SCIENCE BENCHMARKS
K - 12

K-12 Science

Benchmarks by Standard

Benchmarks

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 the 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 the Earth and space sciences.

Notes

By the end of the K-2 program:

  1. Observe constant and changing patterns of objects in the day and night sky.
  2. Explain that living things cause changes on Earth.
  3. Observe, describe and measure changes in the weather, both long term and short term.
  4. Describe what resources are and recognize some are limited but can be extended through recycling or decreased use.

By the end of the 3-5 program:

  1. Explain the characteristics, cycles and patterns involving Earth and its place in the Solar System.
  2. Summarize the processes that shape Earth’s surface and describe evidence of those processes.
  3. Describe Earth’s resources including rocks, soil, water, air, animals and plants and the ways in which they can be conserved.
  4. Analyze weather and changes that occur over a period of time.

By the end of the 6-8 program:

  1. Describe how the positions and motions of the objects in the universe cause predictable and cyclic events.
  2. Explain that the universe is composed of vast amounts of matter, most of which is at incomprehensible distances and held together by gravitational force. Describe how the universe is studied by the use of equipment such as telescopes, probes, satellites and spacecraft.
  3. Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution).
  4. Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or classified.
  5. Describe the processes that contribute to the continuous changing of Earth’s surface (e.g., earthquakes, volcanic eruptions, erosion, mountain building and lithospheric plate movements).

By the end of the 9-10 program:

  1. Explain how evidence from stars and other celestial objects provide information about the processes that cause changes in the composition and scale of the physical universe.
  2. Explain that many processes occur in patterns within the Earth’s systems.
  3. Explain the 4.5 billion-year-history of Earth and the 4 billion-year-history of life on Earth based on observable scientific evidence in the geologic record.
  4. Describe the finite nature of Earth’s resources and those human activities that can conserve or deplete Earth’s resources.
  5. Explain the processes that move and shape Earth’s surface.
  6. Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences.

By the end of the 11-12 program:

  1. Explain how technology can be used to gather evidence and increase our understanding of the universe.
  2. Describe how Earth is made up of a series of interconnected systems and how a change in one system affects other systems.
  3. Explain that humans are an integral part of the Earth’s system and the choices humans make today impact natural systems in the future .
  4. Summarize the historical development of scientific theories and, ideas, and describe emerging issues in the study of Earth and space sciences.

Benchmarks

Life Sciences

Students will 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, of organisms and of living systems will be developed as well as a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students will also demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.

Notes

By the end of the K-2 program:

  1. Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms).
  2. Explain how organisms function and interact with their physical environment.
  3. Describe similarities and differences that exist among individuals of the same kind of plants and animals.

By the end of the 3-5 program:

  1. Differentiate between the life cycles of different plants and animals.
  2. 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.
  3. Compare changes in an organism’s ecosystem/habitat that affect its survival.

 

 

By the end of the 6-8 program:

  1. Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures.
  2. Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species.
  3. Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment.
  4. Explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival (as seen in evidence of the fossil record).

By the end of the 9-10 program:

  1. Explain that cells are the basic unit of structure and function of living organisms, that all cells come from pre-existing cells and that there are a variety of cell types.
  2. Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and development.
  3. Explain the genetic mechanisms and molecular basis of inheritance.
  4. Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological).
  5. Explain how evolutionary relationships contribute to an understanding of the unity and diversity of life.
  6. Explain the structure and function of ecosystems and relate how ecosystems change over time.
  7. Describe how human activities can impact the status of natural systems.
  8. Describe a foundation of biological evolution as the change in gene frequency of a population over time, and explain the historical and current scientific developments, mechanisms and processes of biological evolution.
  9. Explain how natural selection and other evolutionary mechanisms account for the unity and diversity of past and present life forms.
  10. Trace the historical development of scientific theories and ideas, and describe emerging issues in the study of life sciences.

By the end of the 11-12 program:

  1. Explain how processes at the cellular level affect the functions and characteristics of an organism.
  2. Explain how humans are connected to and impact natural systems.
  3. Explain how the molecular basis of life and the principles of genetics determine inheritance.
  4. Relate how biotic and abiotic global changes have occurred in the past and will continue to do so in the future.
  5. Explain the interconnectedness of the components of a natural system.
  6. Explain how human choices today will affect the quality and quantity of life on earth.
  7. Summarize the historical development of scientific theories and ideas within the study of life sciences.
Benchmarks

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, as well as motion and the forces affecting motion, the nature of waves and interactions of matter and energy. Students also demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

Notes

    By the end of the K-2 program

  1. Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change.
  2. Recognize that light, sound and objects move in different ways.
  3. Recognize sources of energy and their uses.

By the end of the 3-5 program:

  1. Compare the characteristics of simple physical and chemical changes.
  2. Identify and describe the physical properties of matter in its various states.
  1. Describe the forces that directly affect objects and their motion.
  2. Summarize the way changes in temperature can be produced and thermal energy transferred.
  3. 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.
  4. Describe the properties of light and sound energy.

    By the end of the 6-8 program:

  1. Relate uses, properties and chemical processes to the behavior and/or arrangement of the small particles that compose matter.
  2. In simple cases, describe the motion of objects and conceptually describe the effects of forces on an object.
  3. Describe renewable and nonrenewable sources of energy (e.g., solar, wind, fossil fuels, biomass, hydroelectricity, geothermal and nuclear energy) and the management of these sources.
  4. Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformations the total amount of energy remains constant.

