www.inspiration.com

Moving from the Blue Bookto HCPS II

Office of Accountability

and School Instructional

Support/School

Renewal Group

Department of Education

State of Hawai‘i

RS 00-0100

August 1999

ScienceContent Standards

Research on effective schools tells us that one of the most important elements in improving the results of education is being clear about standards, what it is that students are expected to learn. The refined “Hawai‘i Content andPerformance Standards, HCPS II”, provides such standards for Hawaii’s students in kindergarten through grade twelve in ten academic content areas.

This document describes the content standards for Science. The content standardsare clear, broad statements of important ideas, concepts, skills and dispositions tobe taught and learned in a content area and answer the question “What should students know, be able to do, and care about?” The K-12 content standards areclarified by benchmark standards that indicate developmentally appropriate contentknowledge and skills at a cluster of grade levels. For Science, the grade level clusters include K-3, 4-5, 6-8, and 9-12.

To follow and support these content standards, performance standards, that answerquestions like “What does good performance look like?” and “How good is goodenough?” will be described on a website. They will be developed in collaborationwith teachers and other educators in the coming year and will clarify the contentstandards by describing what evidence is acceptable in determining whether content standards have been met.

Equally important to learning academic content is developing the knowledge, skillsand attitudes that all students need to lead full and productive lives. Four GeneralLearner Outcomes serve as the essential, overarching goals for all of the contentand performance standards. They must be an integral and vital part of all teachingand learning. All teachers in all grades and in all subjects must contribute to thedevelopment of the General Learner Outcomes while promoting the learning ofsubject matter as well. The General Learner Outcomes are:

• The ability to be responsible for one’s own learning. • The understanding that it is essential for human beings to work together.• The ability to be involved in complex thinking and problem solving.• The ability to recognize and produce quality performance and

quality products.

The real test of the standards is their applicability and usefulness in the classroom to improve student learning. Raising our expectations is but the first step; it’swhat we do with the standards - living up to them - that will ultimately make us a performance oriented system.

We are about to embark on an important journey that will challenge how we think, feel and act in regards to teaching and learning. Begin your discussions on what itwill take to implement these standards. Give us feedback on the effectiveness and usefulness of the content standards, work with us in developing the performance standards, and always keep the General Learner Outcomes in the forefront.

Let us work together with common purpose and mutual obligation and affirm our responsibility to educate all students and to do so to the same high standards.

Paul G. LeMahieu, Ph.D.Superintendent of Education

Foreword

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The Spirit of Science

The Spirit of Science progresses by askingquestions and looking for precise answers.This spirit has enriched our human experienceand opens new possibilities for thought andaction. We want to pass on the Spirit ofScience to the next generation, making thebond between science and ourselves a bondbetween ourselves and the Future.

-THE EPIC OF MAN AND SCIENCE

IBM JAPAN PAVILION, TSUKUBA EXPO '85

Rationale for Science

Science is for All StudentsScience is important for all students to learn because of the need to maintain andimprove the quality of life. In order to accomplish this, students need to under-stand the connections between oneself, one another, the world around them andthe Universe beyond. Science offers students a tool and knowledge to satisfy theircuriosities.

Why Science?First, Science uses an important tool and ways of thinking that students can applyin attaining these understandings. Second, Science uses a vast bank of knowledge.Scientists and ordinary people use this tool, known as Scientific Inquiry, and waysof thinking, known as scientific Habits of Mind, to accumulate this knowledge. As students learn how to use Scientific Inquiry and apply knowledge to answerquestions about themselves, others, the World and Universe, they experience therichness and excitement of comprehending the Natural World. Third, Science isimportant for all students because its tools and knowledge can be applied to theinnate human need of satisfying curiosity. Science offers a means for humans toanswer the questions and wonderings they have.

An understanding of science makes it possible for everyone to share in the richnessand excitement of comprehending the natural world. Everyone can use scientificprinciples and processes in making personal decisions and participate in discussionsand decisions that affect society. A sound grounding in science strengthens manyof the skills that people use every day, for example: solving problems creatively,thinking critically, working cooperatively in teams, using technology effectively, andvaluing life-long learning. Additionally, economic productivity of our society isintimately linked to the scientific and technological skills of our work force.

Introduction

The thrill and excitement of wonder and discovery.

Goals of Science Education

Science Education aims to develop scientific literacy in all students so those stu-dents may maintain and improve the quality of their lives. The Goals of ScienceEducation are: • Understand and apply the processes, ways of thinking and dispositions that

humans have while investigating the Natural World.

• Understand and apply the knowledge we know today about the world around us to our curiosities and in our daily lives.

To achieve these goals, the Science Content Standards are classified into twodomains, both to match the goals of Science Education and to provide consistencywith the view that Science is (1) a tool for problem solving and producing knowl-edge, and (2) an assortment of accumulated knowledge.

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Introduction

Philosophy

We believe that …• Science is for all students.• The Spirit of Science in innate in every student.• Students foster the scientific endeavor by asking

important questions and seeking answers to those questions.

• Science is basic to the student's perception and understanding of their world.

• Students must honor their own curiosities to contribute to their natural environment.

• Students' action may maintain and improve the quality of their lives and the lives of all organisms on Earth.

While the General Learner Outcomes(GLO) are common to all academicdiscipline areas by identifying the skillsand attitudes for all students to leadfull and productive lives, the ScienceContent Standards gives targets forspecific learner outcomes in Science.These Standards define what all stu-dents should know and be able to doin Science once they leave the K-12system.

The table on pages 8 and 9,“At–A–Glance,” shows how theContent Standards are divided into twodomains: (1) Domain I standards areabout Science as a way of thinking andknowing. It has roots in ScientificInquiry and meets the first goal ofScience Education. (2) Domain II stan-dards are about Science as CumulativeKnowledge. Domain II identifies essen-tial understandings that will help stu-dents meet the second goal of ScienceEducation.

By dividing the standards intodomains, blurring the traditional disci-plines into strands and showing sciencein the contexts of the human organism,society and technology, we purposeful-ly approach science in a way that willshow its human face and therefore itsimportance to each one of us.

We hope to dispel the myth thatScience is a specialized activity reservedexclusively for professional scientistsand show that it is instead a part ofhuman intelligence that everyone canbenefit. Thus, Science plays a vital rolein the way each of us thinks andbehaves.

Within each Domain, the ContentStandards are categorized into Strands.Domain I has five Content Standardsin four Strands. Domain II has nine-teen Content Standards in five Strands.

Benchmarks are given for each Content Standard at the following grade clus-ters: K-3, 4-5, 6-8 and 9-12.Whereclarification is needed, benchmarkshave short titles for the user to visual-ize the K-12 development of a particu-lar concept. Students are expected tomeet the benchmark by the end of thecluster.

Each strand is described here briefly asan explanation of the terms of refer-ence. The descriptions are intended toencourage discussion about what thestandards mean and to think aboutimplications for curriculum, instructionand classroom assessment.

Overview About Domain I Strands

About The Strands in Domain I:How Humans Think WhileUnderstanding the Natural World. Four strands that organize five ContentStandards make up this domain. Thestrands are arranged according to thefollowing flow of thought: The basictool of science for knowing and prob-lem solving (Science as Inquiry) isgiven first. In order to effectively usescientific inquiry, certain attitudes, values, skills and knowledge is needed(Habits of Mind) (Domain II takescare of the essential knowledge). Asstudents use scientific inquiry in theclassroom, laboratory and in the field,they must do so in a safe manner(Safety). Finally, science process andknowledge can be used specifically toaddress current issues about humanadaptation in the environment. Thefifth strand, Science and Technology inSociety, identify those standards.

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About the Standards

The standards havebeen organized to blurthe traditional look of Science and show its human face, and therefore show itsimportance to us.

Domain I, Strand 1, and its Content Standard

Science As Inquiry• Doing Scientific Inquiry

Scientific inquiry is a central part oflearning and doing science. Whenengaging in inquiry, students describeobjects and events, ask questions, con-struct explanations, test those explana-tions against current scientific knowl-edge, and communicate their ideas toothers. They identify their assumptions,use critical and logical thinking andconsider alternative explanations. Thus,students actively develop their under-standing of Science by combiningScientific knowledge with reasoningand thinking skills.

