TITLE 126 LEGISLATIVE RULE BOARD OF EDUCATION

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1 TITLE 126 LEGISLATIVE RULE BOARD OF EDUCATION SERIES 44C 21 st CENTURY SCIENCE K-8 CONTENT STANDARDS AND OBJECTIVES FOR WEST VIRGINIA SCHOOLS (2520.3) C-1. General Scope. -- West Virginia Board of Education Policy 2510 provides a definition of a delivery system for, an assessment accountability system for, a thorough efficient education for West Virginia public school students. Policy defines the content stards (or instructional goals) objectives for the science as required by W.Va. 126CSR42 (Policy 2510) Authority. -- W. Va. Constitution, Article XII, 2, W. Va. Code A Filing Date. -- August 14, Effective Date. -- September 14, Repeal of former rule. -- This legislative rule amends W. Va. 126CSR44C West Virginia Board of Education Policy st Century Science K-8 Content Stards Objectives for West Virginia Schools (2520.3) filed November 15, 2006 effective July 1, C-2. Purpose This policy defines the content stards (or instructional goals) objectives for the program of study required by Policy 2510 in science K C-3. Incorporation by Reference A copy of 21 st Century Science K-8 Content Stards Objectives for West Virginia Schools is attached incorporated by reference into this policy. Copies may be obtained in the Office of the Secretary of State in the West Virginia Department of Education, Office of Instruction C-4. Summary of the Content Stards Objectives The West Virginia Board of Education has the responsibility for establishing high quality stards pertaining to all educational stards (W. Va. Code 18-9A-22). The content stards objectives provide a focus for teachers to teach students to learn those skills competencies essential for future success in the workplace further education. The document includes content stards for science, an explanation of terms, objectives that reflect a rigorous challenging curriculum, performance descriptors.

2 West Virginia Department of Education West Virginia Board of Education Policy st Century Science K-8 Content Stards Objectives for West Virginia Schools Steven L. Paine State Superintendent

3 Foreword A 21 st century science curriculum is an increasingly important component in the development learners prepared for success in the 21 st century. Thus, the West Virginia Board of Education the West Virginia Department of Education are pleased to present Policy , 21 st Century Science K-8 Content Stards Objectives for West Virginia Schools. The West Virginia Science Stards for 21 st Century Learning includes 21 st century content stards objectives as well as 21 st century stards objectives for learning skills technology tools. This broadened scope of science curriculum is built on the firm belief that quality engaging instruction must be built on a curriculum that triangulates rigorous 21 st century content, 21 st century learning skills the use of 21 st century technology tools. Committees of educators from across the state convened to revise the content stards objectives. The overarching goal was to build a rigorous, relevant challenging science curriculum that would prepare students for the 21 st century. West Virginia educators, including regular classroom teachers, special education teachers, teachers representing higher education institutions played a key role in shaping the content stards to align with national stards, rigorous national assessments, research best practice in the field of science education. The contribution of these professionals was critical in creating a policy that is meaningful to classroom teachers appears in a format that can easily be used understood. Policy is organized around the three major components of a stards-based curriculum: learning stards, instructional objectives performance descriptors. The learning stards are the broad descriptions of what all students must know be able to do at the conclusion of the instructional sequence. The accompanying grade-level objectives are specific descriptors of knowledge, skills attitudes that when mastered will enable the student to attain the stard. The instructional objectives guide instructional planning provide a basis for determining appropriate assessments, instructional strategies resources. The performance descriptors provide the basis for assessing overall student competence of grade level stards. The performance descriptors define the five student performance levels ranging from novice to distinguished. With the ultimate goal of learning for all, these descriptors allow the teacher, students parents to judge the level of student proficiency in each 21 st century learning stard. In combination, the use of learning stards, instructional objectives performance descriptors become a comprehensive guide for delivering a rigorous relevant science curriculum to all West Virginia students. These elements, when used to guide the instructional process when delivered with the creativity instructional expertise of West Virginia teachers, will become a powerful resource for preparing students to meet the challenges of the 21 st century. Steven L. Paine State Superintendent of Schools i

4 Explanation of Terms Content Stards are broad descriptions of what students should know be able to do in a content area. Content stards describe what students knowledge skills should be at the end of a K-12 sequence of study. Objectives are incremental steps toward accomplishment of content stards. Objectives are listed by grade level are organized around the content stards. Objectives build across grade levels as students advance in their knowledge skills. Performance Descriptors describe in narrative format how students demonstrate achievement of the content stards. Line breaks within the narrative format indicate clusters of concepts skills. West Virginia has designed five performance levels: distinguished, above mastery, mastery, partial mastery novice. Performance Descriptors serve two functions. Instructionally, they give teachers more information about the level of knowledge skills students need to acquire. Performance levels descriptors are also used to categorize explain student performance on statewide assessment instruments. Distinguished: A student at this level has demonstrated exemplary performance. The work shows a distinctive sophisticated application of knowledge skills in real world situations that go beyond course or grade level applications. Above Mastery: A student at this level has demonstrated effective performance exceeds the stard. The work shows a thorough effective application of knowledge skills in real world situations within the subject matter grade level.. Mastery: A student at this level has demonstrated competency over challenging subject matter, including knowledge skills that are appropriate to the subject matter grade level. The work is accurate, complete addresses real world applications. The work shows solid academic performance at the course or grade level. Partial Mastery: A student at this level has demonstrated limited knowledge skills toward meeting the stard. The work shows basic but inconsistent application of knowledge skills characterized by errors /or omissions. Performance needs further development. Novice: A student at this level has demonstrated minimal fundamental knowledge skills needed to meet the stard. Performance at this level is fragmented /or incomplete needs considerable development. Numbering of Stards The number for each content stard is composed of four parts, each part separated by a period: the content area code is SC for Science, the letter S, for Stard, the grade level the stard number. Illustration: SC.S.4.1 refers to fourth grade science content stard #1. ii

5 Numbering of Objectives The number of each objective is composed of five parts, each part separated by a period: the content area code (SC for Science), the letter O is for Objective, the grade level, the number of the content stard addressed, the objective number. Illustration: SC.O refers to a science sixth grade objective that addresses stard #2 in science, that is the third objective listed under that stard. iii

6 Numbering of Performance Descriptors The number for each group of three performance descriptors is composed of four parts, each part separated by a period: the content area (SC for Science), the letters PD are for Performance Descriptors, the grade level, the stard number. Illustration: SC.PD.6.2 refers to science performance descriptors for sixth grade, content stard 2. Unique Electronic Numbers (UENs) Unique Electronic Numbers (or UENs) are numbers that help to electronically identify, categorize link specific bits of information. Once Policy is available on the Web, each stard, each objective, each group of five performance descriptors will have a Unique Electronic Number (UEN) that will always remain the same. The codes printed in Policy form the basis of the UENs. The only additional set of numbers that will be added to each code to formulate its UEN will be a prefix that indicates the year month that a particular version of Policy is approved by the State Board of Education. The prefix for the UENs for each content area in Policy is noted at the top of each page containing stards, objectives performance descriptors. As sections of are revised, UENs will be changed to reflect the new approval date. UENs (Unique Electronic Numbers) are unique numbers that facilitate implementation of WV Stards into Electronic formats such as Databases XML Files. The WV Department of Education encourages everyone who is going to use the WV Content Stards in any kind of electronic distribution, alignment, or software development to use the UENs so that all efforts can be cross-referenced there is consistency across initiatives. Illustration: The UEN for ninth grade science stard #2 will be SC.S.9.2. iv

7 Abbreviations Content Areas SC Science Other Abbreviations PD O S Stard (Content Stard) Performance Descriptors Objective v

8 SCIENCE POLICY The K-8 science content stards identify what students should know, underst be able to do in the natural sciences throughout the eighth grade. Because each content stard utilizes the knowledge skills of other stards, they are designed to be used as an integrated whole. Although material can be added to the content stards, using only a subset of the stards will leave gaps in the students scientific literacy. A multitude of references was considered to support the development of the Science curriculum including NAEP. ACT, SAT, 21 st Century Learning, National Science Education Stards, Project 2061, National Science Teachers Stards, nationally recognized research. Each reference was reviewed its relevance was determined in order to produce a more challenging curriculum for West Virginia students. A three-dimensional instructional strategy model must be utilized to address the science curriculum assure students depth of understing breadth of knowledge. That model uses the nature, content application of science concepts to develop scientific inquiry reasoning skills in students. Stard 1: Nature of Science The study of science as a human endeavor provides for the acquisition of ideas leading toward the current knowledge base that represents science content. The nature of science encompasses the basic values beliefs that make up the scientific world view, how scientists go about their work the general culture of scientific enterprise. Studying historical current discoveries of scientists scientific milestones provides students with information about how discoveries have influenced current scientific thought advancements. Students should underst that the continuous development of scientific knowledge shapes history. The study of the history nature of science clarifies scientific inquiry the role of science in the development of world cultures. engage in active inquiry through investigations hs-on activities a minimum of 50% of the instructional time. Developing scientific literacy requires a learning environment in which students actively participate in meaningful hs-on activities while developing current technology skills. These investigations explore the natural world, require critical thinking develop process skills. Learning activities are sequenced to shape, modify develop students knowledge in order for them to become independent inquirers. Stard 2: Content of Science Science subject matter focuses on the scientific facts, concepts, principles, theories models that are important for all students to know, underst apply. Through the integration of the fields of science the development of unifying themes, students will underst the interrelationships among biology, chemistry, physics the earth sciences. Scientifically literate students will make connections in the formal education setting will apply their knowledge skills to daily life experiences. The objectives describe the specific subject matter/concepts that students are to master at each grade level. Stard 3: Application of Science Broad unifying themes complement the perspectives presented in the other content stards. These themes are fundamental to understing unifying the various science disciplines. Major unifying themes are systems, models changes. Scientific design application permits the extension of senses, the enhancement of the knowledge base, transportation of materials information, synthesizing of new products the modification of the world. Students must learn to use technology to analyze situations, gather relevant information, generate evaluate vi

9 creative ideas, pose tangible solutions communicate their analyses, results suggestions concisely. The need to adapt to the rapid changes that are likely to occur in the future makes it imperative that students develop a broad spectrum of technology-related skills an openness to change. Applying science technological innovations to personal social issues such as health, populations, resources environment helps students to develop decision-making skills. As students exp their conceptual horizons, they should recognize that collective individual actions manifest as societal issues. Students must recognize that society cannot afford to deal only with symptoms; personal societal actions must be focused on elimination of the causes of problems. Students should recognize that unless imposed by legislation social change involves negotiation among different interest groups. Students must be allowed to encounter examine social change in a variety of current historical contexts. The Role of Technology West Virginia s vision for education includes the integration of technology throughout the curriculum so that all West Virginia students have the opportunity to develop technology skills that support learning provide the ability to adapt to change. Successful learning environments provide opportunities for students to use education technology interwoven with relevant curricular content. West Virginia teachers are responsible for integrating technology appropriately in the students learning environment. Organization of the Science Program of Study The West Virginia Science Program of Study is drawn from the National Science Education Stards the Project 2061 Benchmarks to promote a rigorous challenging science curriculum. Through experiencing a spiraling, inquiry-based program of study, students in grades K- 10 will develop foundational knowledge skills in the physical sciences, the life sciences, the earth space sciences. To assure scientific literacy for all students, a coordinated, integrated approach is utilized in grades K-8. Students in the 9 th, 10 th, 11 th 12 th grades participate in advanced in-depth laboratory-based courses designed to exp their conceptual understing enhance their research laboratory skills. vii

