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Alaska Department of Education & Early Development

Alaska 2000

Science Content Standard A: Content of Science All Alaska students will understand scientific facts, concepts, principles, and theories.

Benchmarks

As an example, a student at these levels should be able to demonstrate these or similar activities:

1) Structure of Matter

Primary (ages 6-7) Classify rocks by size and shape.

Level 1 (ages 8-10) Classify rocks by visible composition and size, recognizing that small rocks are the result of breakage and weathering of larger rocks and that different compositions reflect a different formative process.

Level 2 (ages 12-14) Demonstrate how rocks are weathered, buried and changed (by heat, pressure, and chemical changes) to form other types of rock.

Level 3 (ages 16-18) Represent and explain how physical and chemical changes to rocks affect their molecular make-up and the energy transformations required for such changes.

2) Changes and Interactions of Matter

Primary (ages 6-7) Observe rocks changing physical and chemical characteristics (freezing and exploding porous rocks, polishing rocks).

Level 1 (ages 8-10) Observe and record chemical changes to rocks (limestone and sandstone weathering).

Level 2 (ages 12-14) Demonstrate how rocks are weathered, buried and changed (by heat, pressure, and chemical changes) to form other types of rock.

Level 3 (ages 16-18) Demonstrate and explain how the rock cycle contributes to change on the face of the earth both in a local and global scale, and over short and long time frames.

3) Universe

Primary (ages 6-7) Observe and draw that there are more stars in the sky than anyone can easily count; they are unevenly scattered and not all the same.

Level 1 (ages 8-10) Understand and represent that the patterns of the stars in the sky stay the same, but they appear to move across the sky nightly, with some stars being seen during different seasons.

Level 2 (ages 12-14) Model the sun as a medium sized star and its distance from the earth relative to other nearby stars.

Level 3 (ages 16-18) Recognize that the stars differ from each other in size, temperature and age but they appear to be made up of the same elements as earth and behave according to the same physical principles.

4) Earth

Primary (ages 6-7) Acknowledge and represent phases of the moon.

Level 1 (ages 8-10) Predict phases of the moon based on observed patterns.

Level 2 (ages 12-14) Demonstrate knowledge of how the revolution and rotation of the earth interact with moon movements to result in the moon phases. Plan events around tide and moon phases based upon this knowledge.

Level 3 (ages 16-18) Quantify and compare the correlation of cyclical behaviors with natural cycles using appropriate technology.

5) Forces of Nature

Primary (ages 6-7) Describe and classify weather changes daily and seasonally.

Level 1 (ages 8-10) Demonstrate cloud formation from the condensation of water vapor and predict potential precipitation from various cloud types.

Level 2 (ages 12-14) Demonstrate the basic circulation of water and latent heat energy through the earth system in the water cycle.

Level 3 (ages 16-18) Explain the reflective effect of clouds- including both the reflection away from the earth of incoming sunlight and the reflection of inferred surface radiation back to the surface and relate those effects to the earth's global climate.

6) Motion

Primary (ages 6-7) Explore a variety of ways that things move; represent animal and physical object movement in a variety of media and kinesthetic experiences.

Level 1 (ages 8-10) Utilize principles of simple machines to initiate and sustain motion.

Level 2 (ages 12-14) Design equipment with moving parts utilizing mechanical advantage and chemical energy. Diagram related energy transformations.

Level 3 (ages 16-18) Contribute to a team to design, quantify, pilot, and critique solutions to local or environmental issues utilizing mechanical and chemical principles.

7) Processes that Shape the Earth

Primary (ages 6-7) Visit and interact with natural wonders and disasters. Collect observations and specimens.

Level 1 (ages 8-10) Study and model (concrete materials) natural wonders and disasters. Prepare for and respond to social consequences of natural acts. Identify physical forces responsible for incremental and mass weathering phenomena.

Level 2 (ages 12-14) Interpret evidence of erosion and other natural forces. Learn to interpret numerical models and measurements of such forces as erosion, frost heaving, earthquakes, and volcanoes.

Level 3 (ages 16-18) Create numerical models representing erosion, frost heaving, earthquakes, and volcanoes.

8) Energy Transformation

Primary (ages 6-7) Identify several ways to "make things go" and recognizes that keeping anything going uses up some resources ( batteries run down, gas runs out, etc.)

