SUBJECTSCIENCE

ORGANIZERLife Science (K-8)

Standard 1

Understand the diversity and unity that characterize life

K-2 Benchmarks

1. Know that plants and animals have external features that help them survive in different habitats.

2. Know that some living things are alike in the way they look and in the things they do and others are very different from one another.

Performance Indicators:

Kindergarten

1a. Categorize things as living or non-living.

1b. Observe plants and animals and describe what they need to live.

2a. Observe and describe similarities and differences between living things using pictures and/or live organisms.

Grade 1

1a. Observe different types of plants and animals in a local habitat (schoolyard, woods, fields); describe their external features; make inferences about how these features help these organisms survive in their habitat.

1b. Collect, organize, and display data on types of plants and animals found in a local habitat.

2a. Compare similarities and differences among different plants and animals in a local habitat.

2b. Investigate reasons why certain plants and animals in a local habitat look and behave the way they do including response to seasonal changes.

2c. Investigate how animals use different types of shelter; construct models or pictures of animal homes.

2d. Observe and describe, using drawings, life cycles of butterflies and/or moths found in a local habitat.

Grade 1

1a. Establish a classroom pond or aquarium to observe characteristics of pond organisms; describe how they adapt to their habitat; record changes in organisms over time.

1b. Construct a diorama or other model of an aquatic habitat (freshwater and/or marine); describe the plants and animals found there and the specific adaptations that enable them to survive in their habitat.

2a. Design a simple classification scheme for familiar organisms on the basis of observable physical characteristics; use grouping categories for classes of vertebrates (mammals, birds, fish, reptiles, and amphibians).

2b. Identify similarities and differences among different types of plants and animals in aquatic habitats.

2c. Recognize that animals belong to a diverse group of organisms from simple invertebrates such as earth worms to complex vertebrates, such as humans.

2d. Observe, draw, and describe life cycles of familiar aquatic organisms including common pond organisms such as tadpoles, newts, snails, insect larvae, etc.

3-5 Benchmarks:

1. Know that living things can be sorted into groups in various ways and that the features used for grouping depend on the purpose of the grouping.

2. Know that plants and animals have distinct life cycles which vary for different organisms.

Performance Indicators:

Grade 3

1a. Use live and preserved specimens, pictures, video, etc. to compare and contrast Gulf of Maine organisms; develop a classification system to group them.

1b. Distinguish between Maine deciduous and coniferous trees based on leaves, bark, tree shape, and seeds.

1c. Collect deciduous tree leaves and group by leaf features; display collection and show grouping method used to sort leaves.

2a. Investigate and describe life cycles of Gulf of Maine organisms.

2b. Observe tree growth in various stages

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from seed to older trees; analyze ring patterns to determine age and growing conditions.

Grade 4

1a. Observe and describe a variety of herbivorous plants; develop classification schemes based on structure and function.

1b. Identify similarities and differences between desert, rain forest, grassland, and tundra plants and animals including specific adaptations and behaviors that enable them to survive in their habitat.

1c. Group rain forest plants by layers (emergent, canopy, understory, forest floor); identify organisms that live in these layers; describe their characteristics and develop a model to illustrate this habitat.

2a. Trace the life cycle and development of a plant from seed to seed; analyze the parts of a seed and how they contribute to the development of the plant; chart daily growth and development data; analyze the data to make a presentation on plant growth and development.

2b. Examine life cycles of desert, rain forest, grassland, and tundra plants and animals including migration, hibernation, and other seasonal cycles.

Grade 5

1a. Distinguish between vertebrates and

invertebrates.

1b. Identify different structural characteristics that are used to classify insects.

1c. Group insects by mouthparts; compare and contrast insect mouthparts and develop models to demonstrate how these mouthparts are structurally adapted for the type of food an insect eats.

1d. Identify different orders of insects used for classification - e.g., flies and mosquitoes, moths and butterflies, dragonflies and damselflies, beetles, etc., and match different insects with their order.

1e. Investigate a common live insect such as a cricket, grasshopper, or flour beetle; identify external features insects have in common.

2a. Observe, describe, and keep records on the life cycles of different insects undergoing complete metamorphosis (meal worms and/or butterflies and moths) and incomplete metamorphosis (crickets, grasshoppers); use illustrations to show the stages of development; compare and contrast the two types of metamorphosis.

2b. Investigate and describe how life cycles of different insects adapt to seasonal changes - e.g., collects and analyze leaf galls as an over-wintering mechanism for insect larvae, monarch migration, lady beetle hibernation, etc.

6-8 Benchmarks:

1. Know the distinction between plants, which use sunlight to make their food and animals which consume energy-rich food; know that some organisms (mostly microscopic) have characteristics of each.

2. Know that organisms have a great variety of body plants and internal structures that allow them to find food, defend themselves, and reproduce.

3. Know that similarities among organisms are found in internal anatomical features and that details of internal and external features are used for classification.

4. Know that for sexually reproducing organisms, a species comprises all organisms that can mate with one another to produce fertile offspring.

5. Know the importance of protecting biodiversity.

Performance Indicators

Grade 6

1a. Identify characteristics that distinguish plants from other organisms.

1b. Explain the difference between producers and consumers.

2a. Design an imaginary plant and/or vertebrate animal; construct a model of this plant and/or animal; describe how it is adapted to survive in its environment.

2b. Investigate animal survival strategies using simulations, models, print, and software resources; relate survival strategies to variations in habitat.

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2c. Experimentally determine how parts of a seed plant contribute to the overall development of a plant - e.g., how does removal of cotyledons or root tip effect development?

2d. Investigate plant processes (such as photosynthesis and transpiration) and factors that effect those processes (measure transpiration, compare effects of coating top vs. bottom surfaces of a leaf with Vaseline to prevent gas exchange covering parts of leaves to block out light, etc.).

3a. Compare and contrast monocot (corn) and dicot (beans) internal and external features; examine similar functions in each; perform experiments to compare and contrast features - e.g., determining whether growth occurs at the tip or along the stem, comparison of seed parts, etc.

3b. Observe characteristics and patterns in leaves, stems, and flowers of different plants; use these characteristics to classify them as dicots or monocots.

3c. Use tooth structure to classify consumers as herbivores, carnivores, or omnivores.

3d. Compare and contrast similarities and differences between and among vertebrate classes.

Grade 7

1a. Compare and contrast the similarities and differences between kingdoms.

1b. Group organisms by kingdoms; explain

how a hypothetical organism would be grouped based on external and internal features.

1c. Argue whether viruses should or should not be considered living organisms.

2a. Establish microhabitats; observe and describe microscopic life, their forms, functions, behaviors, and adaptations that allow them to survive in their environment.

2b. Use live specimens (planaria, bacteria, yeast, houseplants, etc.) to investigate asexual forms of reproduction such as regeneration, fission, budding, and vegetative propagation; compare and contrast the different asexual methods using models and illustrations.

2c. Investigate sexual forms of reproduction in plants - e.g., using Wisconsin Fast Plants and animals - e.g., using insects, snails, or fish; describe their growth and development, recording and analyzing changes over time.

2d. Investigate internal and external features of simple and complex invertebrates using live and preserved specimens - e.g., sponges, hydra, earth worms, brine shrimp, snails, starfish, etc.; relate form and function to survival in their habitat.

2e. Describe behavioral adaptations organisms have developed that result in a different life cycle - e.g., hibernation, estivation, dormancy, migration, etc.