Domain I, Strand 2, and its Content Standards

Habits of Mind• Living the Values, Attitudes

and Commitments of the Inquiring Mind

• Using Unifying Concepts and Themes

Students’ ability and inclination tosolve problems effectively depend ontheir having certain knowledge, skillsand attitudes. These are highly prizedin the scientific community and essen-tial to the scientific way of thinking,knowing and doing. For students, theyare essential for both formal and infor-mal learning and for a lifetime of par-ticipation in society as a whole. Takentogether, these values, attitudes, andskills can be thought of as habits ofmind because they all relate directly to a person's outlook on knowledgeand learning and ways of thinking and acting.

Domain I, Strand 3, and its Content Standard

Safety• Doing Safety

Doing science in the classroom, laboratory and out in the field mayinvolve risks to participants. Studentsminimize these risks by following thesestandards, which support state, school,and classroom policies and rules.Central to this strand is the classroomteacher who sets and provides instruc-tion on general safety rules and specificsafety rules unique to specific learningopportunities.

Domain I, Strand 4, and its Content Standard

Science and Technology in Society• Relating the Nature of Technology

to ScienceThese are the disciplines ofTechnology: Information, Medical,Food, Agriculture, Architecture,Engineering, Manufacturing, Energyand Ergonomics. The focus on thisstrand, however, is on the generalactivities that all disciplines engage in.Namely, it is the processes we gothrough to change the world to suit usbetter. The processes use tools, think-ing, and accumulated knowledge fromScience, in the context of society.

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About the Standards

Overview About Domain II Strands

About The Strands in Domain II:What We Know Today about the World Around Us. Five strands organize nineteen ContentStandards. Domain II identifies theessential knowledge that has been accumulated in human history throughscientific activities. Students can usethis to compare their inquiries fromDomain I activities against what isalready known. On a broader scale,students can use the knowledge inpublic discourse, personal decisionmaking and wonderings about theworld around them and the Universebeyond.

The strands are arranged according tothe following flow of thought: The firststrand, Historical Perspective, lays thefoundation for understanding scientificknowledge and bridges Domains I andII. Given the background of the firststrand, the second strand, Organismsand Development, identifies what weknow about the complexities of organ-isms and their interactions. Within thisstrand, the seven Content Standardsare arranged from "bigger ideas" (e.g., Unity and Diversity) and moveto "smaller ideas" (e.g., cells). Thestrand ends with a focus on humanbody development.

The third strand, UnderstandingOurselves in the World Around Us,picks up on the human body andexamines physical and mental well-being, learning, and behavior. ThePhysical Environment organizes thefourth strand, which moves studentsinto understanding the non-livingworld (e.g., matter, forces, motion,sound and light).

Finally, we identify Content Standardsthat pull together our understandingabout the Earth itself and the Universebeyond. This fifth strand has studentsviewing Earth as a series of systems, abody in the solar system, and buildingunderstandings about the Universe.

Amidst the hours of thought put intothis document, we fully support TheNature of Science which reminds us ofthe need to review critically and tochallenge all ideas and viewpoints thatare presented us, including those inthis document. The clue to our resolveis in the wording of Domain II, "…what we know today in the worldaround us." There is a lot that wedon't know about ourselves and theworld around us. As science progress-es, new knowledge will be unlockedand old ideas may be deemed inaccu-rate. Thus, the Nature of Sciencerequires this document to be a livingone.

Domain II, Strand 1 and its Content Standards

Historical Perspectives• Understanding Scientific Inquiry

and the Character of Scientific Knowledge

• Interdependence of Science, Technology and Society

• Ma–lama i ka ‘A–ina: SustainabilityThis strand lays the foundation forunderstanding about scientific knowl-edge, the interdependence of science,technology in the context of society,and the idea of sustainability, which isone of the major reasons for having allstudents learn Science.

Not made explicit here are famous sci-entists (emphasizing how scientists

5

About the Standards

What about FamousScientists?

Science careers andScience in careers.

were of both genders, from a variety ofage groups, ethnic origins, religiousviewpoints and time periods). Also notmade explicit are science careers or science in careers. Although these arevery important areas to be considered,we decided to keep them separate fromthis document. They could fall underthe realm of “Instructional Strategies.”

Domain II, Strand 2 and its Content Standards

Organisms and Development• Unity and Diversity• Interdependence• Cycles of Matter and Energy Flow• Biological Evolution• Heredity• Cells, Tissues, and Organs• Human Development

Content Standards in this strand takethe essential concepts from the life sciences discipline and put them intothe context of big ideas on organisms,how they are alike and different, theirdevelopment and ways in which theydepend on each other and the environ-ment. Priority is given to understand-ing human development.

Domain II, Strand 3 and its Content Standards

Understanding Ourselves in theWorld Around Us

• Wellness• Learning and Human Behavior

This strand takes the understandingabout how the human organism func-tions and puts it into standards for students to maintain their physical andmental well-being. Students also gain a deeper understanding of the humanorganism in terms of factors that influ-ence learning and behavior.

Domain II, Strand 4 and its Content Standards

The Physical Environment• The Nature of Matter• Energy, Its Transformation

and Matter.Broadly referred as understanding the“non-living” part of our world, thisstrand focuses on one of the successstories in science: the unification of thephysical universe. The ContentStandards give students an understand-ing of matter, energy, and their trans-formation. Matter and energy linkorganisms to one another and theirphysical environment.

Domain II, Strand 5 and its Content Standards

Earth Systems and the Universe• Universe• Forces in the Universe• Earth in the Solar System• Forces that Shape the Earth

The beauty of this strand is in its intentto unify the heavens and Earth: thephysical laws (i.e., force, motion, gravi-ty, light, sound) apply to both. Inother words, the same forces affectEarth and the Solar System, and allcelestial bodies in the Universe. A closer look at the systems affectinghow the Earth looks helps studentsthink globally about Nature's forces.

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About Standards

Notes to the user

Developmental appropriateness.Some concepts within the Content Standards are not identified in each of the grade clusters (i.e., benchmarksmay seem "missing.") There may beone of two conditions. First, learningthe particular concept may not beappropriate at a lower grade cluster.Second, a concept may be developedbefore the particular K-12 cluster.

Once is enough.To avoid repeating benchmarks, allbenchmarks are given once, even if stu-dent understanding is needed in a sub-sequent grade cluster.

The exception: safety strand.The exception to the above note is inthe Safety Strand. Selected benchmarksare repeated from K-12 to preventlegal challenges in the event this docu-ment is divided into smaller sections (i.e., elementary, middle, and highschool versions.)

Content Standards are not a curriculum.The Content Standards and Benchmarks are not a curriculum. They provide goals and expectationsfor schools to develop a school-widescience curriculum and for teachers todevelop their own classroom curricu-lum. Teachers’ creativity and skills findways to intertwine Domains I and II.Teachers thread all standards by plan-ning learning opportunities for stu-dents to: (1) make personal meaning,(2) show the science used in technolo-gies, (3) trace the History of Science,and (4) use Scientific Inquiry.

How did the standards come into being?See the following section, “About the Refinement Process and SelectionCriteria” for a discussion on how thesestandards were refined from the firstHawai‘i Content and PerformanceStandards (HCPS).

End thoughts.The Nature of Science requires thismessage to the user: these standardsidentify what we think we know at thispoint in time. Understandings uncov-ered through scientific inquiry are notperfect and are not uncovered bymagic. We simply don’t know a wholelot about Nature’s secrets. Scienceviews knowledge as tentative: what weknow now may change. The pursuitcontinues.

The following table shows the twenty-four science content standards and howthey relate to each other by Domainsand Strands.

7

About Standards

“To science, pilot ofindustry, conqueror of disease, multiplier of the harvest, explorer of the universe, revealer of nature'slaws, eternal guide to truth.”

--THE BUILDING COMMITTEE, NATIONAL ACADEMY OF SCIENCES

1923-24INSCRIPTION ON THE GREAT HALL

ROTUNDA

8

Content Standards — At-A-Glance

SCIENCE AS INQUIRY

HABITS OF MIND

SAFETY

SCIENCE AND

TECHNOLOGY

IN SOCIETY

1. DOING SCIENTIFIC INQUIRY. Students demonstrate the skills necessary to engage in scientific inquiry.

2. LIVING THE VALUES, ATTITUDES AND COMMITMENTS OF THE

INQUIRING MIND. Students apply the values, attitudes and commitments characteristic of an inquiring mind.

