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•   Link to ALL information for a standard
•  Standard has one or more explicit curriculum alignments
•  Standard has one or more CAT-based curriculum alignments
•  Standard has one or more SAT-based curriculum alignments

   In grades K-4, what students know and are able to do includes

• comparing a model with what it represents (for example, comparing a map of the school to the actual school; a model of the Earth to the Earth itself).

(Grades K - 4)

   In grades K-4, what students know and are able to do includes

• comparing knowledge gained from direct experience to knowledge gained indirectly (for example, collecting data about student heights in their class and comparing the results to similar data collected in another class or school);

(Grades K - 4)

   In grades K-4, what students know and are able to do includes

• describing and comparing the components and interrelationships of a simple system (for example, tracing the continuous flow of water through an aquarium, filter, and pump); and

(Grades K - 4)

   In grades K-4, what students know and are able to do includes

• identifying observable patterns and changes in their lives and predicting future events based on those patterns (for example, seasonal weather patterns);

(Grades K - 4)

   In grades K-4, what students know and are able to do includes

• recognizing that when a science experiment is repeated with the same conditions, the experiment generally works the same way;

(Grades K - 4)

   As students in grades 5-8 extend their knowledge, what they know and are able to do includes

• describing contributions to the advancement of science made by people in different cultures and at different times in history;

(Grades 5 - 8)

   As students in grades 5-8 extend their knowledge, what they know and are able to do includes

• explaining why a controlled experiment must have comparable results when repeated;

(Grades 5 - 8)

   As students in grades 5-8 extend their knowledge, what they know and are able to do includes

• giving examples of how scientific knowledge changes as new knowledge is acquired and previous ideas are modified (for example, through space exploration);

(Grades 5 - 8)

   As students in grades 5-8 extend their knowledge, what they know and are able to do includes

• identifying and illustrating natural cycles within systems (for example, water, planetary motion, geological changes, climate); and

(Grades 5 - 8)

   As students in grades 5-8 extend their knowledge, what they know and are able to do includes

• identifying, comparing, and predicting variables and conditions related to change (for example, climate, population, motion);

(Grades 5 - 8)

   As students in grades 5-8 extend their knowledge, what they know and are able to do includes

• using a model to predict change (for example, computer simulation, video sequence, stream table).

(Grades 5 - 8)

   As students in grades 9-12 extend their knowledge, what they know and are able to do includes

• analyzing and comparing models of cyclic change as used within and among scientific disciplines (for example, water cycle, circular motion, sound waves, weather cycles);

(Grades 9 - 12)

   As students in grades 9-12 extend their knowledge, what they know and are able to do includes

• evaluating print and visual media for scientific evidence, bias, or opinion;

(Grades 9 - 12)

   As students in grades 9-12 extend their knowledge, what they know and are able to do includes

• explaining an exponential model (for example, pH scale, population growth, Richter scale); and

(Grades 9 - 12)

   As students in grades 9-12 extend their knowledge, what they know and are able to do includes

• explaining that the scientific way of knowing uses a critique and consensus process (for example, peer review, openness to criticism, logical arguments, skepticism);

(Grades 9 - 12)

   As students in grades 9-12 extend their knowledge, what they know and are able to do includes

• identifying and describing the dynamics of natural systems (for example, weather systems, ecological systems, body systems, systems at dynamic equilibrium);

(Grades 9 - 12)

   As students in grades 9-12 extend their knowledge, what they know and are able to do includes

• identifying and predicting cause-effect relationships within a system (for example, the effect of temperature on gas volume, effect of carbon dioxide level on the greenhouse effect, effects of changing nutrients at the base of a food pyramid);

(Grades 9 - 12)

   As students in grades 9-12 extend their knowledge, what they know and are able to do includes

• identifying and testing a model to analyze systems involving change and constancy (for example, a mathematical expression for gas behavior; constructing a closed ecosystem such as an aquarium);

(Grades 9 - 12)

   As students in grades 9-12 extend their knowledge, what they know and are able to do includes

• refining a hypothesis based on an accumulation of data over time (for example, Alvarez’s theory on dinosaur extinction ).

(Grades 9 - 12)

   As students in grades 9-12 extend their knowledge, what they know and are able to do includes

• using graphs, equations, or other models to analyze systems involving change and constancy (for example, comparing the geologic time scale to shorter time frames);

(Grades 9 - 12)

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