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KANSASExtendedScience

iThe extended standards are written to address a wide variety of response and communication modalities or methods used by studeints who qualify for the alternate

assessment. These are individually determined by the IEP team.

Standards

September 2006Kansas State Department of Education

iiThe extended standards are written to address a wide variety of response and communication modalities or methods used by studeiints who qualify for the alternate


iiiThe extended standards are written to address a wide variety of response and communication modalities or methods used by studeiiints who qualify for the alternate


Table of Contents

Committee Members..............................................................................................................................................iPurpose..................................................................................................................................................................iiBackground Information.........................................................................................................................................iiIndividuals with Disabilities Education Act (IDEA) 1997 Requirements................................................................iiiDefinitions............................................................................................................................................................. iiiResponses & Communication...............................................................................................................................vThe Kansas Alternate Assessment.......................................................................................................................vUse of this Document...........................................................................................................................................vi

Chapter 1 Standards without Clarifying Examples...........................................................................1Standard 1 - Science as Inquiry......................................................................................................................2

Benchmark 1............................................................................................................................................ .2Benchmark 2..............................................................................................................................................3

Standard 2 - Physical Science.........................................................................................................................4Benchmark 1..............................................................................................................................................5Benchmark 2..............................................................................................................................................6Benchmark 3..............................................................................................................................................7

Standard 3 – Life Science...............................................................................................................................8Benchmark 1..............................................................................................................................................9Benchmark 2...........................................................................................................................................10Benchmark 3...........................................................................................................................................11Benchmark 4...........................................................................................................................................12

Standard 4 – Earth and Space Science........................................................................................................13Benchmark 1...........................................................................................................................................14Benchmark 2...........................................................................................................................................15Benchmark 3...........................................................................................................................................16

Standard 5 – Technology..............................................................................................................................17Benchmark 1...........................................................................................................................................18Benchmark 2...........................................................................................................................................19

ivThe extended standards are written to address a wide variety of response and communication modalities or methods used by studeivnts who qualify for the alternate


Standard 6 – Science in Personal and Environmental Perspectives............................................................20Benchmark 1...........................................................................................................................................21Benchmark 2...........................................................................................................................................22Benchmark 3...........................................................................................................................................23Benchmark 4...........................................................................................................................................24

Standard 7 – History and Nature of Science.................................................................................................25Benchmark 1...........................................................................................................................................26Benchmark 2...........................................................................................................................................27

Chapter 2 Standards, Benchmarks, and Indicators Alignement ..................................................39Grades 3 – 4

Standard 1 – Science as Inquiry..............................................................................................................41Standard 2 – Physical Science................................................................................................................42Standard 3 – Life Science.......................................................................................................................44Standard 4 – Earth and Space Science..................................................................................................45Standard 5 – Technolgy..........................................................................................................................47Standard 6 – Science in Personal and Environmental Perspectives......................................................48

Grades 5 – 7 Standard1 – Science as Inquiry...............................................................................................................49Standard 2 – Physical Science................................................................................................................50Standard 3 – Life Science.......................................................................................................................52Standard 4 – Earth and Space Science..................................................................................................56Standard 6 – Science in Personal and Environmental Perspectives......................................................58Standard 7 – History and Nature of Science...........................................................................................59

Grades 8 – 12Standard1 – Science as Inquiry...............................................................................................................60Standard 2A – Chemistry .......................................................................................................................61Standard 2B – Physics............................................................................................................................62Standard 3 – Life Science.......................................................................................................................63Standard 4 – Earth and Space Science..................................................................................................66Standard 5 – Technolgy..........................................................................................................................67Standard 6 – Science in Personal and Environmental Perspectives......................................................68Standard 7 – History and Nature of Science...........................................................................................69

vThe extended standards are written to address a wide variety of response and communication modalities or methods used by studevnts who qualify for the alternate


Chapter 3 Standards, Benchmarks, and Indicators with Clarifying Examples............................71Standard 1 – Science as Inquiry................................................................................................................73

Benchmark 1...........................................................................................................................................75Benchmark 2...........................................................................................................................................85

Standard 2 – Physical Science...................................................................................................................91Benchmark 1...........................................................................................................................................93Benchmark 2.........................................................................................................................................101Benchmark 3.........................................................................................................................................105

Standard 3 – Life Science.........................................................................................................................109Benchmark 1.........................................................................................................................................111Benchmark 2.........................................................................................................................................117Benchmark 3.........................................................................................................................................123Benchmark 4.........................................................................................................................................127

Standard 4 – Earth and Space Science...................................................................................................131Benchmark 1.........................................................................................................................................133Benchmark 2.........................................................................................................................................137Benchmark 3.........................................................................................................................................143

Standard 5 – Technology..........................................................................................................................147Benchmark 1.........................................................................................................................................149Benchmark 2.........................................................................................................................................153

Standard 6 – Science in Personal and Environmental Perspectives...................................................157Benchmark 1.........................................................................................................................................159Benchmark 2.........................................................................................................................................165Benchmark 3.........................................................................................................................................169Benchmark 4.........................................................................................................................................173

Standard 7 – History and Nature of Science...........................................................................................177Benchmark 1.........................................................................................................................................179Benchmark 2.........................................................................................................................................183

AppendixA - Glossary of Terms.........................................................................................................................189

viThe extended standards are written to address a wide variety of response and communication modalities or methods used by studevints who qualify for the alternate


Kansas Extended Science StandardsCommittee Members

Susan M. Bashinski, Research Assistant Professor, University of Kansas

Penny Carrithers, Teacher

George Griffith, KSDE Science Consultant

Jennifer Harrington, KSDE Student Support Services

Sheila Koop, KSDE Student Support Services.

Debbie Matthews, KSDE Student Support Services

Deborah McVay, Diagnostic Center

Sandy Morris, Department of Learning Services Elementary Writing, Science & Health USD 259

Jeff Smith, Instructional Coordinator for Science USD 260

Jeanette Souther, Parent

Linda Sullivan, School Psychologist, Chisholm Life Center, Wichita USD 259

Sarah Thomas, KSDE School Improvement

The writing committee would like to thank everyone who submitted written responses and input into the working drafts of this document. The committee has thoughtfully considered each response and felt that this input was invaluable to the development of this document.

In addition, the committee would like to thank the teachers, parents, school administrators, and community members who have worked and will continue to work, toward improving the education of students with significant disabilities.

General Introductionvii

The extended standards are written to address a wide variety of response and communication modalities or methods used by studeviints who qualify for the alternate assessment. These are individually determined by the IEP team.

PurposeThis document is an extension of the Kansas Curricular Standards for Science. These extended standards, benchmarks, indicators, and clarifying examples are intended to be used in developing curricular materials for students who are eligible for the Alternate Assessment. In addition, the extended standards will be helpful in developing IEP goals, benchmarks, or objectives for students with the most significant disabilities and who will be eligible to take the Kansas Alternate Assessment. These standards are designed for students who require substantial adjustments to the general curriculum, yet allow that curriculum to maintain a clear connection to the general education standards.

As these extended standards were developed, the Kansas Curricular Standards for Science were followed as closely as possible. The four basic standards appear here. The extended benchmarks, indicators, and clarifying examples have been developed to provide high expectations for these students. The extended indicators have been grade level aligned as are the general education standards.

Background InformationThe Alternate Assessment Advisory Committee began working in the fall of 1997. The purpose of the advisory committee was to provide input and suggestions to KSDE as they began to develop the various components of the Kansas Alternate Assessment.

The Extended Standards Writing Committee began working in the fall of 1999. The committee studied and evaluated the Kansas Curricular Standards for Civics-Government, Economics, Geography, and History. The focus was to consider how these standards could be applied to students who were eligible to participate in the alternate assessment. Based on these standards the committee determined benchmarks, indicators, and clarifying examples.

viiiThe extended standards are written to address a wide variety of response and communication modalities or methods used by studeviiints who qualify for the alternate


Individuals with Disabilities Education Act (IDEA) 1997 RequirementsThe reauthorized Individuals with Disabilities Act of 1997 (IDEA 97) resulted in a significant clarification of the educational expectations for students with disabilities. Specifically, the following requirements are made for performance goals and indicators and inclusion of students with disabilities in general state and district assessments:

Section 612(a)(16)(A): “The state has established goals for the performance of children with disabilities in the State that (ii) are consistent, to the maximum extent appropriate, with other goals and standards for children established by the state;”

Accordingly, the Kansas Extended Curricular Standards have been developed to be consistent with the general standards, thus ensuring that the education of all students, including those with the most significant disabilities, is consistent with goals and standards for students as established by the Kansas State Board of Education. Further, the state is required to develop an alternate assessment for students with disabilities who are unable to participate in regular state and district assessments:

Section 612(1)(17)(A): In general - Children with disabilities are included in general State and district-wide assessment programs, with appropriate accommodations, where necessary. As appropriate, the State or local educational agency -(i) develops guidelines for the participation of children with disabilities in alternate assessments for those children who cannot participate in State and district-wide assessment programs; and(ii) develops and, beginning not later than July 1, 2000, conducts those alternate assessments.

In keeping with this requirement, the extended curricular standards serve as the basis for the development of the Kansas Alternate Assessment.

DefinitionsThe following definitions clarify the four levels of this extended standards document. These definitions are very closely aligned with the definitions that are used in the Kansas Curricular Standards in Science.

StandardA curricular standard is a general statement of what a student should know and be able to do in academic subjects.

Example of a standard: Students will develop an understanding of biological concepts. Students should learn: the characteristics of life, the needs of living organisms, their life cycles, their habitats, the molecular basis of heredity, and reproduction. They should also learn how organisms interact with their environment, energy transfer from the sun and through the environmental systems, the chemical basis for life and behavior of organisms. Students should be able to apply process skills to explore and demonstrate an understanding of the structures and function in living systems, heredity regulation and behavior, and ecosystems.

BenchmarksA specific statement of what a student should know and be able to do. Benchmarks are used to measure a student’s progress towards meeting a standard. Benchmarks are listed in hierarchical order under a standard.

Example of a benchmark:The learner will develop an understanding of diversity of living things, their life cycles, and their habitats.

ixThe extended standards are written to address a wide variety of response and communication modalities or methods used by studeixnts who qualify for the alternate


IndicatorsA statement of the knowledge or skills that a student demonstrates in order to meet a benchmark. Indicators are critical to understanding the benchmarks and standards. Where possible, the indicators are listed in hierarchical order under a benchmark, from lower-level indicators to indicators of higher performance. This design allows every student from within the population covered by these extended standards to demonstrate a level of performance for the standards.

Example of an indicator:The learner recognizes that living things need air, water, food, and shelter.

Clarifying ExamplesExamples show how a student might demonstrate an indicator, using practical, real-world examples. Clarifying examples are NOT listed in hierarchical order. These examples are taken from the domains of school, vocational / career, community, recreation / leisure, and home. These domains are those in which students receive instruction in order to practice and maintain skills. The clarifying examples should provide a clear connection between the standards and instructional practice.

Clarifying Examples:School – Cares for classroom pets (food, water, cleans cage)Vocational / Career – Replenishes his or her water bottle to maintain proper hydration during work hoursCommunity – Stands in bus shelter when s/he is waiting on the bus in inclement weatherRecreation / Leisure – Purchases air pump for his or her new aquariumHome – Places hay in doghouse in the winter to keep dog warm

As extended standards for other curricular areas are determined, many cross-disciplinary or integrated examples will be developed, in keeping with the way in which instruction is delivered to students with the most significant disabilities occurs. In addition, these integrated examples will allow for the development of an integrated alternate assessment, which simultaneously will assess content from a number of curricular areas, rather than having separate subject assessments.

Blank example pages are provided at the end of each benchmark. Teachers may use these

pages to generate additional clarifying examples for their individual students.

Responses & Communication The extended standards are written to address the wide variety of communication methods used by students who qualify for the alternate assessment. These methods include, but are not limited to: Speech Augmentative communication Sign language Large print Braille Touch and / or object cues Computer access Pictures (picture board, notebook, etc.) Vocal responses (cries, utterances, etc.) Written responses (handwritten, computer-generated, etc.) Eye gaze Body movements Other methods used by a student to demonstrate knowledge

xThe extended standards are written to address a wide variety of response and communication modalities or methods used by studexnts who qualify for the alternate


The Kansas Alternate AssessmentOne alternate assessment will be developed to assess the knowledge and skills described through the extended standards, benchmarks, indicators, and clarifying examples in all of the curricular standards. This does not mean that students eligible for the alternate assessment are assessed “less” than students taking the “general” assessments are. The alternate assessment will reflect the ways in which concepts are normally taught and the environments in which they are taught. Thus, the assessment will tie closely to actual instruction, reflecting good assessment practice. In developing the alternate assessment, all sensory systems will be considered and specific assessment tasks will be designed to ensure that no bias exists toward individuals with sensory or physical disabilities.

Use of this DocumentThis document may be used for a variety of purposes. First, as with the general education curricular standards, the document will assist Kansas’ teachers in planning local curriculum and assessments for students with disabilities. Although the document is intended to provide a curricular focus, it is not a

state mandated curriculum. In addition, the document provides a resource that can and should be used in developing the IEP, yet it is not intended that the document contain everything a student may need regarding science or that may appropriately appear on a student’s IEP.

It is also not expected that districts will develop curriculum to include every indicator; instead, the document has been developed to provide information to support a broad range of different local curricular emphases. It should be noted that if students are taught only the items that are assessed, a comprehensive individualized instructional plan has not been made available and the student does NOT have a quality program.

Further, the extended standards document will be used by The University of Kansas Center for Educational Testing and Evaluation in development of the Kansas Alternate Assessment. The extended curricular standards determine the skills on which the students are assessed over time.

xiThe extended standards are written to address a wide variety of response and communication modalities or methods used by studexints who qualify for the alternate


The extended standards are written to address a wide variety of response and communication modalities or methods used by students who qualify for the alternate assessment. These are individually determined by the IEP team.

Kansas Extended Standards

SCIENCE

Chapter 1Standards, Benchmarks, & Indicators

Without Clarifying Examples

1The extended standards are written to address a wide variety of response and communication modalities or methods used by students who qualify for the alternate assessment. These are individually determined by the IEP team.

Standard 1Science as Inquiry

Inquiry is central to science learning and to the science process. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify assumptions, using critical and logical thinking, identify faulty reasoning and consider alternative explanations. In this way, students actively develop an understanding of science by combining scientific knowledge with reasoning and thinking skills. As a result of such experiences, students will be empowered at add to the growing body of scientific knowledge. Historically, many innovations in science require that the currently popular theories be challenged and then changed. Therefore, the skills learned in inquiry should not be limited to experiments that the students do in the classroom. In addition, students will learn to identify the assumptions that underlie the hypotheses, theories and laws taught to them in the classroom.


STANDARD 1: SCIENCE AS INQUIRY EXTENDED GRADES K-12

STANDARD 1: The student will experience science as inquiry.

Benchmark 1: The student will be involved in activities that develop skills necessary to conduct scientific inquiries.

Extended Indicators Extended Instructional ExamplesThe student…

1. explores objects and/or environments.

2. identifies properties of objects and/or environments.

3. classifies and arranges groups of objects by a variety of properties.

4. uses appropriate materials and/or tools to collect information.

5. collects data relating to familiar everyday experiences by counting, tallying, observing, interviewing, etc., appropriate for the situation.

6. asks and answers questions about objects, organisms, and events in their environment.

7. uses data related to familiar experiences to answer questions of a scientific nature.

The student…

1. feels the texture of rocks or other earth materials.

2. identifies objects that float and sink while participating in cooperative science activity.

3. identifies coins by size, shape, and texture.

4. uses a magnifying lens to examine the properties of an item not visible to the naked eye (finger prints, insect wings).

5. participates in class room data collection of a science experiment during a cooperative learning activity.

6. determines which substance is the best conductor of electricity.

7. selects foods in cafeteria according to personal dietary restrictions.

Teacher Notes


STANDARD 1: SCIENCE AS INQUIRY EXTENDED GRADES K-12

STANDARD 1: The student will experience science as inquiry.

Benchmark 2: The student will apply different kinds of investigations to different kinds of questions.


1. develops through experience a curiosity about the environment..

2. asks questions that can be answered by investigating.

3. creates an activity to complete a scientific investigation.

The student…

1. determines a variety of non-living parts of the environment.

2. asks why s/he can see his or her breath on a cold day.

3. participates in cooperative science project to determine if different paper towels have different absorbencies.

Teacher Notes:


Standard 2Physical Science

Physical science encompasses the traditional disciplines of physics and chemistry. Students should develop an understanding of physical science including: properties, changes of properties of matter, motion and force, velocity, structure of atoms, chemical reactions, and the interaction of energy and matter and their applications in the other sciences such as biology, medicine and earth science.


STANDARD 2: PHYSICAL SCIENCE EXTENDED GRADES K-12

STANDARD 2: The student will increase their understanding of the properties of objects and materials that they encounter on a daily basis. The student will compare, describe, and sort and classify these materials by observable properties.

Benchmark 1: The student will describe objects and/or demonstrate their properties.


1. describes an object by one of its properties.

2. separates and/or sorts a group of objects or materials by properties.

3. manipulates and/or describes the movement of objects.

4. recognizes and/or discriminates between sounds made by different objects.