3. USING UNIFYING CONCEPTS AND THEMES. Students use concepts and themes such as system, change, scale, and model to unify the disciplines and help them understand and explain the natural world.

4. DOING SAFETY. Students demonstrate the importance of safety by applying safety skills in all activities.

5. RELATING THE NATURE OF TECHNOLOGY TO SCIENCE.Students use the problem-solving process to address current issues involving human adaptation in the environment.

DOMAIN I: HOW HUMANS THINK WHILE UNDERSTANDING THE NATURAL WORLD

STRAND CONTENT STANDARD

9

Content Standards — At-A-Glance

HISTORICAL PERSPECTIVES

ORGANISMS

AND DEVELOPMENT

UNDERSTANDING

OURSELVES AND THE

WORLD AROUND US

THE PHYSICAL

ENVIRONMENT

EARTH SYSTEMS

AND THE UNIVERSE

1. UNDERSTANDING SCIENTIFIC INQUIRY AND THE CHARACTER OF SCIENTIFIC KNOWLEDGE. Students explain the process of how scientific knowledge is generated by scientific inquiry, and are able to critique a scientific investigation.

2. INTERDEPENDENCE OF SCIENCE, TECHNOLOGY AND SOCIETY. Students analyze and evaluate the interdependence of science, technology, and society.

3. MA–

LAMA I KA ‘A– INA: SUSTAINABILITY. Students make decisions needed to sustain life on Earth now and for future generations by considering the limited resources and fragile environmental conditions.

4. UNITY AND DIVERSITY. Students examine the unity and diversity of organisms and how they can be compared scientifically.

5. INTERDEPENDENCE. Students describe, analyze, and give examples of how organisms are dependent on one another and their environments.

6. CYCLE OF MATTER AND ENERGY FLOW. Students trace the cycling of matter and the flow of energy through systems of living things.

7. BIOLOGICAL EVOLUTION. Students examine evidence for the evolution of life on Earth and assess the arguments for natural selection as a scientific explanation of biological evolution.

8. HEREDITY. Students describe how variations in biological traits are passed on to successive generations.

9. CELLS, TISSUES AND ORGANS. Students explain the structure, functions, and reproduction of living cells.

10. HUMAN DEVELOPMENT. Students explain the important aspects of human development from fertilization to death and compare it with other organisms.

11. WELLNESS. Students appraise the relationships between their bodily functions and their physical and mental well being.

12. LEARNING AND HUMAN BEHAVIOR. Students explain what influences learning and human behavior.

13. THE NATURE OF MATTER. Students examine the scientific view of the nature of matter and how that view evolved.

14. ENERGY, ITS TRANSFORMATION AND MATTER. Students identify the different forms of energy and explain transformation of energy and its significance in understanding the structure of matter and the Universe.

15. FORCES, MOTION, SOUND AND LIGHT. Students explain the relationship between force, mass and motion of objects; they analyze the nature of sound and electromagnetic radiation.

16. UNIVERSE. Students discuss current scientific views of the Universe.

17. FORCES OF THE UNIVERSE. Students explain the major forces in nature: gravitational, electrical and magnetic.

18. EARTH IN THE SOLAR SYSTEM. Students discuss how the Earth-moon-sun system causes seasons, moon phases, climate, weather and global changes.

19. FORCES THAT SHAPE THE EARTH. Students analyze the scientific view of how the Earth’s surface is formed.

DOMAIN II: WHAT WE KNOW TODAY ABOUT THE WORLD AROUND US

STRAND CONTENT STANDARD

11

CONTENT STANDARDS

DOINGSCIENTIFIC INQUIRY

1. Students demonstrate the skills necessary toengage in scientificinquiry.

In other words, inquiry is aprocess that scientists use togenerate new knowledge.Students ask questions, planand conduct investigations, useappropriate tools and tech-niques to gather and organizedata, analyze and interpretdata logically and critically,communicate findings clearly,and defend and revise conclu-sions based on evidence.

For example, studentsinquire about and investigatetheir wonderings about thingsoccurring in and outside theclassroom.

• Develop questions and hypotheses that can be answered through scientific investigations.

• Design and conduct scientific investigations to answer questions or to test hypotheses.

• Collect, organize, analyze and display data/ information, using tools, equipment, and techniques that will help in data collection, analysis, and interpretation.

• Develop conclusions and explanations showing the relationship between evidence and results drawn.

• Communicate and defend scientific procedure used and conclusion and explanation drawn from evidence.

• Reflect and revise conclusion and explanation based on new evidence given from other valid points of view.

• Develop and clarify questions and hypotheses that guide scientific investigations.

• Design and conduct scientific investigations to test hypotheses.

• Organize, analyze, validate and display data/ information in ways appropriate to scientific investigations, using technology and mathematics.

• Formulate scientific explanations and conclusions and models using logic and evidence.

• Communicate and defend scientific explanations and conclusions.

• Identify and analyze alternative explanations and conclusions and models.

• Revise scientific explanations and conclusions based on additional information/data gathered.

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CONTENT STANDARDS

LIVING THE VALUES, ATTITUDES, ANDCOMMITMENTS OF THEINQUIRING MIND

2. Students apply the values, attitudes, and commitments characteris-tic of an inquiring mind.

In other words, studentsvalue honesty as an importantcharacteristic in life and inexperimenting; value critical-mindedness as an importantway of evaluating information;value the need for evidence to support statements of beliefsand explanations; value objec-tivity as criteria necessary forproblem-solving; value the quality of open-mindedness as a means of evaluatingtheir/other’s ideas; realize that a questioning attitude is necessary to validate, contradict, clarify, or expandon an idea or statement;believe in oneself and is self-directed; and value science as a way of thinking andknowing.

For example, studentsdemonstrate that they valuehonesty when they report dataaccurately even when the datacontradicts their hypothesis.Students demonstrate that theyvalue open-mindedness whenthey consider and evaluateideas presented by other pointsof view.

HONESTY• Report observations even when they

contradict a hypothesis.

• Acknowledge references, contributions, and work done by others.

CRITICAL–MINDEDNESS• Evaluate empirical evidence to develop

reasonable conclusions and explanations and compare them to current scientific knowledge.

OBJECTIVITY• Examine several possible options when

investigating a problem. Distinguish between facts and speculations/inferences.

OPEN-MINDEDNESS• Evaluate all evidence that support or

contradict the hypothesis.

QUESTIONING• Ask questions to understand the multiple

perspectives and interpretations of a problem, situation, or solution.

SELF-DIRECTED• Locate, identify, and use a wide variety of

appropriate information to draw conclusions in a research project.

VALUE SCIENCE• Ask questions and explain findings and

answers scientifically.

HONESTY• Report findings accurately without alterations

and draw conclusions from unaltered findings.

• Acknowledge references, contributions, and work done by others.

CRITICAL-MINDEDNESS• Evaluate the logic and validity of evidence,

conclusions, and explanations against current scientific knowledge.

OBJECTIVITY• Evaluate various perspectives and their

implications before drawing conclusions.

OPEN-MINDEDNESS• When appropriate, modify ideas,

explanations, and hypotheses, based on empirical data or evidence.

QUESTIONING• Ask questions to clarify or validate purpose,

perspective, assumptions, interpretations, and implications of a problem, situation, or solution.

SELF-DIRECTED• Use research techniques and a variety of

resources to complete a report on a project of one’s choice.

VALUE SCIENCE• Ask questions, explain, and elaborate

how science is a way of thinking and knowing the world around us.

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15

CONTENT STANDARDS

USING UNIFYINGCONCEPTS ANDTHEMES

3. Students use concepts and themes such as system, change, scale,and model to help themunderstand and explainthe natural world.

In other words, studentsunderstand the natural worldmore meaningfully when they use concepts and themes to make the connec-tions between objects, events,and experiences.

For example, in studying the unifying concept of system,as in ecosystem, students makeconnections between the physi-cal and biological factors thataffect mango yield. Mangoyield is dependent on tempera-ture, wind, water, and lengthof day and pollinators.

