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Alaska Department of Education & Early Development

Appendix C

Science Benchmark Cross-References

Several agencies and organizations have published excellent developmental sequences for mastering the basic concepts in science. Rather than creating yet another sequence, the Science Benchmark Cross-References takes the form of a chart that refers to specific pages in two developmental sequences already published. Both publications are included in the Reference Kit that accompanies this Framework document. The Science Benchmark Cross-References chart identifies specific pages in the publications that apply to each key element of the Alaska Student Performance Standards in Science.

The publications referenced in the chart are:

• (AAAS) American Association for the Advancement of Science, Benchmarks for Science Literacy. New York: Oxford University Press, 1993;
• (CSBE) California State Board of Education, Science Framework for California Public Schools. Sacramento, CA: California Department of Education, 1992; and
• (NRC) National Research Council, National Science Education Standards, Washington, DC: National Academy Press, 1995.

The portion of the chart that covers the first Key Element of Performance Standard A includes an example of the actual narrative found under the first page reference for each developmental level. For all subsequent standards and key elements, the chart includes only page references to the two documents.

The Vignette References (7:14, 7:26, etc.) in the final column of the chart refer to the science vignette pages in Chapter 7 of this document.

This continuum is provided for districts who elect to take a scope and sequence approach to their curriculum. As in the math problem solving models, there are different approaches a district can take to describe what it believes is important for its children to know and be able to do. The process skills examples following the continuum provide other alternatives. Another approach is to prepare a district framework, similar to the state framework that outlines in broad terms what the district believes in, provides resources, and relies on the professionalism of its teachers to complete the details for their school site or classroom.

The National Science Teachers Association's Scope, Sequence, and Coordination of Secondary School Science books, Volume 1 and Volume 2, both provide relevant information for considering the content of instruction. These books are also contained in the Reference Kit.

• National Science Teachers Association. (1992) The Content Core: A Guide to Curriculum Designers VOL. 1. Arlington VA: NSTA
• National Science Teachers Association. (1992) Relevant Research VOL. II. Arlington VA: NSTA

The Alaska Science Benchmark Cross-References:
Annotated Example

This first page of the Science Benchmark Cross-References contains the actual text found in the cross-referenced resources. In the following pages just the references are provided.

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

Introductory Statement: AAAS, pp. 59-60, pp. 99-100

Key Element	Introductory Statement	Early Childhood (Grades K-2)	Level I (Grades 3-5)
1. Structure of Matter	AAAS, p. 75 CSBE, p.41	AAAS, p. 76 Objects can be described in terms of the materials they are made of and their physical properties. Things can be done to materials to change some of their properties, but not all materials respond the same way to what is done to them. CSBE, p.41-42 p.44	AAAS, p. 76-77 Heating & cooling cause changes in the properties of materials. When a new material is made by combining two or more materials, it has properties that are different from the original materials. CSBE, p. 42-43 p. 44

	Vignette	Level II (Grades 6-8)	Level III (Grades 9-12)
	V. 6-5. Earth & Rocks V. 6-8. Water Quality	AAAS, pp. 77-78 Atoms and molecules are always in motion. Increased temps. means greater average energy of motion, so most sub-stances expand when heated. There are groups of elements that have similar properties, including highly reactive metals, less reactive metals. CSBE, p. 43 p. 45-46	AAAS, pp. 79-80 The configuration of atoms in a molecule determines the molecule's properties. The rate of reactions among atoms and molecules depends on how often they encounter one another, which is affected by the concentration, pressure, and temperature of the reacting materials. CSBE, p. 43-44 p. 46

The Alaska Science Benchmark Cross-References:
References Without Annotation

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

Introductory Statement: AAAS, p. 59-60, p. 99-100

Key Element	Introductory Statement	Early Childhood (Grades K-2)	Level I (Grades 3-5)	Level II (Grades 6-8)	Level III (Grades 9-12)	Vignette Reference
1. Structure of Matter	AAAS, p. 75 CSBE, p. 41	AAAS, p. 76 CSBE, p. 41-42, p. 44 NRC, p. 130-134	AAAS, p. 76-77 CSBE, p. 42-43, p. 44 NRC, p. 130-134	AAAS, p. 77-78 CSBE, p. 43, p. 45-46 NRC, p. 158-161	AAAs, p. 79-80 CSBE, p. 43-44, p. 46 NRC, p. 178	V. 7:14. V. 7.8
2. Changes and Interactions of Matter	AAAS, p. 75 p. 249, p. 252 CSBE, p.41 NRC, p. 180-181	AAAS, p. 76 CSBE, p. 46 p. 49 p. 52 NRC, p. 130-134	AAAS, p. 76-77 CSBE, p. 46-47 p. 49-50 p. 52 NRC, p. 130-134	AAAS, p. 77-78 p. 250 p. 252 CSBE, p.47 p. 50 p. 52-53 NRC, p. 158-161	AAAS, p. 79-80 p. 251 p. 253 CSBE, p. 48 p.50-53 NRC, 179-181	V. 7:20. V. 7:26.
3. Universe	AAAS, p. 61 CSBE, p.79	AAAS, p. 62 CSBE, p. 79-80 p. 84 p. 87 NRC, p. 130-134	AAAS, p. 62-63 CSBE, p. 80-81 p. 84-85 p. 87-88 NRC, p. 130-134	AAAS, p. 63-64 CSBE, p.81-82 p. 85-86 p. 88-89 NRC, p. 160-161	AAAS, p. 65 CSBE, p.82-84 p.86-87 p.89-90 NRC, p. 215-217