5. describes objects by multiple properties.

6. observes properties and measures those properties using appropriate tools.

The student…

1. notice that s/he is taller or shorter than peers in the same grade.

2. gathers and sorts recyclable materials.

3. participates in cooperative group science project about effects of gravity.

4. orients to sound source (tape player, foot steps, door slamming).

5. collects leaves according to color, size, and/or type.

6. realizes liquids may be measure in quarts or liters.

Teacher Notes:




Benchmark 2: The student will discriminate between natural objects and those made by people.


1. will compare, contrast and/or sort human-made versus natural objects.

The student…

1. sorts sounds in nature from those of a musical instrument.

Teacher Notes:




Benchmark 3: The student will observe, compare, and classify properties of matter.Extended Indicators Extended Instructional Examples

The student…

1. observes and/or identifies the changes in the properties of solids, liquids, and/or gases.

2. observes or demonstrates how one object reacts with another object or substance.

The student…

1. observes that the water level decreases as a pan of water boils and steam escapes.

2. observes two objects that will cause a chemical reaction.

Teacher Notes:


Standard 3Life Science

Students will develop an understanding of biological concepts. Students should learn: the characteristics of life, the needs of living organisms, their life cycles, their habitats, the molecular basis of heredity, and reproduction. They should also learn how organisms interact with their environment, energy transfer from the sun and through the environmental system, the chemical basis for life and behavior of organisms. Students should be able to apply process skills to explore and demonstrate an understanding of the structure and function in living systems, heredity regulation and behavior, and ecosystems.


STANDARD 3: LIFE SCIENCE EXTENDED GRADES K-12

STANDARD 3: The student will examine organisms, their life cycles and their surrounding in order to gain an understanding of biological concepts.

Benchmark 1: The student will demonstrate an understanding of his/her own body’s structure and function.Extended Indicators Extended Instructional Examples

The student…

1. differentiates self from others and environment.

2. recognizes personal routines necessary for life.

3. recognizes body parts, organs, and/or their functions.

4. understands how his or her disabilities influence life actions.

The student…

1. identify his/her own personal body characteristics (e.g. eye color, hair color, skin color).

2. goes to nurse’s office to take his or her daily medication.

3. distinguishes basic body parts (eyes for seeing, ears for hearing, and nose for smelling).

4. requests permission of his or her assigned teachers to keep dietary snack at desk because of medical needs (low blood sugar, medication regulation).

Teacher Notes:




Benchmark 2: The student will develop an understanding of the diversity of living things, their life cycles, and their habitats.


1. observes living things and their life cycles in various environments.

2. recognizes that living things need air, water, food, and shelter.

3. describes, compares, and/or contrasts diverse characteristics of living things.

4. recognizes ways humans and other organisms use their senses in their environments.

The student…

1. participates in a discussion of how s/he has changed since infancy.

2. cares for classroom pet (food, water, cleans cage).

3. understands that some living things are stationary (have roots) and others are mobile (legs, wings, fins).

4. understands that humans have five senses for gaining information about their environments.

Teacher Notes:




Benchmark 3: The student will understand the role of reproduction and heredity.


1. recognizes similar familial characteristics of humans and other organisms.

2. recognizes that some disabilities have common characteristics.

The student…

1. understands that a baby has to be the same species as its mother (dog-puppy, horse-colt, cat-kitten).

2. observes other students wearing hearing aids and/or using a sound amplification system like the one s/he wears.

Teacher Notes:




Benchmark 4: The student will understand the effects of a changing environment and related adaptation required of organisms.

Extended Indicators Extended Instructional Examples

The student…

1. adapts to environmental changes such as temperature, weather, light, etc.

2. plans for anticipated environmental changes.

The student…

1. tolerates wearing a hat and gloves when leaving the school building on a cold day.

2. brings a coat to school when the weather forecast indicates that the weather will become colder.

Teacher Notes:


Standard 4Earth and Space Science

While Earth and Space Science encompasses the traditional disciplines of geology and astronomy and the basic subject matter of these disciplines will be taught, it also includes interactive elements with the Life Sciences, The Physical Sciences, Technology and the environment. Students will develop an understanding of Earth systems, the solar system and the cosmos.


STANDARD 4: EARTH AND SPACE SCIENCE EXTENDED GRADES K-12

STANDARD 4: The student will make observations from their environment as to certain objects, materials, and the changes, noting their properties, how they differ, and then be able to explain how these things exist in their present form.

Benchmark 1: The student will develop an understanding of the properties of rocks, soil, air, and water as well as other Earth materials.

Extended Indicators Extended Instructional Examples

The student…

1. explores earth materials.

2. describes, collects, observes properties and/or classifies a variety of earth materials.

The student…

1. collects rocks on a science scavenger hunt.

2. selects the heavier object when s/he is presented with a choice of two (rock, feather).

Teacher Notes:




Benchmark 2: The student will observe and describe objects in the sky.


1. observes and recognizes the sun, moon, stars, clouds, birds, airplanes, and other objects in the sky.

2. understands how human-made and/or natural objects in the sky contribute to life on Earth.

3. develops an understanding of the components of the solar system.

The student…

1. differentiates natural vs. human-made objects in the sky.

2. observes the growth of plants that have been grown with and without sunlight.

3. participates in making a model of the solar system including the nine planets, sun, and moon.

Teacher Notes:




Benchmark 3: The student will observe and/or describe changes in weather.


1. develops an awareness of weather conditions.

2. responds appropriately to weather conditions and/or weather changes.

The student…

1. takes pictures of different types of clouds for cooperative group science display.

2. sits quietly with peers in designated area during a tornado drill.

Teacher Notes:


Standard 5Technology

Technology encompasses the advances made by man to improve his condition and to develop the tools he needs to accomplish his goals.


STANDARD 5: SCIENCE AND TECHNOLOGY EXTENDED GRADES K-12

STANDARD 5: The student will have a variety of educational experiences that involve science and technology.

Benchmark 1: The student will use assistive technology to interact with the world around him or her.


1. understands cause and effect.

2. uses assistive technology in daily living activities in order to control his or her environment.

3. uses assistive technology for communication and/or social interaction.

The student…

1. flip switch to complete circuit for light to come on.

2. uses a joystick, mouse, or switch to activate the computer in science class.

3. participates appropriately in group discussion using his or her communication system.

TEACHER NOTES:


STANDARD 5: SCIENCE AND TECHNOLOGY EXTENDED GRADES K-12

STANDARD 5: The student will have a variety of educational experiences that involve science and technology.

Benchmark 2: The student will use technology to learn about the world around him or her.


1. explores and/or experiences science through technology.

2. develops an understanding of the six simple machines.

The student…

1. uses computer software program to complete science assignment (dissection of frogs).

2. participates in a cooperative activity to create a pinwheel or weather vane for measuring wind direction.

TEACHER NOTES:


Standard 6Science in Personal and

Environmental Perspectives

Students should develop an appreciation and understanding of personal and community health, natural resources, natural and human-induced hazards and improvements, and technological implication in quality of life. All students should be able to research and assess prevailing environmental and personal health issues and develop a rational understanding of man's relationship to the environment.


STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES EXTENDED GRADES K-12

STANDARD 6: The student will demonstrate personal health and environmental practices.

Benchmark 1: The student will develop an understanding of personal health.


1. demonstrates that safety involves freedom from danger, risk, or injury.

2. participates in personal care.

3. understands that various foods contribute to health.

4. exhibits some responsibility for his or her own health.

The student…

1. wears safety glasses in science or technology class when appropriate.

2. washes hands after a science laboratory activity.

3. selects a variety of healthful a la carte food items in the cafeteria.

4. participates in cooperative group science project, planning balanced meals with food pyramid.

TEACHER NOTES:


STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL EXTENDED GRADES K-12


Benchmark 2: The student will demonstrate environmental awareness.


1. participates in activities to help the environment.

2. investigates the effects of human activities on the environment.

The student…

1. participates in the planting or caring for a garden.

2. sorts paper for recycling when s/he is assisting a peer in cleaning the classroom.

TEACHER NOTES:


STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL EXTENDED GRADES K-12


Benchmark 3: The student will understand the impact of human activity on the environment.


1. demonstrates an understanding of the impact his or her daily personal activities have on the environment.

The student…

1. places his or her empty plastic bottle in proper recycling bin.

TEACHER NOTES:


STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES EXTENDED GRADES K-12


Benchmark 4: The student will understand the impact of natural hazards and how they cause us to evaluate risks.


1. demonstrates an understanding of appropriate actions associated with natural hazards.

The student…

1. demonstrates appropriate actions during a severe weather drill.

TEACHER NOTES:


Standard 7History And Nature Of Science

Understanding the history, nature of science and limitations of science is fundamental to scientific learning. Students will learn to distinguish between science and other forms of knowledge or beliefs such as philosophy and religion. Science uses observation, experimentation, induction and deduction, and experimental, observational and statistical verification strategies in formulating and testing the validity of explanations for the behavior of the world around us. These explanations ought to be testable, repeatable, falsifiable, open to criticism, and not based upon authority. It is also important that students learn to distinguish between scientific information (data), scientific explanations (hypotheses, theories, laws, principles, etc.) and the scientific method (the process of arriving at and verifying scientific explanations). Students should learn the applications and limits of science and the inductive and deductive reasoning processes that underlie science.


STANDARD 7: HISTORY AND NATURE OF SCIENCE EXTENDED GRADES K-12

STANDARD 7: The student will experience some things about scientific inquiry and learn about people from history.

Benchmark 1: The student will understand contributions to science throughout history.

Grades 5-7 Indicators Instructional ExamplesThe student…

1. knows the contributions of men and women to the fields of science.

2. knows about major discoveries, inventions, or advancements in science.

The student…

1. understands that persons of any race, gender, creed, or disability can contribute to the field of science.

2. contrasts modern laundry techniques with manual methods during unit of pioneer study.

TEACHER NOTES:


STANDARD 7: HISTORY AND NATURE OF SCIENCE EXTENDED GRADES K-12

STANDARD 7: The student will experience some things about scientific inquiry and learn about people from history.

Benchmark 1: The student will develop an awareness that people practice science.

Grades 5-7 Indicators Instructional Exampleshe student…

1. participates in problem solving to investigate questions about the world.

2. collects and/or uses data to make a decision.

3. distinguishes between falsification and truth.

The student…

1. sorts trees into classes of those that do or do not lose leaves in the fall (i.e., deciduous / coniferous).

2. participates in school survey by interviewing peers.

3. realizes s/he must include actual results achieved in a science lab report rather than to fabricate “expected” results.

TEACHER NOTES:



SCIENCE

Chapter 2

Standards, Benchmarks & IndicatorsAlignment


STANDARD 1: SCIENCE AS INQUIRY GRADES 3-4

Standard 1: The student will experience science as inquiry.

Benchmark 1: The student will develop the skills necessary to do full inquiry. Full inquiry entails answering simple questions, through completion of an investigation, and communicating these answers to others.

General Indicators Grades 3-4 Extended Standards The student…

S.4.1.1.1 ▲ asks questions that he/she can answer by investigating.

The student…

ES.1.1.1 explores objects and/or environmentsES.1.1.2 identifies properties of objects and/or environmentsES.1.1.3

classifies and arranges groups of objects by a variety of propertiesES.1.1.6 asks and answers questions about objects, organisms, and events in their environmentES.1.2.2

asks questions that can be answered by investigating.The student…

S.4.1.1.2 ▲ plans and conducts a simple investigation.

The student…

ES.1.1.1 explores objects and/or environmentsES.1.1.5 collects data relating to familiar everyday experiences by counting, tallying, observing, interviewing, etc., appropriate for the situation ES.1.1.6 asks and answers questions about objects, organisms, and events in their environmentES.1.2.3 creates an activity to complete a scientific investigation.

The student…

S.4.1.1.3 ▲ employs appropriate equipment, tools, and safety procedures to gather data.

The student…

ES.1.1.4 uses appropriate materials and/or tools to collect informationES.1.1.5 collects data relating to familiar everyday experiences by

counting, tallying, observing, interviewing, etc., appropriate for the situation

The student…

S.4.1.1.4 ▲ demonstrates the ability to communicate, critique, analyze his/her own investigations, and interpret the work of other students.

The student…

ES.1.1.7 uses data related to familiar experiences to answer questions of a scientific nature.


STANDARD 2: PHYSICAL SCIENCE GRADES 3-4


Benchmark 1: The student will develop skills to describe objects.General Indicators Grades 3-4 Extended Standards

The student…

S.4.2.1.1 ▲ observes properties of objects and measures those properties using appropriate tools.

The student…

ES.2.1.1 describes an object by one of its properties.ES.2.1.6 observes properties and measures those properties using

appropriate toolsThe student…

S.4.2.1.2 ▲ describes and classifies objects by more than one property.

The student…

ES.2.1.2 separates and/or sorts a group of objects or materials by properties.

ES.2.1.5 describes objects by multiple properties.The student…

S.4.2.1.3 ▲ observes and records how one object interacts with another object.

The student…

ES.2.3.2 observes or demonstrates how one object reacts with another object or substance.

The student…

S.4.2.1.4 ▲ recognizes and describes the differences between solids, liquids, and gases.

The student…

ES.2.3.1 observes and/or identifies the changes in the properties of solids, liquids, and/or gases.

Benchmark 2: The student will describe the movement of objects. General Indicators Grades 3-4 Extended Standards

The student…

S.4.2.2.1 ▲ moves objects by pushing, pulling, throwing, spinning, dropping, and rolling and describes the motion.

The student…

ES.2.1.3 manipulates and/or describes the movement of objects.ES.2.3.2 observes or demonstrates how one object reacts with

another object or substance.




Benchmark 3: The student will recognize and demonstrate what makes sounds.General Indicators Grades 3-4 Extended Standards

The student…

S.4.2.3.3 ▲ identifies that the source of sound is vibrations.

The student…

ES.2.1.4 recognizes and/or discriminates between sounds made by different objects

Benchmark 4: The student will experiment with electricity and magnetism. General Indicators Grades 3-4 Extended Standards

The student…

S.4.2.4.1 ▲ demonstrates that magnets attract and repel.

The student…

ES.2.1.1 describes an object by one of its properties. ES.2.3.2 observes or demonstrates how one object reacts with another object or substance.

The student…

S.4.2.4.2 ▲ designs a simple experiment to determine whether various objects will be attracted to magnets.

The student…

ES.2.1.1 describes an object by one of its properties.ES.2.1.2 separates and/or sorts a group of objects or materials by

propertiesES.2.1.6 observes properties and measures those properties using

appropriate toolsES.2.3.2 observes or demonstrates how one object reacts with another

object or substance.


STANDARD 3: LIFE SCIENCE GRADES 3-4


Benchmark 1: The student will develop knowledge of organisms in their environment.General Indicators Grades 3-4 Extended Standards

The student…

S.4.3.1.1 ▲ observes organisms and compares and contrasts different structural characteristics and the distinct functions of these structures.

The student…

ES.3.1.3 recognizes body parts, organs, and/or their functions.ES.3.2.3 describes, compares, and/or contrasts diverse

characteristics of living things.The student…

S.4.3.1.2 ▲ compares basic needs of different organisms in their environment.

The student…

ES.3.1.4 understands how his or her disabilities influence life actions.ES.3.2.2 recognizes that living things need air, water, food, and

shelter.ES.3.4.2 plans for anticipated environmental changes.

Benchmark 2: The student will observe and illustrate the life cycles of various organisms. General Indicators Grades 3-4 Extended Standards

The student…

S.4.3.2.1 ▲ compares, contrasts, and asks questions about life cycles of various organisms.

The student…

ES.3.2.1 observes living things and their life cycles in various environments.

ES.3.3.1 recognizes similar familial characteristics of humans and other organisms.


STANDARD 4: EARTH AND SPACE SCIENCE GRADES 3-4


Benchmark 1: The student will develop an understanding of the properties of earth materials. General Indicators Grades 3-4 Extended Standards

The student…

S.4.4.1.1 ▲ collects, observes properties, and classifies a variety of earth materials in his/her environment.

The student…

ES.4.1.1 explores Earth materials.ES.4.1.2 describes, collects, observes properties and/or classifies a

variety of Earth materials.The student…

S.4.4.1.3 ▲ describes properties of many different kinds of rocks.

The student…

ES.4.1.2 describes, collects, observes properties and/or classifies a variety of Earth materials.

Benchmark 2: The student will observe and describe objects in the sky. General Indicators Grades 3-4 Extended Standards

The student…

S.4.4.2.3 ▲ discusses that the sun provides light and heat (electro-magnetic radiation) to maintain the temperature of the earth.

The student…

ES.4.2.2 understands how human-made and/or natural objects in the sky contribute to life on Earth.

ES.4.2.3 develops an understanding of the components of the solar system.

ES.4.3.1 develops an awareness of weather conditions.




Benchmark 3: The student will develop skills necessary to describe changes in the earth and weather. General Indicators Grades 3-4 Extended Standards

The student…

S.4.4.3.1 ▲ describes changes in the surface of the Earth as a result of erosion.

The student…

ES.4.1.2 describes, collects, observes properties and/or classifies a variety of earth materials.

The student…

S.4.4.3.2 ▲ observes, describes, and records daily and seasonal weather changes.