SYSTEM• Explain how a given system works.

CHANGE• Identify patterns of change and the

implications on a system.

SCALE• Calculate very large or very small numbers

using exponential numbers. (e.g., distances to other planets.)

MODEL• Identify several different models that could

be used to represent the same thing, and evaluate their usefulness, taking into account such things as the model’s purpose and complexity.

SYSTEM• Explain the function of a given system and

its relationship to other systems in the natural world.

CHANGE• Explain the effect of large and small

disturbances on systems in the natural world.

SCALE• Report how large changes in scale typically

change the way things work in physical, biological, or social systems.

MODEL• Design or create a model to represent a

device, a plan, an equation, or a mental image.

6 - 8 9 - 12

17

CONTENT STANDARDS

DOING SAFETY

4. Students demonstrate the importance of safety byapplying safety skills inall activities.

In other words, studentssafely engage in science investigations inside and outside the classroom by following safety rules andguidelines.

For example, studentsreview safety rules of conductbefore engaging in scientificinvestigations of the naturalenvironment. One rule to follow is to wear properfootwear and attire.

• Apply school, classroom, laboratory, and field trip rules, as appropriate, to maintain a safe learning environment.

• Identify potentially unsafe conditions prior to the activity and explain how accidents can be prevented.

• Use supplies, chemicals, and equipment as instructed and for the purposes they were intended under teacher supervision.

• Operate emergency equipment, such as eyewash, shower, and fire blanket when needed.

• Assist teacher as requested in case of emergency.

• Document and apply appropriate safety protocols when conducting scientific activities in and out of the classroom.

• Apply school, classroom, laboratory, and field trip rules, as appropriate, to maintain a safe learning environment.

• Identify potentially unsafe conditions prior to the activity and explain how accidents can be prevented.

• Follow most recent protocols established by the International Science and Engineering Fair when conducting any investigations on living and non-living organisms and under teacher/mentor supervision.

• Operate emergency equipment, such as eyewash, shower, and fire blanket when needed.

• Assist teacher as requested in case of emergency.

• Document and apply appropriate safety protocols when conducting scientific activities in and out of the classroom.

6 - 8 9 - 12

19

CONTENT STANDARDS

RELATING THE NATUREOF TECHNOLOGY TOSCIENCE

5. Students use the problem-solving processto address current issuesinvolving human adapta-tion in the environment.

In other words, studentsidentify problems; seek alternative solutions from various perspectives; determinesolutions with consequences in mind; and evaluate the process and solution, considering the effect of the action on self, others, and the environment.

For example, students caninvestigate different alternativesto make the classroom cooler,considering cost, benefits, constraints, and possible trade-offs. Students may eventuallydesign and propose possiblemodifications to their existingclassroom.

• Identify and elaborate on a problem or issue.

• Collect and analyze information to identify alternative solutions.

• Apply appropriate criteria for evaluating alternative solutions in solving a problem or issue.

• Select and carry out action steps for the most suitable alternative solution.

• Evaluate the effectiveness of the processes and actions used in solving the problem or issue.

• Identify and explain current issues or problems based on evidence found in available information.

• Collect, organize, and analyze information from reliable sources to identify alternative solutions.

• Evaluate alternative solutions for effectiveness based on appropriate criteria.

• Predict consequences or implications of proposed decisions and related actions.

• Select and carry out actions for the alternative solution selected.

• Evaluate the effectiveness of the actions taken to resolve the problem or issue and its overall effect on self, others, and the environment.

6 - 8 9 - 12

21

CONTENT STANDARDS

UNDERSTANDINGSCIENTIFIC INQUIRYAND THE CHARACTER

OFSCIENTIFIC KNOWLEDGE

1. Students explain the process of how scientificknowledge is generatedby scientific inquiry, andbe able to critique a sci-entific investigation.

In other words, scientificinquiry is a particular way ofknowing about the structureand workings of the world andUniverse beyond. It is not amagical process but one thatfollows strict rules and conven-tions; the knowledge generatedis subject to scrutiny untilaccepted.

For example, Galileodropped two different balls atthe same time and proved thatall objects fell at the same rate.

SCIENTIFIC INQUIRY• Describe how scientific inquiry is a way

of knowing.

• Identify good scientific explanations and justify their soundness based on evidence, logical and consistent arguments, and use of scientific principles, models, or theories.

• Give examples where scientists used mathematics and technology to gather, quantify, and analyze results of an investigation.

SCIENTIFIC KNOWLEDGE• Give examples of how science advances

through legitimate questioning.

• Describe and exemplify the nature of scientific explanations.

SCIENTIFIC INQUIRY• Critique a scientific investigation for logic

and validity based on evidence.

• Examine and elaborate how ethics and integrity play important roles in scientific research.

• Explain how scientists prevent biases in research.

SCIENTIFIC KNOWLEDGE• Compare and contrast the different science

disciplines in terms of areas of study, techniques used, outcomes sought, purpose and philosophy.

• Generalize that the human need to satisfy curiosity results in scientific knowledge and expanded ideas about the world.

6 - 8 9 - 12

23

CONTENT STANDARDS

INTERDEPENDENCEOF SCIENCE, TECHNOLOGY, ANDSOCIETY

2. Students analyze and evaluate the interdepen-dence of science, tech-nology, and society.

In other words, studentsanalyze societal uses of technological and scientificadvancements to improve the quality of life. Such analysis creates opportunitiesto investigate the benefits, drawbacks, and trade-offs.

For example, engineers useknowledge of science and technology and design strategies to solve problemssuch as improving world communication. However,improving this communicationhas its drawbacks and risks to society and the natural environment.

INTERDEPENDENCE OF SCIENCE,TECHNOLOGY AND SOCIETY• Give an example of the interdependence

of science, technology, and society and how it changed the course of history.

• Give examples of societal influence on the development and use of technology and peoples’ responses to these developments (e.g., development of dynamite).

TECHNOLOGICAL IMPACTS• Describe and exemplify how information and

communication technologies affect research and work done in the field of science.

HEALTH TECHNOLOGIES• Describe and elaborate how scientific

knowledge impact the monitoring of people’s health and the diagnosis and treatment of illness and diseases.

INTERDEPENDENCE OF SCIENCE,TECHNOLOGY AND SOCIETY• Analyze, conclude, and defend how

technology and science impacted the social, cultural, legal, political, economic, and/or ecological systems locally or globally and vice versa.

TECHNOLOGICAL IMPACTS• Analyze and evaluate the uses and impact of

technologies locally and/or globally and propose possible solutions to address negative issues.

HEALTH TECHNOLOGIES• Analyze and evaluate the benefits,

drawbacks, and trade-offs of issues raised by the application of biotechnology in the health field (i.e., moral, ethical, legal, economic, cultural, and/or social).

6 - 8 9 - 12

25

CONTENT STANDARDS

“MA–

LAMA I KA ‘A–

INA”: SUSTAINABILITY

3. Students make decisions needed to sustain life onEarth now and for futuregenerations by consider-ing the limited resourcesand fragile environmen-tal conditions.

In other words, life dependson a healthy, sustaining environment. While humansuse materials to improve thequality of life, care must beexercised to ensure that thenatural resources are notexhausted and that the environmental conditionsremain favorable for all living things to thrive.

For example, as decisionsare made for technology toextract resources from the planet, there must be measurestaken to maintain the quality ofair, land, and water to sustainlife now and into the future.

SUSTAINING FOOD SUPPLY• Give scientific inferences regarding

environmental and societal issues stemming from agriculture and manufacturing technology.

CONSERVATION OF RESOURCES• Explain how methods for obtaining and

using resources such as water, minerals, and fossil fuel have consequences on the environment.

SUSTAINING FOOD SUPPLY• Assess the benefits and drawbacks of

biotechnology on the environment and society.

CONSERVATION OF RESOURCES• Analyze, evaluate and propose possible

solutions in sustaining life on Earth, considering the limited resources and fragile environmental conditions.

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27

CONTENT STANDARDS

UNITY AND DIVERSITY

4. Students examine the unity and diversity oforganisms and how theycan be compared scien-tifically.

In other words, there are millions of organisms living onEarth. Some are very similarand some are very different.In order to better understandthem, scientists have developeda system of comparing, con-trasting and classifying organ-isms.