10 Kindergarten Science Content Stards Objectives The Kindergarten Science objectives emphasize the process skills. Through a spiraling, inquiry-based program of study, all students will demonstrate scientific literacy the use of 21 st century skills in the physical sciences, the life sciences the earth space sciences. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes models. engage in active inquiries, investigations hs-on activities for a minimum of 50% of the instructional time to develop conceptual understing research/laboratory skills. Kindergarten Science enhances the child s natural curiosity about the environment augments the awe wonder of inquiries discoveries using the senses by hs-on manipulation of objects to build a strong foundation of concepts blended with safety principles. The West Virginia Stards for 21st Century Learning include the following components: 21st Century Content Stards Objectives 21st Century Learning Skills Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools content stards objectives. Kindergarten Science Stard 1: Nature of Science SC.S.K.1 demonstrate an understing of the history nature of science as a human endeavor encompassing the contributions of diverse cultures, scientists, careers. demonstrate the abilities understing necessary to do scientific inquiry. demonstrate the ability to think act as scientists by engaging in active inquiries investigations, while incorporating hs-on activities. Performance Descriptors SC.PD.K.1 Kindergarten students at the Kindergarten students at the Kindergarten students at the Kindergarten students at the Kindergarten students at the distinguished level in the above mastery level in the mastery level in the nature partial mastery level in the novice level in the nature of of science: science: prove answers draw conclusions about themselves their world, seek information about themselves their world, ask questions about themselves their world, ask questions about themselves others, ask questions about themselves, safely use scientific instruments collect data to explain unfamiliar objects events. Objectives SC.O.K.1.01 safely use scientific instruments to collect data compare contrast objects events. ask questions about themselves their world. safely explore describe objects events collect information using their senses scientific instruments. observe describe objects events using their senses safely using scientific instruments. observe identify objects events using their senses safely using scientific instruments. 1

11 SC.O.K.1.02 SC.O.K.1.03 SC.O.K.1.04 SC.O.K.1.05 SC.O.K.1.06 SC.O.K.1.07 listen to discuss stories about the lives discoveries of scientists. demonstrate curiosity, initiative creativity by asking questions about the environment noting patterns variations of natural objects (e.g., trees, leaves, or animal structures). explore describe objects events using the five senses to develop observational skills make predictions based on personal observation. use scientific instruments everyday materials to investigate the natural world (e.g., h lens, balance, or magnets). use safe proper techniques for hling, manipulating caring for science materials (e.g., follow safety rules, maintain a clean work area, or treat living organisms humanely). collect record information in a variety of ways (e.g., drawings, weather calendar, or graphs). Kindergarten Kindergarten Science Stard 2: Content of Science SC.S.K.2 demonstrate knowledge, understing applications of scientific facts, concepts, principles, theories models as delineated in the objectives. demonstrate an understing of the interrelationships among physics, chemistry, biology the earth space sciences. apply knowledge, understing skills of science subject matter/concepts to daily life experiences. Performance Descriptors SC.K.PD.2 Kindergarten students at the distinguished level in the Kindergarten students at the above mastery level in the Kindergarten students at the mastery level in the content of science: Kindergarten students at the partial mastery level in the Kindergarten students at the novice level in the content of science: investigate, record information, create models to describe the world around them; investigate, record information, use models to describe the world around them; investigate, describe, record changes in the world around them; investigate describe changes in the world around them; recognize when changes have occurred in the world around them; compare contrast living nonliving things, sort them based on their properties characteristics, identify describe living nonliving things, sort them based on their properties characteristics, identify, describe, sort living nonliving things, identify describe living nonliving things, identify living nonliving things, explore explain changes in energy, forces, motion. Objectives SC.O.K.2.01 explore describe changes in energy, forces, motion. explore discuss changes in energy, forces, motion. using the five senses, identify living non-living things. observe describe changes in energy, forces, motion. recognize when changes have occurred in energy, forces, motion. 2

12 SC.O.K.2.02 SC.O.K.2.03 SC.O.K.2.04 SC.O.K.2.05 SC.O.K.2.06 SC.O.K.2.07 SC.O.K.2.08 SC.O.K.2.09 SC.O.K.2.10 SC.O.K.2.11 SC.O.K.2.12 observe describe the movement, growth changes in plants animals. observe describe models of plants animals in different environments (e.g., terrariums, aquariums, animals plants in a forest, pond, or field). describe, compare, sort group objects in terms of what they are made of (e.g., clay, cloth, paper, or metal) their physical properties of size, shape, color, weight or texture. identify liquids solids. identify colors. explore describe changes in energy (e.g., hot/cold or light/dark). explore discuss magnetic properties of objects. explore state different ways objects can be moved (e.g., straight, circular, fast, or slow). observe record daily changes in weather (e.g., clouds or air temperature). identify objects in the day night sky (e.g., moon, stars, or sun). observe compare differences in earth materials. Kindergarten Kindergarten Science Stard 3: Application of Science SC.S.K.3 recognize models as representations of real things. observe that changes occur gradually, repetitively, or romly within the environment. listen be tolerant of different viewpoints while working in collaborative groups. observe identify the use of tools appliances in everyday life. Performance Descriptors SC.PD.K.3 Kindergarten students at the distinguished level in the Kindergarten students at the above mastery level in the Kindergarten students at the mastery level in the Kindergarten students at the partial mastery level in the Kindergarten students at the novice level in the select use an appropriate tool or appliance for an assigned task; identify the appropriate use of tools, models, appliances in the world; identify the appropriate use of tools, models, appliances in their world; identify the appropriate use of tools, models, appliances at home at play; identify tools, models, appliances at home at play; observe, record, explain how changes occur, observe, record, describe how changes occur, observe describe how changes occur, observe describe when changes occur, recognize when changes have occurred, draw conclusions from different viewpoints of group members. acknowledge be tolerant of different viewpoints while working in be tolerant of different viewpoints while working in a group. listen to different viewpoints while working in a group. take turns while working in a group. 3

13 Objectives SC.O.K.3.01 SC.O.K.3.02 SC.O.K.3.03 SC.O.K.3.04 a group. recognize that models are representations of real things. observe point out that change occurs gradually, repetitively, or romly within the environment. observe identify the uses of tools appliances at home at play. work in groups, listen to be tolerant of different viewpoints. 4

14 First Grade Science Content Stards Objectives The First Grade Science objectives build on the process skills add data gathering reporting. Through a spiraling, inquiry-based program of study, all students will demonstrate scientific literacy the use of 21st century skills in the fields of biology, chemistry, physics, earth space sciences. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes, models. engage in active inquiries, investigations hs-on activities for a minimum of 50% of the instructional time to develop conceptual understing research/laboratory skills. Safety instruction is integrated in all activities. First Grade Science continues the excitement of learning about the natural world allows the beginning of experimentation data collection to emphasize the tools of science the properties of matter. The West Virginia Stards for 21st Century Learning include the following components: 21st Century Content Stards Objectives 21st Century Learning Skills Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools content stards objectives. Grade 1 Science Stard 1: Nature of Science SC.S.1.1 demonstrate an understing of the history nature of science as a human endeavor encompassing the contributions of diverse cultures, scientists, careers. demonstrate the abilities understing necessary to do scientific inquiry. demonstrate the ability to think act as scientists by engaging in active inquiries investigations, while incorporating hs-on activities. Performance Descriptors SC.PD.1.1 First grade students at the distinguished level in the First grade students at the above mastery level in the First grade students at the mastery level in the nature of science: First grade students at the partial mastery level in the First grade students at the novice level in the nature of science: relate lives discoveries of scientists to the technology in their world the activities students do in science class, relate lives discoveries of scientists to the activities students do in science class, discuss lives discoveries of scientists, discuss discoveries of scientists, identify scientists as people who make discoveries, safely manipulate equipment to perform simple experiments as they investigate the world around them. safely use tools techniques as they gather, record, organize information to answer questions solve problems in the world safely use tools techniques as they gather, record, organize information to answer questions they have about the world around them. safely use tools techniques as they gather record information to answer questions about the world around them. safely gather record information to answer questions about the world around them. 5

15 Objectives SC.O SC.O SC.O SC.O SC.O SC.O around them. ask questions about themselves their world. discuss the lives discoveries of scientists after listening to stories about their lives discoveries. demonstrate curiosity, initiative creativity by questioning observations of changes in the environment (e.g., life cycles, motion of celestial objects, or sun shadow). use scientific instruments everyday materials to investigate the natural world (e.g., h lens, balance, magnets, thermometer, seeds, or rocks). use safe proper techniques for hling, manipulating caring for science materials (e.g., follow safety rules, maintain a clean work area, or treat living organisms humanely). collect, record compare information using a variety of classification systems (e.g., ordering, sorting, or sequencing) using a variety of communication techniques (e.g., sketches, pictographs, or models). Grade 1 Science Stard 2: Content of Science SC.S.1.2 demonstrate knowledge, understing applications of scientific facts, concepts, principles, theories models as delineated in the objectives. demonstrate an understing of the interrelationships among physics, chemistry, biology the earth space sciences. apply knowledge, understing skills of science subject matter/concepts to daily life experiences. Performance Descriptors SC.PD.1.2 First grade students at the distinguished level in the First grade students at the above mastery level in the First grade students at the mastery level in the content of science: First grade students at the partial mastery level in the First grade students at the novice level in the content of science: analyze living non-living objects create diagrams to represent life cycles of various plants animals; sequence life cycles of living organisms compare contrast living nonliving objects; describe needs, growth changes life cycles of organisms classify objects as living or nonliving; identify living nonliving objects describe changes in life cycles; list living nonliving things name basic needs of living things; determine the relationships between magnetic nonmagnetic objects; demonstrate properties of magnetism; classify objects as magnetic or nonmagnetic; acknowledge when an object is magnetic; recognize that some things are magnetic; compare changes in water to its effect on living things compare contrast investigate how water changes state predict the buoyancy of objects in recognize that water can change states investigate buoyancy; name water in its three states; identify liquids solids; 6