The student…



STANDARD 5: SCIENCE AND TECHNOLOGY GRADES 3-4

STANDARD 5: The student will have a variety of educational experiences which involve science and technology. The student will begin to understand the design process, which includes this general sequence: state the problem, the design, and the solution.

Benchmark 1: The student will work with a technology design.General Indicators Grades 3-4 Extended Standards

The student…

S.4.5.1.1 ▲ identifies a simple design problem (designs a plan, implements the plan, evaluates the results, makes changes to improve the product, and communicates the results).

The student…

ES.5.1.1 understands cause and effect.


STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES GRADES 3-4


Benchmark 1: The student will develop an understanding of personal health.General Indicators Grades 3-4 Extended Standards

The student…

S.4.6.1.3 ▲discusses the nutritional value of various foods and their contribution to health.

The student…

ES.6.1.3 understands that various foods contribute to health.



STANDARD 1: The student will develop the abilities to do scientific inquiry, be able to demonstrate how scientific inquiry is applied, and develop understandings about scientific inquiry.

Benchmark 1: The student will demonstrate abilities necessary to do the processes of scientific inquiry.General Indicators Grades 5-7 Extended Standards

The student…

S.7.1.1.1 ▲ identifies questions that can be answered through scientific investigations.

The student…

ES.1.1.6 asks and answers questions about objects, organisms, and events in their environment..

ES.1.2.2 asks questions that can be answered by investigating.The student…

S.7.1.1.2 ▲ designs and conducts scientific investigations safely using appropriate tools, mathematics, technology, and techniques to gather, analyze, and interpret data.

The student…

ES.1.1.1 explores objects and/or environments.ES.1.1.2 identifies properties of objects and/or environments.ES.1.1.3 classifies and arranges groups of objects by a variety of

properties.ES.1.1.4 uses appropriate materials and/or tools to collect information.ES.1.1.5 collects data relating to familiar everyday experiences by

counting, tallying, observing, interviewing, etc., appropriate for the situation.

ES.1.2.3 creates an activity to complete a scientific investigation.The student…

S.7.1.1.3 ▲ identifies the relationship between evidence and logical conclusions.

The student…




STANDARD 2: The student will apply process skills to develop an understanding of physical science including: properties, changes of properties of matter, motion and forces, and transfer of energy.

Benchmark 1: The student will observe, compare, and classify properties of matter.General Indicators Grades 5-7 Extended Standards

The student…

S.7.2.1.1 ▲ identifies and communicates properties of matter (including but not limited to: phases of matter, boiling point, solubility, and density).

The student…

ES.2.1.1 describes an object by one of its properties.ES.2.1.5 describes objects by multiple properties.ES.2.1.6 observes properties and measures those properties using

appropriate tools.

Benchmark 2: The student will observe, measure, infer, and classify changes in properties of matter.General Indicators Grades 5-7 Extended Standards

The student…

S.7.2.2.2 ▲ measures and graphs the effects of temperature on matter.

The student…

ES.2.1.6 observes properties and measures those properties using appropriate tools.


Benchmark 3: The student will investigate motion and forces.General Indicators Grades 5-7 Extended Standards

The student…

S.7.2.3.2 ▲ describes, measures, and represents data on a graph showing the motion of an object (position, direction of motion, speed).

The student…

ES.2.1.3 manipulates and/or describes the movement of objects.

The student…

S.7.2.3.3 ▲ recognizes and describes examples of Newton’s Laws of Motion.

The student…

ES.2.1.3 manipulates and/or describes the movement of objects.ES.2.3.2 observes or demonstrates how one object reacts with another

object or substance.



STANDARD 2: The student will apply process skills to develop an understanding of physical science including: properties, changes of properties of matter, motion and forces, and transfer of energy.

Benchmark 4: The student will understand and demonstrate the transfer of energy. General Indicators Grades 5-7 Extended Standards

The student…

S.7.2.4.2 ▲ observes and communicates how light (electromagnetic) energy interacts with matter: transmitted, reflected, refracted, and absorbed.

The student…

ES.2.1.1 describes an object by one of its properties.ES.2.1.2 separates and/or sorts a group of objects or materials by

properties.The student…

S.7.2.4.3 ▲ understands that heat energy can be transferred from hot to cold by radiation, convection, and conduction.

The student…

ES.2.1.6 observes properties and measures those properties using appropriate tools.



STANDARD 3: The student will use process skills to investigate and gain knowledge about the structural and functional aspects of living systems, reproduction and heredity, regulation and behavior, populations and ecosystems, and diversity and adaptations of organisms.

Benchmark 1: The student will model structures of organisms and relate functions to the structures.General Indicators Grades 5-7 Extended Standards

The student…

S.7.3.1.1 ▲ understands that organisms are composed of one or more cells and compares organisms composed of single cells with organisms that are multi-cellular.

The student…

ES.3.2.3 describes, compares, and/or contrasts diverse characteristics of living things.

The student…

S.7.3.1.2 ▲ relates the structure of cells, organs, tissues, organ systems, and whole organisms to their functions and concludes that breakdowns in structure or function may be caused by disease, damage, heredity, or aging.

The student…

ES.3.1.3 recognizes body parts, organs, and/or their functions.ES.3.1.4 understands how his or her disabilities influence life actions.ES.3.2.1 observes living things and their life cycles in various

environments.ES.3.3.1 recognizes similar familial characteristics of humans and

other organisms.ES.3.3.2 recognizes that some disabilities have common characteristics.




Benchmark 2: The student will understand the role of reproduction and heredity for all living things.General Indicators Grades 5-7 Extended Standards

The student…

S.7.3.2.1 ▲ differentiates between asexual and sexual reproduction of organisms.

The student…

ES.3.1.3 recognizes body parts, organs, and/or their functions.ES.3.2.1 observes living things and their life cycles in various

environments.ES.3.2.3 describes, compares, and/or contrasts diverse characteristics

of living things.The student…

S.7.3.2.2 ▲ understands how hereditary information of each cell is passed from one generation to the next.

The student…

ES.3.1.3 recognizes body parts, organs, and/or their functions.ES.3.3.1 recognizes similar familial characteristics of humans and

other organisms.




Benchmark 3: The student will describe homeostasis, the regulation and balance of internal conditions in response to a changing external environment.

General Indicators Grades 5-7 Extended StandardsThe student…

S.7.3.3.1. ▲ understands that internal and/or environmental conditions affect an organism’s behavior and/or response in order to maintain and regulate stable internal conditions to survive in a continually changing environment.

The student…

ES.3.1.2 recognizes personal routines necessary for life.ES.3.1.4 understands how his or her disabilities influence life actions.ES.3.2.4 recognizes ways humans and other organisms use their

senses in their environments.ES.3.4.1 adapts to environmental changes such as temperature,

weather, light, etc.ES.3.4.2 plans for anticipated environmental changes.

Benchmark 4: The student will identify and relate interactions of populations of organisms within an ecosystem. General Indicators Grades 5-7 Extended Standards

The student…

S.7.3.4.1 ▲ recognizes that all populations living together (biotic resources) and the physical factors (abiotic resources) with which they interact compose an ecosystem.

The student…

ES.3.1.1 differentiates self from others and environment.ES.3.2.2 recognizes that living things need air, water, food, and

shelter.ES.3.2.3 describes, compares, and/or contrasts diverse

characteristics of living things.ES.3.4.1 adapts to environmental changes such as temperature,

weather, light, etc.The student…

S.7.3.4.2 ▲ traces the energy flow from the sun (source of radiant energy) to producers (via photosynthesis – chemical energy) to consumers and decomposers in food webs.

The student…

ES.3.4.1 adapts to environmental changes such as temperature, weather, light, etc.




Benchmark 5: The student will observe the diversity of living things and relate their adaptations to their survival or extinction.General Indicators Grades 5-7 Extended Standards

The student…

S.7.3.5.2 ▲ understands that adaptations of organisms (changes in structure, function, or behavior that accumulate over successive generations) contribute to biological diversity.

The student…

ES.3.1.3 recognizes body parts, organs, and/or their functions.ES.3.2.3 describes, compares, and/or contrasts diverse characteristics

of living things.ES.3.4.1 adapts to environmental changes such as temperature,

weather, light, etc.The student…

S.7.3.5.3 ▲ associates extinction of a species with environmental changes and insufficient adaptive characteristics.

The student…

ES.3.2.1 observes living things and their life cycles in various environments.


STANDARD 4: EARTH and SPACE SCIENCE GRADES 5-7

STANDARD 4: The student will apply process skills to explore and understand the makeup of the Earth system, its history, and how it relates to the solar system.

Benchmark 1: The student will understand that the structure of the Earth system is continuously changing due to earth's physical and chemical processes.


S.7.4.1.1 ▲ identifies properties of the solid earth, the oceans, fresh water, and the atmosphere.

The student…

ES.4.1.1 explores earth materials.ES.4.1.2 describes, collects, observes properties and/or classifies a

variety of earth materials.The student…

S.7.4.1.2 ▲ models Earth’s cycles, constructive and destructive processes, and weather systems.

The student…

ES.4.3.1 develops an awareness of weather conditions.ES.4.3.2 responds appropriately to weather conditions and/or weather

changes.

Benchmark 2: The student will understand past and present Earth processes and their similarity.General Indicators Grades 5-7 Extended Standards

The student…

S.7.4.2.1 ▲ understands that there are similarities between present Earth processes (including movement of lithospheric plates, constructive and destructive forces, and changes in atmospheric conditions)and historical events from the past; occasional catastrophes like a major volcanic eruptions or the impact of a large meteorite have also affected the history of the Earth.

The student…



STANDARD 4: EARTH and SPACE SCIENCE GRADES 5-7

EARTH and SPACE SCIENCE – The student will apply process skills to explore and understand the makeup of the Earth system, its history, and how it relates to the solar system.

Benchmark 3: The student will identify and classify stars, planets, and other solar system components.General Indicators Grades 5-7 Extended Standards

The student…

S.7.4.3.1 ▲ compares and contrasts the characteristics of stars, planets, moons, comets, and asteroids.

The student…

ES.4.2.1 observes and recognizes the sun, moon, stars, clouds, birds, airplanes, and other objects in the sky.


Benchmark 4: The student will model motions and identify forces that explain Earth phenomena.


S.7.4.4.1 ▲ demonstrates and models object/space/time relationships that explain phenomena such as the day, the month, the year, seasons, phases of the moon, eclipses and tides.

The student...







STANDARD 6: The student will apply process skills to explore and develop an understanding of issues of personal health, population, resources and environment, and natural hazards.

Benchmark 1: The student will understand scientific knowledge relative to personal health. General Indicators Grades 5-7 Extended Standards

The student…

S.7.6.1.1 ▲ identifies individual nutrition, exercise, and rest needs based on science and uses a scientific approach to thinking critically about personal health, lifestyle choices, risks and benefits.

The student…

ES.6.1.2 participates in personal care.ES.6.1.3 understands that various foods contribute to health.ES.6.1.4 exhibits some responsibility for his or her own health.

Benchmark 2: The student will understand the impact of human activity on resources and environment.General Indicators Grades 5-7 Extended Standards

The student…

S.7.6.2.1 ▲ investigates the effects of human activities on the environment and bases decisions on knowledge of benefits and risks.

The student…

ES.6.2.1 participates in activities to help the environment.ES.6.2.2 investigates the effects of human activities on the

environment.ES.6.3.1 demonstrates an understanding of the impact his or her daily

personal activities have on the environment.


STANDARD 7: HISTORY AND NATURE OF SCIENCE GRADES 5-7

STANDARD 7: The student will examine and develop an understanding of science as a historical human endeavor.

Benchmark 2: The student will research contributions to science throughout history.General Indicators Grades 5-7 Extended Standards

The student…

S.7.7.2.1 ▲ recognizes that new knowledge leads to new questions and new discoveries, replicates historic experiments to understand principles of science, and relates contributions of men and women to the fields of science.

The student…

ES.7.1.1 knows the contributions of men and women to the fields of science.

ES.7.1.2 knows about major discoveries, inventions or advancements in science.



SCIENCE AS INQUIRY – The student will develop the abilities necessary to do scientific inquiry and develop an understanding of scientific inquiry. Benchmark 1: The student will demonstrate the abilities necessary to do scientific inquiry.


S.HS.1.1.2 ▲ designs investigations, including developing questions, gathering and analyzing data, and designing and conducting research.

The student…

ES.1.1.2 identifies properties of objects and/or environments.

ES.1.1.5 collects data relating to familiar everyday experiences by counting, tallying, observing, interviewing, etc., appropriate for the situation.

ES.1.1.6 asks and answers questions about objects, organisms, and events in their environment.

ES.1.2.2 asks questions that can be answered by investigating.The student…

S.HS.1.1.3 ▲ correctly uses the appropriate technological tools and mathematics in their own scientific investigations.

The student…

ES.1.1.4 uses appropriate materials and/or tools to collect information.

The student…

S.HS.1.1.4 ▲ actively engages in conducting an inquiry, formulating and revising his or her scientific explanations and models (physical, conceptual, or mathematical) using logic and evidence, and recognizing that potential alternative explanations and models should be considered.

The student…

ES.1.1.3 classifies and arranges groups of objects by a variety of properties.

ES.1.1.5 collects data relating to familiar everyday experiences by counting, tallying, observing, interviewing, etc., appropriate for the situation.

ES.1.1.6 asks and answers questions about objects, organisms, and events in their environment.


ES.1.2.3 creates an activity to complete a scientific investigation.


STANDARD 2A: CHEMISTRY GRADES 8-12

STANDARD 2A: The student will develop an understanding of the structure of atoms, compounds, chemical reactions, and the interactions of energy and matter.

Benchmark 3: The student will gain a basic concept of chemical reactions.General Indicators Grades 8-12 Extended Standards

The student …

S.HS.2A.3.1 ▲ understands a chemical reaction occurs when one or more substances (reactants) react to form a different chemical substance(s) (products).

The student …


ES.2.3.2 observes or demonstrates how one object reacts with another object or substance.


STANDARD 2B: PHYSICS GRADES 8-12

STANDARD 2B: The student will develop an understanding of the structure of atoms, compounds, chemical reactions, and the interactions of energy and matter.

Benchmark 1: The student will understand the relationships between force and motion.Grade 8-12 Indicators Extended Standards

The student …

S.HS.2B.1.1 ▲understands Newton’s Laws and the kinematic variables of time, position, velocity, and acceleration can be used to describe the position and motion of particles.

The student …

ES.2.1.3 manipulates and/or describes the movement of objects.

Benchmark 3: The student will understand the nature of the fundamental interactions of matter and energy. Grade 8-12 Indicators Extended Standards

The student …

S.HS.2B.3.2 ▲understands waves have energy and can transfer energy when they interact with matter.

The student …

ES.2.1.4 recognizes and/or discriminates between sounds made by different objects.



STANDARD 3: The student will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms.

Benchmark 1: The student will demonstrate an understanding of the structure and function of the cell.General Indicators Grades 8-12 Extended Standards

The student …

S.HS.3.1.2 ▲ understands cell functions involve specific chemical reactions.

The student …

ES.3.1.3 recognizes body parts, organs, and/or their functions.

Benchmark 2: The student will demonstrate an understanding of chromosomes, genes, and the molecular basis of heredity.General Indicators Grades 8-12 Extended Standards

The student …

S.HS.3.2.1 ▲ understands living organisms contain DNA or RNA as their genetic material, which provides the instructions that specify the characteristics of organisms.

The student …

ES.3.1.3 recognizes body parts, organs, and/or their functions.ES.3.3.1 recognizes similar familial characteristics of humans and

other organisms.ES.3.3.2 recognizes that some disabilities have common

characteristics.The student …

S.HS.3.2.3 ▲ understands hereditary information is contained in genes, located in the chromosomes of each cell.

The student …

ES.3.1.3 recognizes body parts, organs, and/or their functions.




Benchmark 3: The student will understand the major concepts of the theory of biological evolution.General Indicators Grades 8-12 Extended Standards

The student …

S.HS.3.3.4 ▲ understands organisms vary widely within and between populations. Variation allows for natural selection to occur.

The student …

ES.3.1.1 differentiates self from others and environment.ES.3.2.3 describes, compares, and/or contrasts diverse characteristics of

living things.ES.3.3.1 recognizes similar familial characteristics of humans and other

organisms.ES.3.3.2 recognizes that some disabilities have common characteristics.

Benchmark 4: The student will understand the interdependence of organisms and their interaction with the physical environment.General Indicators Grades 8-12 Extended Standards

The student …

S.HS.3.4.3 ▲ understands the distribution and abundance of organisms and populations in ecosystems are limited by the carrying capacity.

The student …

ES.3.2.2 recognizes that living things need air, water, food, and shelter.ES.3.4.1 adapts to environmental changes such as temperature, weather,

light, etc.ES.3.4.2 plans for anticipated environmental changes.

Benchmark 5: The student will develop an understanding of matter, energy, and organization in living systems.General Indicators Grades 8-12 Extended Standards

The student …

S.HS.3.5.3 ▲ understands food molecules contain biochemical energy, which is then available for cellular respiration.

The student …

ES.3.2.2 recognizes that living things need air, water, food, and shelter.