3a. Compare and contrast older systems of classification with the modern system of

classification.

3b. Identify internal and external features used for classifying organisms; classify a hypothetical invertebrate organism by phylum based on internal and external features.

3c. Use and create a simple taxonomic key to identify organisms or parts of organisms (seeds, leaves, mollusk shells, insects, twigs, aquatic invertebrates, etc.).

3d. Compare and contrast form and function between organisms in each of the five kingdoms identifying internal and external similarities and differences.

3e. Use field guides to identify organisms.

4a. Name organisms using Genus species nomenclature; analyze the Latin meanings of certain names.

4b. Give examples of different species within the same Genus - e.g., domestic dogs and wolves.

4c. Explain why two organisms of different Genus cannot have offspring and how different species such as horses and donkeys may give rise to sterile offspring (mules).

5a. Create a model of a high diversity vs. low diversity ecosystem; introduce outside influences that effect the populations; analyze the results of the introduction including the effect on biodiversity.

5b. Give examples of earth's biodiversity and conclude that mammals constitute a very small group of species compared with all other animals on earth.

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Grade 8

2a. Compare and contrast body shapes of various fish and infer how their shape enables them to survive in their habitat.

2b. Identify structures and functions that allow fish to find food, defend themselves, and reproduce - e.g., swim bladder, lateral line, gills, etc.

2c. Observe live fish, record and, analyze specific behaviors.

3a. Classify fish by general groups: jawless; cartilagenous; and bony; identify species within each group and describe their special structural and/or functional characteristics.

3b. Identify native species of fish in local habitats.

3c. Examine internal and external anatomical structures and their functions - e.g., fin types, scales, gills, digestive tract, circulatory system, eyes, mouthparts, etc.

4a. Compare and contrast different species within a Genus (trout, salmon, bass, etc.).

5a. Examine diversity of fish life in different ecosystems (rivers, coral reefs, open ocean, lakes, etc.).

Standard 2

Understand how living things depend on one another and non-living aspects of the environment

K-2 Benchmarks

1. Know that living things can be found almost everywhere; know that different

types of plants and animals live in different environments where they are effected by living and non-living factors.

2. Know animals eat plants or other animals for food and may also use plants (or even other animals) for nesting and shelter.

Performance Indicators

Kindergarten

1a. Identify where different animals live - e.g., farm, forest, ocean, etc.; create illustrations showing organisms in their different environments.

1b. Describe what plants and animals need to live and grow.

2a. Care for a simple organism (plant, fish, etc.); identify its food and shelter needs.

Grade 1

1a. Inventory and describe the living and non-living components of a local habitat (schoolyard, woods, field); display results through graphs, charts, and/or pictures.

2a. Describe the nutritional needs of humans; plan a healthy meal consisting of the basic food groups which utilize the food pyramid.

2b.Describe how plants and animals depend on one another for food and shelter.

Grade 2

1a. Describe living and non-living components of aquatic habitats using a

classroom pond or aquarium to record changes over time.

1b. Maintain a closed system terrarium; describe the living and non-living components including the changes that occur when one part of the system is changed.

1c. Give examples of how organisms depend on their environment for food, water, gases, shelter, and space and how different environments meet these needs in different ways.

1d. Investigate conditions necessary for seed germination and plant growth.

2a. Trace all animal's food back to plants and the sun's energy.

2b. Diagram a simple food chain for an aquatic habitat; show how the organisms are linked; discuss the effects of breaking or interrupting the chain.

2c. Investigate and describe the interdependence of plants and animals using examples such as food webs, pollination, seed dispersal, nesting, etc.

3-5 Benchmarks

1. Know that when an environment changes, some plants and animals survive and reproduce and others die or move to new locations.

2. Know that organisms interact with one another in many ways.

3. Know that all organisms, especially humans, cause changes in the environment where they live; these

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changes can be harmful or beneficial.

4. Know most microorganisms do not cause disease and many are beneficial to our environment, particularly those that recycle nutrients through decomposition.

5. Know that for any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.

6. Know there are a variety of environments throughout the world that support life.

Performance Indicators:

Grade 3

1a. Investigate a local habitat (forest); describe changes that occur over time; infer reasons for those changes.

1b. Describe the harmful and beneficial effects of forest fires.

2a. Draw a simple marine food chain and describe the role of phytoplankton.

2b. Illustrate and describe Gulf of Maine food webs including the effects on the web of pollution, declining species, etc.

2c. Illustrate and describe forest food webs including predator/prey relationships and decomposers.

2d. Graph changes that occur in a population over time; analyze the graph; draw conclusions about the change that affected that population - e.g., effects on the rabbit population when the fox population declines.

3a. Describe and evaluate the effects of human actions on forests and/or the

Gulf of Maine ecosystem; propose solutions for environmental problems facing these ecosystems.

4a. Identify decomposers in a forest ecosystem (fungi, worms, insects, bacteria, etc.); create storyboards, models, or other display to describe their role in the ecosystem and the changes they cause.

4b. Construct a decomposition column, record, and analyze changes over time.

5a. Select an environmental change; investigate how Gulf of Maine organisms respond to changes in their environment (low tide, salinity, pounding surf, etc.); identify organisms that are specifically adapted to withstand these changes.

5b. Examine factors that lead to threatened or endangered species status for Gulf of Maine marine birds and mammals; research their status; make recommendations to ensure their survival.

6a. Describe different types of forests found throughout the world; compare them to Maine forests.

6b. Compare different marine environments in Maine (tide pools, rocky shore, sandy beach, estuaries, open ocean, etc.); examine factors that affect life in these environments.

Grade 4

1. Describe the effects of environmental

changes on rain forest, desert, grassland, and tundra environments.

2a. Construct food chains and food webs of rain forest, desert, grassland, and tundra organisms; describe how the organisms interact with one another - i.e., the flow of energy; examine the effects on destroying part of the chain or web.

2b. Identify decomposers, producers, and consumers; classify consumers as herbivores, omnivores, and carnivores.

3. Research and investigate the effects of human actions on rain forests, deserts, grasslands, and the tundra; classify these human actions as beneficial or harmful; offer suggestions for solving

environmental problems in these environments.

4. Describe the importance of decomposers in the rain forest environment.

5. Identify endangered or threatened species in rain forest, desert, grassland, and tundra environments; research reasons for their population decline; propose solutions to protect their populations.

6a. Describe the rain forest, desert, grassland, and tundra biomes; compare and contrast living and non-living components; locate examples worldwide.

6b. Describe the global importance of rain forests.

Grade 5

1a. Examine the effects of environmental

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changes on insect populations.

1b. Research and report on insect behavior such as migration, hibernation, etc. in response to environmental stimuli and describe how these behaviors contribute to a species' survival.

2a. Identify insect roles in food chains, food webs, pollination, decomposition, etc.

2b. Predict what happens in a local habitat when an insect population decreases - e.g., elimination of mosquitoes from a wetland; explain several effects of this change.

2c. Examine social behavior in insects such as ants and bees.

3a. Examine ways in which human trash affects animal habitats; propose solutions to protect habitats from the human waste stream.

3b. Develop plans for solid waste disposal at school, home, and/or community - e.g., recycling, reuse, source reduction, etc.

5a. Investigate and identify the biotic and abiotic factors that affect an insect's survival.

6. Identify habitats and niches of different populations of insects; examine how competition for niche affects a population.

