Alignment of Benchmarks and Indicators
SCIENCE
3 - 5


Earth and Space Sciences
Life Sciences
Physical Sciences
Science and Technology
Scientific Inquiry
Scientific Ways of Knowing

Standard:  Earth and Space Sciences

Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth’s systems, processes that shape Earth and Earth’s history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences.
 
Benchmark A: Explain the characteristics, cycles and patterns involving Earth and its place in the solar system.
Grade Three
 No indicators present for this benchmark.
 Grade Four
 No indicators present for this benchmark.
 Grade Five
The Universe
  1. Describe how night and day are caused by Earth’s rotation.
  2. Explain that Earth is one of several planets to orbit the sun, and that the moon orbits Earth.
  3. Describe the characteristics of Earth and its orbit about the sun (e.g., three-fourths of Earth’s surface is covered by a layer of water [some of it frozen], the entire planet surrounded by a thin blanket of air, elliptical orbit, tilted axis and spherical planet).
  4. Explain that stars are like the sun, some being smaller and some larger, but so far away that they look like points of light.
 
Benchmark B: Summarize the processes that shape Earth’s surface and describe evidence of those processes.

Grade Three
 No indicators present for this benchmark.
 Grade Four
Processes That Shape Earth
  8. Describe how wind, water and ice shape and reshape Earth’s land surface by eroding rock and soil in some areas and depositing them in other areas producing characteristic landforms (e.g., dunes, deltas and glacial moraines).
  9. Identify and describe how freezing, thawing and plant growth reshape the land surface by causing the weathering of rock.
 10. Describe evidence of changes on Earth’s surface in terms of slow processes (e.g., erosion, weathering, mountain building and deposition) and rapid processes (e.g. volcanic eruptions, earthquakes and landslides).
 Grade Five
 No indicators present for this benchmark.
 
Benchmark C: Describe Earth’s resources including rocks, soil, water, air, animals and plants and the ways in which they can be conserved.
Grade Three
Earth Systems
  1. Compare distinct properties of rocks (e.g., color, layering and texture).
  2. Observe and investigate that rocks are often found in layers.
  3. Describe that smaller rocks come from the breakdown of larger rocks through the actions of plants and weather.
  4. Observe and describe the composition of soil (e.g., small pieces of rock and decomposed pieces of plants and animals, and products of plants and animals).
  5. Investigate the properties of soil (e.g., color, texture, capacity to retain water, ability to support plant growth).
  6. Investigate that soils are often found in layers and can be different from place to place.
 Grade Four
 No indicators present for this benchmark.
 Grade Five
Earth Systems
  5. Explain how the supply of many non-renewable resources is limited and can be extended through reducing, reusing and recycling but cannot be extended indefinitely.
  6. Investigate ways Earth’s renewable resources (e.g., fresh water, air, wildlife and trees) can be maintained.
 
Benchmark D: Analyze weather and changes that occur over a period of time.
Grade Three
 No indicators present for this benchmark.
 Grade Four
Earth Systems
  1. Explain that air surrounds us, takes up space, moves around us as wind, and may be measured using barometric pressure.
  2. Identify how water exists in the air in different forms (e.g., in clouds, fog, rain, snow and hail).
  3. Investigate how water changes from one state to another (e.g., freezing, melting, condensation and evaporation).
  4. Describe weather by measurable quantities such as temperature, wind direction, wind speed, precipitation and barometric pressure.
  5. Record local weather information on a calendar or map and describe changes over a period of time (e.g., barometric pressure, temperature, precipitation symbols and cloud conditions).
  6. Trace how weather patterns generally move from west to east in the United States.
  7. Describe the weather which accompanies cumulus, cumulonimbus, cirrus and stratus clouds.
 Grade Five
 No indicators present for this benchmark.

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Standard:  Life Sciences

Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.
 