Benchmark 6: The student will understand the behavior of animals.General Indicators Grades 8-12 Extended Standards

The student …

S.HS.3.6.1 ▲ understands animals have behavioral responses to internal changes and to external stimuli.

The student …

ES.3.4.1 adapts to environmental changes such as temperature, weather, light, etc.

ES.3.2.3 describes, compares, and/or contrasts diverse characteristics of living things.

ES.3.2.4 recognizes ways humans and other organisms use their senses in their environments.

Benchmark 7: The student will demonstrate an understanding of the diversity of structure and function in organisms.General Indicators Grades 8-12 Extended Standards

The student …

S.HS.3.7.1 ▲ understands differences in structure and function among organisms and can identify the characteristics of relevant life forms.

The student …

ES.3.1.3 recognizes body parts, organs, and/or their functions.ES.3.2.1 observes living things and their life cycles in various

environments.ES.3.2.3 describes, compares, and/or contrasts diverse characteristics

of living things.ES.3.2.4 recognizes ways humans and other organisms use their

senses in their environments.ES.3.3.1 recognizes similar familial characteristics of humans and

other organisms.



STANDARD 4: The student will develop an understanding of energy in the Earth system, geochemical cycles, the formation and organization of the Earth system, the dynamics of the earth/moon/sun system, and the organization and development of the universe.

Benchmark 3: The student will develop an understanding of dynamics of our solar system.General Indicators Grades 8-12 Extended Standards

The student …

S.HS.4.3.2 ▲ understands the relationship between the Earth, Moon, and Sun explains the seasons, tides, and moon phases.

The student …





Benchmark 4: The student will develop an understanding of the organization of the universe and its development.General Indicators Grades 8-12 Extended Standards

The student …

S.HS.4.4.1 ▲understands stellar evolution

The student …


The student …

S.HS.4.4.2 ▲ understands the current scientific explanation of the origin and structure of the universe.

The student …



STANDARD 5: SCIENCE AND TECHNOLOGY GRADES 8-12

STANDARD 5: The student will develop understandings about the relationship between science and technology.

Benchmark 1: The student will develop an understanding that technology is applied science.General Indicators Grades 8-12 Extended Standards

The student …

S.HS.5.1.1 ▲ understands technology is the application of scientific knowledge for functional purposes.

The student …

ES.5.1.2 uses assistive technology in daily living activities in order to control his or her environment.



STANDARD 6: The student will develop an understanding of personal and community health, population growth, natural resources, environmental quality, natural hazards and hazards caused by humans , and science and technology in local, national, and global settings.

Benchmark 1: The student will develop an understanding of the overall functioning of human systems and their interaction with the environment in order to understand specific mechanisms and processes related to health issues.

General Indicators Grades 8-12 Extended StandardsThe student …

S.HS.6.1.2 ▲ understands the severity of disease symptoms is dependent on many factors.

The student …

ES.6.1.1 demonstrates that safety involves freedom from danger, risk, or injury.

ES.6.1.4 exhibits some responsibility for his or her own health.

Benchmark 3: The student will understand that human populations use natural resources and influence environmental quality. General Indicators Grades 8-12 Extended Standards

The student …

S.HS.6.3.1 ▲ understands natural resources from the lithosphere and ecosystems are required to sustain human populations.

The student …

ES.6.2.1 participates in activities to help the environment.ES.6.2.2 investigates the effects of human activities on the environment.


STANDARD 7: HISTORY AND NATURE OF SCIENCE GRADES 8-12

STANDARD 7: The student will develop an understanding that science is a human endeavor and examine the characteristics and history of scientific knowledge.

Benchmark 1: The student will develop an understanding that science is a human endeavor that uses models to describe and explain the physical universe.


S.HS.7.1.2 ▲ explains how science uses peer review, replication of methods, and norms of honesty.

The student…

ES.7.2.2 collects and/or uses data to make a decision.ES.7.2.3 distinguishes between falsification and truth.


Kansas

Extended Standards

SCIENCE

Chapter 3

Standards, Benchmarks & IndicatorsWith Clarifying Examples


Standard 1

Science as InquiryInquiry is central to science learning and to the science process. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify assumptions, using critical and logical thinking, identify faulty reasoning and consider alternative explanations. In this way, students actively develop an understanding of science by combining scientific knowledge with reasoning and thinking skills. As a result of such experiences, students will be empowered at add to the growing body of scientific knowledge. Historically, many innovations in science require that the currently popular theories be challenged and then changed. Therefore, the skills learned in inquiry should not be limited to experiments that the students do in the classroom. In addition, students will learn to identify the assumptions that underlie the hypotheses, theories and laws taught to them in the classroom.


Extended Standard 1 – Science as Inquiry

Benchmark: 1 The student will be involved in activities that develop skills necessary to conduct scientific inquiries.

Indicator: 1 The student explores objects and / or environments.

This is evident, for example when the learner: (Examples are not hierarchical)School Vocational Career Community Recreation & Leisure Home

Feels the texture of rocks or other earth materials

Uses trailing techniques on new job site

Accepts wheelchair being pushed over a variety of surfaces

Manipulates buttons on a tape recorder, CD player, TV remote, etc.

Increases tolerance for use of vibration during therapeutic activities

Manipulates various instruments in music / band class

Investigates novel items (switch, time card, supplies)

Reaches for visually attractive object

Performs a variety of actions with a given object (ball, racquet, scooter)

Tastes new foods when offered

Chews on Thera-tubing Looks for the location of additional supplies

Uses vision or hearing to track activities in mall or grocery store

Plays in ball pit with peers Increases tolerance for various food textures

Looks at various pictures in a science book

Re-arranges items so that they "fit" into a designated space

Overcomes environmental barriers encountered in path (steps, closed doors, elevators)

Manipulates (touches, twists, pats, rolls) clay in art class at the recreation center

Ambulates through different rooms in his or her house




Indicator: 2 The student identifies characteristics of objects and / or environments.

This is evident, for example when the learner: (Examples are not hierarchical)

School Vocational Career Community Recreation & Leisure HomeIdentifies objects that float and sink while participating in cooperative science activity

Reacts to an odor (smoke, garbage, natural gas, unflushed toilet) that requires attention

Notices change when his or her wheelchair moves from one surface to another

Describes the characteris-tics of the type of ball needed to play the game

Becomes excited upon smelling aroma of favorite food

Selects notebook for classes according to color

Sacks groceries in paper or plastic according to customer's request

Orders preferred size of drink when offered small, medium, large or super size

Recognizes his or her game piece (shape, color, object) when playing a board game with peers

Retrieves short or long sleeved shirt according to care provider’s instructions

Identifies the characteristics of various substances (smooth, rough, sticky)

Selects writing instrument according to degree of permanence desired (ink pen instead of pencil)

Requests additional flavoring when ordering food or drink (cherry, vanilla, cinnamon)

Identifies the deep and shallow areas of a swimming pool

Reacts to the temperature of the bath or shower water

Identifies geometric shapes

Uses the appropriate method to open or close a container (pop top, milk carton, screw top)

Utilizes appropriate means (elevator , escalator, or stairs) to move up or down from floor to floor

Adjust sound volume of CD player

Identifies cup, glass, bowl as objects that hold liquids




Indicator: 3 The student classifies and arranges groups of objects by a variety of characteristics.


Identifies coins by size, shape and texture

Brings objects to the front of shelves (sorting by type of item)

Separates light and dark clothes when doing laundry at the community laundry mat

Sorts game pieces for storage

Stores cold food in refrigerator and non perishable items in the cupboard

Returns balls to proper storage location at the end of physical education according to ball size / type

Places cans or bottles of pop / soda in appropriate slots when refilling a vending machine

Recycles in appropriate bins accordingly (aluminum, paper, glass, plastic)

Arranges elements of a collection (leaves, rocks) by color, size, texture

Empties dishwasher placing items in their proper locations (silverware, dinner plates, salad plates)

Creates a display board categorizing object properties (magnetism, conduction, floatation) for a group science project

Shelves paper supplies (reams, labels, envelopes) in copy room according to color, size, etc.

Bags smaller items and leaves larger items at the curbside during environmental clean-up activity

Sorts pieces having straight edges from those with only rounded edges when working a puzzle

Sorts seeds from fresh fruits according to characteristics (size, shape)

Places pictures of food items in appropriate food group on the food pyramid

Classifies supplies according to need and function

Sorts coupons by product type

Separates collectible cards by type, team or position

Separates clothing items that require bleach or stain remover




Indicator: 4 The student uses appropriate materials and tools to collect information.


Uses a magnifying lens to examine the properties of an item not visible to the naked eye (finger prints, insect wings)

Reviews own time sheet to determine the total of hours s/he worked during pay period

Uses the local newspaper to select the desired show time for the newest movie

Uses binoculars to view birds and animals on the nature trail

Uses a meat thermometer to determine if a meat item is properly cooked

Uses an anticipation calendar or calendar box to collect information about the day’s activities

Places the necessary amount of items on the left side of the scale to balance with a weight on the right

Uses navigational (white) cane to avoid dangerous obstacles in his or her community

Uses a pedometer to determine when s/he has walked the recommended distance

Uses thermometer to take his or her temperature when not feeling well

Uses a magnet to determine the magnetic properties of objects (attract, repel, through water)

Refers to his or her watch to identify the time to return to work following a break

Utilizes the observatory's telescope to view stars

Uses a scale to measure the appropriate amount of food to feed a small pet

Uses recipe to set oven to appropriate temperature

Uses a measuring tool to monitor the growth of seedlings

Uses an audio-tape to record job coach's instructions for a new task

Uses net to collect specimens (insects, minnows) at a local park for a science project

Uses yellow pages to locate the fitness center closest to his or her home

Places rain gauge in open area of yard to measure rain fall for science assignment



Benchmark: 1The student will be involved in activities that develop skills necessary to conduct scientific inquiries.

Indicator: 5The student collects data relating to familiar everyday experiences by counting, tallying, observing, interviewing, etc., appropriate for the situation


Participates in classroom data collection of a science experiment during a cooperative learning activity.

Interviews or observes people doing various jobs to determine his or her vocational interests.

Records the numbers of days before the books on tape are due back to the library.

Ask peers their opinion about a movie before deciding if s/he would like to see the same movie.

Sets timer for the amount of time allotted for him or her to play video games.

Monitors own behavior by marking chart

Reports the results of his or her behavior charting at his or her person-centered planning meeting

Calls bus station to ask about the bus schedule for personal planning

Keeps own teams records when working as the team manager (strikes per person, number of baskets made).

Mark days of a calendar leading toward his or her special event (days until graduation, days until family reunion).

Participates in school survey by interviewing peers.

Records one tally mark for each package of materials that s/he places in the correct slot in the shipping container.

Counts items in grocery cart to determine if s/he has the correct amount of groceries to use the express check-out.

Comments about the number of people attending a sporting event who are wearing the team colors (including him/herself)

Determines categories from which data could be gathered about family members (shoe size, color of eyes, etc.)

Tallies votes from a school election

Uses electronic device (PDA, hand-held computer) to monitor work productivity.

Observes posted business hours to determine when a store will open or close

Keeps own score while playing miniature golf

Monitors ingredient amounts used in a recipe




Indicator: 6The student asks and answers questions about objects, organisms, and events in their environment.


Determines which substance is the best conductor of electricity

Explains the daily break schedule to a new co-worker

Determines if trash is not placed at the proper location, then it will not be collected

Explains how a pumpkin changes when it becomes a jack-o'-lantern

Determines that it is easier to make a cake using a mixer rather than a spoon

Determines the number of life forms on school grounds

Determines what to add to a powdered or dehydrated mix to create desired snack or drink item

Discovers that weight of moving objects creates impressions or tracks in the snow or mud

Discovers that seeds or plants need sunlight and water in order to grow

Asks whether s/he needs to go to shelter during storm

Determines which objects will sink or float

Explains the connections between seasonal changes and planting and harvesting times

Checks weather reports to determine clothing

Discovers that an electronic device needs a power source to operate

Explains why s/he needs to use detergent when washing clothes

Explains the metamorphosis of a caterpillar or tadpole while participating in group science activity

Asks the appropriate (job coach, supervisor) how to use new equipment

Determines the best seating location for himself or herself in a movie theater (near, far, side, center)

Determines how to properly pack gear for a camping trip

Understands that when an ice cube tray is left out of the freezer the ice turns to water




Indicator: 7The student uses data related to familiar experiences to answer questions of a scientific nature.


Selects foods in cafeteria according to personal dietary restrictions

Uses ear protection when working in a loud environment according to OSHA standards

Uses bus schedule to determine how long s/he must wait for the next bus, after missing preferred bus

Increases exercise regimen in accordance with personal fitness plan

Limits the amount of snack food eaten before a meal

Covers augmentative communication device before going out in inclement weather

Removes spoiled produce from display area

Listens to the beeps on an elevator to determine the appropriate floor on which to disembark

Lowers volume on own hearing aids when in a situation where the sound is too loud

Identifies need for additional asthma medications when his or her chest feels tight

Observes that plucking the thicker string on a stringed instrument produces a lower sound

Measures the proper amount of fertilizer to use on a customer's lawn

Refrains from opening a can of pop / soda immediately after it has been dropped

Understands the safety risks of over-inflating wheelchair or bicycle tires

Adjusts the amount of laundry soap based on the size of the load

Conducts survey to help determine what healthy foods should be offered in vending school machines

Alerts job coach to approaching thunderstorm and requests additional information

Applies sun block of a sufficient SPF to prevent him or herself from getting a sunburn

Selects appropriate balls, direction and / or force needed to win a game (bowling, bocce)

Realizes wheelchair battery needs to be recharged when s/he notices a decrease in speed



Benchmark: 1The student will be involved in activities that develop skills necessary to conduct scientific inquiries.

Indicator:




Benchmark: 2 The student will apply different kinds of investigations to different kinds of questions.

Indicator: 1 The student develops through experience a curiosity about the environment.


Determines the nonliving parts of the environment

Finds the correct key, through systematic trial and error, that will open his or her locker

Opens a series of freezer doors at the grocery store to see what is stored inside

Locates the public address announcer when attending a sporting event after hearing the voice through a speaker

Looks at magazine cover to choose one of personal interest

Depresses a variety of piano keys to experiment with sound

Experiments to find correctly sized batteries to insert in flashlight to make it work

Presses the correct button on the dispenser to get the soft drink of his or her choice

Turns over a rock to retrieve the insects that live beneath

Presses buttons on a remote control to locate something to watch on television

Searches library books shelves to locate books of interest

Persists at an assembly task until s/he locates the parts that fit together

Tries different cologne at the fragrance counter

Seeks similar rides when attending a theme or amusement park

Adjusts dimmer switch to play a joke on his or her sibling

Explores different areas of the since classroom or wing

Explore different job opportunities at work site

Attempts to locate controls on automatic faucet or toilet in an unfamiliar location

Mixes paint to create new colors when participating in arts and crafts class at the recreation center

Looks through a box of family photographs develop a family tree




Indicator: 2 The student asks questions that can be answered by investigating.


Asks why s/he can see his or her breath on a cold day

Asks job coach what new job opportunities might be available in the future

Asks friend which hair salon has the lowest prices

Wonders if folding paper airplanes in different patterns will cause it to fly farther

Asks if the grass grows faster if it rains than if it is dry

Asks what is behind a closed door in the school when walking down the hall with a peer

Wonders how s/he will be able to see if the power fails during a storm

Wonders which local restaurant will be open the latest

Enters a recreation center and inquires where the scheduled activity is

Wonders to what surfaces a magnetic hook will adhere

Asks if the paper towels at school or at home are more absorbent

Asks job coach how s/he could find out where to go during a tornado

Asks why his or her glasses become cloudy (fog up) when s/he goes outside during the winter months

Wonders which bait will work best to catch a fish

Wonders how ingredients can be measured if s/he cannot locate the size specified in the recipe

Wonders if there is a sound pattern related to the arrangement of the keys on a piano or xylophone

Asks supervisor if s/he could earn more money doing a different job or task

Inquires about the most direct route to the (post office, fair grounds) from his or her place of residence

Wonders if a store carries CDs by a particular artist

Asks care provider if plants will be okay while s/he is away from home for an extended time




Indicator: 3 The student creates an activity to complete a scientific investigation.


Participates in cooperative science project to determine if different brands of paper towels have different absorbencies

Looks at job board once per week to determine if better paying job opportunities have become available

Survey (telephone) various local restaurants to determine their closing times

Participates in different games or sports to determine the one s/he enjoys most

Purchases different brands of pet food to determine which brand his or her pet likes best

Depresses single keys on a piano or keyboard to discern the high / low note pattern

Compares the amount of time it takes to mop or sweep a floor using various patterns (long paths, small sections, back and forth)

Compares the prices of name brand items with those of the local store brand to determine the better buy

Tries a variety of bait and records how many fish were caught with each

Tries a magnetic hook on a variety of surfaces to determine the ones to which it will adhere

Compares total sales of advertised vs. non-advertised items in the school store

Surveys coworkers to determine the type of pop / soda that should be placed in the new vending machine

Compares the length of time it takes to get from place of residence to a movie theater using a public bus or taxi cab

Uses online research to determine the most popular musical artist

Monitors growth of plants receiving different amounts of water

Determine conditions when s/he can see his or her own breath (i.e., temperature, location)

Assess whether using an adaptive device (jig, template) improves job performance

Compares hair salons to see which one has the lowest price

Folds paper air-plane in a variety of patterns and test which will fly farther

Uses a variety of senses to differentiate between artificial and living plants



Benchmark: 2The student will apply different kinds of investigations to different kinds of questions.