6-8 Benchmarks

1. Know the effects of competition (food, water, space, gases, shelter) on organisms with similar needs.

2. Know that in any environment, the growth and survival of organisms depend

on the physical conditions.

3. Know that types of organisms may interact with one another in several ways: producer/consumer; predator/prey; parasite/host; competitive/symbiotic; one organism may scavenge or decompose another; some species have become so adapted to each other that neither could survive without the other.

Performance Indicators:

Grade 6

1a. Experimentally design a closed system - e.g., ecocolumns or terrariums; observe changes, record data, and analyze interactions among plants and animals.

1b. Identify factors that lead to extinction or endangered status of organisms; propose solutions to protect species.

2a. Identify the biotic and abiotic factors affecting wetlands and other aquatic environments.

2b. Introduce variables into a contained environment that affect it; observe, analyze, and report on the effects of these variables.

3a. Identify producers, primary consumers, secondary consumers, tertiary consumers, scavengers and decomposers; illustrate the energy flow between each in an energy pyramid.

3b. Analyze owl pellets; explain the predator/prey relationship; recognize that the number of organisms decreases as trophic levels increase.

Grade 7

1a. Predict, observe, and analyze the effects of competition in a microhabitat.

1b. Explain the concept of niche and identify niches in a given habitat.

1c. Examine population changes over time; develop methods to count and sample populations.

2a. Make connections between biotic and abiotic factors in two different local environments; compare and contrast the similarities and differences between the two - e.g., Vaughan woods, pond, and brook.

2b. Introduce variables that affect a microhabitat; predict what will happen over time; record changes, analyze the data, and communicate these changes.

2c. Investigate environmental factors and conditions in a local habitat, their effects on living organisms.; perform simple environmental monitoring tests (water quality, soils tests, air particulates, etc. ).

3a. Give examples of mutualistic, commensal, or parasitic relationships; observe relationships in certain living organisms - e.g., fish guts, termite guts, lichens, green hydra.

Grade 8

1a. Investigate effects of competition between fish in a freshwater aquarium.

2a. Investigate causes and effects of acid rain, monitor local conditions for pH changes; use technology to collect and

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to a healthy body.

2b. Recognize there are many reasons for diseases; give examples.

Grade 2

1a. Discover there are different parts to a seed; investigate the function of each part.

1b. Observe details of plants and animals using a variety of hand lenses and magnifying devices; illustrate details of enlargement.

2a. Grow plants from seeds; chart their growth; keep records of what they need to stay healthy and grow.

2b. Perform experiments to test the effects of different variables - e.g., light, water, fertilizer, living space, etc. on plant growth.

2c. Determine factors that affect seed germination.

3-5 Benchmarks:

1. Know that each plant or animal has different structures made up of smaller parts that serve different functions in growth, survival, and reproduction.

2. Know that: microscopes and magnifiers make it possible to see that living things are made up of smaller units; cells are the basic unit of life and differ in shape and function; some cells work alone and some groups of cells work together.

Performance Indicators:

Grade 3

1a. Investigate how different structures allow marine organisms to grow, function, survive, and reproduce.

1b. Examine structures and functions that enable a tree to grow, survive, and reproduce.

2a. Analyze ring patterns in trees; identify structures that carry water and food (xylem and phloem).

2b. Examine slides, pictures, photographs, etc. of marine phytoplankton; conclude that they are single-celled and describe special shapes and structures.

Grade 4

1a. Examine structures and functions in herbivorous seed plants (seeds, roots, stems, leaves).

1b. Examine specific structural adaptations that enable rain forest, desert, grassland, and tundra plants and animals to grow, survive, and reproduce.

1c. Describe how plants make food in the cells of a leaf by using energy from the sun; prove experimentally that plants need sunlight to photosynthesize.

1d. Explain why most plants are green.

2a. Examine plant tissue such as lettuce, onion skin, or elodea to microscopically see how plants are made up of cells and the distinct shapes of the cells and tissues.

Grade 5

analyze state, national, and global data.

2b. Research effects of acid rain on freshwater fish populations.

2c. Monitor conditions in a freshwater aquarium.

3. Examine interactions between fish and other organisms in a given habitat.

Standard 3

Understand that cells are the basic units of life

K-2 Benchmarks:

1. Know that living things are made up of different parts.

2. Know most living things need water, food, and gases to survive.

Performance Indicators:

Kindergarten

1a. Use illustrations to show that living things are made up of different parts; name and describe basic parts of living organisms.

1b. Identify the different senses and body parts associated with them.

2a. Determine, through observation, the needs of living things.

Grade 1

1. Investigate, locate parts of, and diagram the human digestive system; describe the functions of different parts (teeth,

esophagus, stomach, intestines).

2a. Describe how good nutrition contributes

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1a. Name the three body parts of an insect; describe structures found on each body part; diagram or build models of different insects showing different body parts that function in growth, survival, and reproduction.

2a. Know that all living things are made up of cells; observe and describe different human cells using pictures and/or prepared microscope slides.

2b. Explain how cells make up tissues and groups of tissues make up organs; describe some of the major organs in the human body systems.

2c. Make a model of the human body showing some major organ systems using available materials; use a model to make a class presentation on the functions of different body systems.

6-8 Benchmarks:

1. Know that all living things are composed of cells which are the fundamental units of life; most organisms are single cells, but other organisms (including humans) are multicellular.

2. Know the major levels of organization of structure and function include cells, tissues, organs, organ systems, whole organisms, and ecosystems.

3. Know that cells are capable of carrying out the life processes consisting of absorbing nutrients, growing, releasing energy, making materials, responding, and eliminating wastes; know that the ways in

which cells carry out these processes is similar in all organisms.

4. Know that specialized cells perform specialized functions in multicellular organisms; know that each type of cell, tissue, and organ has a distinct structure and set of functions that serve the organism as a whole.

5. Know that a cell is made up mostly of water; know that this fact accounts for many cellular properties.

6. Know that disease represents a breakdown in structures or functions of an organism either within the system or through infection by other organisms.

Performance Indicators:

Grade 6

1a. Explain that all living things are made up of cells.

1b. Observe and describe different human and animal cells.

1c. Compare and contrast plant and animal cells.

2a. Describe the level of organization in the human body; give examples which include cells, tissues, organs, organ systems, organisms; include structure and function, with emphasis on the

circulatory, respiratory, and digestive systems.

2b. Investigate the connections between the circulatory, respiratory, and digestive systems.

3a. Describe how energy is taken in and

released (respiration); use the analogy of gasoline and a car engine to explain cellular respiration.

3b. Describe digestion, circulation, and respiration at the cellular level in humans.

3c. Compare digestion, circulation, and respiration in humans with other vertebrates.

4a. Describe the structure and function of different types of blood cells.

4b. Identify different blood types.

4c. Identify tissues and organs of the digestive, respiratory, and circulatory systems; explain the structures and functions of each.

6a. Research how drugs, alcohol, and cigarettes affect the body; use a model to demonstrate the effects of smoking on the lungs.

6b. Identify causes and effects of common diseases of the circulatory, digestive, and respiratory systems.

Grade 7

1a. Explain the cell theory; relate historical developments in the discovery of cells and cell theory.

1b. Observe basic cells (onion skin, elodea, cheek cells, cork) using a microscope; draw and describe their shape and structures comparing and contrasting each.

