Alignment of Benchmarks and
Indicators
SCIENCE
K - 2
Earth and Space Sciences
Life Sciences
Physical Sciences
Science and Technology
Scientific Inquiry
Scientific Ways of Knowing
| Benchmark A: Observe constant and changing patterns of objects in the day and night sky. Kindergarten The Universe 1. Observe that the sun can be seen only in the daytime, but the moon can be seen sometimes at night and sometimes during the day. Grade One No indicators present for this benchmark. Grade Two The Universe 1. Recognize that there are more stars in the sky than anyone can easily count. 2. Observe and describe how the sun, moon and stars all appear to move slowly across the sky. 3. Observe and describe how the moon appears a little different every day but looks nearly the same again about every four weeks. Benchmark B: Explain that living things cause changes on Earth. Kindergarten Processes That Shape Earth 2. Explore that animals and plants cause changes to their surroundings. Grade One Processes That Shape Earth 3. Explain that all organisms cause changes in the environment where they live; the changes can be very noticeable or slightly noticeable, fast or slow (e.g., spread of grass cover slowing soil erosion, tree roots slowly breaking sidewalks). Grade Two No indicators present for this benchmark. Benchmark C: Observe, describe and measure changes in the weather, both long term and short term. Kindergarten Processes That Shape Earth 3. Explore that sometimes change is too fast to see and sometimes change is too slow to see. 4. Observe and describe day-to-day weather changes (e.g., today is hot, yesterday we had rain). 5. Observe and describe seasonal changes in weather. Grade One No indicators present for this benchmark. Grade Two Earth Systems 4. Observe and describe that some weather changes occur throughout the day and some changes occur in a repeating seasonal pattern. 5. Describe weather by measurable quantities such as temperature and precipitation. Benchmark D: Describe what resources are and recognize some are limited but can be extended through recycling or decreased use. Kindergarten No indicators present for this benchmark. Grade One Earth Systems 1. Identify that resources are things that we get from the living (e.g., forests) and nonliving (e.g., minerals, water) environment and that resources are necessary to meet the needs and wants of a population. 2. Explain that the supply of many resources is limited but the supply can be extended through careful use, decreased use, reusing and/or recycling. Grade Two No indicators present for this benchmark. |
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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. |
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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: Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change. Kindergarten Nature of Matter 1. Demonstrate that objects are made of parts (e.g., toys, chairs). 2. Examine and describe objects according to the materials that make up the object (e.g., wood, metal, plastic and cloth). 3. Describe and sort objects by one or more properties (e.g., size, color and shape). Grade One Nature of Matter 1. Classify objects according to the materials they are made of and their physical properties. 2. Investigate that water can change from liquid to solid or solid to liquid. 3. Explore and observe that things can be done to materials to change their properties (e.g., heating, freezing, mixing, cutting, wetting, dissolving, bending and exposing to light). 4. Explore changes that greatly change the properties of an object (e.g., burning paper) and changes that leave the properties largely unchanged (e.g., tearing paper). Grade Two No indicators present for this benchmark. Benchmark B: Recognize that light, sound and objects move in different ways. Kindergarten Forces and Motion 4. Explore that things can be made to move in many different ways such as straight, zigzag, up and down, round and round, back and forth, or fast and slow. 5. Investigate ways to change how something is moving (e.g., push, pull). Grade One Forces and Motion 5. Explore the effects some objects have on others even when the two objects might not touch (e.g., magnets). 6. Investigate a variety of ways to make things move and what causes them to change speed, direction and/or stop. Grade Two Forces and Motion 1. Explore how things make sound (e.g., rubber bands, tuning fork and strings). 3. Explore with flashlights and shadows that light travels in a straight line until it strikes an object. Benchmark C: Recognize sources of energy and their uses. Kindergarten No indicators present for this benchmark. Grade One Nature of Energy 7. Explore how energy makes things work (e.g., batteries in a toy and electricity turning fan blades). 8. Recognize that the sun is an energy source that warms the land, air and water. 9. Describe that energy can be obtained from many sources in many ways (e.g., food, gasoline, electricity or batteries). Grade Two Forces and Motion 2. Explore and describe sounds (e.g., high, low, soft and loud) produced by vibrating objects.
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Grades K-2 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: Explain why people, when
building or making something, need to determine what it will be made
of,
how it will affect other people and the environment.
Kindergarten Understanding Technology 1.Explore that objects can be sorted as “natural” or “man-made”. 2.Explore that some materials can be used over and over again (e.g., plastic or glass containers, cardboard boxes and tubes). Grade One Understanding Technology 1.Explore that some kinds of materials are better suited than others for making something new (e.g., the building materials used in the Three Little Pigs). 3.Identify some materials that can be saved for community recycling projects (e.g., newspapers, glass and aluminum). 4.Explore ways people use energy to cook their food and warm their homes (e.g., wood, coal, natural gas and electricity). 5.Identify how people can save energy by turning things off when they are not using them (e.g., lights and motors). Grade Two Understanding Technology 1.Explain that developing and using technology involves benefits and risks. 2.Investigate why people make new products or invent new ways to meet their individual wants and needs. 3.Predict how building or
trying something new might affect other people and the environment.