Indicator:



Standard 2PHYSICAL SCIENCE

Physical science encompasses the traditional disciplines of physics and chemistry. Students should develop an understanding of physical science including: properties, changes of properties of matter, motion and force, velocity, structure of atoms, chemical reactions, and the interaction of energy and matter and their applications in the other sciences such as biology, medicine and earth science.


Extended Standard 2 - Physical Science

Benchmark: 1 The student will describe objects and/or demonstrate their properties.

Indicator: 1 The student describes an object by one of its properties.


Notices that s/he is taller or shorter than peers in same grade

Tells job coach that after several minutes of sealing envelopes, the wet sponge that s/he is using has become dry

Indicates preference for a particular type of fabric

Identifies his or her favorite sports team by the players jersey colors

Signals care provider to use smooth wash cloth instead of a rough sponge when assisting him or her with bathing

Notices that as air is pumped into various balls used in physical education class (football, basketball, volleyball), the ball becomes more firm

Comments that the box that s/he is holding is getting heavier as more books are placed into it

Identifies ripeness of fruit (peaches, bananas, cantaloupe)

Moves into the shade on a sunny day when s/he feels too hot

Notices that when foods are cooked their appearance or texture will change

Participates in cooperative science group to create models of the planets (round, circular)

Asks to have tape put on a rough wooden handle (so that s/he will not injure hands)

Purchases flowers to coordinate with his or her date's colors (corsage or boutonniere)

Adds mint condition item to collection

Expresses discomfort when clothing is too small or too tight

Identifies his or her school bus by the shape or color of the sign in window

Notices that s/he prefers to sit in a padded (soft) chair instead of a hard chair

Asks to sit closer to the out door concert shell in order to hear the music better

Selects a light weight bat to use when hitting a ball

Indicates to care provider that the food is too hot or too cold


Extended Standard 2 – Physical Science

Benchmark: 1The student will describe objects and/or demonstrate their properties.

Indicator: 2The student separates and/or sorts a group of objects or materials by properties


Gathers and sorts recyclable materials

Places bread in a separate when bagging groceries sack

Identifies area of store to find items on grocery list

Organizes sport trading card collection by team, player, and/or year

Places silverware in appropriate place in drawer

Sorts lunchroom items into appropriate places after eating

Restocks hardware bins with matching items (screws, nails, etc.)

Sorts store coupons based on product type

Identifies gear appropriate for participation in a specific sport

Sorts laundry by color and type of clothing

Assists in sorting returned library items that will be re-shelved

Stocks shelves with canned goods by type and size

Sorts items appropriate for compost bin

Determines clothing appropriate for the sport

Places grocery items in appropriate location at home

Sorts and replaces art supplies after use

Sorts returned equipment at recreation facility

Identifies plants to be removed from garden

Sorts play money when preparing to play a board game

Places items in appropriate place when cleaning room




Indicator: 3 The student manipulates and/or describes the movement of objects.


School Vocational Career Community Recreation & Leisure HomeParticipates in coopera-tive group science project about the effects of gravity

Uses screwdriver to assemble office furniture

Pushes or pulls a door to enter a building

Throws or kicks a ball to a peer during a game

Turns key to unlock door to his or her home

Manipulates joystick to move objects on the computer screen

Rubs sandpaper back and forth over rough surface to make smooth

Describes hot air balloons that are floating at a rally

Rides a stationery bicycle at local fitness center for exercise

Applies breaks to reduce speed when riding bike

Describes the vibrations s/he feels in music class (drums, piano, CD)

Rotates dial on the combination lock to open his or her locker

Pulls lever to release contents to fill a container

Rolls snow with peer to make a snowperson

Depresses lever knob to open the bathroom door

Propels self in manual wheelchair to explore motion

Describes the repetitive nature of machinery in the workplace

Describes the action of a wheelchair lift on the city bus

Describes the action of the bowling pins after being struck by the ball

Describes the action of the automatic ice maker




Indicator: 4 The student recognizes and/or discriminates between sounds made by different objects.


Orients to sound source (tape player, foot steps, door slamming)

Recognizes the need to locate the source of the beeping sound of a vehicle moving in reverse (fork lift, trash truck)

Recognizes the sounds of emergency vehicles

Recognizes the sound of a whistle or gun to start a sports activity (race, swimming, jump ball)

Discriminates between the ringing of a doorbell, microwave, or telephone

Distinguishes the difference between the sounds of different percussion instruments

Goes to designated area upon hearing the tornado siren or fire alarm

Crosses the street when s/he hears the auditory signal is activated

Reacts in a different manner when favorite music is played (calms, excites)

Alerts others when s/he hears the sound of televised weather alert

Distinguishes different pitches created by striking glass containers filled with varying levels of water

Stops activity when s/he hears the timer, bell, or whistle

Reports to hostess stand when restaurant pager activates

Stands when s/he hears the national anthem being played at a sporting event

Distinguishes between different animal sounds (dog, cat, cow)

Participates in a game of beeper ball

Realizes need to remove clothes from dryer upon hearing the buzzer

Realizes the need to return to the check-out when s/he has activated the store's anti-theft system

Differentiates sounds that accompany various actions in a computer game

Recognizes the sound of rain or thunder




Indicator: 5 The student describes objects by multiple properties.


Collects leaves according to color, size, and/or type

Recommends plants based on multiple properties (climate zone, sun requirements)

Orders his or her hamburger according to personal taste (without lettuce, double or single)

Selects baseball bat by desired weight, length and composition (light long aluminum, heavy short wooden)

Describes desired clothing by color and characteristics (long sleeves, blue, heavy)

Identifies his or her school bus by the shape and color of the sign in window

Asks to be moved to a location that is warmer and has better lighting

Describes animals in zoo by using several adjectives (smell, color, shape, number)

Describes the type of personal flotation device that s/he uses (size, color, shape)

Sorts his or her laundry by color and fabric

Describes the results of a science experiment (size, temperature, texture)

Orients new coworker to sorting procedures (size, weight, amount)

Describes desired music for purchase to store clerk (cassette, CD, name of artist, rock, country, jazz)

Participates in a scavenger hunt to locate items using multiple properties

Describes various foods (popcorn, sour milk, candy) using different senses

Participates in group science activity showing the movement and phases of the moon

Restocks shelves according to product type, size, shape, and/or color

Describes the sights, sounds, motions of a parade to a friend

Describes desired vacation spot (temperature, beach, mountains)

Assists in planning a well balanced meal using the food pyramid




Indicator: 6The student observes properties and measures those properties using appropriate tools


Realizes liquids may be measure in quarts or liters

Uses measuring tool to cut material to desired length

Steps on scale in physician’s office or clinic to determine own weight

Uses measuring tape to measure distance in softball throw

Sets microwave timer to monitor time for cooking a frozen dinner

Selects a set of measuring spoons for adding small amount of ingredients ( tsp., ½ Tbs.) to recipe in food class

Reports own height on application in feet and inches

Uses blood pressure monitoring machine in local store or mall to measure own blood pressure

Understands that progress in a football game is measured in yards

Goes to get thermometer when parent or care provider says “Let’s take your temperature.”

Understands that distances on maps (between cities) are reported in miles and/or kilometers

Sets beeper on own wristwatch to alert him or her to the end of break time

Locates hanging scale to weigh produce priced by the weight in the grocery store

Refers to odometer on stationary bicycle to see how far s/he has ridden

Uses measuring cup to add number of fluid ounces called for in recipe

Uses a magnifying glass to observe properties in greater detail

Uses postal scale to determine required postage

Uses a map’s scale to determine actual distance

Uses measuring tool to cut yarn to appropriate length for a craft project

Monitors precipitation with a rain gauge




Indicator:




Benchmark: 2The student will discriminate between natural objects and those made by people.

Indicator: 1 The student will compare, contrast and/or sort human-made versus natural objects.


Sorts sounds in nature from those of musical instruments

Demonstrates that babies require different care than dolls while working at a day care center

Understands that the statues in his or her community park are not real people

Matches the type of fishing bait with the species of fish that s/he wants to catch (lures, artificial worms, live bait)

Uses a watering can to add water to living plants and refrains from putting water on silk plants

Brings items from home for a display contrasting human-made and natural objects

Places natural garbage in the compost pile

Understands that mannequins take the place of live models in a clothing store

Picks up objects made of glass, metal, or plastic instead of natural objects (sticks, leaves) while on a nature walk

Realizes that artificial fruit is not edible and gets fresh fruit from the refrigerator

Participates in science experiment comparing the taste of water (natural) to a carbonated beverage (human-made)

Sorts biodegradable packing material and human-made packing material for recycling

Locates and purchases candles that simulate the natural scent that s/he prefers

Prefers to swim in a swimming pool instead of a pond

Identifies differences in care and handling of stuffed animals and live pets

Observes that animals in the wild are in a natural environment while the animals in the zoo are in a human-made environment

Stores hair extensions or wigs in the proper location and not in trash with hair clippings

Identifies food items on a restaurant menu that do not contain human-made preservatives

Distinguishes between video game simulation and live game play

Observe the difference between a relative's false teeth and his or her teeth



Benchmark: 2The student will discriminate between natural objects and those made by people.

Indicator:




Benchmark: 3The student will observe, compare, and classify properties of matter.

Indicator: 1 The student observes and / or identifies the changes in the properties of solids, liquids and / or gases.


Observes that the water level decreases as a pan of water boils and steam escapes.

Pours liquid ingredients into milk shake freezer to create frozen dessert.

Discovers that ice cream melts faster on a hot sunny day.

Demonstrates disappointment when his or her helium balloon floats away.

Observes butter melting when s/he is completing a recipe (popcorn, cake).

Observes condensation on the side of a cold pop can.

Adds water to buffet pans to create steam to keep food hot on a buffet line.

Observes that on a cold day, the water on the sidewalk freezes.

Observes that the smoke (gas) coming from a camp fire, is the result of the wood burning (solid).

Observes that a tray of liquids will freeze into a solid when placed in the freezer.

Demonstrates that shaking a jar of cream will turn the cream into butter (liquid to solid).

Recognizes that when painting an area / object, the liquid paint will dry and become solid.

Observes his or her breath becomes visible when outside on a cold day.

Understands that s/he cannot go ice fishing until pond is frozen solid.

Recognizes that when water boils, it creates steam which will burn.

Notes that as air is pumped into his or her bicycle/wheelchair tire, it becomes more firm.

Participates in the candle making process (solid to liquid to solid).

Observes that the water level in the community lake gets lower (evaporation) during a drought.

Observes that as the temperature gets warmer his or her snowperson melts into water.

Demonstrates that a liquid becomes a solid upon cooking (raw egg - scrambled, pancake batter – pancakes).



Benchmark: 3The student will observe, compare, and classify properties of matter.

Indicator: 2The student observes or demonstrates how one object reacts with another object or substance.


Observes two objects that will cause a chemical reaction

Recognizes that heat can be used to seal plastic bags (bolts, rubber gaskets) on the job site.

Recognizes that adding ice to a beverage will make it cold.

Observes that when a flammable object is ignited, it is reduced to ashes (campfire).

Observes that when powdered laundry soap is mixed with water, it becomes a liquid.

Combines soap and water to clean his or her hands, dishes, etc.

Mixes disinfecting solution with water to sanitize counter or table tops or floors.

Uses dryer sheets when placing his or her laundry in dryer at laundromat to remove static and to soften.

Observes interaction of balling ball and pins.

Observes that when a powdered drink is mixed with water it becomes a flavored drink.

Mixes water with paint substance to create a liquid (water color, powdered paint).

Understands that when a gas is put into a pliable object it will expand (balloon, tire).

Recognizes that soil has turned into mud after a rain.

Blows air into a soap mixture to create bubbles.

Beat egg whites to create meringue.

Assists in recording the results from a group activity where baking soda and vinegar are mixed.

Wets flap on envelope to create a seal before mailing.

Observes that some trucks place sand or salt on the streets to melt the ice.

Places his or her clay object (bowl) into the kiln to bake and make hard.

Uses a magnet to hold a note on the refrigerator.



Benchmark: 2The learner will observe, compare, and classify changes in the states and properties of matter.

Indicator:



Extended Standard 3

LIFE SCIENCE

Students will develop an understanding of biological concepts. Students should learn: the characteristics of life, the needs of living organisms, their life cycles, their habitats, the molecular basis of heredity, and reproduction. They should also learn how organisms interact with their environment, energy transfer from the sun and through the environmental system, the chemical basis for life and behavior of organisms. Students should be able to apply process skills to explore and demonstrate an understanding of the structure and function in living systems, heredity regulation and behavior, and ecosystems.


Extended Standard 3 - Life Science

Benchmark: 1 The student will demonstrate an understanding of his/her own body’s structure and function.

Indicator: 1 The student differentiates self from others and the environment.


Identify his/her own personal body character-istics (e.g. Eye color, hair color, skin color).

Returns to his or her own work station following break or lunch.

Identifies the house that is on the corner where the taxi should turn to take him or her home.

Realizes that s/he needs to take the bat into the batter's box to hit the ball.

Understands that s/he eats from a bowl with a spoon at the table not from a bowl on the floor.

Enters the appropriate line when told to line up based on gender.

Understands that his or her work supplies belong in own locker.

Waits in designated location until the rest of his or her friends have completed shopping.

Understands that s/he is different from the characters that s/he may see on television.

Understands that when hands or face are sticky or dirty they need to be washed.

Responds appropriately to teacher when his or her name is called

Understands that s/he has to be present to complete the work s/he is responsible for.

Enters the public restroom with the appropriate gender symbol that is located on the door.

Recognizes that certain environments are dangerous for him or her (deep water, busy street, person swinging a ball bat).

Recognizes images of self (mirror, pictures).

Understands that his or her own body is made up of parts or cells one cannot see.

Asks to have workstation adjusted to meet his or her personal needs (height, lighting).

Locates the section of the store where appropriate and/or desired clothing is found.

Refrains from playing until it is his or her turn (board game, bowling).

Requests attention during a family gathering when s/he is feeling left out.




Indicator: 2 The student recognizes personal routines necessary for life.


Goes to the nurse's office to take his or her daily medication.

Wears a protective mask when s/he is in an area where fumes or materials are in the air (paint, sawdust).

Selects nutritious foods when s/he is grocery shopping.

Stays hydrated when s/he is attending or participating in sporting events during hot weather.

Follows daily routine for shower/bath and teeth brushing.

Places paper towels in container after washing his or her hands.

Washes his or her hands after using the restroom before returning to work.

Flushes toilet after use. Engages in an exercise or fitness routine (OT, PT, walking).

Turns off stove or oven when s/he has finished cooking.

Changes his or her shoes before and after PE class.

Asks to have his or her eye glasses cleaned, batteries in hearing aids changed.

Uses own tissues or handkerchief when s/he has a cold.

Follows a specific routine when preparing for certain leisure or sports activities (life jacket, safety helmet, gloves).

Knows when to take the trash or garbage outside to the trash container.

Retrieves personal care items from backpack (diaper, feminine protection).

Avoids wearing clothing to work that could become tangled in machinery.

Gets routine physical and/or dental exam.

Applies sunscreen routinely before participating in outside activities.

Recognizes that when the alarm clock sounds that it is time to get up.




Indicator: 3 The student recognizes body parts, organs, and/or their functions.


Distinguishes basic body parts (eyes for seeing, ears for hearing, and nose for smelling).

Uses hand or foot to activate switch.

Knows that there are certain body parts that s/he need to have covered when in the community.

Understands that when s/he blows up a balloon that the air comes from the lungs (blows out a candle).

Eliminates when s/he sits on a toilet.

Charts peer's pulse rates before and after exercise or physical exertion.

Requests a bandage to cover a bloody or open wound.

Handles body noises appropriately (burp, passing gas, cracking knuckles).

Participates in range of motion exercises to improve muscle tone in his or her limbs.

Recognizes that when stomach feels queasy that s/he may vomit.

Tolerates and/or explores a variety of textures against his or her skin

Realizes when s/he is too tired to operate machinery safely.

Tolerates his or her hair being cut, washed or styled.

Holds his or her breath when swimming underwater.

Asks to have fingernails cleaned, shaped, or polished.

Understands that when s/he is wearing eye glasses or hearing aids, eye sight and hearing will improve.

Understands that s/he could be electrocuted if in contact with water while unplugging electrical equipment.

Avoids sitting in front of the speakers at a concert or other event without the use of ear plugs to prevent hearing loss.

Protects specific vulnerable body parts when participation in sports activities (athletic supporter, sports bra, mouth guard).

Places proper amount of food in mouth and appropriately chews it before swallowing.




Indicator: 4The student understands how his or her disabilities influence life actions.


Requests permission of his or her assigned teachers to keep dietary snack at desk because of medical needs (low blood sugar, medication regulation).

Counts the number of steps to the nearest rest room at the job site.

Takes handicapped placard when riding in friends car so that they can park in the designated space.

Informs ticket agent that s/he will be attending the event with a companion dog.

Requests an earlier bed time following a day of increased physical activity.

