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Arizona Standards Science Standards
(Adopted 6/23/97)
Standard 1: Science
As Inquiry
Students understand and use the processes of scientific
investigation and scientific ways of knowing. They are able to design, conduct, describe
and evaluate these investigations. They are able to understand and apply concepts that
unify scientific disciplines.
READINESS (Kindergarten)
Students know and are able to do the following:
- 1SC-R1. Identify and use safe procedures in all science
activities
PO 1. Demonstrate safe procedures (e.g., use and care of
simple technology, materials and organisms) and behavior in all science inquiry
- 1SC-R2. Ask questions about the natural world (e.g., How do
trees grow? Why is the sky blue? Where does rain come from?)
PO 1. Formulate questions about objects, organisms, events
and relationships in the natural world
- 1SC-R3. Categorize objects, organisms and events in
different ways
PO 1. Organize (e.g., sort, classify, sequence) objects,
organisms and events by different characteristics<
- 1SC-R4. State simple hypotheses about cause-and-effect
relationships in the environment
PO 1. Formulate a question that relates to the environment
PO 2. Predict the results of an observable cause-and-effect
relationship
- 1SC-R5. Perform simple measurements and comparisons
PO 1. Perform simple measurements using appropriate devices
PO 2. Compare objects according to their measurements
- 1SC-R6. Communicate observations and comparisons through
various means such as pictographs, pictures, models and words
PO 1. Describe observations with pictographs, pictures,
models and words
PO 2. Describe similarities and differences of observations
- 1SC-R7. Observe and describe changes in a simple system
(e.g., a plant terrarium)
PO 1. Describe changes observed in a simple system (e.g.,
ant farm, plant terrarium, aquarium)
FOUNDATIONS (Grades 1-3)
Students know and are able to do all of the above and
the following:
- 1SC-F1. Plan, design, conduct and report on the conclusions
of basic experiments
With appropriate guidance:
PO 1. Plan an experiment
PO 2. Design an experiment
PO 3. Predict the results of an experiment
PO 4. Conduct an experiment and record data
PO 5. Report, through various means, the conclusions of an
experiment
- 1SC-F2. Construct models (e.g., a volcano, a paper airplane,
a solar system) that illustrate simple concepts and compare those models to what they
represent
With appropriate guidance:
PO 1. Construct physical models (e.g., a volcano, a paper
airplane, a solar system) illustrating simple concepts
PO 2. Compare a physical model to what it represents
- 1SC-F3. Identify and record changes and patterns of changes
in a familiar system
PO 1. Describe changes and patterns of changes in a
familiar system
PO 2. Record changes and patterns of changes in a familiar
system
- 1SC-F4. Describe relationships among parts of a
familiar system (e.g., a bicycle, a park, a clock)
PO 1. Identify parts of a familiar system
PO 2. Explain the relationships among parts of a system
ESSENTIALS (Grades 4-8)
Students know and are able to do all of the above and
the following:
- 1SC-E1. Identify a question, formulate a hypothesis, control
and manipulate variables, devise experiments, predict outcomes, compare and analyze
results, and defend conclusions
(Grades 4-5)
PO 1. Distinguish between a question and a hypothesis
PO 2. Describe the functions of variables in an
investigation
PO 3. Predict an outcome based on experimental data
PO 4. Draw a conclusion based on a set of experimental data
(Grades 6-8)
PO 1. Design an experiment using a scientific method
PO 2. Conduct an experiment using a scientific method
PO 3. Analyze the results of an experiment
PO 4. Defend conclusions drawn from the analysis
- 1SC-E2. Create a model (e.g., a computer simulation, a
stream table) to predict change
(Grades 4-5)
PO 1.Design a model to illustrate a system
(Grades 6-8)
PO 1. Construct a model that demonstrates change within a
system
PO 2. Describe variables that cause change
PO 3. Explain cause and effect of variables within a system
- 1SC-E3. Organize and present data gathered from their own
experiences, using appropriate mathematical analyses and graphical representations
(Grades 4-5)
PO 1. Organize gathered data into an appropriate format
PO 2. Construct a representation of data (e.g., bar graph,
line graph, frequency table, Venn diagram)
(Grades 6-8)
PO 1. Construct a representation of data (e.g., histogram,
stem-and-leaf plot, scatter plot, circle graph, flow chart)
PO 2. Interpret patterns in collected data
- 1SC-E4. Identify and refine questions from previous
investigations
(Grades 4-5)
PO 1. Identify questions from previous investigations
PO 2. Refine questions from previous investigations
(Grades 6-8)
PO 1. Analyze the results of previous investigations
PO 2. Refine hypotheses from a previous investigation
- 1SC-E5. Analyze the processes, parts and subsystems of a
bicycle, a clock or other mechanical or electrical device
(Grades 4-5)
PO 1. Identify the parts of a subsystem within a system
PO 2. Describe the functions of the parts of a subsystem
PO 3. State cause-and-effect relationships among components
in mechanical or electrical devices
(Grades 6-8)
PO 1. Explain the interaction among parts within mechanical
or electrical devices
PO 2. Analyze the processes that operate within a
mechanical or electrical device
- 1SC-E6. Analyze scientific reports from magazines,
television or other media
(Grades 4-5)
PO 1. Analyze the reliability of scientific information
from a variety of sources
PO 2. Use evidence to support or refute a conclusion drawn
from a scientific report
(Grades 6-8)
PO 1. Evaluate information for accuracy, logic, bias and
impact
PROFICIENCY (Grades 9-12)
Students know and are able to do all of the above and
the following:
- 1SC-P1. Propose solutions to practical and theoretical
problems by synthesizing and evaluating information gained from scientific investigations
PO 1. Evaluate scientific information for relevance to a
given problem
PO 2. Propose solutions to a problem, based on information
gained from scientific investigations
- 1SC-P2. Compare observations of the real world to
observations of a constructed model (e.g., an aquarium, a terrarium, a volcano)
PO 1. Assess the capability of a model to represent a
"real world" scenario
- 1SC-P3. Analyze and evaluate reports of scientific studies
PO 1. Analyze reports of scientific studies for elements of
experimental design
PO 2. Compare conclusions to original hypotheses
PO 3. Evaluate validity of conclusions
- 1SC-P4. Create and defend a written plan of action
for a scientific investigation
PO 1. Design an appropriate protocol (written plan of
action) for the investigation of a scientific problem
PO 2. Justify the protocol in terms of the elements of
experimental design
- 1SC-P5. Apply the concepts of equilibrium, form and function
to a variety of phenomena
PO 1. Predict the effects of various factors on the
equilibrium of a system
PO 2. Explain how the relationships between form and
function are evident in natural and designed systems
PO 3. Describe how present form and function of an object,
organism or system could have evolved from prior form and function
- 1SC-P6. Identify and refine a researchable question, conduct
the experiment, collect and analyze data, share and discuss findings
PO 1. Construct a researchable question
PO 2. Employ a research design that incorporates a
scientific method to carry out an experiment
PO 3. Analyze experimental data
PO 4. Communicate experimental findings to others
DISTINCTION (Honors)
Students know and are able to do all of the above and
the following:
- 1SC-D1. Design and complete an advanced scientific
investigation, either individually or as part of a team, and formally report results to
peers, teachers and others
- 1SC-D2. Apply the concepts of emergent properties, feedback,
subsystems, equilibria, and unpredictability to a complex system (e.g., weather, the
brain)
- 1SC-D3. Interview science professionals (e.g., scientists,
philosophers of science) to understand how they view science and formally report results
to peers, teachers and others
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