16 the buoyancy of materials; water; plan a recycling project describe possible outcomes due to polluted air; identify materials that can be recycled compare air pollutants; recognize sort objects that can be recycled; recognize objects that can be recycled; use the classroom recycling bin connect factors that affect changes in an objects motion; compare the force motion of objects; describe changes in an object s motion; identify changes in an object s motion; acknowledge when an object is moved; analyze pitch volume of sound; compare contrast sounds; demonstrate that sounds are produced by vibrations; identify that sounds are produced by vibrations; name an object that vibrates; predict the effects of weather changes on living things relate changes in the weather to their effects on living things; record changes in weather their effects on living things; observe describe changes in weather; observe identify weather changes; discuss the significance movements of objects in the day night sky; compare explain the movements of objects in the sky; observe describe the movements of objects in the day night sky; identify the movement of the sun the moon list uses of air; identify the sun, moon stars list uses of air; design diagrams to represent l water features. Objectives SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O differentiate l water features on a diagram. using models, compare l water features investigate the properties of soil. name parts in soil identify l water features. identify l water features observe soil. classify objects as living or non-living. identify that most living things need water, food, light air. describe changes in life cycle of living organisms. identify the parts of growing plants as they develop. depict movement of living things in air, water on l. (e.g., birds flying, fish swimming, or worms burrowing in soil). recognize that materials are composed of smaller parts that may be seen with a magnifier. recognize that materials can be recycled used again, sometimes in different forms. recognize that water can change from one form to another give examples of changes. predict investigate the buoyancy of objects in water. classify objects as magnetic or non-magnetic. observe record shadows at different times of the day. describe the changes in the motion of objects (e.g., slowing down, speeding up, or curving). demonstrate that sounds are produced by vibrations. 7

17 SC.O SC.O SC.O SC.O SC.O SC.O observe, identify record changes in weather effects on living organisms. recognize that the sun, moon, stars appear to move. observe discuss the importance of objects in the day night sky. use a model to compare l water features on the Earth. identify important uses of air. investigate compare the properties of soil (e.g., s, clay, or humus). Grade 1 Science Stard 3: Application of Science S.C.S.1.3 identify how the parts of a system interact, recognize use models as representations of real things, demonstrate the ability to distinguish between natural man-made objects, listen be tolerant of different viewpoints while working in collaborative groups, demonstrate the ability to evaluate the impact of different points of view on health, population, resources environment practices. Performance Descriptors SC.PD.1.3 First grade students at the distinguished level of the application of science will: First grade students at the above mastery level of the application of science will: First grade students at the mastery level of the application of science will: First grade students at the partial mastery level of the application of science will: First grade students at the novice level of the application of science will: prove how parts of a system interact; explain how parts of a system interact; identify how parts of a system interact; list parts of a system; name a system; design models of real things; construct a model to represent a real things; recognize use models as representations of real things; recognize use models; identify models; describe how a natural object can be changed to serve a different purpose; recognize that natural objects can be changed to serve different purposes; distinguish between natural man-made objects; identify objects as natural or man-made; identify an object as natural or man-made; draw conclusions from different viewpoints of group members; compare contrast different viewpoints while working in a group; demonstrate tolerance of different points of view; work in collaborative groups; listen to others take turns while working in a group; engage involve the community in conservation compare conservation practices. engage in conservation practices. list conversation practices. name a conservation practice. 8

18 practices. Objectives SC.O SC.O SC.O SC.O SC.O identify that systems are made of parts that interact with one another. use models as representations of real things. distinguish between natural man-made objects. listen to be tolerant of different viewpoints while working in collaborative groups. develop respect responsibility for the environment by engaging in conservation practices (e.g., recycling, or trash clean-up). 9

19 Second Grade Science Content Stards Objectives The Second Grade Science objectives build upon the early stages of experimentation maintenance of natural curiosity. Through a spiraling, inquiry-based program of study the use of 21 st century skills, all students will demonstrate scientific literacy in the fields of biology, chemistry, physics earth space sciences. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes models. engage in active inquiries, investigations hs-on activities for a minimum of 50% of the instructional time to develop conceptual understing research/laboratory skills. Safety instruction is integrated in all activities. Second Grade Science will provide opportunities for developmental academic growth. The activities will introduce the concept that science technology are interrelated. The curricular thrust will be to develop early problem-solving skills through observation, experimenting concluding. The West Virginia Stards for 21 st Century Learning include the following components: 21 st Century Content Stards Objectives 21 st Century Learning Skills Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools content stards objectives. Grade 2 Science Stard 1: Nature of Science SC.S.2.1 demonstrate an understing of the history nature of science as a human endeavor encompassing the contributions of diverse cultures, scientists, careers. demonstrate the abilities understing necessary to do scientific inquiry. demonstrate the ability to think act as scientists by engaging in active inquiries investigations, while incorporating hs-on activities. Performance Descriptors SC.PD.2.1 Second grade students at the distinguished level in the Second grade students at the above mastery level in the Second grade students at the mastery level in the Second grade students at the partial mastery level in the Second grade students at the novice level in the conduct interviews with people in science related careers in their community; connect science careers with the needs of their community; compare the lives discoveries of scientists of different cultures backgrounds; identify discuss scientists science careers in the community; list science related careers; demonstrate curiosity by formulating questions about the world around them design simple experiments to answer those questions. safely use tools techniques when designing simple experiments to answer questions solve problems in the world around them. safely use tools techniques when designing conducting simple investigations. safely use tools techniques when conducting simple investigations. observe simple investigations recall results; 10

20 Objectives SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O interpret science as the human s search for an understing of the world by asking questions about themselves their world. compare the lives discoveries of scientists of different cultures backgrounds. identify discuss science careers in the community. demonstrate curiosity, initiative creativity by observing, classifying, comparing analyzing natural objects in the environment. manipulate scientific instruments everyday materials to investigate the natural world (e.g., h lens, balance, thermometer, metric ruler, magnets, weather instruments, or calculators). measure the length width of various objects using stard non-stard units (e.g., metric ruler, paper clips, or counting bears). use safe proper techniques for hling, manipulating, caring for science materials (e.g., follow safety rules, maintain a clean work area, or treat living organisms humanely). design conduct simple investigations; observe, collect record information using a variety of classification systems; describe trends of data; make predictions based on that data (e.g., seasonal changes plants or temperature weather). Grade 2 Second Grade Science Stard 2: Content of Science SC.S.2.2 demonstrate knowledge, understing applications of scientific facts, concepts, principles, theories, models as delineated in the objectives. demonstrate an understing of the interrelationships among physics, chemistry, biology the earth space sciences. apply knowledge, understing skills of science subject matter/concepts to daily life experiences. Performance Descriptors SC.PD.2.2 Second grade students at the distinguished level in the Second grade students at the above mastery level in the Second grade students at the mastery level in the Second grade students at the partial mastery level in the Second grade students at the novice level in the create a plant or animal design the structures their functions that will allow it to survive in a particular habitat; compare contrast the structures, life cycle, habitats of human to other organisms; compare the structures, life cycle, habitats of human to other organisms; describe the structures, life cycle, habitats of human other organisms; identify the structures, life cycle, habitats of human other organisms; design simple investigations that will show changes in states of matter the properties of light, heat, sound, magnetism; explain the causes for changes in the states of matter, the connections between force motion the properties of light, heat, sound, identify physical properties changes of matter explore their relationships to sound, light, heat, motion magnetic force; collect display examples of: the states of matter, heat, light, sound, magnets; recognize the properties of matter, light, heat magnetism; 11

21 magnetism; design an experiment to investigate the effects of wind water on a surface record findings; explain the connections between geological features, fossils, erosion/weathering; distinguish between erosion weathering on the earth s surface explain how fossils were formed; describe the effects of wind water on the surface of the earth identify fossils; recognize that the earth has changed over time fossils were formed; use models to explain the moon phases seasonal changes. Objectives SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O compare contrast the changes in the sky with changes on the earth. identify patterns in seasons of the year, day night, phases of the moon. make observations about the seasons of the year changes in the sky. list describe the seasons of the year. identify that plants animals have different structures. identify the structures of living things including their systems, explain their functions (e.g., wings for flying, fins for swimming, or roots for support obtaining water). sequence pictures of events to illustrate the changes in the life cycle of plants animals. relate observations of the butterfly s life cycle to student s own growth change. compare contrast simple models of different kinds of habitats, including a forest a stream. identify materials as a solid, a liquid or a gas recognize that matter takes up space, can change from one state to another. demonstrate that a magnet can attract or repel objects. identify which materials colors conduct heat better than others. demonstrate that a shadow is cast when an object blocks light. compare the effects of force on the motion of an object. explore how sound can change in pitch volume. identify examine changes in the earth s surface (e.g., weathering, or erosion). identify the effects of wind movement. observe describe different types of precipitation. describe daily seasonal weather changes. explain how the rotation of the Earth on its axis causes day night. underst that the moon has phases. describe how fossils are formed, match a fossil, or a picture of a fossil, to its original organism. Grade 2 Stard 3: SC.S.2.3 Second Grade Science Application of Science identify how the parts of a system interact. recognize use models as representations of real things. observe that changes occur gradually, repetitively, or romly within the environment. recognize that common objects events incorporate science to solve human problems enhance the quality of life. demonstrate the ability to listen to, be tolerant of, evaluate the impact of different points of view on health, population, 12

22 resources environmental practices while working in collaborative groups. Performance Descriptors SC.PD.2.3 Second grade students at the distinguished level of the Second grade students at the above mastery level of the Second grade students at the mastery level of the Second grade students at the partial mastery level of the Second grade students at the novice level of the construct a model to show how a system works how it may change the environment, relate interactions of a system with changes in the environment, identify how parts of a system interact bring about change to the environment, identify parts of a system use models as representations of real things, give an example of a system a model, design a conservation program that involves their community work cooperatively to implement the plan. Objectives SC.O SC.O SC.O SC.O SC.O SC.O use technology to investigate conservation programs share findings. organize a plan for showing respect for the environment, listen to be tolerant of different viewpoints. work collaboratively to identify ways science has changed the quality of life. work collaboratively to list ways to be responsible for the environment. identify parts of systems identify how they interact with one another. use models as representations of real things. observe that changes occur gradually, repetitively, or romly within the environment. recognize that common objects events incorporate science (e.g., CD players, Velcro, or weather) to solve human problems enhance the quality of life. listen to be tolerant of different viewpoints while working in collaborative groups. develop respect responsibility for the environment by engaging in conservation practices (e.g., recycling, trash clean-up, or power consumption reduction). 13

23 Third Grade Science Content Stards Objectives The Third Grade Science objectives build upon problem-solving experimentation move into a more in-depth study of science. Through a spiraling, inquiry-based program of study, all students will demonstrate scientific literacy in the fields of biology, chemistry, physics earth space sciences. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes, models. engage in active inquiries, investigations hs-on activities for a minimum of 50% of the instructional time to develop conceptual understing research/laboratory skills. Safety instruction is integrated in all activities. Third Grade Science highlights science-related careers. The study of geology astronomy exps in Third Grade Science. Collecting materials, testing the materials, recording data developing concepts related to physics chemistry are introduced to exp investigative abilities that lead to logical conclusions. The West Virginia Stards for 21st Century Learning include the following components: 21st Century Content Stards Objectives 21st Century Learning Skills Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools content stards objectives. Grade 3 Science Stard 1: Nature of Science SC.S.3.1 demonstrate an understing of the history nature of science as a human endeavor encompassing the contributions of diverse cultures, scientists, careers. demonstrate the abilities understing necessary to do scientific inquiry. demonstrate the ability to think act as scientists by engaging in active inquiries investigations, while incorporating hs-on activities. Performance Descriptors SC.PD.3.1 Third grade students at the distinguished level of the Third grade students at the above mastery level of the Third grade students at the mastery level of the nature of science: Third grade students at the partial mastery level of the Third grade students at the novice level of the nature of science: relate scientific contributions of different cultures to advances in their societies, research contributions that different cultures have made to science, describe contributions that different cultures have made to science, recognize contributions that different cultures have made to science, name a scientist from a different culture, make predictions, use the scientific method to design conduct safe controlled investigations with multiple trials, interpret the data. make predictions, use the scientific method to plan conduct safe controlled investigations, interpret data. use the scientific method to conduct safe simple controlled investigations interpret data. conduct safe simple controlled investigations record data. safely participate in simple controlled investigations. 14