1c. Compare and contrast single-celled organisms with multicellular organisms;

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identify complementary structures and functions that occur in each.

2a. Compare and contrast body organization in various invertebrates.

3a. Observe, investigate, and quantitatively determine the movement of materials in and out of cells - e.g., potatoes or elodea leaves in salt water.

3b. Identify major cell functions; use analogies to compare the functions with those of a factory, shopping mall, etc.

3c. Use models to demonstrate how cells reproduce.

4a. Utilize common materials to develop 3-D cell models based on form and function; present and explain models.

4b. Compare and contrast shapes and functions of cells, such as red blood cells, nerve cells, muscle cells, etc.

4c. Observe slides and/or pictures of tissue samples (human and other animals); identify the individual cells conclude that groups of cells work together.

4d. Using pictures, photographs, videodisk clips, and/or slides conclude that human and animal cells and tissues look very similar; investigate similarities between human and other animal organs and organ systems.

4e. Investigate cells, tissues, and organs of the reproductive, nervous, and endocrine systems; describe the structures and functions of each.

4f. Describe connections between different body systems.

5a. Prove experimentally, with quantitative data, that cells are made up mostly of water.

5b. Explain why water is essential to all life.

6a. Explain how cells are affected by disease (aging, infection, environmental effects, personal lifestyle decisions, etc.).

6b. Describe a scenario of what happens at the cellular level when an infectious organism invades the body.

6c. Describe how the body protects against disease.

Grade 8

1a. Identify cells of the integumentary, muscular, and skeletal system.

2a. Describe the levels of organization in the integumentary, muscular, and skeletal systems.

3a.Describe the chemical process of photosynthesis.

3b. Describe basic chemical processes that occur in cells; describe the chemical elements and compounds that are necessary for life.

4a. Investigate cells, tissues, and organs of the muscular, skeletal, and integumentary systems; explain the structure and function of each.

4b. Examine chicken wings and describe how muscles and bone work together.

4c. Relate the strength of bone to its cylindrical structure; develop a model to illustrate how cylindrical structures can support more weight.

4d. Develop models to show how muscles work in pairs.

4e. Analyze the structure and composition of bone and relate it to function.

4f. Compare different types of muscle cells; describe how the shape of a muscle cell is related to its function.

5a. Compare the mass of a bone after it has been dried; calculate the percent of water in bone; conclude that cells are made up mostly of water.

5b. Compare and contrast catadromous and anadromous fish and how their cells are adapted to the water environment they live in.

6. Identify diseases associated with the muscular, skeletal, and integumentary system including their causes and effects on the body.

Standard 4

Understand the basis for life and that all living things change over time

K-2 Benchmarks:

1. Know some kinds of organisms that once lived on earth have completely disappeared and that some were similar to organisms that exist today.

2. Know that plants and animals closely resemble their parents.

3. Know there is variation among individuals in a population.

Performance Indicators:

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Kindergarten

2a. Match baby animals with their parents ; identify characteristics they have in common.

3a. Give examples of how individuals in a species are alike and different - e.g., dogs, cats, people, etc.

Grade 1

1a. Compare and contrast extinct forms of life with organisms that exist today; recognize similarities and differences.

1b. Examine and describe different types of fossils; explain how they are clues to life in the past.

2a. Examine different types of plants and animals from a local habitat in different stages of growth and development .

2b. Conclude that offspring of different types of animals and plants found in a local habitat often resemble their parents.

3a. Identify and describe variations among in a local population of organisms (# of pods on a milkweed plant, spots on a lady beetle, etc. , colors of flowers, etc.).

Grade 2

2a. Observe organisms as they change over time (tadpoles to frogs, aquatic insect larvae, etc.); record changes; conclude that most organisms will closely resemble their parents at some stage in their life cycle.

3a. Observe variations among individuals in populations of organisms in a pond or

marine habitat (color of periwinkle shells, size of water boatmen, patterns on frog skin, etc.).

3b. Record variations in seed plants (number of beans in a bean pod, seeds in an apple, etc.); graph variations in seed number.

3-5 Benchmarks:

1. Know the use of fossil evidence to gain clues to the past.

2. Know there is variability among individuals in the same population; these differences can lead to advantages or disadvantages in survival.

Performance Indicators:

Grade 3

2a. Identify variability in different marine and forest organisms - e.g., shell patterns and colors in mollusks, colors of lobsters, moth coloration, etc.

2b. Give examples of variations in population that enable marine and/or forest organisms to survive.

Grade 4

2a. Give examples of variability among individuals in a rain forest, tundra, grassland, or desert population; describe how these differences can affect an organism's survival (camouflage, mimicry, warning coloration, speed, endurance, etc.).

Grade 5

1a. Recognize that life forms that exist now have not always existed and that some forms of life have become extinct.

1b. Examine fossil evidence to determine characteristics of different organisms and how they were different or similar to organisms today.

1c. Illustrate changes in a present day organism over time - e.g., horses.

1d. Identify organisms that have changed very little - e.g., horseshoe crabs, sharks.

1e. Make fossil replicas; explain how real fossils are formed.

2a. Give reasons why a species might become extinct.

2b. Investigate prehistoric organisms and reasons for their extinction.

2c. Show how some insects survive and pass on their traits using examples such as resistance to pesticides.

6-8 Benchmarks:

1. Know how the fossil record through geologic evidence; document the appearance, diversification, and extinction of many life forms.

2. Know that: extinction of a species occurs when the environment changes if the adaptive characteristics of a species do not enable it to survive; extinction of a species is common; most of the species that have lived on earth no longer exist.

3. Know small differences between parents and offspring can accumulate in

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successive generations so that descendants may be very different from their ancestors.

4. Know that: reproduction is a characteristic of all living systems; reproduction is essential to the continued survival of a species.

5. Know the difference between asexual and sexual reproduction.

6. Know that the characteristics of an organism can be described in terms of a combination of traits; some traits are inherited while others result from interactions with the environment.

7. Know the cellular basis of heredity and how inherited traits can be determined by one or many genes.

8. Know that new varieties of cultivated plants and domestic animals have resulted from selective breeding for a particular trait.

Performance Indicators:

Grade 6

1a. Describe the changes that have occurred in humans over time and how fossil evidence supports the models developed to describe our early ancestors.

1b. Research the work of anthropologists such as L. Leaky and M. Mead.

2a. Recognize endangered and threatened aquatic species; relate the inability of a species to adapt in the face of environmental change to threatened (or endangered) status (sea turtles, whales,

etc.).

3a. Give examples of changes that accumulate over time - e.g., primate's hands, feet, posture, eyes, limb structure, etc.

Grade 7

1a. Observe changes in invertebrates over time from fossil evidence; compare and contrast modern species with their ancient ancestors.

1b.Describe and give evidence of how fossils can demonstrate the evolution of species.

2a. Describe theories explaining mass extinctions and give examples.

2b. Give an example of an extinct species that was unable to adapt to environmental change and why.

3a. Explain natural selection using examples such as Moths of Manchester and Darwin's finches.

4a. Describe reproduction as a life process important to the continuation of a species.

4b. Compare and contrast different methods of reproduction in various species.

5a. Compare and contrast sexual and asexual reproduction in terms of identical traits and traits resulting from new gene combinations.

5b. Use models or simulations to show how genetic information is transferred in sexual reproduction.

6a. Compare the effect of the environment vs. genetic makeup on human

characteristics (nature vs. nurture).