Explains to peers why his or her computer screen display is reversed (white on black).

Asks about the lighting conditions during his or her job interview.

Sits near front of meeting room so the s/he will be able to see the sign language interpreter.

Presses button for the automatic opening of the door.

Assists in entering his or her important telephone numbers on telephone to facilitate easier dialing.

Adjust speed of power wheelchair in response environmental conditions (crowded hallway, sidewalk).

Requests to have more frequent shorter breaks to accommodate his or her need to change positions.

Requests to have head phones to plug into the amplification system at his or her designated place of worship.

Positions wheelchair appropriately in designated section of theater.

Marks calendar indicating the date on which his or her medication will need to be refilled.

Uses specialized computer programs that allow him or her the easiest access to the computer.

Uses communication device to interact with coworkers during job site meeting.

Asks to have his or her plate or tray carried when dining at a buffet style restaurant.

Locates the elevator at the concert arena.

Requests not to eat certain foods due to his or her allergic reactions.



Benchmark: 1The student will demonstrate an understanding of his/her own body’s structure and function.

Indicator:




Benchmark: 2 The student will develop an understanding of the diversity of living things, their life cycles, and their habitats.

Indicator: 1The student observes living things and their life cycles in various environments.


Participates in a discussion of how s/he has changed since infancy.

Assists in the birth of livestock while working on a farm.

Attends the funeral of his or her family member or friend.

Understands that small fish (minnows) are used to catch larger fish during a fishing trip with local recreation group.

Comments on how much puppy or kitten has grown.

Observes the daily activities of an ant farm.

Removes dead leaves from plants when s/he is working at a nursery.

Visits local chicken hatchery or fish farm.

Observes the seasonal changes of the trees in the woods while camping in the spring and fall.

Buries his or her pet appropriately.

Observes the life cycle of the Kansas sunflower.

Participates in spring planting and / or summer harvest of wheat.

Participates in Arbor Day activities by assisting in planting a tree.

Participates in bottle feeding of baby animals at the petting zoo.

Notices that as s/he grows clothes and shoes become too small.

Participates in group experiment to study the life cycle from larvae to butterflies or tadpole to frog.

Grows tomato plants from seeds to later sell at farmers' or fruit market.

Visits nursery at the zoo to observe new babies.

Attends the Kansas State Fair to observe living things (bees, chickens, cattle).

Creates a scrapbook of pictures of grandparents, parents and siblings (generations).




Indicator: 2 The learner recognizes that living things need air, water, food, and shelter.


School Vocational Career Community Recreation & Leisure HomeCares for classroom pets (food, water, cleans cage).

Opens window to get fresh air when painting the interior of a house.

Stands in bus shelter when s/he is waiting on the bus in inclement weather.

Raises head above water to get a breath of air when s/he is swimming.

Waters his or her house plant as needed.

Remarks that his or her stomach feels hungry when it is near time for lunch.

Remembers to bring his or her lunch to work.

Serves food in the community homeless shelter.

Drinks water or sports drink after physical exertion.

Places hay in dog house in the winter to keep dog warm.

Understands the need for regular and nutritious meals.

Replenishes his or her water bottle to maintain proper hydration during work hours.

Feed ducks at a local park when s/he is on a picnic.

Observes that various animals at the zoo live in different habitats (nests, burrows, water).

Removes his or her braces, shoes and socks to allow feet to dry.

Observes classmate being fed through a feeding tube.

Participates in making bird houses or feeders to sell at the local bazaar.

Understands that the community member is using a portable oxygen unit to survive.

Purchases air pump for his or her new aquarium.

Understands that his or her peers live in different types of homes (apartment, trailer, house).




Indicator: 3The student describes, compares, and/or contrasts diverse characteristics of living things.


Understands that some living things are stationery (have roots) and others are mobile (legs, wings, fins).

Learns various ways for starting plants at local nursery (bulbs, cuttings, seeds).

Observes that certain birds at the local pet shop talk and others do not.

Counts the various colors, sounds, or sizes of birds while s/he is camping with a youth organization.

Understands that different pets require different habitats (dog house, hamster cage, aquarium).

Participates in cooperative group project collecting information on the characteristics of pets (number of legs, fur, sounds or feathers).

Feeds various species of animals proper types of food (bird seed, plants, vegetables, meat).

Compares different animals of the same species by their color, size, pattern (stripes, spots).

Notices the fragrances of a variety of plants or flowers while on a nature walk.

Observes similarity of bottle feeding a calf and infant sibling feeding from a bottle.

Understands that fish get oxygen from the water through gills and people get oxygen from the air with lungs.

Separates seed packets for store display (vegetable, flower).

Observes that some trees loose their leaves in the winter and others do not.

Watches televised documentary that explains the various characteristics of marine, jungle, or forest life.

Understands that various animals appro-priately excrete waste in various places (litter box, toilet, outside).

Understands that all animals reproduce in different ways (live birth, hatch from eggs).

Matches appropriate kind of bait with type of fish customer wants to catch.

Observes that various garden plants require different planting conditions (temperature, lighting, soil).

Collects various insect species to complete scout project or badge.

Understands that some animal species make better pets than others (house cat vs. lion).




Indicator: 4The student recognizes ways humans and other organisms use their senses in their environments.


School Vocational Career Community Recreation & Leisure HomeUnderstands that humans have five senses for gaining information about their environments.

Alerts job coach to possible danger when s/he notices the smell of smoke or gas.

Realizes that s/he can safely cross the street by looking and or listening for traffic.

Watches hawk use its keen vision to locate prey.

Recognizes that when s/he sees signal light flash, the door or telephone needs to be answered.

Realizes that some humans use their sense of touch (braille) to read and gather information.

Understands that when severe weather alert or fire alarm activates s/he needs to take appropriate action in order to be safe.

Alerts friends when s/he sees or hears an emergency vehicle approaching.

Uses his or her senses to find route to desired location at amusement park (funnel cake stand, music of rides).

Uses his or her sense of smell or taste to determine if food is safe for consumption (fresh, spoiled).

Participates in a sensory deprivation activity (blindfold – blindness, earplugs – hearing impairment).

Tolerates touching different textures necessary for learning new job skill.

Understands that if a dog barks it may be a warning that s/he needs to stay away.

Understands that the ropes in a lake or swimming pool indicate where it is safe to swim.

Uses his or her sense of touch to determine if the bath water is the desired temperature.

Lists the extraordinary ways some animals use their senses (snake - tongue, dolphin – sonar).

Understands that changes in the sound pattern of machinery might indicate a problem.

Uses multiple senses to find way through darkened theater.

Inserts preferred music in CD player for relaxation.

Observes that animals use their whiskers in the same manner that s/he uses the sense of touch.



Benchmark: 2The student will develop an understanding of the diversity of living things, their life cycles, and their habitats.

Indicator:




Benchmark: 3 The student will understand the role of reproduction and heredity.

Indicator: 1 The student recognizes similar familial characteristics of humans and other organisms.


Understands that a baby has to be of the same species as its mother (dog – puppy, horse – colt, cat – kitten).

Observes that both his or her grandfather and father are in the same business.

Attends twin convention with his or her twin.

Plays a game matching pictures of mothers and their babies (human, animal).

Observes that s/he has the same hair or eye color as siblings.

Observes that siblings sometimes have similar disabilities (hearing loss, asthma, seizure disorder).

Works indoors or outdoors in accordance to family allergies or skin conditions.

Understands that a fruit tree bears only a single kind of fruit.

Recognizes that his or her siblings share similar leisure interests (hobbies, sports, crafts).

Looks at baby pictures of parents to determine which one s/he resembles.

Participates in cooperative science project observing the developmental stages of tadpole to frog.

Observes that all the members of his or her family need to wear glasses when working on the computer.

Observes that the adults and children in a family attend the same place of worship.

Observes that when fireflies light up, they are easier to catch.

Observes that his or her height is similar to parents'.

Learns, through family project, adopted children may not share physical characteristics with their parents.

Corrects coworker who incorrectly identifies him or her as sibling (I'm not ____; she's my sister).

Observes similar character-istics of cattle in a pasture.

Observes how many of the family members cast their fishing poles with the same arm/hand.

Realizes that adults and children of a family live together.




Indicator: 2 The student recognizes that some disabilities have common characteristics.


Observes other students wearing hearing aids and or using a sound amplification system like the one s/he wears.

Uses a jig similar to that of coworkers who also have need of support in counting or classification.

Observes there are others in the community that have similar characteristics and look like him or her (facial structure, wheelchair, voice output device).

Completes adapted requirements for merit badges as outlined for persons with disabilities (Boy Scouts, Girl Scouts).

Request to have a companion dog to assist him or her with tasks after observing the helpfulness of a friend's companion dog.

Goes to nurse’s office with peers who regularly receive medication.

Identifies with coworkers who have to take frequent breaks, due to lack of endurance.

Observes that some peers are also required to follow dietary restrictions in the community restaurant.

Shares bowling ramp with peers who have limited motor skills.

Realizes that s/he and sibling inherited the same disability condition from their parent(s).

Observes there are other students in his or her class who rely on a reward system to maintain appropriate behavior.

Shares his or her job coach with coworkers who have disabilities.

Observes that other restaurant patrons also use alternate ordering formats (pictures/symbols, voice output device, braille).

Participates in sports activities designed for individuals with disabilities.

Tells friend to have parent park in a specific location so that the wheelchair ramp will be accessible.

Joins peers, who are also being tube fed, in the same physical vicinity.

Realizes that s/he can communicate with coworkers who use sign language.

Utilizes community's handicapped transportation system.

Observes that peer also have activity restrictions during aerobics class.

Realizes that his or her grandparent with a vision loss also uses a lighted magnifier.




Indicator:




Benchmark: 4 The student will understand the effects of a changing environment and related adaptation required of organisms.

Indicator: 1 The student adapts to environmental changes such as temperature, weather, light, etc.


Tolerates wearing a hat and gloves when leaving the school building on a cold day.

Requests more or less clothing based on the temperature of the work site.

Understands that s/he needs to use caution when walking on icy or wet surfaces.

Applies sun screen before an outdoor activity on a sunny day.

Selects appropriate outer wear based upon the local weather forecast (light jacket, heavy coat).

Refrains from becoming overly anxious during a storm or when the lights go out.

Wears or uses protective equipment based on the work conditions (ear plugs, safety glasses, gloves).

Seeks appropriate shelter for inclement weather (snow, lightning, rain, wind).

Requests a drink of water when s/he is participating in a strenuous activity.

Turns on light or lamp when s/he enters bedroom at night.

Understands that his or her class is unable to go on the scheduled field trip because of inclement weather.

Navigates around obstacles at his or her work site (stairs, trash cans, curbs).

Maneuvers safely on a variety of terrains (grass, sand, carpet).

Understands that s/he cannot work in the garden because of the weather conditions (too muddy, too hot).

Calls the weather line to gain information about current weather conditions.

Tolerates transition to different environments throughout the school day (classroom, auditorium, teacher).

Makes vocational adaptations based on the work conditions (if raining must work inside).

Adjusts momentum when going up or down an incline.

Recognizes the need to dry/wrap himself or herself with towel after swimming.

Activates switch to turn on/off fan when s/he is too hot/cold.



Benchmark: 4 The student will understand the effects of a changing environment and related adaptation required of organisms.

Indicator: 2 The student plans for anticipated environmental changes.


Brings a coat to school when the weather forecast indicates that the weather will become colder.

Inquires if there will be a storm when s/he notices that it is getting unusually dark during the daytime.

Changes his or her affect when a familiar route is taken indicating their destination (dip in road, smell of popcorn, fast food restaurant sign).

Plans alternate activity when severe weather prevents safe participation in planned activity.

Remembers to close his or her bedroom window when leaving the house when rain is in the forecast.

Participates in emergency drills or practices (fire, tornado, crises).

Places umbrella in backpack to take to work when rain is forecast.

Locates nearest exit when attending a sporting event.

Requests to wear sunglasses when going to the baseball game or on a picnic on a sunny day.

Assists family in gathering supplies for severe weather.

Participates in classroom activity by charting the growth of a plant when the environment is changed (light, water, temperature).

Inquires about the emergency plans for the work site (tornado shelter).

Purchases seasonal clothing (hat, swimming suit, sandals).

Assists when preparing equipment needed for an outing (swim suit, bug spray, deodorant).

Leaves adequate water and provides shelter for his or her pet.

Sits quietly with class in designated shelter area during tornado warning.

Assists in placing seasonal lawn care equipment on display at lawn and garden shop.

Takes sweater to movie theater when s/he remembers that it may be cold inside the theater.

Holds onto his or her belongings on a windy day (paper plate, hat, napkins).

Assists in packing his or her suitcase when preparing to go on family vacation to a different climate.



Benchmark: 4The student will understand the effects of a changing environment and related adaptation required of organisms.

Indicator:



Extended Standard 4EARTH AND SPACE SCIENCE

While Earth and Space Science encompasses the traditional disciplines of geology and astronomy and the basic subject matter of these disciplines will be taught, it also includes interactive elements with the Life Sciences, The Physical Sciences, Technology and the environment. Students will develop an understanding of Earth systems, the solar system and the cosmos.


Extended Standard 4 - Earth and Space Science

Benchmark: 1The student will develop an understanding of the properties of rocks, soil, air, and water as well as other Earth materials.

Indicator: 1 The student explores Earth materials.


Collects rocks on a science scavenger hunt.

Distinguishes between rocks and litter when cleaning up a job site.

Observes the effects on the water when s/he has tossed a rock into a lake or pond.

Participates in building a sand sculpture.

Makes desired beverage by adding water to a powdered mix.

Tolerates his or her hands in sand, water, or mud.

Refrains from placing wet items from the dishwasher in the storage bin when working at a restaurant.

Sits on soft grass instead of a hard rock when s/he is on a picnic.

Participates in building a snowperson on a winter day.

Splashes water in a puddle outside of his or her home.

Observes that a pin wheel will turn faster on a windy day than on a calm day.

Uses water (and soap) to wash dirt from hands before returning to work.

Observes that his or her hat will blow away on a windy day.

Explores the soil when s/he is planting seeds (flower, vegetable) for his or her garden.

Mixes water and soil to make mud pies.

Feels the air escaping from a balloon when the end is released.

Sweeps dirt from sidewalk in front of work site (restaurant, grocery store).

Purchases bottled water when community water supply is not safe to drink.

Understands that a ball will not bounce if it does not have enough air in it.

Observes the movement of the air in his or her bedroom when the windows are open and the curtains are blowing.




Indicator: 2 The student describes, collects, observes properties and/or classifies a variety of Earth materials.


Selects the heavier object when s/he is presented with a choice of two (rock, feather).

Describes to coworker how s/he got wet while waiting for the bus.

Observes the difference in size, shape, or location of the local city park pond and the county lake.

Observes the various colors of rock formations when riding in a car through the Flint Hills.

Describes the difference in the color of the soil in Kansas and in Oklahoma after a family trip.

Sorts objects by buoyancy (what will sink and what will float).

Refrains from walking on grass or dirt when a sidewalk is available.

Observes oil well pumping oil from the ground.

Observes the difference between sod houses and houses made of stone.

Breaks rocks with a hammer to see what is inside.

Participates in an experiment where s/he records the time it takes for water to flow through rocks and through sand.

Assist customers in selecting the desired rocks needed for a rock garden while working at the local lawn and garden center.

Feels water movement over his or her feet / hands while in a creek.

Identifies or labels his or her rock collection by location where found.

Identifies land and water on a map or globe.

Sorts pebbles or rocks by size, shape or color.

Collects drinking water for the animals at his or her job site (zoo, farm).

Identifies the uses of water in his or her community.

Looks for fossils in rocks when on a nature hike.

Identifies rocks, water, soil or sand in his or her back yard.




Indicator:


School Vocational Career Community Recreation & Leisure Home



Benchmark: 2The student will observe and describe objects in the sky.

Indicator: 1The student observes and recognizes the sun, moon, stars, clouds, birds, airplanes, and other objects in the sky.


Differentiates natural vs. human-made objects in the sky.

Be aware when using a ladder when working near overhead power lines.

Understand what action to take in a public place during severe weather.

Demonstrate appropriate behavior when riding on an airplane.

Unplug electronic devices in an electrical storm to avoid damage.

Participates in cooperative learning activity related to the types of clouds.

Use the position of the sun to estimate the time of the work day.

Adapts behavior to maintain personal safety after dark.

Observe the behavior of an airborne kite.

Place a bird feeder in the yard and observe.

Prepare a poster showing the position of the planets in our solar system..

Locate weather information to determine working condition.

Understands that reflective clothing should be worn if walking at night.

Understand that certain outdoor activities could be cancelled due to inclement weather.

Use stars to recognize constellations.

Prepare poster explaining habits of migratory birds.

Demonstrate what action to take in the workplace during severe weather.

Visit a planetarium. Understand that sun screen is not necessary at night.

Recognize different shapes and forms in clouds.




Indicator: 2 The student understands how human-made and/or natural objects in the sky contribute to life on Earth.


Observes the growth of plants that have been grown with and without sunlight.

Understands that an airplane may bring the products that s/he stocks at the grocery store.

Observes that some low flying airplanes release fertilizer for enhanced crop production.

Understands that when s/he is playing a sport outside that sun screen should be applied to the skin.