24 Objectives SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O recognize that scientific explanations may lead to new discoveries (e.g., new knowledge leads to new questions). study the lives discoveries of scientists of different cultures backgrounds. explore science careers in the community. demonstrate curiosity, initiative creativity by planning conducting simple investigations. recognize that developing solutions to problems takes time, patience persistence through individual cooperative ventures. support statements with facts found through research from various sources, including technology. use scientific instruments, technology, everyday materials to investigate the natural world. use safe proper techniques for hling, manipulating caring for science materials (e.g., follow safety rules, maintain a clean work area, or treat living organisms humanely). apply mathematical skills use metric units in measurements. interpret data presented in a table, graph, map or diagram use it to answer questions make predictions inferences based on patterns of evidence. Identify control variables. Grade 3 Science Stard 2: Content of Science SC.S.3.2 demonstrate knowledge, understing applications of scientific facts, concepts, principles, theories, models as delineated in the objectives. demonstrate an understing of the interrelationships among physics, chemistry, biology the earth space sciences. apply knowledge, understing skills of science subject matter/concepts to daily life experiences. Performance Descriptors SC.PD.3.2 Third grade students at the distinguished level in the Third grade students at the above mastery level in the Third grade students at the mastery level in the content of science: Third grade students at the partial mastery level in the Third grade students at the novice level in the content of science: create a method of classification for various organisms evaluate how well structures are adapted to specific environments; classify a variety of organisms according to their characteristics explain how their structures are adaptations to specific environments; compare the structures functions of organisms explain how they are adapted to their environments; list the structures functions of organisms ways they are used to interact with their environment; list the characteristics of living things describe their environments; investigate the properties of matter recognize that temperature can be used to change the phases; describe the properties phases of matter recognize that temperature can be used to change the identify the properties of matter recognize that temperature can be used to change the phases; identify the properties phases of matter; name the three states of matter; 15

25 phases; compare contrast the affects of reflecting refracting light with a variety of lenses mirrors; manipulate light, lens, mirrors to explain reflection, refraction, color; manipulate light, lens, mirrors to demonstrate reflection, refraction, color; relate the color of an object to reflection of light; recognize that light can be reflected; explain the relationships between speed, distance time between work, force, distance; measure record changes in the variables affecting work speed; demonstrate work, speed, unbalanced forces; identify describe force, motion, speed; give examples of force, motion, speed; explain the relationship between kinetic potential energy; compare contrast kinetic potential energy; identify examples of kinetic potential energy; list examples of kinetic energy; identify examples of kinetic energy; research evaluate the consequences of forces that change earth s surface explore how technologies are used to predict the impact of future occurrences, compare contrast earth s layers relate the forces processes that affect the surface to the resulting geological features, contrast earth s layers, describe forces processes that affect the surface, identify the resulting geological features, describe earth s layers explain how erosion, volcanoes earthquakes change the surface, state that erosion, volcanoes, earthquakes change the earth s surface, compare contrast planets use models to explain the effects of the alignments of the earth, moon sun. Objectives SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O compare earth to other planets use models to explain the movements of the earth, moon, sun, planets. describe the planets use diagrams to explain the movements of the earth moon in relation to the sun. name the planets use a diagram to describe the movements of the earth moon in relation to the sun. draw a diagram of the earth moon in relation to the sun. identify the structures of living things, including their systems explain their functions. observe, measure record changes in living things (e.g., growth development, or variations within species). compare physical characteristics behaviors of living organisms explain how they are adapted to a specific environment (e.g., beaks feet in birds, seed dispersal, camouflage, or different types of flowers). observe describe relationships among organisms predict the effect of adverse factors. relate the buoyancy of an object to its density. identify physical chemical properties. relate changes in states of matter to changes in temperature. investigate the dissolving of solids in liquids. investigate the reflection refraction of light by objects. 16

26 SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O relate how the color of an object is based upon the reflection of light. recognize that it takes work to move objects over a distance. examine the relationships between speed, distance, time. recognize that the greater a force is exerted on an object, the greater the change of its motion. identify examples of potential kinetic energy. identify fossils as a record of time. explore erosion of different materials by water wind (e.g., s, soil, or rocks). describe how volcanoes earthquakes affect the Earth. recognize the relative movement of the Earth moon in relation to the sun. describe the similarities differences among the planets. identify properties of minerals recognize that rocks are composed of different minerals. explain how igneous, sedimentary metamorphic rocks are formed. identify geographical features using a model or map. compare contrast the layers of the Earth their various features. Grade 3 Science Stard 3: Application of Science SC.S.3.3 identify how the parts of a system interact. recognize use models as representations of real things. observe identify patterns of change, consistency or regularity within the environment. demonstrate the ability to utilize technology to gather organize data to communicate designs, results conclusions. identify that a solution to a problem often creates new problems. demonstrate the ability to listen to, be tolerant of, evaluate the impact of different points of view on health, population, resources environmental practices while working in collaborative groups. Performance Descriptors SC.PD.3.3 Third grade students at the distinguished level of the Third grade students at the above mastery level of the Third grade students at the mastery level of the Third grade students at the partial mastery level of the Third grade students at the novice level of the construct use models to explain how parts of a system interact or to explain abstract ideas; construct models to represent how parts of a system interact; use models to represent how parts of a system interact; use models identify parts of a system; recognize models name a system; predict patterns of change within the environment; explain patterns of change, consistency, or regularity within the environment; observe identify patterns of change, consistency, or regularity name patterns of change within the environment; name an environmental change; 17

27 within the environment; propose evaluate possible solutions to the new problems when they occur during the scientific process; propose possible solutions to the new problems when they occur during the scientific process; recognize that solving scientific problems is a process that may lead to new problems; recognize scientific problems; identify scientific problems; apply technology to solve problems, gather communicate data, use technology to gather communicate data, cite examples of science technology in daily events, recognize examples of science technology in daily events, identify examples of science technology in daily events, demonstrate tolerance be receptive to new ideas when presented valid information. Objectives SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O discuss different points of view demonstrate tolerance. demonstrate tolerance of different points of view. listen to other points of view. work in collaborative groups. identify that systems are made of parts that interact with one another. use models as representations of real things. observe that changes occur gradually, repetitively, or romly within the environment question causes of changes. given a set of objects, group or order the objects according to an established scheme. given a set of events, objects, shapes, designs, or numbers, formulate patterns of constancy or regularity. cite examples of the uses of science technology in common daily events in the community. explain a simple problem identify a specific solution describing the use of tools /or materials to solve the problem or to complete the task. recognize that a solution to one scientific problem often creates new problems (e.g., recycling, pollution, conservation, or waste disposal). listen to be tolerant of different viewpoints by engaging in collaborative activities be willing to modify ideas when new valid information is presented. develop respect responsibility for the environment by engaging in conservation practices. describe how modern tools appliances have positively /or negatively impacted their daily lives. 18

28 Fourth Grade Science Content Stards Objectives The Fourth Grade Science objectives build on the study of geology, astronomy, chemistry physics. Through a spiraling, inquirybased program of study the use of 21 st century skills, all students will demonstrate scientific literacy in the fields of biology, chemistry, physics earth space sciences. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes models. engage in active inquiries, investigations hs-on activities for a minimum of 50% of the instructional time to develop conceptual understing research/laboratory skills. Safety instruction is integrated into all activities. Fourth Grade Science promotes cooperative learning, group decisions, cultural diversity, careers exps the development of hs-on exploration. Basic science concepts are developed problem-solving abilities are augmented. The West Virginia Stards for 21 st Century Learning include the following components: 21 st Century Content Stards Objectives 21 st Century Learning Skills Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools content stards objectives. Grade 4 Grade Science Stard 1: Nature of Science SC.S.4.1 demonstrate an understing of the history nature of science as a human endeavor encompassing the contributions of diverse cultures, scientists, careers. demonstrate the abilities understing necessary to do scientific inquiry. demonstrate the ability to think act as scientists by engaging in active inquiries investigations, while incorporating hs-on activities. Performance Descriptors SC.PD.4.1 Fourth grade students at the distinguished level of the Fourth grade students at the above mastery level of the Fourth grade students at the mastery level of the nature of science: Fourth grade students at the below mastery level of the Fourth grade students at the novice level of the nature of science: analyze evaluate the impact of scientific discoveries on present day society using research technology safely; explain how scientific discoveries have created new careers in West Virginia; show that discoveries lead to changes in scientific knowledge in all cultures backgrounds; recognize the scientific knowledge has changed over time; name a scientist from a different culture their discovery or invention; use safe procedures proper tools designing experiments, evaluating data, justifying conclusions. use safe procedures proper tools when observing scientific processes, designing experiments, evaluating data. use safe procedures proper tools when observing scientific processes, designing experiments, interpreting the data based use safe procedures, proper tools, the scientific method when conducting investigations drawing conclusions. use safe techniques to investigate, collect display data, draw conclusions based on data. 19

29 Objectives SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O patterns of evidence. explain how new discoveries lead to changes in scientific knowledge. study the lives discoveries of scientists of different cultures backgrounds. explore science careers in West Virginia. demonstrate curiosity, initiative creativity by developing questions that lead to investigations; designing simple experiments; trusting observations of discoveries when trying new tasks skills. recognize that developing solutions to problems requires persistence, flexibility, open-mindedness, alertness for the unexpected. support statements with facts found through research from various sources, including technology. use scientific instruments, technology everyday materials to investigate the natural world. demonstrate safe proper techniques for hling, manipulating caring for science materials. construct a hypothesis when provided a problem. establish variables controls in an experiment; test variables through experimentation. interpret data presented in a table, graph, or diagram use it to answer questions make decisions. draw support conclusions, make predictions inferences based on patterns of evidence (e.g., weather maps, variation of plants, or frequency pitch of sound). apply mathematical skills use metric units in measurements calculations. Grade 4 Stard: 2 SC.S.4.2 Science demonstrate knowledge, understing applications of scientific facts, concepts, principles, theories, models as delineated in the objectives. demonstrate an understing of the interrelationships among physics, chemistry, biology the earth space sciences. apply knowledge, understing skills of science subject matter/concepts to daily life experiences. Performance Descriptors SC Fourth grade students at the distinguished level in the Fourth grade students at the above mastery level in the Fourth grade students at the mastery level in the content of science: Fourth grade students at the partial mastery level in the Fourth grade students at the novice level in the content of science: analyze organisms adaptations in a variety of environments; compare contrast the characteristics, interactions, life cycles of organisms that help them survive in different environments; distinguish the characteristics, interactions, life cycles of organisms that help them survive in different environments; identify characteristics life cycles of organisms within an environment; identify the life cycle of an organism; develop a logical argument for man s role in protecting cite evidence of man s influence (positive or compare contrast food chains food webs from construct food chains for specific habitats; recognize organisms in a food chain; 20