6b. Experiment with Wisconsin Fast Plants, Fast Radishes, or albino tobacco seeds; observe the effects of different gene crosses.

6c. Perform simple gene crosses using punnett squares; predict the probability of certain traits.

6d. Construct a class trait wheel; show how no two individuals have the same traits unless they are identical twins.

7a. Identify where genes and chromosomes are found in a cell and describe functions of each.

7b. Describe why DNA is considered the blueprint for an organism.

7c. Describe the effects of chromosomal abnormalities; give examples.

8a. Research the history of genetics including Mendel's work with pea plants.

8b. Give examples of selective breeding - e.g., dogs, horses, tomato plants.

8c. Debate the pros and cons of genetic engineering and its moral and ethical implications.

SUBJECTSCIENCE

ORGANIZERPhysical Science

(K-8)

Standard 1

Understand the structure and properties of matter and the changes it can undergo

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K-2 Benchmarks:

1. Know that objects can be described and grouped by composition and physical properties.

2. Know that things can be done to change some of their properties, but not all materials respond the same way to what is done to them.

Performance Indicators:

Kindergarten

1a. Describe, group, and sort a variety of objects based on observable properties - e.g., color, size, shape, texture, odor, flexibility, etc.; explain the rule used to determine grouping.

1b. Distinguish between solids and liquids; identify examples of each.

Grade 1

1a. Classify substances as solids, liquids, or gases.

1b. Observe, compare, and contrast the observable properties of common liquids.

2a. Measure, mix, and observe water soluble and water insoluble substances; describe what happens.

2b. Identify liquids that will mix with water and liquids that will not.

2c. Discover methods which increase the rate at which substances dissolve.

2d. Propose explanations for "where does it go?" when a solid such as sugar, is

dissolved in water.

2e. Observe solutions as they evaporate over time; record changes; describe crystals that form.

Grade 2

1a. Observe, compare, and contrast the observable physical properties of common solids, liquids, and gases.

1b. Classify or order a set of objects by length, mass, or volume using scientific equipment.

1c. Predict whether certain materials will sink or float; test predictions; group materials based on these properties; explain why materials sink or float.

1d. Describe and illustrate with drawings what happens physically when solids, liquids, and gases change state.

2a. Demonstrate how an object that sinks can be made to float.

2b. Compare and contrast properties of various solids such as reaction to temperature change, magnetic characteristics, solubility, etc.

2c. Describe physical changes and give examples.

3-5 Benchmarks:

1. Know that matter can be described by properties (magnetism, conductivity, density, buoyancy, solubility, etc.).

2. Know that properties can be measured using tools such as rulers, balances, and thermometers.

3. Know that materials may be composed of parts that are too small to be seen without magnification.

4. Know matter exists in three common states (solid, liquid, gas) and that these states can be changed by heating or cooling.

5. Know heating and cooling can cause changes in the properties of materials; many changes occur faster under hotter conditions.

6. Know that matter is conserved whether it is whole, in parts, or in a different state.

7. Know that new materials can be made by combining two or more materials; new material can have properties different from the materials it was made from.

3-5 Performance Indicators:

Grade 3

1a. Compare and contrast chemical and physical properties of different solid materials.

1b. Analyze "mystery powders" to identify chemical and physical properties.

2a. Choose appropriate measurement tools to measure physical properties of a solid.

3a. Evaporate different types of solutions; observe, compare, and describe crystals.

3b. Compare and contrast different crystals using a magnifier.

4a. Observe and describe changes in state.

5a. Compare rate of dissolving in hot vs. cold water using simple substances such as sugar.

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6a. Compare mass of solute and solvent with mass of solution to prove matter does not "disappear" when dissolved (Law of Conservation of Mass).

7a. Observe and describe chemical and physical changes that occur in simple reactions such as sugar burning or baking soda in vinegar.

7b. Combine substances chemically to produce new substances different from the originals; describe how their properties are different - e.g., rust.

Grade 4

1a. Analyze different liquids; compare their properties (surface tension, adhesion, viscosity, etc.).

1b. Investigate and compare the relative densities of different liquids by layering; use results to make a "density column" of four different liquids.

1c. Make a simple conductivity device; compare the conductivity of different materials.

2a. Choose appropriate tools to measure liquids and properties of liquids.

2b. Measure liquids in different shaped containers; verify that the volume stays the same.

4a. Relate parts of the water cycle to changes in state.

4b. Demonstrate and explain condensation and evaporation.

4c. Explain why there is dew on the grass in the morning and why clothes dry on a

clothesline.

Grade 5

1a. Describe properties of solids, liquids, and gases.

1b. Investigate a mystery substance (glurch, gak, or oobleck); list observations; decide which characteristics describe it as a solid or liquid.

2a. Choose appropriate tools to measure changes in state.

4a. Record temperature changes during phase change from solid to gas; graph data.

4b. Design a controlled experiment to determine the conditions under which water evaporates the fastest.

4c. Design a container to keep an ice cube from melting; evaluate the effectiveness of the design.

4d. Define matter; group common objects by state.

5a. Investigate conditions that affect melting and freezing; compare melting and freezing of different substances.

6a. Prove experimentally that matter is conserved.

6-8 Benchmarks:

1. Know that there are more than 100 known elements that combine in a multitude of ways to produce compounds.

2. Know the difference between elements, compounds, and mixtures.

3. Know that elements can be grouped

according to their properties.

4. Know the methods used to separate mixtures into their component parts.

5. Know how solids, liquids, and gases differ in their atomic or molecular arrangement.

6. Know that all matter is made up of atoms which are too small to see directly through a microscope.

7. Know that atoms often combine to form a molecule (or ionic solid), the smallest particle of a compound that can retain its properties.

8. Know that equal volumes of different substances usually have different masses.

9. Know the Law of the Conservation of Matter.

10. Know that temperature and acidity of a solution influence reaction rates; know that many substances dissolve in water which may greatly facilitate reactions between them.

11. Know that oxidation involves the combining of oxygen with something else - e.g., burning or rusting.

12. Know that atoms and molecules are perpetually in motion; know that increased temperature means greater motion.

13. Know the differences between acids, bases, and neutral substances.

14. Know that substances react chemically in characteristic ways with other substances to form new substances with different characteristic properties; know that in chemical reactions, all mass is

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conserved.

6-8 Performance Indicators

Grade 6

1a. Identify common elements; describe their properties; list common materials made of them and the material's uses.

1b. Explain and demonstrate how a relatively small number of naturally occurring elements can result in such a vast variety of substances.

2a. Categorize elements, compounds, and mixtures; observe, determine, and explain their differences; identify common substances which fit these categories.

2b. Compare and contrast different types of "mixtures" such as solutions, colloids, and suspensions.

4a. Devise and carry out a process to separate a mixture of iron filings, sand, salt, sawdust, and pebbles.

4b. Perform simple paper chromatography to separate a mixture of ink(s) or Kool- Aid; explain how the separation process works.

4c. Use simple paper chromatography to identify a mystery substance.

5a. Demonstrate kinesthetically how the motion of particles determines the state of matter.

6a. Recognize that all matter is made up of atoms.

7a. Describe simple molecules such as water; recognize the atoms that make-up

the simple molecule.

8a. Investigate mass/volume relationships; correlate to density.

8b. Measure the volume of an irregular solid using water displacement.

8c. Compare the buoyancy of different objects in water; compare their density differences.