Tells sibling that the clouds are moving.

Participates in classroom project explaining the water cycle.

Visits local airport to observe the types of jobs that are associated with the care and maintenance of airplanes.

Understands that birds and airplanes fly in the sky.

Participates in shadow tag with his or her peers on a sunny day.

Explores the sequence of setting off fireworks (before – size) (during – colors/sound) (after – smell).

Participates in a field trip to the Kansas Cosmosphere to observe the man-made objects that are used for space travel.

Participates in group discussion regarding jobs that are available in the space science industry (pilot, air force, astronomer, astronaut).

Discriminates between the manmade light from a street light and the natural light from the moon.

Participates in making and flying a kite in recreational activity.

Catches fireflies and places them in a jar to make a lantern for his or her bedroom.

Look at the flag to determine what direction the wind is blowing.

Understand that it is not necessary to water plants outside when it is raining.

Distinguish between threatening and non-threatening sounds in the sky.

Plant the garden at the appropriate time of the year.

Adjust thermostat at night due to change in temperature.




Indicator: 3 The student develops an understanding of the components of the solar system.


Participates in making a model of the solar system including the nine planets, sun, and moon.

Gathers information from the Almanac regarding the best time to plant crops.

Visits the planetarium and observes the moon, Mars, Venus, etc.

Make a paper mache’ model of a comet.

Observes and / or journals the phases (shape) of the moon as homework for his or her science class.

Names the planet on which we live including some of the characteristics (earth - round).

Understands that the heat of the sun will aid drying the water on the car.

Purchases binoculars at local discount store to observe Venus in the evening sky.

Constructs a sun dial in arts and crafts class at the community recreation center.

Uses an internet site to observe the earth's rotation.

Understands that the sun and the moon provide light to the earth.

Understands that when s/he is working in a greenhouse, the sun provides the heat and light for optimum growing conditions.

Observes the sun routinely and realizes that it is a natural part of the sky.

Understands that some movies about space are factual and others are fiction (Apollo 13, Star Wars).

Explains the characteristics of the sun to a sibling (round, hot, star, far away, light).

Understands that looking directly into the sun will damage his or her eyes while looking at the moon is not harmful.

Understands that there are careers in space exploration (NASA).

Checks out books on planets from the local library.

Makes a paper mache' model of the earth showing the land and water areas.

Closes curtain in his or her bedroom to block the light of the full moon.




Indicator:




Benchmark: 3The student will observe and/or describe changes in weather.

Indicator: 1 The student develops an awareness of weather conditions.


Takes pictures of different types of clouds for cooperative group science display.

Understands that the dark clouds mean that it may rain and that his or her outside job may be canceled.

Recognizes that when the flag is hanging loosely, the wind is not blowing.

Understands that when s/he sees lightning that the baseball game will be canceled.

Calls the weather line to determine the current time and temperature.

Understands that the thunder follows lightning.

Observes that s/he can see her breath when outside on a cold day.

Observes that s/he cannot see clearly on a foggy day.

Observes that there is a rainbow in the sky.

Makes comments about the weather being too hot or too cold.

Notices that the air smells different following a rain storm.

Observes that plant leaves or grass turn brown during a drought.

Understands that when s/he sees clouds that it is not always going to rain.

Seeks a shady place to rest when s/he has been walking around the amuse-ment park on a hot sunny day.

Looks to see if it has rained over night by checking the amount of water in the rain gauge.

Participates in placing the daily weather conditions on the classroom calendar or chart.

Locates the tornado shelter at his or her work place.

Feels head and notices that his or her hair gets wet when out in the rain or snow.

Participates in sledding activities after a snow storm.

Asks to have his or her bedroom window closed when rain has been forecast.




Indicator: 2 The student responds appropriately to weather conditions and/or weather changes.


Sits quietly with peers in designated area during a tornado drill.

Places lawn service equipment in storage shed when s/he notices that the sky is becoming cloudy.

Stays inside the grocery store and away from windows during a severe thunderstorm.

Decides not to participate in the scheduled trip to the baseball game due to the severe weather watch.

Turns off home electronics (microwave, television) during severe thunderstorm.

Understands why school is canceled following a snow storm.

Scatters salt or kitty litter on icy sidewalks in front of job site.

Refrains from leaving the mall when s/he observes that it is beginning to hail.

Leaves the swimming pool when life guard indicates that there is lightning in the area.

Participates in family's emergency weather drill or practice.

Puts on his or her coat before going outside when it is cold.

Notifies job site when s/he is unable to get to work because of deep snow or icy roads.

Asks for assistance to cross slick parking lot/street to get to or from the bus.

Refrains from protesting when told that s/he is unable to go fishing or boating due to high wind warning.

Assists in assembling family's severe weather kit (flashlight, batteries, water, radio).

Alerts teacher that rain is coming through an open window and getting the computer wet.

Alerts coworkers when the weather radio signals that the community has been placed in a tornado watch.

Protects himself or herself from the heat when watching a 4th of July parade (hat, sun-visor, umbrella).

Applies sunscreen before going on a noon picnic with friends.

Retrieves additional fire wood upon hearing news of approaching severe winter storm.




Indicator:



Extended Standard 5TECHNOLOGY

Technology encompasses the advances made by man to improve his condition and to develop the tools he needs to accomplish his goals.


Extended Standard 5 – Technology

Benchmark: 1The student will apply an understanding about science and technology.

Indicator: 1 The student understands cause and effect.


School Vocational Career Community Recreation & Leisure HomeFlip switch to complete circuit for light to come on.

Pushes the button on the pop machine to get the beverage of his or her choice.

Activates automatic button to open handicapped accessible door.

Presses the "Power" button on the television remote and expects the TV to turn on.

Rings doorbell at the home of a friend before s/he can enter.

Continues or resumes movement to activate story tape.

Activates power wheelchair control to move to work station.

Pushes button to activate hand dryer in public restroom.

Pushes peddle downward on an adapted bicycle or tricycle to make it move.

Pushes a switch to activate the mixer when baking with care provider.

Waits to reactivate a switch until stimulus ceases activity.

Squeezes lever on window cleaner spray bottle to get the solution to come out.

Pushes button to get walk signal for crossing the street.

Activates a switch on a toy or remote control car to make it move.

Activates switch to let care provider or parent know that s/he needs help.

Realizes that pushing the bar / button on a drinking fountain will make the water available to drink

Wears ear plugs to diminish environmental noise

Rings customer service bell for assistance.

Pushes bowling ball down ramp in an effort to knock down the pins at the bowling alley.

Uses adapted scissors to cut appropriate items.




Indicator: 2 The student uses assistive technology in daily living activities in order to control his or her environment.


Uses a joy stick, mouse, or switch to activate the computer in science class.

Uses switch to activate shredding machine.

Locates and uses the elevator at the local mall.

Plays with a beeper ball when playing his or her peers.

Uses adaptive equipment to aid in dressing his or her self.

Follows a voice activated or picture schedule to know what activity follows.

Activates switch to indicate that s/he needs more work materials.

Uses power wheelchair to go shopping in the community.

Uses a switch to activate his or her CD player.

Uses a gripper handle on toothbrush, silverware, etc.

Stops power or one arm drive wheelchair to avoid colliding with another student.

Refrains from repeating behaviors that do not activate equipment.

Locate pay telephone that is attached to a TTY (phone for the hearing impaired).

Uses a battery operated card shuffler to shuffle a deck of cards.

Touches lamp to turn the light off or on.

Uses a talking calculator to complete mathematics assignment.

Uses a counter to indicate when the desired number of products have been produced.

Uses a coinulator to add the total of his or her purchase.

Uses a lift to get in and out of the van when s/he is going to the ball game.

Uses microwave to heat his or her desired snack.




Indicator: 3 The student uses assistive technology for communication and/or social interaction.


Participates appropriately in group discussion using his or her communication system.

Refers to communication picture schedule or anticipation shelf to check task sequence.

Silences communication device when the movie credits begin.

Shows picture card to indicate "my turn" while playing a game with peer.

Uses a picture symbol to participate in discussion to decide arrangements for upcoming family portrait.

Uses voice output device to greet peers as they enter his or her classroom.

Uses a visual timer to identify when s/he should go to lunch, break or home.

Uses voice output communication device to order his or her food in a restaurant.

Uses communication device to cheer for his or her favorite team.

Answers the door when s/he sees the doorbell indicator light flash.

Uses an eye gaze computer to complete assignments.

Uses communication device to request work materials or assistance.

Uses his or her communication book to tell the driver where s/he is going when accessing public transportation.

Uses picture symbol system to initiate conversa-tion with another fan at the ball game.

Indicates needs and wants using augmentative communication device (hungry, bathroom, thirsty).

Uses word prediction software on a computer to write (paragraph, note, letter).

Tells jokes that have been programmed into his or her communication device to interact with coworkers during break.

Uses a white cane to navigate in a crowd.

Uses communication device to request to move closer to the movie screen when s/he is unable to see it clearly.

Signs off TTY or telephone conversation with, "C-U-L” (see you later).




Indicator:





Indicator: 1 The student explores and/or experiences science through technology.


Uses computer software program to complete science assignment (dissection of frogs).

Understands that s/he needs to put gasoline into the lawn mower in order for it to operate.

Refrains from repeatedly causing an automatic door to open and close (stepping on mat, pushing a button).

Uses a magnifying glass to observe his or her collection (insect, coin, stamp).

Opens the battery com-partment of his or her ipod to replace the battery.

Uses a microscope to make observations.

Uses an electric can opener to open a can of soup for his or her lunch.

Uses the escalator to go to the store of his or her choice.

Places fish on the scale at the fishing contest to see if his or her fish is the largest.

Opens the lid of a music box to hear it play.

Investigates the internal parts of a non-working telephone.

Uses a scanner to record the bar codes on library books.

Uses an ATM machine to withdraw cash from his or her banking account.

Visits the science museum to explore early farm equipment.

Requests to have his or her power wheelchair charged each evening.

Explores new objects by using his or her sense of touch, smell, and or sight.

Empties the coins from a pop machine into an electric coin sorter to separate coins before depositing them into the bank.

Checks his or her blood pressure at the grocery store or pharmacy.

Reads the thermometer on the outside of his or her home to determine if it is hot enough to go swimming.

Understands that electrical appliances need to be plugged into the outlet in order for it to work (hair dryer, toaster, iron).




Indicator: 2 The student develops an understanding of the six simple machines.


Participates in a coopera-tive science activity to create a pinwheel or weather vane for measuring wind direction (screw).

Recognizes that by closing a vice to anchor his or her work materials, work will be easier (screw).

Understands that by pulling on the ropes, s/he can raise or lower the flag (pulley).

Understands that when s/he is in the sling lift, that this is safest way to enter the swimming pool (pulley).

Realizes that by pulling the string s/he can raise or lower mini-blinds in his or her bedroom (pulley).

Demonstrates to classmates the function of a wheel and axle using his or her wheelchair (wheel and axle).

Exercises extra caution when guiding a cart down a ramp to counteract accelerated speed (inclined plane).

Uses wheelchair ramp to enter community building (inclined plane).

Realizes that the easiest way to reach the top of a hill on a hike is to follow the circular or winding path (screw).

Builds skateboard ramp with siblings (inclined plane).

Requests electric scissors when s/he is cutting fabric in sewing class (wedge).

Uses push pins to post a fund raising flyer on break room bulletin board (wedge).

Purchases a backpack on wheels to make it easier to transport his or her school or work supplies (wheel and axle).

Turns steering wheel at video arcade to drive car in video game (wheel and axle).

Helps parent/sibling load wood into wheelbarrow in order to more easily move it to the desired location (lever).

Places objects on pan of balance scale to determine equal measures during science class (lever).

Uses hammer to drive nails under the supervision of his or her job coach (wedge).

Places doorstop under library door to allow friend who uses a wheelchair easier access (wedge).

Uses hand shovel or trowel to dig holes for seeds or starter plants in his or her garden (wedge).

Uses a knife or rocker-knife to aid in food preparation when fixing a snack or meal (wedge).




Indicator:



Extended Standard 6SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES

Students should develop an appreciation and understanding of personal and community health, natural resources, natural and human-induced hazards and improvements, and technological implication in quality of life. All students should be able to research and assess prevailing environmental and personal health issues and develop a rational understanding of man's relationship to the environment.


Extended Standard 6 - Science in Personal and Environmental Perspectives

Benchmark: 1The student will develop an understanding of personal health.

Indicator: 1 The student demonstrates that safety involves freedom from danger, risk, or injury.


Wears safety glasses in science or technology class when appropriate.

Locates emergency exits at his or her new job site.

Uses hand rail when using stairs or escalator.

Fastens his or her seat belts when riding in a friend’s car.

Locks the door(s) on his or her home.

Stores his or her personal belongings in a locked gym locker.

Heeds warning signs within his or her workplace.

Seeks out uniformed officials or store employees when s/he needs assistance.

Refuses to approach or pet unfamiliar or exotic animals.

Does not reveal personal information when using the internet or telephone.

Avoids potentially risky situations (daring, bullying).

Mixes cleaning solutions only as directed by his or her job coach.

Indicates “NO” when s/he is offered drugs or cigarettes.

Wears a helmet when s/he is riding a bicycle or a skateboard.

Understands how to access emergency help by dialing “911”.

Follows correct procedures for emergency drills in his or her school.

Uses appropriate safety procedures when operating office equipment (shredder, stapler).

Refuses to leave his or her peers when invited to go with a stranger.

Approaches large farm animals in a safe manner (horses, cattle).

Exercises caution when using electrical appliances near water (bath tub, shower, swimming pool).




Indicator: 2 The student participates in personal care.


Washes hands after a science laboratory activity.

Assist with necessary transfers in the workplace.

Assists with putting on his or her coat/jacket before going outside.

Takes a shower after participating in a sporting activity.

Completes his or her tooth brushing routine.

Cooperates with school nurse in taking his or her medication.

Asks to have his or her eye glasses cleaned before beginning work shift.

Sits appropriately while his or her hair is being cut or styled.

Locks his or her wheelchair when on a pool deck.

Removes his or her hearing aid before going to bed.

Disposes of facial tissues properly after wiping his or her nose.

Reports to supervisor when s/he is not feeling well.

Complies with examination by health care provider (physician, dentist).

Assists in applying sun screen when s/he is planning to attend an outdoor activity on a sunny day.

Uses tissue appropriately after using the toilet.

Eats food from a variety of food groups (food pyramid).

Recognizes when his or her work uniform needs to be cleaned.

Buys personal care products when his or her supply is depleted (shaving cream, deodorant).

Applies appropriate makeup before attending a special event.

Participates in the care of his or her finger/toe nails (clipping, cleaning).




Indicator: 3 The student understands that various foods contribute to health.


School Vocational Career Community Recreation & Leisure HomeSelects a variety of healthful a la carte food items in the cafeteria.

Brings homegrown vegetables to work and shares them with co-workers.

Chooses a piece of fruit for his or her snack.

Limits the amount of pop that s/he consumes while attending a ball game.

Packs healthy food items in his or her lunch box.

Participates in creating a display about a food pyramid.

Shares healthy food recipes with his or her co-workers.

Purchases low fat dairy products at local grocery store.

Plants starter plants or seeds to create a vegetable garden.

Follows his or her prescribed diet for a specific medical condition.

Refrains from eating non food items.

Eats an adequate breakfast before going to work.

Identifies symbols on restaurant menus used to indicate healthy items.

Pauses during recreational activities to drink an adequate amount of water.

Plans a meal to include items from each food group or level on the food pyramid.

Sorts foods by their nutrient contents (calcium, protein) in foods class.

Selects healthy snack from vending machine in the break room.

Indicates “no” when s/he is offered foods to which s/he is allergic.

Prepares reduced fat microwave popcorn for a snack.

Takes his or her daily vitamins as prescribed by his or her physician.




Indicator: 4 The student exhibits some responsibility for his or her own health.


Participates in cooperative group science project, planning balanced meals with food pyramid.

Understands that the gloves or safety glasses will protect him or her from injury.

Refrains from eating food item that has fallen to the floor in a restaurant.

Reports to coach when s/he feels that an injury has been sustained.

Marks days of menstrual period on personal calendar.

Removes and places his or her glasses in designated locations prior to beginning Physical Education class.

Reports noxious odor or the smell of smoke to job supervisor.

Understands that s/he can receive reduced cost medical care at the county or community hospital or clinic.

Places his or her daily medication in backpack before departing for a day trip to the museum.

Realizes he or he needs to go to bed by a certain time in order to awake for school/work the next day.

Selects food in school cafeteria in accordance with personal dietary restrictions.

Asks future employer if a physical exam is required before reporting to work.

Cooperates with routine cleaning / care of his or her teeth.

Engages in regular physical fitness routine or activities.

Requests assistance to have AFO's or braces put on before going to bed for the night.

Participates in routine vision screening with school nurse.

Heeds posted warnings re: potential danger (wet floor, construction area, do not enter).

Washes hands after using public restroom.

Stops his or her participation in a physical activity when s/he begins to feel over exertion.

Marks the calendar in his or her room to indicate that the days medication has been taken.




Indicator:




Benchmark: 2The student will demonstrate environmental awareness.

Indicator: 1 The student participates in activities to help the environment.