For example, whales andbats are more similar to eachother than are whales and fishor bats and birds. The first pairhas milk glands, hair and givebirth to live babies.

INTERDEPENDENCE

5. Students describe, analyze, and give examples of how organisms are dependent on one another and their environments.

In other words, there aredirect and indirect relationshipsbetween organisms that allowthem to survive.

For example, a macadamianut tree provides food and shelter for bees. Bees helpplants to reproduce throughpollination. Decomposers breakdown waste products and helpprovide nutrients to the soil.

• Compare and contrast the body structures of organisms that contribute to their ability to survive and reproduce.

• Assess the degree of relatedness among selected organisms based on its similarities found in internal anatomical features.

• Illustrate and explain the relationships among producers, consumers, and decomposers in a food web.

• Identify and describe the biotic and abiotic factors that affect the carrying capacity of a specific niche.

• Explain and justify the scientific classification system.

• Assess the genetic relationship between organisms.

• Analyze the factors that affect the carrying capacity of an ecosystem.

• Describe the process of photosynthesis and the transformation of energy.

• Analyze the interdependence within and between terrestrial, aquatic and atmospheric systems.

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29

CONTENT STANDARDS

CYCLE OF MATTER

AND ENERGY FLOW

6. Students trace the cycling of matter and theflow of energy throughsystems of living things.

In other words, organismsare linked to each other and totheir physical setting by thetransfer and transformation ofmatter and energy.

For example, energy fromthe sun is captured by grass,which converts it with water,nutrients from the soil and CO2from the air to make moreplant material. A grasshoppergets its energy by eating someof the grass. A mynah birdthen gets this energy by eatingthe grasshopper. Nutrientsand energy are released to theenvironment when the grass,grasshopper and bird carry on life activities, and whenthey die.

• Explain how plants use the energy from sunlight and matter from the atmosphere to make food that can be used for fuel or building materials.

• Give examples of conservation of matter where matter is transferred within and among living organisms and their physical environment.

• Explain what happens to energy and matter (at the molecular level) as the chemical element flow through each level in a food web.

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31

CONTENT STANDARDS

BIOLOGICAL EVOLUTION

7. Students examine evidence for the evolu-tion of life on earth andassess the arguments for natural selection asa scientific explanationof biological evolution.

In other words, evolution is a series of changes, somegradual and some sporadic,that accounts for the presentform and function of organismsin natural systems. Fossilrecords of ancient life formsand striking molecular similari-ties among diverse organismsprovide evidence for naturalselection and its evolutionaryconsequences.

For example, continual evolution of human pathogensis posing a serious health prob-lem. Many strains of bacteriahave become increasinglyresistant to once-effective antibi-otics because natural selectionhas favored resistant strains.

HEREDITY

8. Students describe how variations in biologicaltraits are passed on tosuccessive generations.

In other words, all life isbased on genetic codes thatgive instructions for developingparticular organisms.

For example, children may look like their mother,grandfather or others in theirfamily lineage.

• Describe and explain how living things have changed over geologic time by using fossils and other evidence.

• Explain how small differences between parents and offspring can accumulate in successive generations so those descendants are different from their ancestors.

• Relate how changes in the environment can affect the survival of individual organisms and entire species.

• Explain how heredity accounts for biological traits being passed on to successive generations.

• Explain and elaborate how molecular and anatomical evidences substantiate the anatomical evidence for evolution (i.e., provides additional detail about the sequence in which various lines of descendants branched off from one another).

• Evaluate the Theory of Natural Selection as a mechanism for change over time.

• Explain the basic idea of biological evolution.

• Analyze the structure and function of DNA and its role in information transfer from one generation to the next, including Laws of Heredity.

• Illustrate how a great variety of possible gene combinations can manifest in the offspring of any two parents, including altered genetic traits.

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33

CONTENT STANDARDS

CELLS, TISSUES, AND ORGANS

9. Students explain the structure, functions, andreproduction of livingcells.

In other words, all multi-cel-lular organisms are made up ofcells that are organized to formtissues, organs and systemswith specialized functions.

For example, humans arecomprised of systems such asthe digestive system, whichbreak down food for use bythe body.

HUMAN DEVELOPMENT

10.Students explain the important aspects ofhuman developmentfrom fertilization todeath and compare itwith other organisms.

In other words, a develop-ing human body and mind issimilar to other organisms withbackbones. However, thereare various stages in humandevelopment, which distin-guish them from other species.

For example, the behaviorof many species is largelydependent upon their geneticprogramming. On the otherhand, human’s physical, emotional and intellectualdevelopment evolves over a longer period of time. This development is dependent upon learnedbehavior and culture, as wellas genetic programming.

• Describe and analyze structure and function at various levels of organization (cellular, tissue, organ, system, and organism).

• Describe and explain the relationship and interactions of organ systems.

• Identify the conditions for the fertilization of the egg to occur and strategies that may prevent it from happening.

• Explain the sequence of embryonic development in human and other species as cells differentiate in form and function throughout each of the three trimesters.

• Explain how the body changes as people age and the factors that may influence the length and quality of human life.

• Compare and contrast ways in which selected cells are specialized to carry out particular life functions.

• Describe and explain the structure and functions of cells.

• Identify the complex interactions among the different kinds of molecules in the cell that cause distinct cycles of activities, such as growth and division.

• Compare and analyze the gestation period and brain complexity of humans with other species.

• Analyze the social, moral, ethical, and/or legal issues brought on by the development and use of technologies to create, maintain, prolong, sustain, or terminate life.

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35

CONTENT STANDARDS

WELLNESS

11.Students appraise the relationships betweentheir bodily functionsand their physical andmental well being.

In other words, studentsnot only understand how their body functions but theimplication and consequencesof the choices they make withrespect to their well-being.

For example, studentsmake informed choices inrelation to diet, exercise, coping skills, etc.

LEARNING AND

HUMAN BEHAVIOR

12.Students explain what influences learning andhuman behavior.

In other words, a person’sinnate ability, inherited dispo-sition, culture and experiencesinfluence human behavior.

For example, changingone’s behavior due to culturalexperience can be describedlike this: Upon entering ahome in Hawaii a visitor isasked to remove his/herfootwear. On the next visit,the visitor automaticallyremoves his/her footwearbefore entering the home.

HUMAN BODY FUNCTIONS• Describe how an organ system functions

interdependently with others to promote survival (i.e., how various body systems transfer energy).

PHYSICAL HEALTH• Identify certain behaviors and practices that

increase and decrease longevity (e.g., regular exercise, eating disorder, high fiber and vegetarian diet).

• Explain the role of various mechanisms (such as white blood cells and vaccinations) in protecting the body.

MENTAL HEALTH• Relate how external and internal conditions

(body chemistry, personal history, and values) influence how people cope with disturbing emotions or stressful situations.

LEARNING• Describe how inheritance and experience

affects learning.

• Describe how the extent to which a person achieves in any particular activity depends on innate abilities, perseverance, and motivation.

BEHAVIOR• Identify situations where affiliation with a

group can increase the power of members through pooled resources and concerted action.

• Give examples of how each culture have distinctive patterns of behavior and within a large society, there may be many distinctly different subcultures.

HUMAN BODY FUNCTIONS• Explain how a specific system responds to or

compensates for change in physiological or environmental conditions (e.g., immune or circulatory system).

PHYSICAL HEALTH• Explain how body systems may function

poorly and examine factors that contribute to wellness and longevity.

• Explain how some viral and bacterial diseases destroy critical cells of the immune system and how allergic reaction form (e.g., A.I.D.S., anthrax, polio).

MENTAL HEALTH• Explain how experiences affect a person’s

mental well-being.

LEARNING• Give examples of how the expectations,

moods, beliefs, and prior experiences of humans can affect how they interpret new perceptions or ideas.

• Analyze how people can produce many associations internally without receiving information from their senses.

BEHAVIOR• Give examples of stereotyping and the

implications for members and non-members of the group.

• Analyze how heredity, culture, and personal experiences interact in shaping human behavior.