Level 1 (ages 8-10) Identify several objects and processes that give off heat- lights, radio, the sun, sawing wood, bending things, motors, people- and contrast those objects and processes to those that seem not to give off heat.

Level 2 (ages 12-14) Draw a flow chart starting with the sun to illustrate the numerous energy pathways that produce fuel to move a vehicle and/or food to fuel human motion.

Level 3 (ages 16-18) Participate as a member of a design team to construct a scale model house with several heat energy saving features and defend the design in terms of basic principals of thermodynamics and heat transfer.

9) Flow of Matter and Energy

Primary (ages 6-7) Pantomime or recreate through kinesthetic experiences cycles of nature (plant life cycles, weather cycles, diurnal cycles, seasonal cycles, life/death cycles, etc.)

Level 1 (ages 8-10) Compare and validate through observations and experience personal explanations for a variety of natural cycles.

Level 2 (ages 12-14) Identify components and interdependence of components of cycles. Model limits, feedback, and cyclical variations.

Level 3 (ages 16-18) Trace and quantify flow if energy through and between systems. Apply results of energy flow models to political and social decision-making.

10) Cells

Primary (ages 6-7) Identify the requirements for most living organisms- food, water, and air.

Level 1 (ages 8-10) Use a microscope to view organisms which have the same needs as larger organism- food, water, and air, a way to dispose of waste; and an environment in which they can live.

Level 2 (ages 12-14) Use a microscope to show that larger organisms are made of cells and that these cells may have specific functions.

Level 3 (ages 16-18) Describe the parts of the cell that provide basic life functions such as reproduction, respiration, and waste removal.

11) Heredity

Primary (ages 6-7) Classify students according to hereditary traits.

Level 1 (ages 8-10) Identify and quantify offspring with different genotypes and phenotypes from a variety of natural crossings.

Level 2 (ages 12-14) Predict, experiment, and record effects of genetic combinations. Study more advanced molecular genetic principles related to personally relevant phenomena.

Level 3 (ages 16-18) Work with national Marine Fisheries scientists to apply genotype and phenotype analysis to bowhead whale studies.

12) Diversity

Primary (ages 6-7) Count and classify types of trees in the school yard.

Level 1 (ages 8-10) Identify attributes of diverse -vs.- less diverse social and biological systems.

Level 2 (ages 12-14) Identify and design models of live and computerized ecosystems with a variety of diversity indices; compare outcomes over time.

Level 3 (ages 16-18) Develop enhancement projects to increase diversity in local natural systems. Quantify their effects.

13) Evolution and Natural Selection

Primary (ages 6-7) Explore characteristics that enhance survival.

Level 1 (ages 8-10) Theorize about survival characteristics. Invent effective traits.

Level 2 (ages 12-14) Analyze and critique supportive data for the theory of natural selection.

Level 3 (ages 16-18) Trace evidence through the geological record that a taxonomic line of animals has changed over time.

14) Interdependence

Primary (ages 6-7) Play a game based on a cycle like the water cycle and discuss the implications of removing components of the cycle.

Level 1 (ages 8-10) Identify interdependent components in the students' ecosystems / biomes.

Level 2 (ages 12-14) Create analogous models of interdependent systems. Conjecture about quantitative relationships.

Level 3 (ages 16-18) Create quantitative models of interdependent ecosystems. Demonstrate the limits. Take action on systems that are being strained in your community.

15) Local Knowledge

Primary (ages 6-7) Observe, describe, and appreciate local environment.

Level 1 (ages 8-10) Identify attributes as independent and interdependent components of local environment. Solicit natural history information from local experts.

Level 2 (ages 12-14) Document local natural history knowledge. Catalog scientific data about local phenomena. Design experiments and other ways to collect such data.

Level 3 (ages 16-18) Design and provide services that contribute data about local knowledge to other networked data banks.

16) Relativity

Primary (ages 6-7) Develop a working concept of gravity, matter, and energy.

Level 1 (ages 8-10) Develop vocabulary to address properties of gravity, matter, and energy.

Level 2 (ages 12-14) Consider concrete and relative properties of particles and energy.

Level 3 (ages 16-18) Reconcile relativity theories with concrete experiences.

Alaska 2000

Science Content Standard B: Science Inquiry All Alaska students will understand and develop the skills of scientific inquiry.