Participates in the planting or caring for a garden.

Places paper and plastic items in the appropriate container in the work site lunch room.

Participates in watering and feeding plants in order to help it to grow.

Uses lawn clippings as a way to hold in moisture in his or her vegetable garden.

Bathes or showers regularly to prevent body odor.

Brings his or her old but usable clothing items to school for clothes drive to benefit school clothes closet.

Completes job application to work at local recycle center.

Understands that throwing trash on the ground or floor has a negative impact on the environment.

Brings a re-usable sports bottle to sporting events instead of purchasing plastic throwaway containers.

Turns off lights when s/he is leaving a room.

Puts away materials in a designated location so that they can be found easily the next time that they are needed.

Understands that coworkers who smoke cigarettes will do so at a designated location outside of the building.

Refrains from feeding the squirrels at the community park when s/he sees the sign that says “Do Not Feed the Squirrels.”

Recycles trash for art or other projects (oatmeal boxes, egg cartons).

Turns on dishwasher when full of dirty dishes rather than when only a few items have been placed in it.

Recognizes that his or her inappropriate toileting activities have a negative impact on his or her peers.

Saves plastic food containers for use on another day (sandwich container).

Refrains from taking snacks into the area labeled no food or drink allowed.

Joins club dedicated to the conservation of resources.

Loads bags of recycled household items into family car to take to the recycling center.




Indicator: 2 The student investigates the effects of human activities on the environment.


Sorts paper for recycling when s/he is assisting a peer in cleaning the classroom.

Breaks down (folds) boxes to put in the trash since the smaller stack will take less space.

Refrains from approaching strange or unfamiliar animals.

Refrains from picking flowers when s/he is in the city park.

Turns off the television when s/he is the last on to leave the room.

Participates in cooperative learning group’s “Earth Day” activities.

Wears protective safety equipment when working in a hazardous area (mask, glasses).

Understands why some wild animals are considered an endangered species

Understands that feeding the ducks at the community pond allows the ducks to have food during the winter.

Opens window for fresh air rather than turn on the air conditioning.

Participates in a group project that demonstrates how people adapt clothing and housing choices to their physical environments (sod house).

Places a wet floor sign near the entry door when his or her coworkers enter the work site with snow on their shoes/boots.

Observes the local lake being stocked with fish each spring.

Comments to others that s/he sees a lot of trash on the ground when riding through a parking lot after a sporting event.

Waters the plants in his or her bedroom understanding that too much or too little water will be harmful to the plant.

Observes that the floor of the school is very wet when the students have entered without wiping the snow from their shoes or boots.

Realizes that if the grass is mowed too short the grass will not grow.

Observes that many people have walked across the grass in the park and thus creating a trail.

Understands why there is a limit on the number of deer that s/he can hunt.

Closes curtains when s/he observes that the summer sun is making the room too hot.




Indicator:




Benchmark: 3 The student will understand the impact of human activity on the environment.

Indicator: 1 The student demonstrates an understanding of the impact his or her daily personal activities have on the environment.


Places his or her empty plastic bottle in proper recycling bin.

Brings lunch to work in a container that can be reused instead of a paper bag.

Understands that s/he should walk on the sidewalk instead of the newly planted grass.

Recognizes that although s/he may enjoy loud music it maybe offensive to others.

Bathes or showers regularly to prevent body odor.

Disposes his or her used facial tissues or paper towels in proper container.

Refrains from using a styrofoam cup when getting a cup of coffee and uses a mug instead.

Places gum in the trash can to prevent it from sticking to the bottom of shoes if s/he places it on the ground.

Understands that his or her baseball team will damage the field if they play immediately after a heavy rain storm.

Understands that if s/he does not wash dirty dishes the kitchen will smell bad and look messy.

Recognizes that his or her inappropriate toileting activities have a negative impact on the environ-ment.

Asks to ride to job site with coworker in order to save fuel.

Chooses to carry and use a canvas bag in the grocery store instead of choosing a paper or plastic bag.

Cleans up dog droppings when taking pet for a walk.

Realizes s/he cannot put trash bags at curb side the evening before trash pick-up because animals might open the bags.

Participates in a group activity investigating the amount of trash each student creates.

Uses only minimum quantities needed in order to not waste a product (cleaning fluid, paper towels).

Encourages family members to choose non-aerosol products when shopping (deodorant, hair spray).

Understands the impact of lawn mowing, leaf raking, etc., to the maintenance of an attractive neighborhood.

Disposes of soapy waste water so as not to contaminate garden, stream, or livestock food.



Benchmark: 3The student will understand the impact of human activity on the environment.

Indicator:




Benchmark: 4The student will understand the impact of natural hazards and how they cause us to evaluate risks.

Indicator: 1 The student demonstrates an understanding of appropriate actions associated with natural hazards.


Demonstrates appropriate actions during a severe weather drill.

Refrains from entering an area until it has been deemed safe after a natural disaster.

Alerts a responsible adult if s/he sees a burning field and no one seems to be around.

Leaves sporting field or swimming pool when lightning appears in the sky.

Washes fresh fruits and vegetables before eating them.

Seeks and listens to directions when school crisis plan is activated.

Understands when to open or close the windows based on weather conditions.

Uses alternative route when the main route is being repaired after a natural disaster.

Remains in the shallow end of the lake when it is marked by a rope or other device

Covers plants or brings them indoors when a freeze is included in the weather forecast.

Understands the hazards associated with a flashflood event.

Refuses to go outside with coworker when the pollen count is high because s/he understands that this could trigger an allergic reaction (asthma).

Practices caution when s/he is walking on wet, slippery or icy sidewalks.

Refrains from wading or fishing in local stream following a health warning from the health department.

Uses a flashlight when lightning has struck the light pole behind his or her home and the interior lights have gone off.

Use safety procedures in science lab during an electrical storm..

Provides extra water to pets or plants during extreme heat conditions.

Contributes in some way to a relief fund for victims of a disaster.

Wears sun screen or sun block when outside for an extended period of time.

Notifies care-provider when you are having an allergic reaction to something in the environment.



Benchmark: 4The student will understand the impact of natural hazards and how they cause us to evaluate risks.

Indicator:



Extended Standard 7HISTORY AND NATURE OF SCIENCE

Understanding the history, nature of science and limitations of science is fundamental to scientific learning. Students will learn to distinguish between science and other forms of knowledge or beliefs such as philosophy and religion. Science uses observation, experimentation, induction and deduction, and experimental, observational and statistical verification strategies in formulating and testing the validity of explanations for the behavior of the world around us. These explanations ought to be testable, repeatable, falsifiable, open to criticism, and not based upon authority. It is also important that students learn to distinguish between scientific information (data), scientific explanations (hypotheses, theories, laws, principles, etc.) and the scientific method (the process of arriving at and verifying scientific explanations). Students should learn the applications and limits of science and the inductive and deductive reasoning processes that underlie science.


Extended Standard 7 - History and Nature of Science

Benchmark: 1 The student will understand contributions to science throughout history.

Indicator: 1 The student will understand the contributions of men and women to the fields of science.


School Vocational Career Community Recreation & Leisure HomeUnderstands that persons of any race, gender, creed or disability can contribute to the field of science.

Studies the contributions of Eastman – Kodak while learning the steps for developing film.

Attends community exhibit celebrating the contributions of George Washington Carver.

Purchases postage stamp to commemorate the anniversary of the Wright Brothers successful flight.

Seeks information regarding space exploration through NASA and the Kansas Cosmosphere websites.

Participates in a literature circle studying the biography of Stephen Hawking.

Accompanies a friend or relative to the science labs where s/he works to become familiar with the practice of science.

Checks out a book from the public library regarding a favorite scientist.

Recognizes Steven Spielberg’s name as one of the giants in the film or movie special effects.

Watches television documentary regarding Jacques Cousteau with family members.

Helps to organize a field trip in conjunction with a unit on aviation study (Cessna, Lear Jet).

Realizes that in order to be a science teacher, an individual is required to have special training.

Goes to the lecture chronicling the contributions of Alexander Graham Bell to the deaf community.

Recognizes that s/he is only able to pursue a hobby regarding dinosaurs, rocks, space, etc., due to the efforts of dedicated scientists.

Becomes familiar with the life of Louis Braille while learning to use a braille writing system.

Conducts an interview with a practicing scientist for a class project.

Associates the Columbus Day holiday from work with the achievement of the explorer Christopher Columbus.

Associates the name of the Marie Curie with the study of radiation and how it is used in health care.

Saves allowance money to purchase a microscope after seeing a show about the work of a famous biologist or chemist.

Recognizes the names of Microsoft and Apple as giants in the field of computer technology.



Benchmark: 1 The student will understand contributions to science throughout history.

Indicator: 2 The student knows about major discoveries, inventions or advancements in science.


Contrasts modern laundry techniques with manual methods during unit of pioneer study.

Demonstrates own new augmentative communication device to coworkers or supervisor.

Uses self scanner in a department store to determine the price of an unmarked item.

Realizes that high-technology entertainment systems were not available to previous generations.

Engages grandparent in conversation regarding “the way things used to be.”

Participates in cooperative group science activity to prepare a report regarding an invention / discovery.

Seeks out location of alternative alarm system for the deaf at his or her worksite.

Takes advantage of his or her community’s new lift bus after learning that one has become available.

Realizes that scientific pioneers have made it possible for us to breed many animal species in zoos (panda, gorilla).

Understands that internet e-mail is a modern faster alternative to the US Postal Service.

Chooses to use a remote control device, instead of traditional lock and key for locker access.

Understands that the building sprinkler system is in place to enhance workers’ safety on the job.

Understands that his or her doctor might need to request x-rays in order to see pictures of his or her bones.

Saves produce from his or her garden for winter consumption by using safe food canning or freezing techniques.

Chooses microwave food preparation because of its simplicity and speed.

Creates a poster to depict the advances science has made in artificial lighting over time (candles, lanterns, electric light bulbs).

Realizes that it is only because of scientific advancements that many areas of his or her worksite have been made accessible (power doors, elevators).

Schedules an appointment to receive a flu shot as one component of his or her personal health plan.

Understands that CD’s have replaced audiotapes, which replaced record albums as the science of the music industry has developed.

Realizes that the medication s/he takes to manage seizures or behavior has been developed through the efforts of scientists over time.


Extended Standard 7 – History and Nature of Science

Benchmark: 1The student will understand contributions to science throughout history.

Indicator:




Benchmark: .2The student will develop an awareness that people practice science.

Indicator: 1 The student participates in problem solving to investigate questions about the world.


Sorts trees into classes of those that do or do not lose leaves in the fall (i.e., deciduous / coniferous).

Makes a visit to a working scientific laboratory in conjunction with career awareness day.

Participates in a customer satisfaction survey to help a business determine which items to carry or discontinue.

Feels the soil to determine if potted plant or garden need to be watered.

Asks family members a question about something they all saw on the evening television news.

Uses a microscope to participate in a cooperative group activity during science lab.

Participates in the development of questions for interviewing a scientist.

Makes inquiry of the local libraries to whether or not the library stocks a certain book or tape.

Polls friends to determine what foods to serve at an upcoming party.

Refers to written temperature (newspaper, television) to determine if a jacket is needed.

Looks outside to determine the weather or temperature for a science project.

Votes for choice in “Employee of the Month” election after reviewing nominees contributions.

Visits a new restaurant in town to determine if s/he likes the food it serves.

Tries on different styles of sneakers (ties, slip on) to determine which one is the most comfortable.

Uses calendar to determine if it is his or her day to load the family dishwasher after dinner.

Investigates similar and different properties of living and non-living things.

Compares the advertised salaries of two positions in the local want-ads.

Identifies a variety of routes to the grocery store to determine the safest route.

Participates in internet search with friends to determine what movie to go and watch.

Checks personal pill organizer to ensure s/he has taken appropriate medication for the day.



Benchmark: 2The student will develop an awareness that people practice science.

Indicator: 2 The student collects and/or uses data to make a decision.


School Vocational Career Community Recreation & Leisure HomeParticipates in school survey by interviewing peers.

Interviews or observes people doing various jobs to determine his or her vocational interest.

Counts items in grocery cart to determine if s/he has the correct amount of groceries to use the check out line for 15 items or less.

Chooses not to participate in activity suggested by his or her peers upon recalling teacher's or parent's caution against that activity.

Reminds parents of the number of days remaining until the family vacation.

Participates in a group science project collecting data regarding monthly rain fall.

Asks to move to the next job task when s/he notices that a quota has been reached at the present one.

Decides to wait for the next elevator when s/he notices that current elevator is too crowded.

Evaluates the position of the opponents bocce balls to determines his or her next roll.

Counts chimes of the clock to know when it is time for his or her favorite television program.

Refers to school calendar to determine which class materials are needed (seminar day, block schedule).

Records one tally mark on production sheet for each carton unpacked.

Compares the prices of similar items at various grocery stores and chooses the shop at the store with the best values.

Refers to the sports page in the local newspaper to determine the number of games his or her favorite team is behind in the standings.

Determines that his or her wheelchair tire must have a slow leak since it has required inflation on a number of consecutive days.

Records his or her behavior in progress notebook to monitor success with anger management program.

Ask job supervisor if s/he has accumulated enough vacation leave to be off work for two weeks.

Orders additional chips in restaurant when s/he notices that basket is empty.

Keeps own team's records when working as the team manager (strikes per person, number of baskets made).

Records his or her own weight to monitor weight management program.



Benchmark: 2 The student will develop an awareness that people practice science.

Indicator: 3 The student distinguishes between falsification and truth.


Realizes s/he must include actual results achieved in a science lab report rather than to fabricate “expected” results.

Refrains from inflating the number of hours worked or number of piece work items completed when filling out time card.

Answers truthfully when store clerk asks, if s/he has already paid for the item.

Chooses only belongings that are truly his or hers from the lost and found at the community recreation center.

Adheres to parental rules regarding which internet sites or television channels s/he can access with siblings.

Gives teacher/administrator a truthful account of a disruptive incident.

Adheres to posted break schedule on the job site, even when coworkers encourage its violation.

Realizes that various pro-fessionals (hair or health care) are required to display legitimate current licenses.

Refuses to lie when friends ask him or her to do so on their behalf.

Answers truthfully regarding where s/he got the money that is in his or her possession.

Understands that “cheating” represents a falsification of one’s own work.

Represents own skills or qualifications accurately for a job for which s/he is applying.

Utilizes emergency services only in the case of a legitimate emergency.

Does not falsify own identification in order to gain access to a leisure event s/he wants to attend (dance, movie theater).

Knows that it would be wrong (falsification) to violate parental restrictions when grounded – even when s/he is home alone.

Refrains from misrepresenting parental approval / awareness to school staff.

Does not pretend to be ill (when actually well) in order to avoid going to work.

Notifies a person of authority that s/he found an item of value on the sidewalk rather than just keeping it.

Recognizes the difference between good – natured teasing and untruthful claims made by peers.

Asks to see official identification from person who comes to the door claiming to be a maintenance worker.


Extended Standard 7 – History and Nature of Science

Benchmark: 2The student will develop an awareness that people practice science.

Indicator:




SCIENCE

Glossary


Extended Science StandardsGlossary

Augmentative communicationA communication system used by students who are unable to communicate through speech or writing; these systems include but are not limited to, manual signs, communication board, and high-tech electronic communication devices

BrailleTactile system for reading and writing with an official code or "alphabet" composed of braille characters or braille cells that consist of various patterns of raised dots that roughly correspond to alphabetic letter, punctuation marks, and other symbols

Child with a disability A child having mental retardation, etc., and who, by reason thereof, needs special education and related services. (Federal regulations definition, 1997)

Communication modalities or methodsCommunication modes, modalities, or methods: an integrated group of components, including symbols, aids, strategies, and techniques used by individuals to enhance communication

Communication device A physical object or technology used to transmit or receive messages (e.g., communication book, board, chart, mechanical or electronic device, computer)

ExploreTo investigate or search

Fact: In science, an observation that has been repeatedly confirmed.

FalsificationA method for determining the validity of an hypothesis, theory or law. To be falsifiable a theory must be testable, by others, in such a way that, if it is false, the tests can show that it is false.

InquiryScientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry also offers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world. Inquiry is a multifaceted activity that involves many process skills. Conducting hands-on activities does not guarantee inquiry, nor is reading about science incompatible with inquiry.

Large PrintPrint-size ranging from 18 to 24 points, may also have specially designed spacing between lines, special contrast between print and page.

LawA descriptive generalization about how some aspect of the natural world behaves under stated circumstances. Laws are frequently, but not always, mathematical formulations.

MaterialThe elements, constituents, or substances of which something is composed or can be made.

PropertiesDescriptions of objects based directly on the senses (e.g., hard, soft, smooth) or through extended use of the senses (an atom contains a nucleus)

ScienceThe human activity of seeking logical explanations for what we observe in world around us. These explanations are based on observations, experiments, and logical arguments that adhere to strict empirical standards and a healthy skeptical perspective.

TechnologyA science-based activity in which human start with initial conditions, then design, build, and implement an intervention that improves the world about us in terms of our original needs (e.g., eye glasses or contacts).

UnderstandTo possess a meaningful comprehension of a concept or process based on direct or related experiences. Understanding stands in contrast to memorization, where there is only awareness of a term but no grasp of meaning.


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