The Bosque Education Guide: Education Standards
Science Part 2: 2003 Content Standard, Benchmarks and Performance Standards
A: Kindergarten through Grade Four
Strand I
Strand I: Scientific Thinking and Practice |
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| Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically. | Activity Number* |
| K 1. Use observation and questioning skills in science inquiry (e.g., What happens when something is pushed or pulled?). | 1, 2, 3, 5, 6, 7, 8, 10, 12, 13, 14, 15, 17, 19, 23, 26, 29, 30, 32, 38, 40 |
| 2. Ask and answer questions about surroundings and share findings with classmates. | 1, 2, 3, 5, 6, 7, 8, 10, 12, 14, 15,19, 23, 25, 29, 30, 32, 38, 40 |
| 3. Record observations and data with pictures, numbers, and/or symbols. | 1, 2, 3, 5, 6, 7, 8, 10, 12, 14, 15, 25, 26, 32 |
| 1 1. Make observations, develop simple questions, and make comparisons of familiar situations (e.g., What does the seed look like when it starts to grow?). | 1, 2, 3, 5, 6, 7, 8, 10, 13, 14, 15, 17, 19, 20, 23, 25, 26, 29, 30, 32, 40 |
| 2. Describe relationships between objects (e.g., above, next to, below) and predict the results of changing the relationships (e.g., When that block moves, what will happen to the one next to it?). | 5, 13, 14, 17, 19, 23, 25, 26, 29, 30, 32, 40 |
| 2 1. Conduct simple investigations (e.g., measure the sizes of plants of the same kind that are grown in sunlight and in shade). | 5, 6, 7, 8, 10, 12, 14, 15, 17, 29, 30, 32 |
| 2. Use tools to provide information not directly available through only the senses (e.g., magnifiers, rulers, thermometers). | 7, 8, 12, 13, 14, 25 |
| 3. Make predictions based on observed patterns as opposed to random guessing. | 10, 13, 14, 15, 17, 19, 23, 29, 30, 32, 40 |
| 4. Follow simple instructions for a scientific investigation. | 7, 8, 10, 12, 14, 29, 30, 32 |
| 3 1. Make new observations when discrepancies exist between two descriptions of the same object or phenomenon to improve accuracy. | 5, 6, 7, 8, 10, 13, 25 |
| 2. Recognize the difference between data and opinion | 13, 14, 17, 38 |
| 3. Use numerical data in describing and comparing objects, events, and measurements. | 7, 8, 14, 15, 23, 25, 26, 29 |
| 4. Collect data in an investigation and analyze those data. | 1, 2, 3, 5, 6, 7, 8, 10, 12, 14, 15, 17, 29, 30, 32, 40 |
| 5. Know that the same scientific laws govern investigations in different times and places (e.g., gravity, growing plants). | 10, 12, 14, 26 |
| 4 2. Differentiate observation from interpretation and understand that a scientific explanation comes in part from what is observed and in part from how the observation is interpreted. | 1, 2, 3, 5, 7, 8, 10, 12, 13, 14, 15, 17, 19, 23, 26, 29, 30 |
| 3. Conduct multiple trials to test a prediction, draw logical conclusions, and construct and interpret graphs from measurements. | 14, 23, 30, 32 |
| K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings. | |
| K 1. Communicate observations and answer questions about surroundings. | 1, 2, 3, 5, 6, 7, 8, 10, 12, 13, 14, 15, 17, 19, 20, 23, 25, 26, 29, 30, 32, 39, 40 |
| 2 1. Understand that in doing science it is often helpful to work with a team and share findings. | 1, 2, 3, 5, 6, 7, 8, 10, 12, 14, 25 |
| 2. Make accurate observations and communicate findings about investigations. | 1, 2, 3, 5, 6, 7, 8, 10, 12, 13, 14, 15, 17, 19, 20, 23, 25, 26, 29, 30, 32, 40 |
| 3 1. Use a variety of methods to display data and present findings. | 2, 3, 5, 7, 8, 10, 12, 13, 14, 15, 25, 29, 32, 39 |
| 2. Understand that predictions are based on observations, measurements, and cause-and-effect relationships. | 7, 8, 10, 13, 14, 15, 17, 19, 23, 26, 29, 30, 32, 40 |
| 4 1. Communicate ideas and present findings about scientific investigations that are open to critique from others. | 6, 13, 26, 40 |
| 2. Describe how scientific investigations may differ from one another (e.g., observations of nature, measurements of things changing over time). | 6, 7, 8, 13, 14, 23, 26, 40 |
| 3. Understand how data are used to explain how a simple system functions (e.g., a thermometer to measure heat loss as water cools). | 13, 14, 15, 17, 19, 23, 29, 30, 32 |
| K-4 Benchmark III: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings. | |
| K 1. Observe and describe the relative sizes and characteristics of objects (e.g., bigger, brighter, louder, smellier). | 1, 2, 3, 7, 8, 10, 12 |
| 1 1. Use numbers and mathematical language (e.g., “addition” instead of “add to,” “subtraction” instead of “take away”) to describe phenomena. | 13, 14, 23, 26 |
| 2 1. Record observations on simple charts or diagrams. | 1, 2, 3, 5, 6, 7, 8, 10, 12, 13, 14, 15, 25, 26, 29, 32 |
| 2. Measure length, weight, and temperature with appropriate tools and express those measurements in accurate mathematical language. | 14, 25 |
| 3 1. Use numerical data in describing and comparing objects, events, and measurements. | 7, 8, 14, 25 |
| 2. Pose a question of interest and present observations and measurements with accuracy. | 5, 6, 7, 8, 12, 13, 14, 15, 17, 23, 25, 29, 30 |
| 3. Use various methods to display data and present findings and communicate results in accurate mathematical language. | 7, 8, 12, 14, 15, 17, 25, 26 |
| 4 1. Conduct multiple trials using simple mathematical techniques to make and test predictions. | 14, 17, 23, 29 |
| 2. Use mathematical equations to formulate and justify predictions based on cause-and-effect relationships. | 13, 14, 23, 26, 29 |
| 3. Identify simple mathematical relationships in a scientific investigation (e.g., the relationship of the density of materials that will or will not float in water to the density of water). | 14, 25, 29 |
