIMS: Primary
Science 2 “Water Watchers”
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Use prior knowledge to predict the outcome
of a simple investigation and compare the results to the prediction. |
Explain that there is no such thing as a
“wrong” prediction as long as it is based on logical conclusions gained
from prior experiences. |
For any of
the AIMS activities that require students develop a prediction prior
to completing an investigation. Discuss the difference, if any, between
the predictions and observed results/outcomes.
As part of
AIMS: Mostly
Magnets |
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Collect data in an investigation and analyze
them to develop a logical conclusion. |
After collecting data, write conclusions,
even if the data contradicts a prediction. |
For any of
the AIMS activities that require students collect data. Discuss the
difference, if any, between the predictions and collected data. |
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4thGRADE |
science inquiry: abilities necessary to do inquiry & understanding about inquiry |
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understandings: Realize that
scientists have to interpret their data and that this interpretation
is used to draw conclusions.
Scientists
use an international system of units to complete the measurements they
require.
When scientists
make new predictions they justify these using their understanding of
cause and effect relationships.
Conducting
trials is a method of improving accuracy when completing observations.
Other graphical
representations are useful when looking for patterns or communicating
data.
It is necessary
to give precise instructions to other scientists that what to try and
replicate results of an investigation.
It is acceptable,
and even expected, for scientists to modify ideas and theories based
on new data or experiences. |
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