30 the plants animals of our environment; negative) on food webs; different habitats; design an experiment to demonstrate simple physical/chemical changes in the state of matter analyze the results; investigate variables that affect the rate of change in matter; explain the causes of physical/chemical changes in matter; list the states of matter the physical properties of each; name the states of matter; create an investigation to determine if materials are conductors or non conductors; diagram construct a simple electrical circuit; describe the transformations that occur between different forms of energy; identify conductor/nonconductor materials in an electrical circuit; list the types of energy; design an investigation that proves relationships between force motion frequency pitch; determine relationships between force motion frequency pitch; predict how force affects motion frequency affects pitch; demonstrate explain how forces can change motion; demonstrate motion force; research the amount of usable fresh water on earth design a water conservation plan; explain the relationships between the types of rocks factors that change earth s surface; determine the relationships between the types of rocks factors that change on earth s surface; identify the effects of volcanoes, earthquakes, lslides, floods weather on earth s surface; recognize that the l water of the earth is constantly changing; create a model of the solar system use it to explain the orbital paths of planets the Earth s moon. use models to explain movements within the solar system the changes in the night sky. use models to describe movements within the solar system the changes in the night sky. identify objects in the solar system describe the changes in the night sky. identify the sun as a star list the planets in the solar system. Objectives SC describe the different characteristics of plants animals, which help them to survive in different niches environments. SC associate the behaviors of living organisms to external internal influences (e.g., hunger, climate, or seasons). SC identify classify variations in structures of living things including their systems explain their functions (e.g., skeletons, teeth, plant needles, or leaves). SC compare sequence changes in cycles in relation to plant animal life. SC give examples how plants animals closely resemble their parents that some characteristics are inherited from the parents others result from interaction with the environment. SC identify human uses of plants animals (e.g., food sources, or medicines). SC describe the effects of altering environmental barriers on the migration of animals. SC construct explain models of habitats, food chains, food webs. SC investigate how properties can be used to identify substances. 21

31 SC SC SC SC SC SC SC SC SC SC SC SC SC SC SC SC SC SC SC SC SC SC SC SC SC SC Grade 4 Stard 3: SC.S.4.3 design an experiment to investigate the dissolving of solids analyze the results. examine simple chemical changes (e.g., tarnishing, rusting, or burning). explain that materials including air take up space are made of parts that are too small to be seen without magnification. differentiate changes in states of matter due to heat loss or gain. investigate variables that affect the rate of evaporation of a liquid. compare classify liquids based on density. identify different forms of energy describe energy transformations that occur between them (e.g., electrical to heat, or radiant to chemical). examine types properties of waves (e.g., transverse, longitudinal, frequency, or wavelengths). investigate static electricity conductors/nonconductors of electricity. construct simple electrical circuits. describe explain the relationship between a compass a magnetic field. relate motion of an object to its frame of reference. predict investigate the motion of an object if the applied force is changed. explore that sounds are produced by vibrating objects columns of air form conclusions about the relationship between frequency pitch of sound. investigate the change in the length, tension, or thickness of the vibrating object on the frequency of vibration (e.g., string, wire, or rubber b). examine the geologic time scale. locate identify patterns of stars their change in location throughout the year. compare explain the relative time differences to erode materials. investigate the cause effects of volcanoes, earthquakes lslides. interpret a weather chart or map predict outcomes. identify the sun as a star. explain the effects of alignment of earth, moon sun on the earth. describe explain the planets orbital paths. differentiate between types of rock describe the rock cycle. compare ocean water fresh water. investigate soil types soil composition. Science Application of Science identify how the parts of a system interact. recognize use models as representations of real things. observe identify patterns of change, consistency or regularity within the environment. demonstrate the ability to utilize technology to gather organize data to communicate designs, results conclusions. identify that a solution to a problem often creates new problems. Demonstrate the ability to listen to, be tolerant of, evaluate the impact of different points of view on health, population, 22

32 resources environmental practices while working in collaborative groups. Performance Descriptors SC.PD.4.3 Fourth grade students at the distinguished level of the Fourth grade students at the above mastery level of the Fourth grade students at the mastery level of the Fourth grade students at the partial mastery level of the Fourth grade students at the novice level of the design a model that uses system interaction to solve a problem explain how this model may create a new problem; construct a model to show system interaction; use models to identify parts interactions of systems; use models to identify parts of a system; identify a system using a model; argue the positive/negative consequences of technological changes in our environment, predict the environmental changes if conservation is not practiced, give cause effect for changes that occur in our environment, identify patterns of change within the environment, list changes that occur in our environment, be tolerant of others viewpoints when debating the findings of their research, Objectives SC SC SC SC SC SC SC SC SC SC SC work collaboratively to gather data use technology to present findings. use a variety of resources technology to gather data, communicate ideas, solve problems. work collaboratively to solve simple problems. listen to be tolerant of different viewpoints problem solutions. identify that systems are made of parts that interact with one another. create models as representations of real things. observe that changes occur gradually, repetitively, or romly within the environment question causes of change. given a set of objects, group or order the objects according to an established scheme. given a set of events, objects, shapes, designs, or numbers, find patterns of constancy or regularity. identify explain a simple problem or task to be completed; identify a specific solution; list task requirements. use an appropriate engineering design to solve a problem or complete a task. recognize that a solution to one scientific problem often creates new problems (e.g., recycling, pollution, conservation, waste disposal, or need for technology). listen to be tolerant of different viewpoints by engaging in collaborative activities modifying ideas when new valid information is presented from a variety of resources. describe the positive negative consequences of the application of technology on personal health the environment. develop respect responsibility for the environment by engaging in conservation practices. 23

33 Fifth Grade Science Content Stards Objectives The Fifth Grade Science objectives identify, compare, classify explain our living designed worlds. Through a spiraling, inquirybased program of study all students will demonstrate scientific literacy the use of 21 st century skills in the fields of biology, chemistry, physics, earth space sciences. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes models. engage in active inquiries, investigations, hs-on activities for a minimum of 50% of the instructional time to develop conceptual understing research/laboratory skills. Safety instruction is integrated in all activities. Fifth Grade Science reviews earth the sky, life cycles habitats of organisms, properties, positions motions of objects energy. New major concepts introduced at the fifth grade level include changes in properties of matter, structures, functions adaptations of organisms, the structure of the earth s system. The West Virginia Stards for 21 st Century Learning include the following components: 21 st Century Content Stards Objectives 21 st Century Learning Skills Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools content stards objectives. Grade 5 Science Stard 1: Nature of Science SC.S.5.1 demonstrate an understing of the history of science the evolvement of scientific knowledge. demonstrate an understing of science as a human endeavor encompassing the contributions of diverse cultures scientists. demonstrate an understing of the characteristics of a scientist. demonstrate skills of scientific inquiry. Performance Descriptors SC.PD.5.1 Fifth grade students at the distinguished level in the Fifth grade students at the above mastery level in the Fifth grade students at the mastery level in the nature of science: Fifth grade students at the partial mastery level in the Fifth grade students at the novice level in the nature of science: evaluate the importance of the research of scientists in diverse cultures throughout history; explain the sequential relevance of the research of scientists in diverse cultures throughout history; compare contrast the research of scientists in diverse cultures throughout history; describe the research of scientists in diverse cultures throughout history; list scientists of diverse cultures their inventions or discoveries; are creative when designing an investigation, determine the correct tools apply skepticism when conducting an investigation, use careful methodology logical reasoning to safely conduct an investigation, use safe procedures, proper tools, scientific methods when conducting an investigation, follow the scientific method use safety practices when conducting an investigation, judge data justify organize data to determine support conclusions with base conclusions on base conclusions on 24

34 conclusions. Objectives SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O relationships of the variables within an experiment. observations organized data. observations recorded data. observations data. realize that scientists formulate test their explanations of nature using observation experiments. recognize scientific knowledge is subject to modification as new scientific information challenges current explanations. examine the careers contributions of men women of diverse cultures to the development of science. compare contrast the historical significance of scientific discoveries. cooperate collaborate to ask questions, design conduct investigations to find answers solve problems. formulate conclusions through close observations, logical reasoning, objectivity, perseverance integrity in data collection. apply skepticism, careful methods, logical reasoning creativity in investigating the observable universe. use a variety of technologies scientific instruments to conduct explorations, investigations experiments of the natural world. demonstrate safe techniques for hling, manipulating caring for science materials, equipment, natural specimens living organisms. utilize experimentation to demonstrate scientific processes thinking skills (e.g., formulating questions, predicting, forming hypotheses, quantifying, or identifying dependent independent variables). construct use charts, graphs tables to organize, display, interpret, analyze explain data. use inferential reasoning to make logical conclusions from collected data. Grade 5 Science Stard 2: Content of Science SC.S.5.2 demonstrate knowledge, understing applications of scientific facts, concepts, principles, theories models as delineated in the objectives. demonstrate an understing of the interrelationships among physics, chemistry, biology the earth space sciences. apply knowledge, understing skills of science subject matter/concepts to daily life experiences. Performance Descriptors SC.PD.5.2 Fifth grade students at the distinguished level in the Fifth grade students at the above mastery level in the Fifth grade students at the mastery level in the content of science: Fifth grade students at the partial mastery level in the Fifth grade students at the novice level in the content of science: describe the relationships between structures, functions, energy use of organisms within systems, identify explain the structures functions of organisms cycles within systems, identify the structures functions of organisms cycles within systems, identify the structures of organisms cycles within systems; identify structures of organisms how they get energy; evaluate the adaptations which enable organisms to explore explain the relationships between the explore how characteristics of organisms contribute to relate organisms to their specific niches in a variety identify niches in various ecosystems; 25

35 survive in a variety of ecosystems; characteristics of organisms their survival in a variety of ecosystems; their survival in a variety of ecosystems; of ecosystems; manipulate the density of an object to affect control its buoyancy; identify substances by their density experimentally; calculate the density of a substance experimentally; calculate the density of a substance; identify density as a property of matter; observe physical changes experimentally determine that mass is conserved; observe physical changes describe how mass is conserved; observe physical changes recognize that mass is conserved; identify physical changes; list physical changes; select the appropriate materials to design quantitatively evaluate circuits electromagnets. select the appropriate materials to build test electric circuits electromagnet. build test simple circuits electromagnets; diagram a simple circuit build an electromagnet; identify simple circuits electromagnets; experimentally determine how sound the motion of objects are affected by variables; manipulate objects to affect specific changes to sound or the motion of objects; describe how sound the motion of objects are affected by variables; identify variables that affect sound the motion of objects; recognize when there has been a change in sound or the motion of objects; use maps to explain the relationships between climate, earth s surface features, various biomes; collect data use maps to describe the relationships between weather the surface features of the earth; collect weather data use maps to describe their affects on surface features of the earth; collect weather data use maps to identify their affects on surface features of the earth; use maps models to describe weather identify surface features of the earth; evaluate management practices of renewable nonrenewable resources, differentiate between renewable nonrenewable resources, identify earth s resources as renewable or nonrenewable, identify local resources as renewable or nonrenewable, identify earth s resources, interpret the earth s history using plate tectonics relative dating. Objectives SC.O interpret the earth s history using plate tectonics the geologic evidence of rocks fossils. recognize that the earth is made of plates explore the geologic evidence in rocks fossils. recognize the earth s crust is divided into plates that earth s layers can be dated. demonstrate an understing of the interconnections of biological, earth space, physical science concepts. recognize the earth s crust is divided into plates. 26

