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Maryland State Standards and Leaf Pack Network®

SKILLS AND PROCESSES (1.0)

Scientific Inquiry

By the end of the specified grade levels students know and are able to do everything required at earlier grades and:

Grade 5

1.5.1access and process information from readings, investigation , and/or oral communications.
1.5.2ask questions that can be answered through a scientific investigation.
1.5.3use observations and select appropriate scientific information to form predictions and hypotheses.
1.5.4recognize/develop well-designed procedures that identify important variables within an investigation.
1.5.5demonstrate safety when conducting an investigation.
1.5.6use metric units when measuring or collecting data.
1.5.7use appropriate instruments (e.g. calculators, spreadsheets, databases, and graphing programs) to collect, organize, and display on charts, tables, graphs, or with drawings.
1.5.9interpret and communicate findings (i.e., speaking, writing, and drawing) in a form suited to the purpose and audience, using developmentally appropriate methods including technology tools and telecommunications.

Grade 8

1.8.1access and process information from readings, investigations, and/or oral communications.
1.8.2formulate questions, which lead to the development of a testable hypothesis.
1.8.3use observations, research and select appropriate scientific information to form predictions and hypotheses.
1.8.4recognize/develop well-designed procedures that identify the independent and dependent variable, the need for control when testing a factor, the importance of multiple trials, the selection of appropriate materials/equipment, and the development of clear, logical directions within an investigation.
1.8.5demonstrate safety when conducting an investigation.
1.8.6use appropriate instruments and metric units when making measurements and collecting data.
1.8.7collect, organize, and display data in ways others can verify (i.e. numbers, statistics, tables, graphs, drawings, charts, diagrams) using appropriate instruments (e.g., calculators, spreadsheets, databases, and graphing programs).
1.8.8analyze and summarize data to identify trends and form a logical argument about a cause and effect relationship or a sequence of events.
1.8.9interpret and communicate findings (i.e., speaking, writing, and drawing) in a form suited to the purpose and audience, using developmentally appropriate methods including technology tools and telecommunications.

Grade 12

1.12.1access and process information from readings, investigations, and/or oral communications.
1.12.2formulate questions that lead to a testable hypothesis, which demonstrates the logical connections between the scientific concepts and the design of an investigation.
1.12.3use observations, research and select appropriate scientific information to form predictions and hypotheses.
1.12.4design experimental approaches, which answer scientific questions.
1.12.5demonstrate safety when conducting an investigation.
1.12.6use mathematical processes (measuring, calculating, etc.) when conducting investigations, analyzing information, and/or displaying information.
1.12.7collect, organize, and display data in multiple ways that fit the context using appropriate instruments to effectively convey the information (e.g., calculators, spreadsheets, and databases and graphing programs).
1.12.8analyze appropriate data to identify trends to form conclusions and apply what has been learned to evaluate the hypothesis.
1.12.9interpret and communicate findings through speaking, writing, and drawing in a form suited to the purpose and audience, in a form suited to the purpose and audience, using developmentally appropriate methods including technology tools and telecommunications.

Critical Thinking

By the end of the specified grade level students know and are able to do everything required at earlier grades and:

Grade 5

1.5.11classify objects, materials, concepts, and actions based on similarities and differences.
1.5.12recognize when reasoning can be distorted by inaccurate data and/or strong feelings.
1.5.13recognize that there can be more than one explanation for a set of data.
1.5.14provide supporting evidence when forming conclusions, devising a plan or solving a practical problem.
1.5.16modify ideas based on new information from developmentally appropriate readings, data, and the ideas of others.
1.5.17describe to others how scientific information was used.

Grade 8

1.8.11construct and use classification systems for grouping objects, materials, concepts, and actions, organisms, etc.
1.8.12critique scientific information and identify possible sources of bias.
1.8.13analyze the adequacy of the supporting evidence used to form conclusions, devise a plan, or solve a practical problem.
1.8.14provide supporting evidence when forming conclusions, devising a plan or solving a practical problem.
1.8.16modify ideas based on new information from developmentally appropriate readings, data, and the ideas of others.
1.8.17describe to others how scientific information was used.

Grade 12

1.12.11construct various classification systems and infer degree of divergence and/or kinship of various objects, materials, concepts, actions, and organisms.
1.12.12critique scientific information in order to detect bias and analyze the source of the bias.
1.12.13analyze the adequacy of the supporting evidence used to form conclusions, devise a plan, or solve a practical problem.
1.12.14provide supporting evidence when forming conclusions, devising a plan or solving a practical problem.
1.12.16analyze conclusions and modify ideas based on new information from developmentally appropriate readings, data, and the ideas of others.
1.12.17describe to others how scientific information was used.

Applications of Science

By the end of the specified grade level students know and are able to do everything required at earlier grades and:

Grade 5

1.5.18apply scientific concepts to understand a new situation.
1.5.20apply scientific concepts to make decisions.

Grade 8

1.8.18apply scientific principles and/or concepts to understand a new situation.
1.8.20apply concepts and processes of science to take and defend a position relative to an issue.

Grade 12

1.12.18apply scientific principles and/or concepts to understand a new situation.
1.12.19the student will apply skills, processes, and concepts of biology, chemistry, physics, and earth/space science to societal issues.
1.12.20defend a position on a scientific issue and take into account the different types of risks and benefits in formulating a plan of action.

LIFE SCIENCE (3.0)

Ecology

By the end of the specified grade level students know and are able to do everything required at earlier grades and:

Grade 5

3.5.12cite evidence that individuals and groups of organisms interact with each other and their environment (ie. food chain, reproduction, decomposition).
3.5.13cite evidence that living organisms change environments in ways that can be either beneficial or detrimental to themselves and other living organisms (e.g. food chain, overpopulation, pollination)

Grade 8

3.8.12analyze evidence that within ecosystems organisms have different functions (niches) that enable the ecosystem to survive.
3.8.13analyze changes that occur due to interactions in the environment and determine if they are beneficial or detrimental from different perspectives.

Grade 12

3.12.12analyze the interdependence of diverse living organisms and their interactions with the components of the biosphere.
3.12.13analyze the consequences of extinction and introduction of exotic species within ecosystems.

ENVIRONMENTAL SCIENCE (6.0)

Interdependence of Organisms

By the end of the specified grade level students know and are able to do everything required at earlier grades and:

Grade 5

6.5.3identify the survival needs and interactions between organisms and the environment

Grade 8

6.8.2identify and explain the interdependency of organisms within the environment in a given ecosystem.

Grade 12

6.12.2use physical, chemical, biological an ecological concepts to analyze and explain the interdependence of organisms within the environment.

Natural Resources and Human Needs

By the end of the specified grade level students know and are able to do everything required at earlier grades and:

Grade 5

6.5.4explain how natural resources are used by humans to meet basic needs.

Grade 8

6.8.4compare how different parts of the world have varying amounts and types of natural resources and how the use of those resources determines environmental quality.

Grade 12

6.12.4use concepts from chemistry, physics, biology and ecology to analyze and interpret the impact both positive and negative of human activities on earth's resources.

Environmental Issues

By the end of the specified grade level students know and are able to do everything required at earlier grades and:

Grade 5

6.5.5explain that decisions influencing the environment may have benefits, drawbacks and unexpected consequences no matter how carefully the decisions are made.

Grade 8

6.8.5analyze how human activities can accelerate or magnify many naturally occurring changes.

Grade 12

6.12.5investigate and analyze environmental issues from local to global perspectives.

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