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37

CONTENT STANDARDS

NATURE OF MATTER

13. Students examine the nature of matter.

In other words, objectscan be described by the properties of matter fromwhich they are made. Thoseproperties can be used to sortobjects and predict ways thematerial will behave.

For example, a water molecule consists of two atoms of hydrogen and oneatom of oxygen. Liquid water changes state to vapor at 100° C and to a solid at 0° C.

ENERGY, ITSTRANSFORMATIONAND MATTER

14. Students identify the different forms of energyand explain transforma-tion of energy and itssignificance in under-standing the structure of matter and theUniverse.

In other words, studentsstudy the various forms ofenergy - light, heat, sound,gravitational, electrical,mechanical and chemical.

For example, energy pro-vided by gas molecules usedin the operation of a car, isdisbursed by way of exhaustand friction and produces awarm car, road and air.

• Compare and contrast the physical and chemical properties of specific substances (e.g., growing crystals of common salts and sugars.)

• Explain common chemical reactions (e.g., electrolysis, replacement in acid/base reactions, oxidation).

• Describe and explain an example of energy transfer and transformation.

• Demonstrate how vibration in materials set up wavelike disturbances that spread away from the source.

• Compare and contrast forms and behavior of various types of energy.

• Describe and analyze examples of conservation of energy.

• Describe and explain properties of elements and their relationships in the Periodic Table.

• Analyze the interactions of molecules and their relationship to the physical properties of compounds in the context of biological, chemical, and/or physical systems.

• Analyze the effects of various factors on chemical reactions.

• Analyze and explain the atomic and molecular changes in chemical reactions.

• Explain how different energy levels are associated with different configuration of atoms and molecules.

• Describe waves and means of transmitting energy.

• Apply the Laws of Conservation of Energy to describe the dynamics of a system.

• Explain what happens in the transformation of energy.

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39

CONTENT STANDARDS

FORCES, MOTION, SOUND, AND LIGHT

15. Students explain the relationship betweenforce, mass and motionof objects; they analyzethe nature of sound and electromagneticradiation.

In other words, everythingin our universe moves.Changes in motion such asspeeding up, slowing down,and changing direction aredue to the effects of forces.

For example, a rolling ballslows down and changesdirection because of frictionand objects in its path.

MOTION AND FORCES• Explain the interaction between force and

matter and the relationships among force, mass and motion.

ELECTROMAGNETIC RADIATION• Explain that light from the sun is made up of

a mixture of many different colors.

• Explain how we detect and differentiate the range of energy in the electromagnetic spectrum.

MOTIONS AND FORCES• Analyze the forces and motions of moving

objects and simple machines.

• Describe and explain the effects of multiple forces acting on an object.

NATURE OF SOUND AND

ELECTROMAGNETIC RADIATION• Explain how electromagnetic waves are

produced.

• Explain that the observed wavelength of a wave depends upon the relative motion of the source and the observer.

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41

CONTENT STANDARDS

UNIVERSE

16. Students discuss current scientific views of theUniverse.

In other words, formationof the universe is based on 3major theories: (1) the BigBang theory (most prevalent),(2) Steady State theory, and(3) the Oscillating Universetheory.

The Universe is made up of galaxies grouped into clus-ters and super clusters. Ourknowledge of the Universe isa result of scientific observa-tions and use of sensitive toolssuch as radio and x-ray tele-scopes, spectrographs, etc.

For example, the HubbleSpace Telescope is providingspectrographic imaging ofmaterial surrounding the 4 million year-old star, ABAurigae. The collected infor-mation will help scientistspiece together observationsand data gathered to theorizehow planets are formed.

FORCES OFTHE UNIVERSE

17. Students explain the major forces in nature:gravitational, electricaland magnetic.In other words, forcesaffect everything in ourUniverse.

For example, gravitationalforce helps us stay on theground, electrical forces holdatoms and molecules togetherand magnetic forces attract orrepel certain objects.

• Give examples of objects in the solar system that are in regular and predictable motion.

• Describe what constitutes the universe.

• Describe how a telescope works and the optimal conditions for its use on Earth.

• Build a model that illustrates that every object exerts a gravitational force on every other object.

• Illustrate and explain what holds the Earth and other planets in their orbits and keeps their moons in orbit around them.

• Explain how electric currents and magnets exert a force on each other.

• Explain how stars produce energy from nuclear reactions and other processes that led to the formation of all the elements.

• Compare and contrast how stars are similar, yet different from each other.

• Illustrate how information about the Universe is collected and analyzed by using technology.

• Create an analogy showing the relationship between gravitational force, masses of objects, and the distance between them.

• Explain the relationships between magnetic and electric forces.

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43

CONTENT STANDARDS

EARTH IN THE

SOLAR SYSTEM

18.Students discuss how the Earth-moon-sun sys-tem causes seasons,moon phases, climate,weather and globalchanges.

In other words, the relativeposition between the Earth,moon, and sun causeschanges in the seasons, phas-es of the moon, changes in cli-mate and weather locally andglobally.

For example, a new moonoccurs when the moon isbetween the earth and sun.

FORCES THAT SHAPE

THE EARTH

19.Students analyze the scientific view of howthe Earth’s surface isformed.

In other words, forces such as earthquakes, volcanicactivity, waves, wind, waterand ice help shape our earthsurface.

For example, an active volcano on the Big Island continues to change the shape of the island.

• Describe how the Earth’s motions and tilt on its axis lead to changes in seasons.

• Explain the role of the sun as the major source of energy for plant growth, weather systems, ocean currents, and the water cycle.

• Describe how different kinds of rocks are formed.

• Compare different kinds of soil and their formation.

• Evaluate the consequences of human activities on an Earth system (e.g., driving cars increase CO2 emission, causing ozone depletion), and vice-versa.

• Analyze energy transfer and its effects on global climate, aquatic and terrestrial processes.

• Justify why global atmospheric subsystems necessitate international cooperation in pollution control.

• Analyze how any of the Earth’s Systems shapes the Earth.

• Relate the Theory of Plate Tectonics to our island formation, volcanic activity, and/or earthquakes.

6 - 8 9 - 12

Under the direction of theSuperintendent of Education, theSchool Renewal Group (SRG) defined expectations and criteria for the processand format. Throughout the processand the evolution of this document,study sessions were held with the SRGDirector of Education and all ContentArea Educational Specialists tostrengthen and shape the final form.The following major steps were followed in producing this document.

Teachers and Public InputScience Education Office reviews recommendations from the field (Task 1) and the HCPS Commission.

Advisory Team #1 FormationScience Education Office convenes an Advisory Committee to representindividuals having expertise in thethree disciplines of science andteaching. [Role groups included:Public School teachers (lower elementary, upper elementary, middle school, and high school.)University of Hawai‘i faculty in the sciences, and curriculum development, and an HCPSCommissioner.]

The Department of Educationacknowledges the in-kind contributionsmade by all those named.

University of Hawai‘i at ManoaFaculty:

Dr. Arnold I. Feldman, Associate Professor, Physics and Astronomy

Dr. Agnes K. Fok, Director, Biology Program

Dr. Jim Heasley, Professor, Institutefor Astronomy

Dr. Francis M. Pottenger,Professor, Education, Curriculum Research and Development Group

Dr. Thomas Speitel, Associate Professor, CurriculumResearch and Development Group

Dr. Donald B. Young, Jr.,Professor, Curriculum Research and Development Group

Elementary School Teachers:Leah Aiwohi, King Kamuali‘i; Charlene Hayama, Wheeler; Jan Tamamoto, Ka‘ala;Lois Takamori, Kapunahala;Madeline Yee, Liholiho.

Middle School Teachers: Caroline Abe, Ilima; David Hana‘iki, Kawananakoa.

High School Teachers:Ed Ginoza, Maui; Alan Nakagawa, Honoka‘a High; James Redmond, Kalaheo; Barbara Rogers, McKinley; Jane Uyechi, Radford.

HCPS Commissioner:Sadao Yanagi, School Renewal Specialist, Lahainaluna Complex.