Grade 7

1. Recognize elements that make-up essential compounds in living things.

2a. Describe basic elements, compounds, and mixtures essential to living things.

2b. Identify air as a mixture of gases.

5. Investigate properties of common gases such as carbon dioxide, oxygen, etc.

7. Give examples of simple molecules; explain how they are formed - e.g., carbon dioxide, water, ozone, oxygen, etc.

11a. Investigate oxidation; determine the percent of oxygen in our atmosphere.

11b. Describe oxidation reactions (include rusting, burning, and respiration).

11c. Design a controlled experiment to prove that exhaled air contains less oxygen than inhaled air.

12a. Demonstrate and describe what happens when air is heated or cooled in a closed container.

12b. Describe the rise of a hot air balloon in terms of molecular spacing and motion.

13a. Measure pH change during fermentation.

13b. Determine soil pH.

Grade 8

1a Show how combinations of elements produce compounds.

2a. Identify substances, such as elements, compounds, or mixtures; compare and contrast similarities and differences between the three groups.

3a. Use the periodic table to predict the properties of different elements; discover patterns in the table.

3b. Compare and contrast different elements and their properties.

3c. Distinguish between metals, non-metals, and metalloids.

4a. Explain how to build a device to distill water.

5a. Use a model to describe kinetic arrangement of atoms or molecules in the three states.

5b. Investigate the effects of pressure, temperature, and volume changes on a gas.

6a. Make simple atomic models; explain how it is a 2D representation of a 3D structure.

6b. Use a model to show the regular arrangement of atoms in a crystalline solid such as sodium chloride.

6c. Use a model to show the arrangement of atoms in a molecule.

7. Give examples of simple molecules; explain how they are formed.

8a. Investigate mass/volume relationships of solids, liguids, and gases.

8b. Determine density quantitatively.

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8c. Compare densities of different substances; identify a mystery substance by determining its density.

9a. Demonstrate the Law of the Conservation of Matter quantitatively.

9b. Write simple balanced chemical equations.

10. Perform investigations to determine the effects of temperature, acidity, etc. on reaction rate.

13a. Identify common household substances as acids or bases and determine pH.

13b. Neutralize acidic substances.

13c. Investigate causes and effects of acid rain.

14a. Initiate and describe basic chemical reactions; describe the reactants and products; give evidence that a chemical change occurred.

14b. Prove the Law of Conservation of Mass quantitatively.

Standard 2

Understand the concepts of energy

K-2 Benchmarks

1. Know the sun gives off light and heat energy.

2. Know that living things need energy.

Performance Indicators

Kindergarten

1. Recognize that the sun warms the air, land, and water and give examples.

Grade 1

2. Analyze a food pyramid; explain how humans get their energy from food.

Grade 2

1a. Record daily temperatures; compare temperatures on sunny vs. cloudy days; in the shade vs. in the sun.

1b. Measure solar temperatures at different times of the day; analyze the length of the sun's shadow throughout the day.

2a. Give examples of why and how humans and other animals use energy in their everyday lives.

2b. Illustrate how energy is transferred through a food chain.

2c. Design an experiment to show the relationship between light energy and plant growth.

3-5 Benchmarks:

1. Know that energy comes in different forms (light, sound, heat, mechanical, chemical, etc.); know that these forms may be produced in different ways.

2. Know that sound energy is produced by vibrations.

3. Know that heat can move from one object to another; know that some materials conduct heat better than others.

4. Know how electrical energy is produced.

3-5 Performance Indicators

Grade 3

1a. Demonstrate how machines use energy.

1b. Compare and contrast different types of simple machines.

Grade 4

1a. Identify the type of energy associated with everyday objects and their source of energy - e.g., light bulbs give off heat and light energy and use electrical energy.

4a. Light a light bulb given a bulb, battery, and wire; explain how it works.

4b. Construct different types of circuits; create a device such as a working game board; describe the circuitry used.

4c. Classify materials as electrical conductors or insulators.

4d. Diagram and explain how an incandescent light bulb works.

Grade 5

1a. Demonstrate how friction produces heat.

2a. Prove that sound is caused by vibrations.

2b. Design a musical instrument; demonstrate and explain how it produces sound.

2c. Predict changes in pitch in various sound-producing devices; explain reasons for predictions.

6-8 Benchmarks

1. Know that energy comes in different forms.

2. Know the Law of the Conservation of Energy.

3. Know that energy often involves several

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transformations.

4. Know that light is a form of energy and consists of various wavelengths.

5. Know that heat is a form of energy and moves in predictable ways.

6. Know that electrical circuits provide a means of converting electrical energy into heat, light, sound, chemical, or other forms of energy.

7. Know that in most chemical reactions energy is released or added to the system in the form of heat, light, electrical, or mechanical energy.

8. Understand the difference between renewable and non-renewable energy resources.

6-8 Performance Indicators

Grade 6

1a. Recognize light as a form of energy.

4a. Use a model to demonstrate wave energy.

4b. Recognize different wavelengths of light.

4c. Compare reflection and refraction and their effects.

4d. Investigate and describe how mirrors work.

4e. Compare how light passes through different lenses.

4f. Describe how we see color.

Grade 7

1a. Describe how energy is essential to all life.

Grade 8

1a. Identify different forms of energy and their sources.

2a. Trace energy transformations from the sun to an electrical appliance; explain how energy is neither created or destroyed.

3a. Design a Rube Goldberg type device that demonstrates and explains energy transformations.

3b. Investigate the energy conversion (from potential to kinetic) of a bouncing ball.

4. Investigate solar energy by designing and testing solar devices - e.g., cars, houses, ovens, etc.

5a. Investigate conduction, convection, and radiation; compare and contrast each.

5b. Design an investigation to test various heat conducting and insulating materials.

6a. Design an electrical device which gives off energy used for a specific purpose; explain how the energy is converted.

6b. Describe transformations of electrical energy.

7a. Measure heat loss or gain during a chemical reaction.

7b. Give evidence of a chemical reaction based on heat, light, electrical, or mechanical energy.

8a. Explain how energy related decisions can have personal, local, national, and global implications.

8b. Explore alternative forms of energy; design a device using alternative energy.

Standard 3

Understand the motion of objects and how forces change that motion

K-2 Benchmarks

1. Know that the motion of an object can be described in various ways.

2. Know that the motion of an object can be changed.

3. Know that the position of an object can be described by locating it relative to another object or background.

4. Know that forces can be used to make things move.

5. Know how magnetic force moves objects.

6. Know that gravity causes things near the earth to fall to the ground unless something holds them up.

Performance Indicators

Kindergarten

1. Describe the motion of an object in relative terms of speed (fast, slow) and direction (straight, zigzag, circular, back and forth, etc.).

3. Describe position of an object (over, under, in, out, above, below, right, left).

Grade 1

4a. Demonstrate and explain how a magnet can be used to move an object without directly touching it.

5a. Investigate the effect of magnets on different materials.

5b. Relate the terms: attract/repel; push/

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pull; north pole/south pole; metal/non- metal to magnetic force.

Grade 2

2a. Predict, investigate, and describe the effects of pushes and pulls on the motion of an object.

2b. Investigate the motion of objects rolled down a ramp.

3a. Describe and diagram the position of an object in relation to its surroundings.

4a. Describe how natural forces make things move (wind, water, etc.).