Benchmark A: Differentiate between the life cycles of different plants and animals.
Grade Three
Heredity
  1. Compare the life cycles of different animals including birth to adulthood, reproduction and death (e.g., egg-tadpole-frog, egg-caterpillar-chrysalis-butterfly).
 Grade Four
Heredity
  1. Compare the life cycles of different plants including germination, maturity, reproduction and death.
  5. Describe how organisms interact with one another in various ways (e.g., many plants depend on animals for carrying pollen or dispersing seeds).
 Grade Five
 No indicators present for this benchmark.
 
Benchmark B: Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.

Grade Three
Diversity and Interdependence of Life
  2. Relate animal structures to their specific survival functions (e.g., obtaining food, escaping or hiding from enemies).
  3. Classify animals according to their characteristics (e.g., body coverings and body structure).
 Grade Four
Diversity and Interdependence of Life
  2. Relate plant structures to their specific functions (e.g., growth, survival and reproduction).
  3. Classify common plants according to their characteristics (e.g., tree leaves, flowers, seeds, roots and stems).
 Grade Five
Diversity and Interdependence of Life
  1. Describe the role of producers in the transfer of energy entering ecosystems as sunlight to chemical energy through photosynthesis.
  2.   Explain how almost all kinds of animals’ food can be traced back to plants.
  3. Trace the organization of simple food chains and food webs (e.g., producers, herbivores, carnivores, omnivores and decomposers).
 
Benchmark C: Compare changes in an organism’s ecosystem/habitat that affect its survival.

Grade Three
Diversity and Interdependence of Life
  4.  Use examples to explain that extinct organisms may resemble organisms that are alive today.
  5. Observe and explore how fossils provide evidence about animals that lived long ago and the nature of the environment at that time.
  6. Describe how changes in an organism’s habitat are sometimes beneficial and sometimes harmful.
 Grade Four
Diversity and Interdependence of Life
  4. Observe and explore that fossils provide evidence about plants that lived long ago and the nature of the environment at that time.
 Grade Five
Diversity and Interdependence of Life
  4. Summarize that organisms can survive only in ecosystems in which their needs can be met (e.g., food, water, shelter, air, carrying capacity and waste disposal). The world has different ecosystems and distinct ecosystems support the lives of different types of organisms.
  5. Support how an organism’s patterns of behavior are related to the nature of that organism’s ecosystem, including the kinds and numbers of other organisms present, the availability of food and resources, and the changing physical characteristics of the ecosystem.
  6. Analyze how all organisms, including humans, cause changes in their ecosystems and how these changes can be beneficial, neutral or detrimental (e.g., beaver ponds, earthworm burrows, grasshoppers eating plants, people planting and cutting trees and people introducing a new species).

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Standard:  Physical Sciences

Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.
 
Benchmark A: Compare the characteristics of simple physical and chemical changes.
Grade Three
 No indicators present for this benchmark.
 Grade Four
Nature of Matter
  1. Identify characteristics of a simple physical change (e.g., heating or cooling can change water from one state to another and the change is reversible).
  2. Identify characteristics of a simple chemical change. When a new material is made by combining two or more materials, it has chemical properties that are different from the original materials (e.g., burning paper, vinegar and baking soda).
 Grade Five
 No indicators present for this benchmark.
 
Benchmark B: Identify and describe the physical properties of matter in its various states.

Grade Three
 No indicators present for this benchmark.
 Grade Four
Nature of Matter
  3. Describe objects by the properties of the materials from which they are made and that these properties can be used to separate or sort a group of objects (e.g., paper, glass, plastic and metal).
  4. Explain that matter has different states (e.g., solid, liquid and gas) and that each state has distinct physical properties.
 Grade Five
 No indicators present for this benchmark.