44

About the Refinement Process

“I want to begin bycomplementing youand the group thatdeveloped this visionfor Science Educationin your state. You havedone a thoughtful andreasonable job [and]...taken seriously thecharge to present avision for ScienceEducation that provides opportunitiesfor all students tobecome scientificallyliterate… I see evidenceof providing studentsopportunities to developideas over time withincreased richness…”

Angelo Collins, Ph.D. Professor of Science Education,Vanderbilt University. Director,

The National Science EducationStandards Development Team,

National Research Council

First Draft DevelopmentAdvisory Committee develops expectations, scope and strands.

Science Education Office Writing Team develops First Draft.

National Review of First Draft – Council for Basic Education;– University of Hawai`i CRDG

(Dr. Francis M. Pottenger);– North American Association for

Environmental Education (Dr. Deborah Simmons).

Classroom teacher validation (Via University of Hawai`i summer school course).

Refine First Draft Science Education office uses comments from National Reviews and Teacher Validation, to develop final draft.

National Review of Final Draft– Council for Basic Education– Dr. Angelo Collins (Professor of

Science Education, Vanderbilt University; Director, The National Science Education Standards Development Team, National Research Council).

Advisory Team #2 FormationThe Science Education Office convenes a second advisory team, composed of classroom teachers and State Office staff. Representatives from Advisory Team #1 sit on Team #2 to bridge the thinking between both teams.

Classroom Teachers:Pauline Higa, Mililani High; Twylla-Dawn Steer, Aiea High; Jane Uyechi, Radford High; Caroline Abe, Ilima Inter.; Florence Asato, Moanalua Inter.; Ann Tonaki, Kapolei Middle; Charlene Hayama, Wheeler

Elementary; Hedy Kaneoka, Haha'ione

Elementary; Lois Takamori, Kapunahala

Elementary; Jan Tamamoto, Ka‘ala Elementary; Madeline Yee, Liholiho Elementary.

Retired DOE Administrator:Nan Hiraoka, Hawai‘i District

State Office (OASIS):Justin S.N. Mew, Educational Specialist for Science, Principal Writer and Coordinator; Colleen N. Murakami,Educational Specialist for Environmental Education; Charlotte Y. Okada, Resource Teacher for Science; Madeline F. Yee, Teacher, Liholiho Elementary.

Develop Final VersionScience Education Office Writing Team incorporates National Reviews, Advisory Team recommendations and develops Final Version.

Recycle to Beginning for next refinement effort.

45

About the Refinement Process

The following criteria was used inselecting the science content standardsand benchmarks.

• Essential Ideas about the Nature of Science.The goal is to show that Science is ahuman activity for understanding thenatural world. This criteria attemptsto reveal how the mind investigatesthe natural world. Because of thisactivity, Science has revealed someunderstandings, caused revolutions,and itself has gone through revolu-tions. In the endeavor to under-stand the natural world, humansapply scientific inquiry, use tools andtechnology, use scientific Habits ofthe Mind, and communicate theirfindings.

• Essential Science Concepts.Essential scientific knowledgerevealed as a result of the scientificenterprise. These concepts are nec-essary for all students to learn, andnot just the college-bound.

• Consistency with The Hawai‘i Content and Performance Standards, Final Draft, 1994.The Hawai‘i Content andPerformance Standards, Final Draft,served as the base document.Intersection between The NationalScience Education Standards,Benchmarks for Science Literacy andHCPS form the initial cut. PacificStandards for Science (PREL) provide language and expectationsfor the Pacific Region.

• Breadth, depth and rigor. Selected faculty from the Universityof Hawai‘i were consulted.

• Broad, K-12 Perspectives. Council for Basic Education (CBE)and Pacific Standards were consulted.

• Developmental appropriateness.Benchmarks for Science Literacy used as reference for grade clusterstandard selection.

• “Grain Size.” Consistency in level of details.

46

Science Content Standards Selection Criteria

“… [you] present a balanced view of science. You have provided a vision forunderstanding scienceby limiting the numberof ideas that studentswill explore in depth.You have disciplinedyourself to not includetopics that are in manytexts just because theyhave 'always beentaught' such as amarch through thephyla, to provide opportunities for students to studyimportant, powerful,fundamental ideasmore deeply. I use powerful as an adjective to define those ideas that havegreat explanatory and predictive power in science.”

Angelo Collins, Ph.D. Professor of Science Education,Vanderbilt University. Director,

The National Science EducationStandards Development Team,

National Research Council

Implementation

Content Standards were not writtensolely for teachers certified in the sci-ences. The writers were charged toidentify what students need to knowand be able to do. While each of thestandards fall under the realm of“Science,” some may be best learned inscience-related courses such as, Health,Guidance and Social Sciences.

There may be some degree of overlapbetween these standards and standardsfrom other academic areas. On theone hand, this overlap gives an idealopportunity for integration.Conversely, deleting overlapping standards between the academic areaswould give an incomplete view of thediscipline.

With these standards in hand, schoolsand teachers should begin discussionsabout what the standards mean, andthe implications they have for theschool's science curriculum, classroominstruction and assessment and supportsystems.

Develop Performance Standards

What does a particular standard looklike? These standards will be used todevelop Performance Indicators fromstudent work exemplars. The vision isto show a piece of student work thatmeets the standard. Performance indi-cators detail what the student needs todemonstrate in the work sample.

Performance Standards will be devel-oped for each Content Standard andplaced on a website currently underdevelopment, as this document went topress.

Develop State Assessment

These standards will be used to devel-op state assessment test items for futureassessment and accountability systems.

Program Decision-Making

These standards should be used tomake decisions on curriculum andinstruction. For example, developingthe School Science Program, reformprogram purchases, equipment selec-tion, facilities renovations, and timespent on instruction.

Future Refinements

By Hawai‘i statute, the Hawai‘iContent and Performance Standardsmust be reviewed every four years. Asthe user implements these standards,we request comments be kept on theusability and weaknesses. This currentrefinement maintained the essence ofthe 1994 Final Draft. However, withNational and Regional activity on stan-dards, we strengthened and clarifiedthe “Blue Book” Hawai‘i standardswith the best thinking available.

Questions?

Mr. Justin S.N. Mew, State ScienceEducation Specialist, School RenewalGroup, 189 Lunalilo Home Road, 2nd Floor, Honolulu HI 96825-2099Voice: 808/394-1341 Fax: 808/394-1304Internet Email:justin_mew@notes.k12.hi.us

47

Next Steps

Teaching responsibilityfor these standards maygo beyond science-trained teachers.

Performance Standard = ContentStandard + StudentWork Exemplar +Commentary/Performance Indicator

This is a living document.

How to contact us.

Anatomical evidence: evidence gath-ered from body structure and its com-position.

Benchmarks: benchmarks indicatedevelopmentally appropriate contentKnowledge and skills at specific gradelevels or at a cluster of grade levels.

Big Bang Theory: theory that ouruniverse began with the start of anexpansion from a highly condensedpoint of matter long ago.

Biological abnormalities: abnormali-ties rooted in the life processes.

Celestial: of or relating to that whichexists outside of the earth (as contrast-ed with terrestrial).

Chemical reaction: chemicals interacting with each other to formsomething new.

Communication technology:technology that deals with the speedand transfer of information and theassurance that what is sent is alsoreceived.

Complementary nature: mutuallysupporting quality.

Concepts: general ideas that arise fromspecific instances or occurrences.

Content standards: content standardsdefine what a student should know andbe able to do.

Cultivated plants and domestic animals: refer to plants and animalsraised, bred, and cared for by humans.

Discipline: branches of knowledgewithin science; typically, biological,physical, and earth-space.

Ecosystem: all the living things in a given area and their non-living environment.

Electromagnetic waves vs. electromagnetic radiation vs. electromagnetic spectrum: wave that is both electric and magnetic andcarries energy from vibrating electriccharges in atoms; a broad range ofwavelengths of electromagnetic waves,from the shortest gamma rays to the longest radio wave, including visible light; a narrow band of the electromagnetic spectrum that has the characteristics defined by its wave-lengths.

Evolution vs. creation: two approaches to help explain the originof life; the former based on Darwin’sTheory of Evolution and the latter ondivine intervention.

First Law of Thermodynamics: thelaw that helps explain the basic natureof energy – that it is neither creatednor destroyed, but changes from oneform to another.

Geo-chemical (rock) cycles: theprocess of change that rocks gothrough as they are formed andreformed into various types.