Benchmark B: Explain that to construct something requires planning, communication, problem solving and tools. Kindergarten Abilities To Do Technological Design 3.Explore that each kind of tool has an intended use, which can be helpful or harmful (e.g., scissors can be used to cut paper but they can also hurt you). Grade One Understanding Technology 2.Explain that when trying to build something or get something to work better, it helps to follow directions and ask someone who has done it before. Abilities To Do Technological Design 6.Investigate that tools are used to help make things and some things cannot be made without tools. 7.Explore that several steps are usually needed to make things (e.g., building with blocks). 8.Investigate that when parts are put together they can do things that they could not do by themselves (e.g., blocks, gears and wheels). Grade Two Abilities To Do Technological Design 4.Communicate orally, pictorially, or in written form the design process used to make something. |
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Benchmark A: Ask a testable question. Kindergarten Doing Scientific Inquiry 1. Ask “what if” questions. 2. Explore and pursue student-generated “what if” questions. Grade One Doing Scientific Inquiry 1. Ask “what happens when” questions. 2. Explore and pursue student-generated “what happens when” questions. Grade Two Doing Scientific Inquiry 1. Ask “how can I/we” questions. 2. Ask “how do you know” questions (not “why” questions) in appropriate situations and attempt to give reasonable answers when others ask questions. 3. Explore and pursue student-generated “how” questions. Benchmark B: Design and conduct a simple investigation to explore a question. Kindergarten Doing Scientific Inquiry 3. Use appropriate safety procedures when completing scientific investigations. 4. Use the five senses to make observations about the natural world. 7. Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers and other appropriate tools). 10. Make new observations when people give different descriptions for the same thing. Grade One Doing Scientific Inquiry 3. Use appropriate safety procedures when completing scientific investigations. 6. Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers, timers and simple balances and other appropriate tools). Grade Two Doing Scientific Inquiry 4. Use appropriate safety procedures when completing scientific investigations. 7. Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers, non-breakable thermometers, timers, rulers, balances and calculators and other appropriate tools). 8. Measure properties of objects using tools such as rulers, balances and thermometers. Benchmark C: Gather and communicate information from careful observations and simple investigation through a variety of methods. Kindergarten Doing Scientific Inquiry 5. Draw pictures that correctly portray features of the item being described. 6. Recognize that numbers can be used to count a collection of things. 8. Measure the lengths of objects using non-standard methods of measurement (e.g., teddy bear counters and pennies). 9. Make pictographs and use them to describe observations and draw conclusions. Grade One Doing Scientific Inquiry 4. Work in a small group to complete an investigation and then share findings with others. 5. Create individual conclusions about group findings. 7. Make estimates to compare familiar lengths, weights and time intervals. 8. Use oral, written and pictorial representation to communicate work. 9. Describe things as accurately as possible and compare with the observations of others. Grade Two Doing Scientific Inquiry 5. Use evidence to develop explanations of scientific investigations. (What do you think? How do you know?) 6. Recognize that explanations are generated in response to observations, events and phenomena. 9. Use whole numbers to order, count, identify, measure and describe things and experiences. 10. Share explanations with others to provide opportunities to ask questions, examine evidence and suggest alternative explanations.
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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: 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. Kindergarten Nature of Science 1. Recognize that scientific investigations involve asking open-ended questions. (How? What if?) 2. Recognize that people are more likely to accept your ideas if you can give good reasons for them. Grade One Nature of Science 1. Discover that when a science investigation is done the same way multiple times, one can expect to get very similar results each time it is performed. 2. Demonstrate good explanations based on evidence from investigations and observations. Grade Two Nature of Science 1. Describe that scientific investigations generally work the same way under the same conditions. Benchmark B: Recognize the importance of respect for all living things. Kindergarten Ethical Practices 3. Interact with living things and the environment in ways that promote respect. Grade One No indicators present for this benchmark. Grade Two Ethical Practices 3. Describe ways in which using the solution to a problem might affect other people and the environment. Benchmark C: Recognize that diverse groups of people contribute to our understanding of the natural world. Kindergarten Science and Society 4. Demonstrate ways science is practiced by people everyday (children and adults). Grade One Science and Society 3. Explain that everybody can do science, invent things and have scientific ideas no matter where they live. Grade Two Nature of Science 2. Explain why scientists review and ask questions about the results of other scientists’ work. Science and Society 4. Demonstrate that in science it is helpful to work with a team and share findings with others. |
| 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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