36 SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O identify explain common energy conversions in cycles of matter including photosynthesis the carbon dioxide cycle. identify the structures of living organisms explain their function. observe identify cells of organisms using a microscope. compare variations of plant growth reproduction. compare contrast how the different characteristics of plants animals help them to survive in different niches environments including adaptations, natural selection, extinction. through the use of research technology, explore the extinction of a species due to environmental conditions. trace describe the pathways of the sun s energy through producers, consumers decomposers using food webs pyramids. explain that the mass of a material is conserved whether it is together, in parts, or in a different state. recognize that elements are composed of only one type of matter. using the periodic table, identify common elements according to their symbols. through experimentation, identify substances by their relative densities (mass/volume=density). analyze diagrams of electrical circuits. measure electricity using voltage wattage. investigate the properties of an electromagnet by selecting appropriate materials, designing testing an electromagnet, evaluating differences in design. describe how the variables of gravity friction affect the motion of objects. compare contrast the change in length, tension, or thickness of a vibrating object on the frequency of vibration. describe the layers of the earth their various features. identify describe natural lforms explain how they change impact weather climate. use a variety of instruments sources to collect display weather data to describe weather patterns. compare explain the different rates of weathering, erosion deposition on various materials. analyze a topographical map to make inferences related to elevation l features. identify resources as being renewable or non-renewable. explore explain how fossils geologic features can be used to determine the relative age of rocks rock layers. recognize that the Earth is made of plates (plate tectonics). Grade 5 Stard 3: SC.S.5.3 Science Application of Science explore the relationship between the parts the whole system; construct a variety of useful models; examine changes that occur in an object or system. demonstrate an understing of the interdependence between science technology. demonstrate the ability to utilize technology to gather data communicate designs, results conclusions. demonstrate the ability to evaluate the impact of different points of view on health, population, resource environmental practices. Performance Descriptors SC.PD

37 Fifth grade students at the distinguished level in the Fifth grade students at the above mastery level in the Fifth grade students at the mastery level in the Fifth grade students at the partial mastery level in the Fifth grade students at the novice level in the use models to explain parts analyze processes of systems; use models to compare contrast parts explain processes of systems; use models to compare contrast parts processes of systems; use models to describe parts of a system; use models to identify the parts of a system; debate different points of views from media sources regarding scientific developments events, evaluate evidences for different points of view regarding scientific developments events, analyze the reasons for different points of view regarding scientific developments events, determine the point of view from a media source regarding scientific developments, recognize that media sources have a point of view regarding scientific developments, evaluate the influence of technological innovations careers on science society. analyze technological innovations careers that have influenced science society. research compare technological innovations careers that have influenced science. research describe a technological innovations or science careers that have influenced society. identify a technological innovation or science career its influenced society. Objectives SC.O explore the relationship between the parts of a system to the whole system. SC.O construct a variety of useful models of an object, event, or process. SC.O compare contrast changes that occur in an object or a system to its original state. SC.O compare contrast the influence that a variation in scale will have on the way an object or system works. (e.g., cooling rates of different-sized containers of water, strength of different-sized constructions from the same material, or flight characteristics of different-sized model airplanes). SC.O research everyday applications interactions of science technology. SC.O evaluate critically analyze mass media reports of scientific developments events. SC.O explore the connections between science, technology, society career opportunities. 28

38 Sixth Grade Science Content Stards Objectives The Sixth Grade Science objectives demonstrate, differentiate, apply concepts of the living designed worlds. Through a spiraling, inquiry-based program of study, all students will demonstrate scientific literacy in the fields of biology, chemistry, physics, earth space sciences, using 21 st century skills. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of major science themes of systems, changes models. engage in active inquiries, investigations hs-on activities for a minimum of 50% of the instructional time to develop conceptual understing research/laboratory skills. Safety instruction is integrated in all activities. Sixth Grade Science reviews changes in the properties of matter, structures, functions adaptations of organisms, the structure of the earth s systems. New major concepts introduced at the sixth grade level include motions forces, ecosystems, diversity of life, energy transformations, plate tectonics, earth s resources weather. The West Virginia Stards for 21 st Century Learning include the following components: 21 st Century Content Stards Objectives 21st Century Learning Skills Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools content stards objectives. Grade 6 Science Stard 1: Nature of Science SC.S.6.1 demonstrate an understing of the history of science the evolvement of scientific knowledge. demonstrate an understing of science as a human endeavor encompassing the contributions of diverse cultures scientists. demonstrate an understing of the characteristics of a scientist. demonstrate skills of scientific inquiry. Performance Descriptors SC.PD.6.1 Sixth grade students at the distinguished level in the Sixth grade students at the above mastery level in the Sixth grade students at the mastery level in the nature of science: Sixth grade students at the partial mastery level in the Sixth grade students at the novice level in the nature of science: evaluate the importance of the research of scientists in diverse cultures throughout history; explain the sequential relevance of the research of scientists in diverse cultures throughout history; compare contrast the research of scientists in diverse cultures throughout history; describe the research of scientists in diverse cultures throughout history; list scientists of diverse cultures their inventions or discoveries; are creative when designing an investigation, determine the correct tools apply skepticism when conducting an investigation, use careful methodology logical reasoning to safely conduct an investigation, use safe procedures, proper tools, the scientific method when conducting an investigation, follow the scientific method use safety practices when conducting an investigation, 29

39 evaluate data justify conclusion. Objectives SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O organize data to determine relationships of the variables within an experiment. support conclusions with observations organized data. base conclusions on observations recorded data. base conclusions on observations data. realize that scientists formulate test their explanations of nature using observation experiments. recognize scientific knowledge is subject to modification as new scientific information challenges current explanations. examine the careers contributions of men women of diverse cultures to the development of science. compare contrast the historical significance of scientific discoveries. cooperate collaborate to ask questions, design conduct investigations to find answers solve problems. formulate conclusions through close observations, logical reasoning, objectivity, perseverance integrity in data collection. apply skepticism, careful methods, logical reasoning creativity in investigating the observable universe. use a variety of technologies scientific instruments to conduct explorations, investigations experiments of the natural world. demonstrate safe techniques for hling, manipulating caring for science materials, equipment, natural specimens living organisms. utilize experimentation to demonstrate scientific processes thinking skills (e.g., formulating questions, predicting, forming hypotheses, quantifying, or identifying dependent independent variables). construct use charts, graphs tables to organize, display, interpret, analyze explain data. use inferential reasoning to make logical conclusions from collected data. Grade 6 Science Stard 2: Content of Science SC.S.6.2 demonstrate knowledge, understing applications of scientific facts, concepts, principles, theories models as delineated in the objectives. demonstrate an understing of the interrelationships among physics, chemistry, biology the earth space sciences. apply knowledge, understing skills of science subject matter/concepts to daily life experiences. Performance Descriptors SC.PD.6.2 Sixth grade students at the distinguished level in the Sixth grade students at the above mastery level in the Sixth grade students at the mastery level in the content of science: Sixth grade students at the partial mastery level in the Sixth grade students at the novice level in the content of science: research evaluate local national environmental programs; research discuss local environmental topics; analyze the consequences of human interactions with the environment; identify ways humans change the environment; identify ways humans interact with the environment; use models to compare contrast growth cycles compare contrast plant animal organelles; compare plant animal cell models; use models to describe structures of plant identify structures growth cycles of plant 30

40 features of plant animal cells; animal cells growth cycles; animal cells; use the classification of various organisms to infer relatedness; classify a variety of plants or animals based on their internal external features; classify a variety of plants or animals based on their similarities differences; sort a variety of plants or animals based on their similarities differences; sort plants or animals based on their similarities; identify substances by experimentally determining their physical chemical properties; experimentally determine the physical chemical properties of substances; use the physical chemical properties of substances to identify them; describe the physical chemical properties of substances mixtures; list the physical chemical properties of substances mixtures; compare contrast electromagnetic sound wave properties; compare electromagnetic sound wave properties; characterize electromagnetic sound waves; define describe light sound waves; label the parts of a wave; evaluate movement of heat; predict describe heat flow between objects; describe the flow of heat between objects; identify three methods of heat transfer; recognize that heat flows; compare contrast series parallel circuits; describe the flow of electricity in series parallel circuits; diagram series parallel circuits; identify series parallel circuits; identify parts of electric circuits; build simple machines calculate the effect of forces on the motion of an object; build simple machines graphs the effects of forces on the motion of an object; examine simple machines graph the effects of forces on the motion of an object; examine simple machines use graphs show the effect of forces on the motion of an object; use simple machines determine the effect of forces on the motion of an object; use technology to forecast global weather; gather weather data use technology to forecast local weather; gather weather data use technology to investigate local weather; gather record weather data; describe weather phenomena; predict effects of changing positions of the earth, moon, sun, use models to explain events associated with positions of the earth, moon, sun, use models to describe events associated with positions of the earth, moon, sun, relate moon phases seasonal changes to earth, moon, sun movements, indentify the phases of the moon, research current evidence in plate tectonics theory. explain how geologic evidence is used to support trace the history of the plate tectonics theory describe plate tectonics theory recognize that label plates recognize that life forms change over 31

41 Objectives SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O Grade 6 Stard 3: the plate tectonics theory. associate life forms to geologic eras. life forms change with geologic eras. demonstrate the interrelationships among physics, chemistry, biology, earth environmental science, astronomy. use pictures to show cyclical processes in nature (e.g., nitrogen cycle, carbon cycle, or water cycle). classify living organisms according to their structure functions. compare the similarities of internal features of organisms, which can be used to infer relatedness. examine how abiotic biotic factors affect the interdependence among organisms. construct models of plant animal cells compare the basic parts (e.g., cytoplasm, cell wall, cell membrane, nucleus, or chloroplasts). compare growth cycles in different plants (e.g., mosses, ferns, perennials, biennials, woody plants, or herbaceous plants). predict changes in populations of organisms due to limiting environmental factors (e.g., food supply, predators, disease, or habitat). analyze the ecological consequences of human interactions with the environment (e.g., renewable non-renewable resources). classify investigate properties processes (changes) as either physical or chemical. investigate the formation separation of simple mixtures of matter concluding that matter is composed of tiny particles that the particles are the same for the same type of matter. use indicators to classify substances as acidic, basic or neutral. using the periodic table, identify the symbols of elements as solids, liquids, gases; metals or nonmetals. describe the composition properties of matter (e.g., particles, malleability, melting point, density, inertia, or specific heat). investigate the properties of the electromagnetic spectrum (e.g., wavelengths, frequencies, visible light); relate wavelengths /or frequencies to position on the electromagnetic spectrum (e.g., colors, x-ray). recognize that an object s color is based upon the absorption reflection of light waves. describe light sound in terms of longitudinal or transverse waves. describe the flow of heat between objects (e.g., hot air rises, or absorption release of heat by metals). diagram simple parallel series circuits (e.g., bulbs, battery, wires, or switch). correlate the relationship of mass to gravitational force (e.g., larger the mass the larger the gravitational force, or the closer the objects the stronger the force). examine simple machines the forces involved. apply the effects of balanced unbalanced forces on motion of objects. explain motion in terms of frames of reference analyze graphs depicting motion predicted future motion. monitor major atmospheric events using a variety of resources including technology. compare contrast continental drift hypothesis to the plate tectonic theory. associate plant animal life forms with specific geologic time periods. recognize the phases of the moon. investigate models of earth-moon-sun relationships (e.g., gravity, time, or tides). compare the earth s tilt revolution to the seasonal changes. Science Application of Science time. 32