Science Standard A: Content (continued)

Key Element	Introductory Statement	Early Childhood (Grades K-2)	Level I (Grades 3-5)	Level II (Grades 6-8)	Level III (Grades 9-12)	Vignette Reference
4. Earth	AAAS, p. 66 CSBE, p.98	AAAS, p. 67 CSBE, p. 93-94 p. 99 p. 103 p. 106 p. 110-111 NRC, p. 130-134	AAAS, p. 67-68 CSBE, p. 94 p. 99 p. 103-104 p. 106-107 p. 111 NRC, p. 130-134	AAAS, p. 68-69 p. 94 p. 99 p. 104 p. 107-109 p. 111-112 NRC, p. 158-9	AAAS, p. 70 CSBE, p.94-95 p.99-100 p.105 p.109-110 p.112-113 NRC, p. 187-189	V. 7:26.
5. Forces of Nature	AAAS, p. 93 CSBE, p.53 p.67 p.72	AAAS, p. 94 CSBE, p. 55 p. 60 p. 68 p. 73 NRC, p. 123-127	AAAS, p. 94 CSBE, p. 55-57 p. 60 p. 68 p. 73-74 NRC, p. 123-127	AAAS, p. 95 CSBE, p. 57-58 p. 60 p. 69-70 p. 74 NRC, p. 154	AAAS, p. 96-97 CSBE, p.58-60 p.70-71 p.74 NRC, p. 179-180
6. Motion	AAAS, p. 87-88 CSBE, p. 53	AAAS, p. 89 CSBE, p. 53-54 NRC, p. 123-127	AAAS, p. 89 CSBE, p. 54 NRC, p. 123-127	AAAS, p. 90 CSBE, p. 54 NRC, p. 154	AAAS, p. 91-92 CSBE, p.54-55 NRC, p. 179-180
7. Processes that Shape the Earth	AAAS, p. 71 CSBE, p. 90 NRC, p. 106	AAAS, p. 72 CSBE, p. 90 p. 95 NRC, p. 130-134	AAAS, p. 72 CSBE, p. 90-91 p. 95 NRC, p. 130-134	AAAS, p. 73 CSBE, p. 91 p. 95-96 NRC, p. 158-161	AAAS, p. 74 CSBE, p.91-93 p.96-97 NRC, p. 187-190	V. 7:14. V. 7:26.
8. Energy Transformations	AAAS, p. 81-82 p. 192 CSBE, p. 61-75	AAAS, p. 83 p. 193 CSBE, p. 61-75	AAAS, p. 83-83 p. 193 CSBE, p. 61-75	AAAS, p. 84-85 p. 194 CSBE, p.61-75 NRC, p. 149-155	AAAS, p. 85-86 p. 195 CSBE, p.62-77 NRC, p. 177-181

9. Flow of Matter and Energy	AAAS, p. 118	AAAS, p. 119 CSBE, p. 138	AAAS, p. 119 CSBE, p. 139	AAAS, p. 120 CSBE, p. 139 NRC, p. 149-155	AAAS, p. 121 CSBE, p. 139 NRC, p. 180-189	V. 7:26.
10. Cells	AAAS, p. 110 CSBE, p. 116 p. 126	AAAS, p. 111 CSBE, p. 116 p. 118 p. 127	AAAS, p. 111 CSBE, p. 116-119 p. 127	AAAS, p. 112 CSBE, p. 118-120 p. 127 NRC, p. 155-156	AAAS, p. 113-14 CSBE, p.118 p. 120-121 p.127-128 NRC, p. 181-185
11. Heredity	AAAS, p. 106	AAAS, p. 107 CSBE, p. 128 NRC, p. 127-130	AAAS, p. 107 CSBE, p. 128 NRC, p. 127-130	AAAS, p. 108 CSBE, p.129 NRC, p. 157	AAAS, p. 108-109 CSBE, p. 129-130 NRC, p. 185
12. Diversity	AAAS, p. 101 CSBE, p. 121	AAAS, p. 102 CSBE, p. 121 NRC, p. 127-130	AAAS, p. 103 CSBE, p. 121-122 NRC, p. 127-130	AAAS, p. 104 CSBE, p. 122-123 NRC, p. 155-158	AAAS, p. 105 CSBE, p. 123-125 NRC, p. 186	V. 7:24.