    By the end of the 9-10 program:

  1. Describe that matter is made of minute particles called atoms and atoms are comprised of even smaller components. Explain the structure and properties of atoms.
  2. Explain how atoms react with each other to form other substances and how molecules react with each other or other atoms to form even different substances.
  3. Describe the identifiable physical properties of substances (e.g., color, hardness, conductivity, density, concentration, ductility). Explain how changes in these properties can occur without changing the chemical nature of the substance.
  4. Explain the movement of objects by applying Newton’s three laws of motion.
  5. Demonstrate that energy can be considered to be either kinetic (motion) or potential (stored).
  6. Explain how energy may change form or be redistributed but the total quantity of energy is conserved.
  7. Demonstrate that waves (e.g., sound, seismic, water, light) have energy and waves can transfer energy when they interact with matter.
  8. Trace the historical development of scientific theories and ideas, and describe emerging issues in the study of physical sciences.

By the end of the 11-12 program:

  1. Explain how variations in the arrangement and motion of atoms and molecules form the basis of a variety of biological, chemical and physical phenomena.
  2. Recognize that some atomic nuclei are unstable and will spontaneously break down.
  3. Describe how atoms and molecules can gain or lose energy only in discrete amounts.
  4. Apply principles of forces and motion to mathematically analyze, describe and predict the net effects on objects or systems.
  5. Summarize the historical development of scientific theories and ideas within the study of physical sciences.

Benchmarks

Science and Technology

Students should 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 skills 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.

Notes

    By the end of the K-2 program:

  1. Explain why people, when building or making something, need to determine what it will be made of and how it will affect other people and the environment.
  2. Explain that to construct something requires planning, communication, problem solving and tools.

    By the end of the 3-5 program:

  1. Describe how technology affects human life.
  2. Describe and illustrate the design process.

    By the end of the 6-8 program:

  1. Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.
  2. Design a solution or product taking into account needs and constraints (e.g., cost, time, trade-offs, properties of materials, safety, aesthetics).

    By the end of the 9-10 program:

  1. Explain the ways in which the processes of technological design respond to the needs of society.
  2. Explain that science and technology are interdependent; each drives the other.

    3.  

     

    By the end of the 11-12 program:

  1. Predict how human choices today will determine the quality and quantity of life on Earth.

Benchmarks

Scientific Inquiry

Students will develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They will understand how to develop hypotheses and make predictions. They will be able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students will also demonstrate the ability to communicate their findings to others.

Notes

    By the end of the K-2 program:

  1. Ask a testable question.
  2. Design and conduct a simple investigation to explore a question.
  3. Gather and communicate information from careful observations and simple investigation through a variety of methods.

By the end of the 3-5 program:

  1. Use appropriate instruments safely to observe, measure and collect data when conducting a scientific investigation.
  2. Organize and evaluate observations, measurements and other data to formulate inferences and conclusions.
  3. Develop, design and safely conduct scientific investigations and communicate the results.

By the end of the 6-8 program:

  1. Explain that there are differing sets of procedures for guiding scientific investigations and procedures are determined by the nature of the investigation, safety considerations and appropriate tools.
  2. Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions.

    By the end of the 9-10 program:

  1. Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations.

By the end of the 11-12 program:

  1. Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data.

Benchmarks

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 will 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.

Notes

By the end of the K-2 program:

  1. Recognize that there are different ways to carry out scientific investigations. Realize that investigations can be repeated under the same conditions with similar results and may have different explanations.
  2. Recognize the importance of respect for all living things.
  3. Recognize that diverse groups of people contribute to our understanding of the natural world.

By the end of the 3-5 program:

  1. Distinguish between fact and opinion and explain how ideas and conclusions change as new knowledge is gained.
  2. Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions.
  3. Explain the importance of keeping records of observations and investigations that are accurate and understandable.
  4. Explain that men and women of diverse countries and cultures participate in careers in all fields of science.

By the end of the 6-8 program:

  1. Use skills of scientific inquiry processes (e.g., hypothesis, record keeping, description, explanation).
  2. Explain the importance of reproducibility and reduction of bias in scientific methods.
  3. Give examples of how thinking scientifically is helpful in daily life.

    By the end of the 9-10 program:

  1. Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world.
  2. Explain how scientific inquiry is guided by knowledge, observations, ideas and questions.
  3. Describe the ethical practices and guidelines in which science operates.
  4. Recognize that scientific literacy is part of being a knowledgeable citizen.

    By the end of the 11-12 program:

  1. Explain how scientific evidence is used to develop and revise scientific predictions, ideas or theories.
  2. Explain how ethical considerations shape scientific endeavors.
  3. Explain how societal issues and considerations affect the progress of science and technology.

BACK
Early Learning Writing
 K - 2 Writing
 3 -4  Writing
 5 - 7  Writing 8 -10  Writing
 11 - 12Writing
Early Learning Reading
 K - 3 Reading
 4 -7  Reading
 8 -10  Reading
 11 -12 Reading
Early Learning Math
 K - 2 Math 3 - 4 Math 5 - 7  Math
 8 -10 Math
 11 - 12 Math
Early Learning Social  Studies
 K -2 Social  Studies 3 - 5 Social  Studies
 6 - 8 Social  Studies
 9 -10 Social  Studies
 11 - 12 Social  Studies
Early Learning Science
 K -2 Science 3 -5  Science
 6 -8  Science
 9 -10 Science
 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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