Key Elements

Students who meet this standard will:

1. Use the processes of science, including observing, classifying, measuring, interpreting data, inferring, communicating, controlling variables, developing models and theories, hypothesizing, predicting and experimenting;
2. Design and carry out scientific investigations using appropriate instruments;
3. Understand that scientific inquiry often involves different ways of thinking, curiosity and the exploration of multiple paths;
4. Understand that personal integrity, skepticism, openness to new ideas, creativity, collaborative effort and logical reasoning are all aspects of scientific inquiry;
5. Employ ethical standards, such as unbiased data collection and factual reporting of results; and
6. Employ strict adherence to safety procedures in conducting scientific investigations.

SHIFTS IN CONTENT EMPHASIS
As science education adds more perspectives from the field of the philosophy of science, students can experience science inquiry as one way of investigating phenomena within the communication norms of science communities. Students will perceive themselves as theory builders, creating and validating their own personal theories about physical phenomena based upon personal observations and experiences. They learn to use technology effectively to enhance their observations and interpretations, apply the scientific habits of mind, and understand the strengths and limitations of the logic systems employed in the process.

BIG IDEAS

• Science as one way of knowing
• Scientific world view
• Unified systems
• Reductionistic / holistic
• Hypothetical deductive logic
• Science process skills
• Statistical inference and probability

Alaska 2000

Science Content Standard B: Science Inquiry All Alaska students will understand and develop the skills of scientific inquiry.

Benchmarks

For example, at these levels a student would be able to:

Primary (ages 6-7) Conduct science explorations individually and in groups. Describe observations verbally or pictorially. Recognize that when science explorations are repeated, the same thing usually happens. Ask " What might happen if...?"

Level 1 (ages 8-10) Carry out experiments, both individually and in groups. Identify a variable that may effect the outcome. Keep accurate records of investigations. Develop and share explanations of his/her investigations. Recognize that science experiments generally work the same way in different place. Ask " How do you know?" as an interesting, non-threatening question and consider explanations.

Level 2 (ages 12-14) Design and carry out experiments, both individually and in groups. Control variables that may affect the outcome of the experiment. Collect relevant data, use logical reasoning, and apply imagination in devising hypothesis and explanations. Develop convincing arguments related to data to support conclusions made from investigations. Repeat experiments to validate theories. Seek relationships in nature, offer alternative explanations of the same observations of them, and suggest what evidence might help to judge among explanations.

Level 4 (ages 16-18) Design, carry out and communicate major investigations, using scientific methods, in groups and individually. Understand that scientists share their discoveries through professional publications and conferences by presenting clear and significant evidence. Expect that the same principals apply everywhere, and therefore, seek to connect hypothesis coherently. Report findings of investigations to his/her peers, sharing recorded data and information so that the investigation can be replicated. Recognize that a discrepancy may result from an inadequate theory or observations.

Sample Activities Related to Local Knowledge

Collect environmental objects and classify by student-generated categories.

Hypothesize why this school's environmental box contained different types of plant specimens than one from a nearby village.

Collect data on predominant plant species on north and south sloping hills.

Conduct statistical analysis of data collected on plant dispersal.

Sample Activities Related to the Forces of Nature

Collect and display observations and stories about the weather.

Graph observations of weather patterns. Invite scientists and elders to share their predictions about weather trends.

Compare local weather records with national weather maps. Make and explain predictions based upon logical pattern interpretation and conceptual explanations.

Propose weather data collection activities that would customize national weather reports for your particular microclimate. Identify / engineer necessary tools.

Alaska 2000

Science Content Standard C: The Nature and History of Science All Alaska students will recognize that the content and conduct of science are influenced by the historical, social, cultural and environmental contexts in which they occur.

Key Elements

Students who meet this standard will:

1. Understand how the terms fact, observation, concept, principle, law, and theory are generally used in the scientific community;
2. Know that scientific knowledge is validated by repeating specific experiments which may conclude in similar results;
3. Understand that society, culture, history and environment affect the development of scientific knowledge;
4. Understand that some personal and societal beliefs accept non-scientific methods for validating knowledge;
5. Know that the sharing of scientific discoveries is important in influencing individuals and society and in advancing scientific knowledge;
6. Understand that scientific discovery is often a combination of an accidental happening and observation by a knowledgeable person with an open mind;
7. Understand that major scientific "breakthroughs" link large amounts of knowledge, often building upon the contributions of many scientists and crossing different lines of study; and
8. Understand that acceptance of a new idea depends upon supporting evidence and that new ideas that conflict with beliefs or common sense are often resisted.