3-5 Benchmarks

1. Know there are different types of forces that affect motion (mechanical, electrical, magnetic).

2. Know that when a force is applied to an object, the object either speeds up, slows down, or moves in an opposite direction.

3. Know that an object's motion can be described by indicating the change in position over time.

4. Know that the greater force applied to an object, the greater the change in motion the object will have; know that the more massive the object is, the smaller the effect a given force will have.

5. Know that electrically charged objects can attract or repel other charged objects.

6. Know that magnets attract and repel each other and certain kinds of metals.

7. Know that earth's gravity pulls any object toward it without touching it.

3-5 Performance Indicators

Grade 3

2a. Investigate friction by drawing conclusions about the relationship between the length of travel of a ball and the different surfaces on which it moves.

2b. Observe various moving toys; identify the forces acting on those toys.

2c. Identify pairs of forces by observing actions and reactions.

3a. Measure the distance an object travels and the time it takes to travel that distance - e.g., toy car moving across a room; relate these measurements to the speed of an object.

4a. Collect, analyze, and display data on how the movement of a stationary object acted upon by an outside force changes as the mass of the object increases.

4b. Collect, analyze, and display data on how the movement of a stationary object changes as the force applied to the object increases.

7a. Investigate different sizes, shapes, and masses of objects as they fall through the air; predict and explain which objects will hit the ground first.

7b. Explain the effect of gravity on tides.

Grade 4

1a. Investigate static and current electricity; describe the attraction and repulsion caused by electrical forces.

5a. Model the attraction and repulsion of electrical charges using balloons or other

charged objects; describe how these objects push or pull without direct contact.

6a. Locate like and unlike poles using a variety of magnets; describe the pushes and pulls exerted by magnetic force.

6b. Observe, make a model of, diagram, and describe a magnetic field.

6c. Classify different metals according to their magnetic attraction.

6d. Investigate the effects of different materials placed between a magnet and an iron object.

6e. Design an experiment to determine the strength of different magnets (bar, ceramic, horseshoe, cow, etc.).

6-8 Benchmarks:

1. Know how Newton's laws describe the motion of objects.

2. Know that an object's motion can be described and represented graphically and mathematically according to its position, direction of motion, and speed.

3. Know that unbalanced forces produce a change in the motion of objects on which they act while balanced forces do not alter the motion of objects on which they act.

4. Know that an object that is not being acted upon by a force will continue to move at a constant speed and in a straight line.

5. Know that forces act in pairs.

6. Know the effects of gravitational force.

7. Know how simple machines can make work easier.

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8. Know that electrical current can produce . magnetic forces and vice versa.

6-8 Performance Indicators

Grade 6

5a. Investigate water pressure by examining variables that affect water pressure.

5b. Build and explain how a Cartesian diver works.

5c. Explain and demonstrate how objects denser than water can be made to float.

Grade 7

1. Build model rockets to test Newton's laws; experiment with different variables that affect height and distance.

2. Devise a system to measure the height of launched rockets.

5a. Investigate variables that affect flying objects; make predictions; design experiments to test predictions; make quantitative and graphic presentations of data.

5b. Investigate falling objects; determine quantitatively factors that affect air resistance.

6. Explain how airplanes remain in flight despite the pull of gravity.

Grade 8

1a. Apply Newton's laws experimentally; predict and analyze the motion of objects.

1b. Describe practical applications of Newton's laws.

2a. Diagram and graph changes in velocity.

2b. Describe mathematically the motion of objects in terms of speed, velocity, acceleration, distance, time.

3a. Design an investigation to test the effect of balanced vs. unbalanced forces.

3b. Predict what happens when two unbalanced forces act upon each other.

3c. Design bridges or other structures to examine balanced and unbalanced forces.

4a. Explain why seat belts are worn in cars.

4b. Predict and verify the motion of an object leaving a circular path.

5a. Design a device to measure forces.

5b. Use appropriate tools and scientific units to measure forces.

6a. Explain why a heavy object exerts more force than a light object when dropped from the same distance.

6b. Explain the difference between mass and weight.

6c. Explain the effect of gravity on weight; calculate weight on different planets mathematically.

7a. Classify different simple machines.

7b. Design strategies for moving objects by application of force including the use of simple machines.

7c. Design, construct, and demonstrate the use of a simple machine.

8a. Build, explain, and demonstrate use of an electromagnet.

8b. Compare strengths of different electromagnets; investigate variables that

affect strength.

SUBJECTSCIENCE

ORGANIZERearth and space (K-8)

Standard 1

Know about the earth and the processes that change it

K-2 Benchmarks

1. Know that some events in nature have a repeating pattern; weather changes from day-to-day, but things like temperature and rain (or snow) tend to be high, medium, or low in the same months every year.

2. Know that water can be a liquid (rain) or solid (ice) and can be made to go back and forth from one form to another, but the amount of water stays the same.

3. Know that water in an open container evaporates.

4. Know that earth's materials consist of solid rocks and soils, liquid water, and the gases of the atmosphere.

5. Know that change is something that happens to many things.

6. Know that animals and plants sometimes cause changes in their physical environment.

7. Know the surface of the earth changes.

K-2 Performance Indicators

Kindergarten

1a. Describe and record daily weather

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changes and other natural patterns and cycles.

1b. Describe and illustrate seasonal changes.

Grade 1

4a. Identify and illustrate earth's major features.

4b. Categorize earth materials (soils, rocks, etc.) by color, texture, size, etc.

5a. Observe and record physical changes that occur in a local area over time.

5b. Describe how the earth was once very different from today.

6. Describe and look for evidence of how plants and animals change the physical features of the environment including the effects of children on the playground or schoolyard, etc.

7. Identify forces that change the earth's surface (wind, water, etc.) and create a model to demonstrate the effect of these forces.

Grade 2

1a. Collect and analyze daily and seasonal weather data.

1b. Use appropriate tools to collect weather data.

2a. Demonstrate how water changes from ice to liquid, water to steam, and viceversa.

2b. Describe and illustrate the water cycle.

2c. Compare mass and volume of snow before and after melting.

3. Predict what will happen to water in a closed container and in an open container;

verify predictions; explain results.

5a. Describe seasonal changes and how they affect the earth and living things.

3-5 Benchmarks

1. Know the water cycle and its role in weather.

2. Know how clouds are made.

3. Know the major differences between fresh and ocean waters.

4. Know that air is a substance that surrounds us, takes up space, and its movement is felt as wind.

5. Know that the sun provides the light and heat necessary to maintain the temperature of the earth.

6. Know that smaller rocks come from the breakage and weathering of bedrock and larger rocks.

7. Know that rock is composed of different combinations of minerals.

8. Know that soil is made up of weathered rock and products of plants and animals, and also contains many living organisms.

9. Know how various forces change the earth's surface.

3-5 Performance Indicators

Grade 3

3a. Compare and contrast freshwater and saltwater physical characteristics.

6a. Use drawings to explain the rock cycle.

6b. Demonstrate the effect of chemical and mechanical weathering on rock.

7. Analyze rock samples for evidence of

different types of minerals.

8a. Examine and identify different components of soil; demonstrate and describe how soil is made.

8b. Test the properties of different soils.

9. Demonstrate and describe how different forces affect rock and soil formation.

Grade 4

1a. Trace the path of water after it falls as precipitation.

1b. Build and use weather instruments to gather weather data; explain how and why they are used.