 
Benchmark C: Describe the forces that directly affect objects and their motion.
Grade Three
Forces and Motion
  1. Describe an objects position by locating it relative to another object or the background.
  2. Describe an objects motion by tracing and measuring its position over time.
  3. Identify contact/noncontact forces that affect motion of an object (e.g., gravity, magnetism and collision).
  4. Predict the changes when an object experiences a force (e.g., a push or pull, weight and friction).
 Grade Four
 No indicators present for this benchmark.
 Grade Five
 No indicators present for this benchmark.
 
Benchmark D: Summarize the way changes in temperature can be produced and thermal energy transferred.

Grade Three
 No indicators present for this benchmark.
 Grade Four
Nature of Energy
  5. Compare ways the temperature of an object can be changed (e.g., rubbing, heating and bending of metal).
 Grade Five
Nature of Energy
  1. Define temperature as the measure of thermal energy and describe the way it is measured.
  2. Trace how thermal energy can transfer from one object to another by conduction.
 
Benchmark E: Trace how electrical energy flows through a simple electrical circuit and describe how the electrical energy can produce thermal energy, light, sound and magnetic forces.

Grade Three
 No indicators present for this benchmark.
 Grade Four
 No indicators present for this benchmark.
 Grade Five
Nature of Energy
  3. Describe that electrical current in a circuit can produce thermal energy, light, sound and/or magnetic forces.
  4. Trace how electrical current travels by creating a simple electric circuit that will light a bulb.
 
Benchmark F: Describe the properties of light and sound energy.
Grade Three
 No indicators present for this benchmark.
 Grade Four
 No indicators present for this benchmark.
 Grade Five
Nature of Energy
  5. Explore and summarize observations of the transmission, bending (refraction) and reflection of light.
  6. Describe and summarize observations of the transmission, reflection, and absorption of sound.
  7. Describe that changing the rate of vibration can vary the pitch of a sound.

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Standard:  Science and Technology

Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.
 
Benchmark A: Describe how technology affects human life.
Grade Three
Understanding Technology
  1. Describe how technology can extend human abilities (e.g., to move things and to extend senses).
  2. Describe ways that using technology can have helpful and/or harmful results.
  3. Investigate ways that the results of technology may affect the individual, family and community.
 Grade Four
Understanding Technology
  1. Explain how technology from different areas (e.g., transportation, communication, nutrition, healthcare, agriculture, entertainment and manufacturing) has improved human lives.
  2. Investigate how technology and inventions change to meet peoples’ needs and wants.
 Grade Five
Understanding Technology
  1. Investigate positive and negative impacts of human activity and technology on the environment.
 
Benchmark B: Describe and illustrate the design process.
Grade Three
Abilities To Do Technological Design
  4. Use a simple design process to solve a problem (e.g., identify a problem, identify possible solutions and design a solution).
  5. Describe possible solutions to a design problem (e.g., how to hold down paper in the wind).
 Grade Four
Abilities To Do Technological Design
  3.  Describe, illustrate and evaluate the design process used to solve a problem.
 Grade Five
Abilities To Do Technological Design
  2. Revise an existing design used to solve a problem based on peer review.
   3.  Explain how the solution to one problem may create other problems.

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Standard:  Scientific Inquiry

Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.
 
Benchmark A: Use appropriate instruments safely to observe, measure and collect data when conducting a scientific investigation.

Grade Three
Doing Scientific Inquiry
  1. Select the appropriate tools and use relevant safety procedures to measure and record length and weight in metric and English units.
 Grade Four
Doing Scientific Inquiry
  1. Select the appropriate tools and use relevant safety procedures to measure and record length, weight, volume, temperature and area in metric and English units.
 Grade Five
Doing Scientific Inquiry
  1. Select and safely use the appropriate tools to collect data when conducting investigations and communicating findings to others (e.g., thermometers, timers, balances, spring scales, magnifiers, microscopes and other appropriate tools).
 