42 SC.S.6.3 explore the relationship between the parts the whole system; construct a variety of useful models; examine changes that occur in an object or system. demonstrate an understing of the interdependence between science technology. demonstrate the ability to utilize technology to gather data communicate designs, results conclusions. demonstrate the ability to evaluate the impact of different points of view on health, population, resource environmental practices. Performance Descriptors SC.PD.6.3 Sixth grade students at the Sixth grade students at the Sixth grade students at the above mastery level in the mastery level in the partial mastery level in the Sixth grade students at the distinguished level in the Sixth grade students at the novice level in the use models to explain parts analyze processes of systems; use models to compare contrast parts explain processes of systems; use models to compare contrast parts processes of systems; use models to describe parts of a system or model; use models to identify the parts of a system; debate different points of views from media sources regarding scientific developments events, evaluate evidences for different points of view regarding scientific developments events, analyze the reasons for different points of view regarding scientific developments events, determine the point of view from a media source regarding scientific developments, recognize that media sources have a point of view regarding scientific developments, evaluate the influence of technological innovations careers on science society. analyze technological innovations careers that have influenced science society. research compare technological innovations careers that have influenced science. research describe a technological innovations or science careers that have influenced society. identify a technological innovation or science career its influenced society. Objectives SC.O explore the relationship between the parts of a system to the whole system. SC.O construct a variety of useful models of an object, event, or process. SC.O compare contrast changes that occur in an object or a system to its original state. SC.O compare contrast the influence that a variation in scale will have on the way an object or system works. (e.g., cooling rates of different-sized containers of water, strength of different-sized constructions from the same material, or flight characteristics of different-sized model airplanes). SC.O research everyday applications interactions of science technology. SC.O evaluate critically analyze mass media reports of scientific developments events. 33

43 Seventh Grade Science Content Stards Objectives The Seventh Grade Science objectives evaluate, interpret, predict conditions phenomena of the living designed worlds. Through a spiraling, inquiry-based program of study, all students will demonstrate scientific literacy use of 21 st century skills in the fields of biology, chemistry, physics earth/environmental science astronomy. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes models. engage in active inquiries, investigations hs-on activities for a minimum of 50% of the instructional time to develop conceptual understing research laboratory skills. Safety instruction is integrated into all activities. Seventh Grade Science reviews motions forces, ecosystems, diversity of life, energy transformations, plate tectonics, earth s resources weather. Major concepts exped at the seventh grade level include elements, mixtures, compounds, populations/ecosystems, conservation of matter energy earth s history. The West Virginia Stards for 21 st Century Learning include the following components: 21 st Century Content Stards Objectives 21st Century Learning Skills Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools content stards objectives. Grade 7 Science Stard:1 Nature of Science SC.S.7.1 demonstrate an understing of the history of science the evolvement of scientific knowledge. demonstrate an understing of science as a human endeavor encompassing the contributions of diverse cultures scientists. demonstrate an understing of the characteristics of a scientist. demonstrate skills of scientific inquiry. Performance Descriptors SC.PD.7.1 Seventh grade students at the distinguished level in the Seventh grade students at the above mastery level in the Seventh grade students at the mastery level in the Seventh grade students at the partial mastery level in the Seventh grade students at the novice level in the evaluate the importance of the research of scientists in diverse cultures throughout history; explain the sequential relevance of the research of scientists in diverse cultures throughout history; compare contrast the research of scientists in diverse cultures throughout history; describe the research of scientists in diverse cultures throughout history; list scientists of diverse cultures their inventions or discoveries; are creative when designing an investigation, determine the correct tools apply skepticism when conducting an investigation, use careful methodology logical reasoning to safely conduct an investigation, use safe procedures, proper tools, the scientific method when conducting an investigation, follow the scientific method use safety practices when conducting an investigation, 34

44 evaluate data justify conclusion. Objectives SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O organize data to determine relationships of the variables within an experiment. support conclusions with observations organized data. base conclusions on observations recorded data. base conclusions on observations data. realize that scientists formulate test their explanations of nature using observation experiments. recognize scientific knowledge is subject to modification as new scientific information challenges current explanations. examine the careers contributions of men women of diverse cultures to the development of science. compare contrast the historical significance of scientific discoveries. cooperate collaborate to ask questions, design conduct investigations to find answers solve problems. formulate conclusions through close observations, logical reasoning, objectivity, perseverance integrity in data collection. apply skepticism, careful methods, logical reasoning creativity in investigating the observable universe. use a variety of technologies scientific instruments to conduct explorations, investigations experiments of the natural world. demonstrate safe techniques for hling, manipulating caring for science materials, equipment, natural specimens living organisms. utilize experimentation to demonstrate scientific processes thinking skills (e.g., formulating questions, predicting, forming hypotheses, quantifying, or identifying dependent independent variables). construct use charts, graphs tables to organize, display, interpret, analyze explain data. use inferential reasoning to make logical conclusions from collected data. Grade 7 Science Stard: 2 Content of Science SC.S.7.2 demonstrate knowledge, understing applications of scientific facts, concepts, principles, theories models as delineated in the objectives. demonstrate an understing of the interrelationships among physics, chemistry, biology, earth/environmental science, astronomy. apply knowledge, understing skills of the science subject matter/concepts to daily life experiences. Performance Descriptors SC.PD.7.2 Seventh grade students at the distinguished level in the Seventh grade students at the above mastery level in the Seventh grade students at the mastery level in the Seventh grade students at the partial mastery level in the Seventh grade students at the novice level in the design a model to demonstrate functions, systems, or cycles of organisms; critique models use them to explain the structures, functions cycles of organisms systems; construct models to explain the structures, functions cycles of organisms systems; compare models use them to describe the structures, functions, cycles of organisms systems; use a model to label a structures, functions, cycles of organisms systems; 35

45 debate decisions to change ecosystems when considering the effects on the interactions survival of organisms; research the effects of changing ecosystems the interactions, adaptations, survival of organisms; determine the relationships between changing ecosystems the interactions, adaptations, survival of organisms; describe the interactions or organisms within variety of ecosystems; identify organisms within a variety of ecosystems; perform experiments to identify substances explain chemical reactions; perform experiments to determine properties of substances explain chemical reactions; compare properties of substances demonstrate describe chemical reactions; describe phase changes properties of substances identify chemical reactions; identify properties of substances, phase changes, chemical reactions; design a device that uses energy demonstrate its possible applications in society; construct devices explain how they change energy from one form to another; investigate energy its applications in society; identify energy sources its applications in society; identify energy sources its applications in society; modify a variable to get a predetermined effect in experiments involving force, motion, distance, quantitatively express the relationships between force, motion, distance, perform experiments to determine the relationships between force, motion, distance, perform experiments to determine the relationships between force motion, identify describe the affects of force on motion, create maps use them to explain processes that have occurred on Earth s surface. compare current historical maps use them to explain changes in that have occurred in a local area. interpret maps use them to explain processes that have occurred on Earth s surface. use maps to explain processes that have occurred on Earth s surface. use maps to identify features on Earth s surface. Objectives SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O demonstrate an understing of the interrelationships among physics, chemistry, biology, earth/environmental science, astronomy. identify describe disease causing organisms (such as bacteria, viruses, protozoa, fungi) the diseases they cause. explain how skeletal, muscular, integumentary systems work together in the human body. compare the level of organization of cells, tissues organs in living things. construct simple keys to differentiate among living things with similar characteristics. use pictures to show cyclical processes in nature (e.g., water cycle, nitrogen cycle, or carbon cycle). evaluate how the different adaptations life cycles of plants animals help them to survive in different niches environments (e.g., inherited acquired adaptations). analyze how changes in the environment have led to reproductive adaptations through natural selection. explain how an organism s behavior response is a combination of heredity the environment. 36

46 SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O Grade 7 Stard:3 SC.S.7.3 analyze the differences in the growth, development reproduction in flowering non-flowering plants. predict the trends of interdependent populations if one of the limiting factors is changed. evaluate the consequences of the introduction of chemicals into the ecosystem (e.g., environmental consequences, human health risks, or mutations). compare differences among elements, compounds, homogeneous heterogeneous mixtures. examine the differences in types of solutions (e.g., solutes solvents, relative concentrations, conductivity, ph). examine chemical reactions involving acids bases by monitoring color changes of indicator(s) identifying the salt formed in the neutralization reaction. write word equations to describe chemical reactions. describe the movement of individual particles verify the conservation of matter during the phase changes (e.g., melting, boiling, or freezing). identify the characteristics of sound waves describe how sound is perceived by the ear. define the absorption reflection of light as translucent, opaque transparent. interpret illustrate changes in waves as they encounter various mediums (e.g., mirrors, or lenses). Investigate absorption reflection of light by an object. characterize series parallel circuits; AC DC currents. explain conservation of matter energy investigate the different forms of energy (e.g., mechanical, potential, kinetic, or gravitational). perform experiments with simple machines to demonstrate the relationship between forces distance; use vectors to represent motion. explain the effect of gravity on falling objects (e.g., g=9.8m/s 2, object dropped on earth on moon). describe compare the causes of tides, surfs currents. examine the effects of the sun s energy on oceans weather (e.g., air masses, or convection currents). interpret GIS maps create interpret topographical maps. describe rock formations (e.g., rock cycle). classify rocks (e.g., crystal/particle size, or mineral composition uses). determine the relevant age of rock layers using index fossils the law of superposition. explain how changing latitude affects climate. trace the life cycle of a star. Science Application of Science explore the relationship between the parts the whole system; construct a variety of useful models; examine changes that occur in an object or system. demonstrate an understing of the interdependence between science technology. demonstrate the ability to utilize technology to gather data communicate designs, results conclusions. demonstrate the ability to evaluate the impact of different points of view on health, population, resource environmental practices. 37