2a. Observe different types of clouds; identify the type; use a model to explain how they are formed.

2b. Compare and contrast cloudy vs. clear days; explain how clouds affect weather and temperature.

3a. Describe how oceans affect weather.

4a. Prove that air is a substance that has mass and volume.

4b. Demonstrate how warm air rises and how warm and cool air affect weather.

5. Investigate the effect of heating on different parts of the earth's surface by measuring the heat retained by sand vs. water.

Grade 5

7. Examine fossils from sedimentary rocks; explain how they were formed.

9a. Identify forces that affect the earth's surface; describe how they have changed

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earth over time (mountains, glaciers, volcanos).

9b. Explain, using models, how earth quakes and volcanos form; demonstrate their effect on the earth's surface.

9c. Identify local areas of erosion and weathering; analyze their causes and effects.

6-8 Benchmarks

1. Know that the earth is the only body in our solar system that appears to be able to support life.

2. Know the composition of the solid earth- quakes and its features.

3. Know the composition and structure of the earth's atmosphere.

4. Know factors that affect weather and climate.

5. Know that because of the tilt of the earth's axis, sunlight, and, hence, heat fall more intensely on one part or another of the earth during its one year revolution around the sun; the difference in heating of the earth's surface produces the planet's seasons and weather patterns.

6. Know that freshwater is limited in supply; rivers, lakes, and ground water can be polluted or depleted.

7. Know that water is a solvent; as it passes through the water cycle, it dissolves minerals and gases and carries them to the oceans.

8. Know characteristics of oceans.

9. Know that the earth's natural resources are

finite and need to be conserved or recovered and recycled.

10. Know the theory of plate tectonics.

11. Know how forces change the earth over time.

12. Know the composition and characteristics of different types of soils.

13. Know how different categories of rocks are formed.

14. Know how to identify different rocks and minerals.

15. Know how human activities are changing earth's atmosphere, land, and oceans.

6-8 Performance Indicators

Grade 6

2a. Use a model to show the composition of the earth (crust, mantle, core).

2b. Describe and identify surface features using maps.

2c. Describe how satellites give us information about earth's features; use satellite data to analyze characteristics of the earth's surface.

2d. Map and create a model of a section of ocean floor; explain ocean floor features.

5a. Use a model to explain how the earth's tilt on its axis results in the seasons.

5b. Measure the effect of the angle of light; relate this to heating around the globe.

6a. Develop a visual model to show the distribution of earth's water.

6b. Recognize ground water as the largest freshwater resource in the United States;

examine issues relating to the use of ground water.

6c. Investigate the movement of water below the surface of the earth.

7. Explain how the oceans became salty.

8a. Represent graphically the composition of ocean water.

8b. Build and use a hydrometer to measure density and salinity, comparing fresh and salt water.

8c. Determine how variables such as temperature and salinity affect density of ocean water.

8d. Investigate what happens when ocean water, brackish water, and river water contact one another.

9a. List products that are derived from the earth's crust.

9b. Describe how human actions lead to depletion of water resources; describe how humans can conserve water resources.

10a. Use a model to explain how movements within the earth's crust lead to changes on the earth's surface and ocean floor.

10b. Analyze continental shape and fossil evidence to support the theory of continental drift.

15. Examine how human activities such as oil spills, point and non-point source water pollution, waste disposal, etc., are affecting earth's water resources.

Grade 7

1a. Compare earth to other planets in terms of supporting life.

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3a. Describe the composition of the atmosphere; describe the factors, particularly human, that affect it.

3b. Determine experimentally the percent of oxygen in our atmosphere.

3c. Analyze changes in earth's atmosphere using NASA technology.

4a. Analyze weather and climate data using technology tools and resources.

4b. Examine the effect of oceans on weather; compare weather in coastal areas with inland areas.

4c. Interpret weather maps.

4d. Explore how convection currents affect weather patterns.

4e. Describe how earth's climate sometimes changes radically in response to geologic shifts; give supporting evidence for drastic climatic change.

4f. Investigate severe weather changes.

11a. Create a model of a geologic time scale; identify changes over time and factors that caused those changes.

12a. Sample, test, and identify soils from the local environment, analyzing composition, color, and texture.

12b. Compare the movement of water through different soils.

13a. Demonstrate sedimentation by particle size.

13b. Compare and contrast different rock samples; describe how they were formed.

14. Classify and identify rocks and minerals based on their physical and chemical

properties, their composition and crystal structure, and the processes which formed them.

15a. Explore issues related to air quality; analyze current data to identify problems; propose solutions.

15b. Collect current data on causes and effects of ozone depletion and global warming; discuss, analyze, and display the data to increase public understanding of these issues.

Grade 8

2a. Read, interpret, and create topographic maps.

9a. Demonstrate ways to conserve natural resources.

11a. Explain and/or demonstrate how rivers are formed.

11b. Describe how forces such as glaciers, chemical weathering, etc. lead to changes in the earth's surface; find examples of such effects in Maine.

15a. Examine local and state land use issues.

Standard 2

Understand essential ideas about the composition and structure of the universe and the earth's place in it

K-2 Benchmarks

1. Know there are different objects in the sky.

2. Know the sun can only be seen in daytime, whereas the moon can sometimes be seen during day and night.

3. Know the moon looks a little different everyday, but looks the same again about every four weeks.

4. Know the earth's rotation produces night and day and earth's revolution gives us the seasons.

K-2 Performance Indicators

Kindergarten

1. Use illustrations to describe differences between the night sky and the day sky.

3. Draw and describe different shapes of the moon.

Grade 1

1. Makes observations of the earth sky at night; identify features such as the moon, stars, constellations, and certain planets.

2. Describe sunset and sunrise; observe when the moon is visible in the day sky.

3. Observe, record, and draw pictures of the moon in its different phases as observed in the night sky for a monthly interval; look for patterns; describe the pattern observed.

Grade 2

1. Identify the sun as being our nearest star.

2. Make observations of the sun during different times of the day by measuring and analyzing shadows.

4. Contrast the cycles of day and night and the seasons using models and/or illustrations.

MSAD #16 Framework for Academic Standards Fall 1997

Science

3-5 Benchmarks

1. Know the earth is one of several planets that orbit the sun and that the moon orbits around the earth.

2. Know that over time, patterns of stars in the sky stay the same although they appear to move across the sky nightly; know that different stars can be seen in different seasons.

3. Know that stars are like the sun, some being smaller and some larger, but so far away that they look like points of light.

4. Know that although telescopes magnify distant objects in the sky and dramatically increase the number of stars we can see, some objects are so distant, small, or dim, they do not appear in a telescope.

3-5 Performance Indicators

Grade 3

1. Analyze sunrise and sunset times; develop explanations for differences in length of daylight.

2a. Make observations of the night sky at different times throughout the year noting different positions of stars.

2b. Identify constellations and note their positions in the night sky.

3a. Explain the magnitude of distance in our galaxy and how stars are actually very far away.

3b. Describe the Milky Way galaxy and its orientation in the night sky.

3c. Observe, describe, and give reasons for the brightness of different stars; identify

the North Star.

Grade 4

1a. Describe relative positions of the sun, moon, and earth.

1b. Model earth's rotation on its axis and revolution around the sun; explain why night follows day and seasons follow seasons.

1c. Use a model to describe lunar and solar eclipses.

Grade 5

1a. Diagram the relative positions of the planets.

1b. Construct a scale model of the solar