Key Element

Introductory Statement

Early Childhood (Grades K-2)

Level I (Grades 3-5)

Level II (Grades 6-8)

Level III (Grades 9-12)

Vignette Reference

13. Evolution and Natural Selection	AAAS, p. 122 NRC, p. 104-119	AAAS, p. 123 CSBE, p. 130-131 NRC, p. 127-130	AAAS, p. 123 CSBE, p. 13 NRC, p. 127-1301	AAAS, p. 124 CSBE, p. 132-133 NRC, p. 158	AAAS, p. 124-25 CSBE, p. 133-136 NRC, p. 181-185
14. Interde-pendence	AAAS, p. 115 CSBE, p.136	AAAS, p. 116 CSBE, p. 97 p. 100-101 p. 104-105 p. 125 p. 136-137 p. 139 NRC, p. 127-130	AAAS, p. 116 CSBE, p.97-98 p. 101 p. 105 p. 125 p. 137 p. 139-140 NRC, p. 127-130	AAAS, p. 117 CSBE, p.97-98 p. 101-102 p. 105 p. 125 p. 137 p. 140-141 NRC, p. 157-158	AAAS, p. 117 CSBE, p. 98 p. 102-103 p. 105-106 p. 125-126 p. 137-138 p. 141 NRC, p. 186, p. 193-197	V. 7:24. V. 7:26.
15 Local Knowledge	CSBE, p. 90 p. 98	CSBE, p. 100-101 p. 104-105 NRC, p. 141	CSBE, p. 101 p. 105 NRC, p. 141	CSBE, p. 101-102 p. 105 p. 161 NRC, p. 170-171	CSBE, p. 102-103 p. 105-106 NRC, p. 200-204	V. 7:24. V. 7:26.
16. Relativity	AAAS, p. 187	AAAS, p. 188	AAAS, p. 188-89	AAAS, p. 189-90 NRC, p. 160-170	AAAS, p. 190-91 NRC, p. 193-199	V. 7:14. V. 7:26.

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

Introductory Statement: AAAS, pp. 9-13

Key Element

Introductory Statement

Early Childhood (Grades K-2)

Level I (Grades 3-5)

Level II (Grades 6-8)

Level III (Grades 9-12)

Vignette Reference

1. Processes of Science	AAAS, p. 9 NRC, p. 105	AAAS, p. 10 NRC, p. 121-123	AAAS, p. 10-11 NRC, p. 121-123	AAAS, p. 12 NRC, p. 143-148	AAAS, p. 13 NRC, p. 173-176
2. Design Experiments	AAAS, p 9 NRC, p. 105	AAAS, p. 10 NRC, p. 121-123	AAAS, p. 10-11 NRC, p. 121-123	AAAS, p. 12 NRC, p. 143-148	AAAS, p. 13 NRC, p. 173-176
3. Thinking	AAAS, p. 5 NRC, p. 105	AAAS, p. 6 NRC, p. 121-123	AAAS, p. 6 NRC, p. 121-123	AAAS, p. 7 NRC, p. 143-148	AAAS, p. 8 NRC, p. 173-176
4. Integrity	AAAS, p. 14	AAAS, p. 15	AAAS, p. 16	AAAS, p. 17-18 NRC, p. 143-148	AAAS, p. 18-19 NRC, p. 173-176	V. 7:14. V. 7:24 V. 7:26
5. Ethics	AAAS, p. 14	AAAS, p. 15	AAAS, p. 16	AAAS, p. 17-18 NRC, p. 160-170	AAAS, p. 18-19 NRC, p. 193-199	V. 7:24
6. Safety	AAAS, p. 9	AAAS, p. 10	AAAS, p. 10-11	AAAS, p. 12 NRC, p. 160-170	AAAS, p. 13 NRC, p. 193-199	V. 7:24 V. 7:26

Science Standard C. All Alaska students will understand the nature and history of science.

Introductory Statement: CSBE, p.12-2

Key Element

Introductory Statement

Early Childhood (Grades K-2)

Level I (Grades 3-5)

Level II (Grades 6-8)

Level III (Grades 9-12)

Vignette Reference

1. Terms	AAAS, p.14	AAAS, p. 15	AAAS, p. 16	AAAS, p. 17-18	AAAS, p. 18-20
2. Validation	AAAS, p. 9	AAAS, p. 10	AAAS, p. 10-11	AAAS, p. 12	AAAS, p. 13
3. Influences	AAAS, p. 14	AAAS, p. 15	AAAS, p. 16	AAAS, p. 17-18 NRC, p. 160-170	AAAS, p. 18-20 NRC, p. 193-199
4. Methods	AAAS, p. 9	AAAS, p. 10	AAAS, p. 10-11	AAAS, p. 12	AAAS, p. 13	V. 7:24 V. 7:26
5. Sharing	AAAS, p. 284 CSBE, p.144-152	AAAS, p. 284 NRC, p. 141	AAAS, p. 286 NRC, p. 141	AAAS, p. 287-7 NRC, p. 170-171	AAAS, p. 287 NRC, p. 200-204	V. 7:14 V. 7:24 V. 7:26
6. Discovery	AAAS, p. 5	AAAS, p. 6	AAAS, p. 6	AAAS, p. 7	AAAS, p. 8	V. 7:24 V. 7:26