Habits of Mind: the shared attitudes,values, and science skills that directlyinfluence a person’s outlook on knowl-edge, learning, ways of thinking andcarrying oneself to promote lifelonglearning.

Inference: a conclusion formed by rea-soning what was observed; an assump-tion.

48

Glossary

49

Investigation, Simple vs. Scientific:investigation using the main conceptsfrom Scientific Inquiry but not adher-ing to strict research protocols versus amore rigorous application of ScientificInquiry that adheres to scientific proto-cols, including the study design, datacollection, mathematical analysis, com-parison against what is known andsound communication.

Ma–lama i ka ‘a–ina: a Hawaiian concept expressing the close interdependence humans have withtheir environment (air, land, water) in a mutually nurturing and reverentrelationship.

Model: a design, representation, setplan, description or analogy for an ideaor object.

Nature of matter: the essence, traits,or properties of matter.

Nature of Scientific Knowledge:observation � hypothesis � fact �concept � Law � Theory.

Natural vs. designed systems: refer todifferent parts working as a whole inthe natural world (as a waterfall in themountain) vs. a system that has beenmanipulated and/or altered by humans(as the waterfall at Ala MoanaShopping Center).

Natural selection: the process bywhich, according to Darwin’s Theory,living things that are best adapted totheir environment survive and multiplyto dominate over those less well-adapted.

Oscillating Universe Theory: theorywhich predicts that an expanding uni-verse would eventually slow down andcollapse, followed by another expan-sion ad infinitum.

Physiological factors: factors influenced by the body processes.

Problem-solving process: a process ofdevising and implementing a strategyfor finding a solution to a scientificproblem.

Scale: a progressive classification (e.g., by size, mass, or importance).

Steady State Theory: the theory thataccounts for decrease in density of theuniverse as it expanded by the continu-ous creation of matter to maintain astatic universe.

Structure and function: the arrange-ment of body parts and how they perform (work).

System: a whole consisting of compo-nents that mutually interact and inter-relate.

Technology: the totality of the meansused to make life easier, i.e., tools,processes and innovations, to improvethe quality of life.

Themes: major ideas that give organi-zation and focus to a group of interre-lated concepts.

Theory: an overarching explanationthat has been well substantiated.Theories are endpoints of science.

Trait: observable characteristics in an organism (as relates to genetics).

Unbalanced force: when two forcesact on each other and one of them isgreater than the other, resulting insome kind of motion of an object.

Glossary

Aicken, Frederick. The Nature of Science. Portsmouth: Heinemann EducationalBooks, Inc, 1984.

American Association for the Advancement of Science. Benchmarks for ScienceLiteracy. New York: Oxford University Press, 1993.

American Association for the Advancement of Science. Science for All Americans.New York: Oxford University Press, 1990.

Council for Basic Education. Standards for Excellence in Education. Washington,D.C.: Council for Basic Education, 1998.

Hazen, Robert M. and James Trefil. Science Matters. Achieving Scientific Literacy.New York: Doubleday Dell Publishing Group, Inc., 1990.

Lowery, Lawrence F., ed. NSTA Pathways to the Science Standards. ElementarySchool Edition. Arlington: National Science Teachers Association, 1997.

Lowery, Lawrence F., ed. NSTA Pathways to the Science Standards. High SchoolEdition. Arlington: National Science Teachers Association, 1997

Lowery, Lawrence F., ed. NSTA Pathways to the Science Standards. Middle SchoolEdition. Arlington: National Science Teachers Association, 1998.

National Academy of Sciences. Teaching About Evolution and The Nature ofScience. Washington, D.C.: National Academy Press, 1998.

National Research Council. National Science Education Standards. Washington,D.C.: National Academy Press, 1996.

North American Association for Environmental Education. Excellence in EE –Guidelines for Learning (K-12). Rock spring: North American Association forEnvironmental Education, 1999.

Pacific Science Leadership Team, Pacific Standards for Excellence in Science.Honolulu: Pacific Region Educational Laboratory, 1995.

Stage, Elizabeth, “Science Course of Study.” Workshop material from Standards-Based Networks, National Center on Education and the Economy. August 8-12,1997. Unpublished.

50

Resources

“The world looks so different afterlearning science. For example, trees aremade of air, primarily.When they are burned,they go back to air, andin the flaming heat isreleased the flamingheat of the sun whichwas bound in to con-vert the air to tree.[A]nd in the ash is thesmall remnant of thepart which did notcome from air, thatcome from the solidearth, instead.

These are beautifulthings, and the content of science iswonderfully full ofthem. They are veryinspiring, and they can be used to inspireothers.”

RICHARD P. FEYNMAN, PH.D.1965 NOBEL LAUREATE, PHYSICS

100 members435 members

Branches of U.S. Government

LEGISLATIVECongress

EXECUTIVEPresident, Vice-President,

Cabinet

JUDICIALSupreme & Federal Court

House of Representatives

• Reps serve two year term • Must be 25 years old and a citizen for seven years• House can propose tax laws• House can impeach president

Senate

• Senators serve a six year term • Must be 30 years old and a citizen for nine years • Senate can approve Presidential appointments• Senate approves treaties with foreign governments• Senate tries president after impeachment

• Must be 35 years old, U.S. citizen by birth, and a resident for 14 years• President has power to approve/veto laws• President makes treaties with foreign governments • President nominates judges to Supreme Court• President appoints cabinet members

• Serve for life• Can declare laws unconstitutional• Can settle disputes involving U.S. • Chief Justice of Supreme Court presides over impeachment trial of president

Makes Laws Enforces Laws Interprets Laws

Created by Thomas Fraioli8th grade Social Studies teacherBlaker-Kinser Junior High School

Ceres, California

Inspiration Software, Inc.www.inspiration.com

Inspiration Software, Inc.http://www.inspiration.com

Harriet Tubman Sojourner Truth

unique attributes:

Born Araminta

Ross, 1820 or 1821

Nicknamed "Moses" and

"General Tubman"

Freed over 300 slaves through Underground

Railroad

Served in Union army

as spy, nurse, and

cook

unique attributes:

Born Isabella Baumfree, 1797

Traveled New England as a preacher for a

few years

Joined abolitionist community

"Northampton Association for Education and

Industry"

Published dictated

memoirs in 1850

A renowned orator

shared attributes:

Born into slavery

Treated cruelly by masters

Escaped from masters

Changed their names

Worked to free people

Fought for women's

voting rights

Inspiration Software Inc.www.inspiration.com

Q.

What is a recession?

The Business Cycle: A nation's

economy expands and

reaches a peak, then it contracts

and enters a trough, and the

cycle starts over again.

A.If the economy remains

unhealthy for six or more months, it is considered a

recession.

Peak

The Healthy Economy: Different

parts of the economy

rely on each other to stay

healthy

More individual

income

Consumers have more money to spend &

invest

Stock market up

overall

Factory production increases

More people are employed

Trough

The Unhealthy Economy: The parts interact

with each other to

make the economy

unhealthy

Stock market down overall

Less individual

income

Consumers have less money to spend &

invest

Factory production decreases

Fewer people are employed

There are always ups and downs in

the economy

Causes of the French Revolution

Population Divided into Three StatesAge of

Enlightenment

Absolute Monarchy

Weak Monarch

Financial Difficulties

Supported American

Revolutionaries

1Clergy

2Nobility

3Commoners

Society can Flourish with

Free Commerce

Challenged Absolute Right

to Rule

Appealed to Bourgeoisie Grievances

King Louis XVI

Preferred Personal to

Court Interests

Influenced by Wife, Marie Antoinette

Incapable of Strong

Decisive Action

Government had Large

DebtsNeed for Tax

Reform

OverlyAmbitious

Wars

Extravagant Spending on

Courts

Nobles Against

Changes to Taxation

Peasants and Bourgeoisie

with Heavy Tax Load

Revolutionary Ideas

Take Up Arms Against Tyranny

No Taxation Without

Representation

Liberal Freedoms for All

Men

A Republic is Superior to a

Monarchy

Inspiration Software, Inc.www.inspiration.com

CommonersIncluded the bourgeoisie, wage earners and the peasantry.

Inspiration Software, Inc.http://www.inspiration.com