47 Performance Descriptors SC.PD.7.3 Seventh grade students at the distinguished level in the Seventh grade students at the above mastery level in the Seventh grade students at the mastery level in the Seventh grade students at the partial mastery level in the Seventh grade students at the novice level in the use models to explain parts analyze processes of systems; use models to compare contrast parts explain processes of systems; use models to compare contrast parts processes of systems; use models to describe parts of a system or model; use models to identify the parts of a system; debate different points of views from media sources regarding scientific developments events, evaluate evidences for different points of view regarding scientific developments events, analyze the reasons for different points of view regarding scientific developments events, determine the point of view from a media source regarding scientific developments, recognize that media sources have a point of view regarding scientific developments, evaluate the influence of technological innovations careers on science society. analyze technological innovations careers that have influenced science society. research compare technological innovations careers that have influenced science. research describe a technological innovations or science careers that have influenced society. identify a technological innovation or science career its influenced society. Objectives SC.O explore the relationship between the parts of a system to the whole system. SC.O construct a variety of useful models of an object, event, or process. SC.O compare contrast changes that occur in an object or a system to its original state. SC.O compare contrast the influence that a variation in scale will have on the way an object or system works. (e.g., cooling rates of different-sized containers of water, strength of different-sized constructions from the same material, or flight characteristics of different-sized model airplanes). SC.O research everyday applications interactions of science technology. SC.O evaluate critically analyze mass media reports of scientific developments events. SC.O explore the connections between science, technology, society career opportunities. 38

48 Eighth Grade Science Content Stards Objectives The Eighth Grade Science objectives analyze, quantify, explain conditions phenomena of the living designed worlds. Through a spiraling, inquiry-based program of study, all students will demonstrate scientific literacy use of 21st century skills in the fields of biology, chemistry, physics earth/environmental science astronomy. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes models. engage in active inquiries, investigations hs-on activities for a minimum of 50% of the instructional time to develop conceptual understing research/laboratory skills. Safety instruction is integrated into all activities. Eighth Grade Science reviews elements, mixtures, compounds, populations/ecosystems, conservation of matter energy earth s history. Major concepts introduced at the eighth grade level include reproduction, genetics, behavior, chemical reactions environmental concerns. The West Virginia Stards for 21 st Century Learning include the following components: 21 st Century Content Stards Objectives 21st Century Learning Skills Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools content stards objectives. Grade 8 Science Stard:1 Nature of Science SC.S.8.1 demonstrate an understing of history nature of science as a human endeavor encompassing the contributions of diverse cultures scientists. demonstrate the ability to use the inquiry process to solve problems. Performance Descriptors SC.PD.8.1 Eighth grade students at the distinguished level in the Eighth grade students at the above mastery level in the Eighth grade students at the mastery level in the nature of science: Eighth grade students at the partial mastery level in the Eighth grade students at the novice level in the nature of science: following the scientific method, design an investigation to challenge proposed explanations of real world issues, then justify their conclusions, following the scientific method, investigate proposed explanations of real world issues then construct an investigation to prove or disprove an hypothesis, following the scientific method, create analyze investigations formulate explanations of real world issues, following the scientific method, perform discuss an investigation, summarize explanations of real world issues, following the scientific method, discuss investigations recognize scientific explanations of real world issues, research, design, use research design models models to represent to represent systems, then explain systems, then justify evaluate their effectiveness. your creation. Objectives research analyze representations of systems accuracy of a models. draw conclusions from representations of systems models. use models diagrams to identify parts of systems. 39

49 SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O formulate scientific explanations based on historical observations experimental evidence, accounting for variability in experimental results. demonstrate how a testable methodology is employed to seek solutions for personal societal issues. (e.g., scientific method ). relate societal, cultural economic issues to key scientific innovations. conduct /or design investigations that incorporate the skills attitudes /or values of scientific inquiry (e.g., established research protocol, accurate record keeping, replication of results peer review, objectivity, openness, skepticism, fairness, or creativity logic). implement safe procedures practices when manipulating equipment, materials, organisms, models. use appropriate technology solutions within a problem solving setting to measure collect data; interpret data; analyze /or report data; interact with simulations; conduct research; present communicate conclusions. design, conduct, evaluate revise experiments (e.g., compose a question to be investigated, design a controlled investigation that produces numeric data, evaluate the data in the context of scientific laws principles, construct a conclusion based on findings, propose revisions to investigations based on manipulation of variables /or analysis of error, or communicate defend the results conclusions). draw conclusions from a variety of data sources to analyze interpret systems models (e.g., use graphs equations to measure apply variables such as rate scale, evaluate changes in trends cycles, predict the influence of external variances such as potential sources of error, or interpret maps). Grade 8 Science Stard:2 Content of Science SC.S.8.2 demonstrate knowledge, understing applications of scientific facts, concepts, principles, theories models as delineated in the objectives. demonstrate an understing of the interrelationships among physics, chemistry, biology, earth/environmental science, astronomy. apply knowledge, understing skills of science subject matter/concepts to daily life experiences. Performance Descriptors SC.PD.8.2 Eighth grade students at the distinguished level in the Eighth grade students at the above mastery level in the Eighth grade students at the mastery level in the content of science: Eighth grade students at the partial mastery level in the Eighth grade students at the novice level in the content of science: analyze the accuracy of models that describe the cycles in nature, structures functions of organisms, their interactions with one another, the movements of objects in the construct use models to explain the cycles in nature, structures functions of organisms, their interactions with one another, the movements of objects in the solar system; construct use models to describe the cycles in nature, structures functions of organisms, their interactions with one another, the movements of objects in the use models to describe the cycles in nature, structures functions of organisms, their interactions with one another, the movements of objects in the solar system; label models that include cycles in nature, structures of organisms, objects in the solar system; 40

50 solar system; solar system; indentify an unknown by experimentally determining its physical chemical properties; predict the classification of matter based on valence electron configuration; use physical chemical properties to identify matter; identify physical chemical properties; recognize that physical chemical properties are used to identify matter; debate different energy sources evaluate their applications in society over time; investigate energy sources construct models demonstrating their applications in society; examine explain energy sources their applications in society; describe energy sources match identify their applications in society; name energy sources list their applications in society; modify a variable to get a predetermined effect in experiments involving speed, velocity acceleration work power; quantitatively express the relationships between speed, velocity acceleration work power; perform experiments to determine the relationships between speed, velocity acceleration work power; perform experiments that demonstrate speed, velocity acceleration work power; identify describe changes in speed, velocity acceleration work power; predict the short long term effects of various geological meteorological processes, interpret maps to determine evidence of geological meteorological processes, describe the causes effects of geological meteorological processes, describe geological meteorological processes explain their effects on the Earth s surface, identify the results of geological processes describe meteorological events, debate the societal evaluate the use of earth s concerns related to the use resources benefits of of earth s resources space exploration. space exploration. Objectives SC.O astronomy. SC.O SC.O SC.O SC.O SC.O SC.O SC.O research explain societal concerns related to the use of earth s resources space exploration. research describe the societal concerns related to the use of earth s resources space exploration. list some uses for the earth s resources benefits expenses of space exploration. demonstrate an understing of the interrelationships among physics, chemistry, biology, earth/environmental science, examine describe the structures functions of cell organelles. explain how the circulatory, respiratory reproductive systems work together in the human body. compare the variations in cells, tissues organs of the circulatory, respiratory reproductive systems of different organisms. discuss how living cells obtain the essentials of life through chemical reactions of fermentation, respiration photosynthesis. analyze how behaviors of organisms lead to species continuity (e.g., reproductive/mating behaviors, or seed dispersal). demonstrate the basic principles of genetics; introduce Mendel s law, monohybrid crosses, production of body sex cells (mitosis/meiosis), genes, chromosomes, inherited traits. compare patterns of human development to other vertebrates. 41

51 SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O SC.O Grade 8 Stard:3 SC.S.8.3 organize groups of unknown organisms based on observable characteristics (e.g., create dichotomous keys). trace matter energy flow in a food web as it flows from sunlight to producers consumers, design an environment in which the chemical energy needs for the growth, reproduction development of plants are met (e.g., food pyramids, decomposition). use the periodic table to locate classify elements as metallic, non-metallic or metalloid. reconstruct development models of the atom (e.g., Crookes, Thompson, Becquerel, Rutherford, or Bohr). calculate the number of protons, neutrons, electrons use the information to construct a Bohr model of the atom. classify elements into their families based upon their valence electrons. evaluate the variations in diffusion rates examine the effect of changing temperatures. conduct classify chemical reactions by reaction type (e.g., synthesis, decomposition, single replacement or double replacement); energy type (e.g., endothermic exothermic); write word equations for the chemical reactions. identify describe factors that affect chemical reaction rates, including catalysts, temperature changes, light energies particle size. examine the various sources of energy (e.g., fossil fuels, wind, solar, geothermal, nuclear, biomass). explain the Doppler effect (e.g., sound). quantitatively represent wavelength, frequency velocity (e.g., v=λf). relate the conservation of energy theory to energy transformations (e.g., electrical/heat, or mechanical/heat). quantitatively represent work, power, pressure (e.g., Work=Force x distance, Power=Work/time, or pressure=force/area) from collected data. graph interpret the relationships of distance versus time, speed versus time, acceleration versus time. describe Newton s Laws of Motion; identify examples, illustrate qualitatively quantitatively drawing vector examples. illustrate calculate the mechanical advantage of simple machines. research draw conclusions related to the quality quantity of surface ground water. identify explain the principle forces of plate tectonics related geological events (e.g., earthquakes, volcanoes, or lforms). determine the impact of oceans on weather climate; relate global patterns of atmospheric movement on local weather. analyze the forces of tectonics, weathering erosion that have shaped the earth s surface. model processes of soil formation suggest methods of soil preservation conservation. research recognize the societal concerns of exploration colonization of space. explain phenomena associated with motions in sun-earth-moon system (e.g., eclipses, tides, or seasons). describe the origin orbits of comets, asteroids, meteoroids. Science Application of Science demonstrate the ability to use inquiry process to explore systems, models, changes. demonstrate an understing of the interdependence between science technology. demonstrate an understing of the utilization of technology to gather data communicate designs, results conclusions. demonstrate an understing of personal societal benefits of science, an understing of public policy decisions as related to health, population, resource environmental issues. 42

52 Performance Descriptors SC.PD.8.3 Eighth grade students at the distinguished level the Eighth grade students at the above mastery level the Eighth grade students at the mastery level the Eighth grade students at the partial mastery level the Eighth grade students at the novice level the application of science: research a current real world issue then design an original solution to the problem, research current real world issues then debate possible solutions, research a current real world issue create in a multimedia presentation in order to defend a solution to the problem, research current real world issues their possible solutions, list solutions to current real world issues identify ways the solutions can be implemented, research job opportunities in science related fields justify the required qualifications. Objectives SC.O SC.O SC.O SC.O SC.O SC.O interview persons in science related fields investigate academic qualifications needed for these jobs. explore job opportunities qualifications needed in science related fields. describe job opportunities in science related fields identify the required qualifications. match the qualifications needed for job opportunities in science related fields. synthesize concepts across various science disciplines to better underst the natural world (e.g., form function, systems, or change over time). investigate, compare design scientific technological solutions to personal societal problems. communicate experimental designs, results conclusions using advanced technology tools. collaborate to present research on current environmental technological issues to predict possible solutions. explore occupational opportunities in science, engineering technology evaluate the required academic preparation. given a current science-technology-societal issue, construct defend potential solutions. 43