Benchmark B: Organize and evaluate observations, measurements and other data to formulate inferences and conclusions.
Grade Three
Doing Scientific Inquiry
  2. Discuss observations and measurements made by other people.
  3. Read and interpret simple tables and graphs produced by self/others.
  5. Record and organize observations (e.g., journals, charts and tables).
 Grade Four
Doing Scientific Inquiry
  2. Analyze a series of events and/or simple daily or seasonal cycles, describe the patterns and infer the next likely occurrence.
 Grade Five
Doing Scientific Inquiry
  2. Evaluate observations and measurements made by other people and identify reasons for any discrepancies.
  3. Use evidence and observations to explain and communicate the results of investigations.
 
Benchmark C: Develop, design and safely conduct scientific investigations and communicate the results.
Grade Three
Doing Scientific Inquiry
  4. Identify and apply science safety procedures.
  6. Communicate scientific findings to others through a variety of methods (e.g., pictures, written, oral and recorded observations).
 Grade Four
Doing Scientific Inquiry
  3. Develop, design and conduct safe, simple investigations or experiments to answer questions.
  4. Explain the importance of keeping conditions the same in an experiment.
  5. Describe how comparisons may not be fair when some conditions are not kept the same between experiments.
  6. Formulate instructions and communicate data in a manner that allows others to understand and repeat an investigation or experiment.
 Grade Five
Doing Scientific Inquiry
  4. Identify one or two variables in a simple experiment.
  5. Identify potential hazards and/or precautions involved in an investigation.
  6. Explain why results of an experiment are sometimes different (e.g., because of unexpected differences in what is being investigated, unrealized differences in the methods used or in the circumstances in which the investigation was carried out, and because of errors in observations).

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Standard:  Scientific Ways of Knowing

Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.
 
Benchmark A: Distinguish between fact and opinion and explain how ideas and conclusions change as new knowledge is gained.
Grade Three
 No indicators present for this benchmark.
 Grade Four
Nature of Science
  1. Differentiate fact from opinion and explain that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed.
 Grade Five
Nature of Science
  1.  Summarize how conclusions and ideas change as new knowledge is gained.
 
Benchmark B: Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions.

Grade Three
Nature of Science
  1. Describe different kinds of investigations that scientists use depending on the questions they are trying to answer.
 Grade Four
Nature of Science
  3. Explain discrepancies in an investigation using evidence to support findings.
 Grade Five
Nature of Science
  2. Develop descriptions, explanations and models using evidence to defend/support findings.
  3.  Explain why an experiment must be repeated by different people or at different times or places and yield consistent results before the results are accepted.
 4. Identify how scientists use different kinds of ongoing investigations depending on the questions they are trying to answer (e.g., observations of things or events in nature, data collection and controlled experiments).
 
Benchmark C: Explain the importance of keeping records of observations and investigations that are accurate and understandable.

Grade Three
Ethical Practices
  2. Keep records of investigations and observations and do not change the records that are different from someone else’s work.
 Grade Four
Nature of Science
  2.  Record the results and data from an investigation and make a reasonable explanation.
Ethical Practices
  4. Explain why keeping records of observations and investigations is important.
 Grade Five
Ethical Practices
  5.  Keep records of investigations and observations that are understandable weeks or months later.

 
Benchmark D: Explain that men and women of diverse countries and cultures participate in careers in all fields of science.
Grade Three
Science and Society
  3. Explore through stories how men and women have contributed to the development of science.
  4. Identify various careers in science.
  5. Discuss how both men and women find science rewarding as a career and in their everyday lives.
 Grade Four
 No indicators present for this benchmark.
 Grade Five
Science and Society
  6.  Identify a variety of scientific and technological work that people of all ages, backgrounds and groups perform.
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Early Learning Writing
K - 2 Writing
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11 - 12Writing
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Early Learning Science
K -2 Science 3 -5  Science
6 -8  Science
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11 - 12 Science

All of the information on this site is available in pdf and/or Word format at  the  Ohio Department of Education Web Site at http://www.ode.state.oh.us/  

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