SHIFTS IN EMPHASIS IN CONTENT
The scientific experiment is only one part of the scientific enterprise. Significant direction is forged through social endeavors: soliciting and understanding diverse perspectives on phenomena; developing a qualitative feel for the phenomena; convincing the public of the importance of a research endeavor; identifying the applications of results; maintaining openness to information that might be more important than the original investigation; ensuring ethical interactions before, during and after the research; and ensuring access to the endeavor for underserved populations. No one person can account for these diverse responsibilities; teamwork is required for most scientific activities. This cooperation extends across time as well. History has influenced the voices that contribute towards the understanding of phenomena, and students must understand how their perspectives on phenomena and ability to hear and understand different logic systems are shaped by their personal histories. History has also influenced our culture's scientific approaches to medicine, engineering, psychology, and interpretations of physiological processes. Students need to understand the forces that have shaped, developed and limited science.

BIG IDEAS

• Science as a social enterprise
• Animal use, social justice ethics
• Students as theory builders
• Science careers
• Diverse scientists
• Great range of scientific disciplines
• Ways of knowing/validating knowledge

Alaska 2000

Science Content Standard C: The Nature and History of Science All Alaska students will recognize that the content and conduct of science are influenced by the historical, social, cultural and environmental contexts in which they occur.

Benchmarks
For example, at these levels a student would be able to:

Primary (ages 6-7) Observe or experience phenomena that have been the subject of major scientific discoveries or advances such as observing the diversity of life. Know that regardless of the cultural background, all can participate in science. Recognize that observing phenomena may require the use of tools. Know that we learn about our world through observations Understand that observations can be shared with others verbally or graphically.

Level 1 (ages 8-10) Experience and appreciate the increase in accuracy of observation or precision of measurement that technology contributed to major scientific discoveries or advances. Know that important contributions to the advancement of science have been made by men and women from diverse cultures. Know that throughout time people have learned about their world by observing it. Recognize that the acquisition of tools for scientific investigation require funding. Compare traditional Alaska Native ways and Western scientific ways of describing/interacting with the natural world.

Level 2 (ages 12-14) Acquire the fundamental scientific understandings that underlie major scientific discoveries and advances, such as interdependent relationships that exist among organisms. Know that throughout history, the support and recognition of the contributions of women and cultural minorities has sometimes been denied by society. Understand the levels of funding needed to conduct major research efforts in both pure and applied science.

Level 3 (ages 16-18) Know the story of how a major scientific discovery or advance occurred, such as the development of evidence that micro-organisms are human disease agents. Know that he/she can pursue a career in science regardless of cultural background and gender. Understand that the source of funding for scientific research affects the content of research. For example: while some government funding for scientific research is dependent on the peer review process that evaluates the scientific merit of the proposed project and the project's potential value to society. "Pork barrel" government funding may occur without this review process.

Sample Activities Related to Local Knowledge

Listen and question elders and scientists as they describe and classify collected environmental objects.

Write about the different uses of information about their environmental collections.

Explore and explain how local knowledge has been incorporated into scientific studies about the local environment.

Participate as an elder/student/scientist intern group with a local resource management agency.

Sample Activities Related to the Forces of Nature

Listen to stories of local meteorologists; ask them how they became a scientist, who helped them become scientists, what they were interested in as kids.

Study how traditional Alaskan Native Peoples predicted weather. Compare elder predictions with weather service predictions. Collect data and analyze results.

Conduct a survey to determine the cultural variations in scientific career expectations among students. Survey the local weather agencies to determine their cultural makeup.

Review climatic data in your area for evidence that supports or contradicts global warming theories. Interview elders, old timers, and scientists about weather trends, observations and beliefs.

Alaska 2000

Science Content Standard D: Application of Science and Technology to Personal and Community Life. All Alaska students will apply scientific knowledge and skills to make reasoned decisions about the use of science and scientific innovations.

Key Elements

Students who meet this standard will:

1. Apply scientific knowledge and skills to understand issues and everyday events;
   
2. Understand that scientific innovations may affect our economy, safety, environment, health and society. These effects may be long or short term, positive or negative, expected or unexpected;
   
3. Recommend solutions to everyday problems by applying scientific skills and knowledge;
   
4. Evaluate the scientific and social merits of solutions to everyday problems;
   
5. Participate in reasoned discussion of public policy about scientific innovations and proposed technological solutions to problems; and
   
6. Act on their reasoned decisions and evaluate the effectiveness of their actions.

SHIFTS IN CONTENT EMPHASIS
Schools must address the application of scientific thought to the world of work and societal decisionmaking. The content standards provide all students with a strong understanding of the interdependence of societal, environmental and economic health and the emergence of new technologies. New measurement and other technological tools make new scientific endeavors and new solutions possible. Science develops new technologies. Technology developers must consider the social consequences of their tools. Information is now accessed through technology. Information retrieval has always been a public service available to all citizens through libraries and other resource agencies. To continue this value we must ensure equal access to technology.

BIG IDEAS

• Technological tools defining the limits of science
• Design tasks and diverse contributions for effectiveness
• Trade-off, feedback, side effect, constraints, social, economic, and ecological consequences
• Risk analysis
• Overdesign
• Adaptation to change

Alaska 2000

Science Content Standard D: Application of Science and Technology to Personal and Community Life. All Alaska students will apply scientific knowledge and skills to make reasoned decisions about the use of science and scientific innovations.

Benchmarks
For example, at these levels a student would be able to:

Primary (ages 6-7) Observe that there are parts of the home that are warmer and cooler and speculate about the reasons why. Talk with his/her teacher about what scientists or technologists do in their work. Participate in a group project to identify how technologies, such as cars and refrigerators, can solve problems. Work cooperatively with classmates on projects related to such things as litter recycling.

Level 1 (ages 8-10) Observe the differences in neighborhood houses during the winter for signs of energy loss. Visit business, government or industry sites to see what people do in science related jobs. Examine the various advantages and disadvantages related to technology. Prepare a short talk on a controversial scientific issue. Make posters for display at school which support or oppose a local issue. Review newspaper reports on a scientific topic and write a letter which explains his/her understanding of the reports.

Level 2 (ages 12-14) Draw a diagram of his/her home which indicates where energy transfers occur and the types of transfer, convection, conduction, and radiation. Use the Alaska Career Information System to determine the requirements for technology careers. Participate in a discussion of a controversial scientific issue. Attend or view a public meeting or hearing on an issue related to science or technology. Write a letter to a local or state representative on a local, or national scientific or technological issue.

Level 3 (ages 16-18) Participate in job-shadowing, work experience, or apprenticeship in a position related to science or technology. Use a computer to model the costs and benefits of implementing alternative technologies. Participate in a debate of a controversial scientific issue. Prepare an editorial for a local newspaper on a technological issue. Participate in a public meeting on an issue related to science or technology. Indicate an awareness of the intertwining of political action and funding for appropriate technology. Conduct a home energy audit. Consider the efficiency of energy using systems. Make recommendations for conserving energy.

Sample Activities Related to Local Knowledge

Find out how his/her life is different from that of parents or grandparents related to technologies.

List and participate in a class discussion of potential solutions for a local science and technology problem.

Examine the costs and benefits of a technological solution to a local environmental problem.

Provide supporting scientific data for a resource management decision of the student's choice.

Sample Activities Related to the Forces of Nature

Observe that different weather patterns are associated with social behaviors and speculate why.

Observe animal behavior in response to weather patterns and propose ideal animal viewing weathers.

Interpret weather data for several years and propose date for major school outdoor event based upon patterns.

Access on-line meteorological data and provide forecasts for local radio stations.

 Other Choices for Developing Criteria or Benchmarks

Problem Solving Cycles:
Three Models of Processes for Scientific Inquiry

The models in this section offer three ways of approaching process skills of the Alaska Student Performance Standards in Science, in the standard related to Skills of Scientific Inquiry. These models describe one key element of one standard, Science Standard B, Key Element 1. These scientific thinking processes can be used by all individuals. When they are taught, however, students' developmental levels need to be considered.

Other Benchmark References:

American Association for the Advancement of Science. (1993). Benchmarks for Science Literacy. New York, NY: Oxford University Press. In Reference Kit.

New Jersey Mathematics Coalition and the New Jersey Department of Education. (1995). New Jersey Mathematics Curriculum Framework.

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Last modified on: Sat, Jun 15, 1996.