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Ohio's Learning Standards and Model Curriculum for Science

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Ohio's Learning Standards and Model Curriculum for Science Ohio’s Learning Standards and Model Curriculum STANDARDS ADOPTED FEBRUARY 2018 Science MODEL CURRICULUM ADOPTED MAY 2019 OHIO’S LEARNING STANDARDS AND MODEL CURRICULUM | SCIENCE | ADOPTED 2018-2019 2 Table of Contents Grade 5 ............................................................................................. 107 Introduction ................................................................................................ 3 Grade 6 ............................................................................................. 125 5E Learning cycle....................................................................................... 6 Grade 7 ............................................................................................. 153 Model Curriculum Definitions .................................................................... 7 Grade 8 ............................................................................................. 181 Table 1: Nature of Science ......................................................................... 8 Physical Science ............................................................................. 207 Table 2: Ohio’s Cognitive Demands for Science .................................... 13 Biology ............................................................................................. 234 Description of a Scientific Model ............................................................ 14 Chemistry......................................................................................... 259 Ohio’s Learning Standards for Science .................................................. 17 Environmental Science ................................................................... 287 Kindergarten ...................................................................................... 17 Physical Geology ............................................................................. 308 Grade 1 ............................................................................................... 33 Physics ............................................................................................ 328 Grade 2 ............................................................................................... 48 Human Anatomy and Physiology ................................................... 358 Grade 3 ............................................................................................... 63 Grade 4 ............................................................................................... 87 OHIO’S LEARNING STANDARDS AND MODEL CURRICULUM | SCIENCE | ADOPTED 2018-2019 3 others as “experts.” With scientific knowledge, we Introduction are empowered to become participants rather than merely observers. Science, in this sense, is more OVERVIEW than a means for getting ahead in the world of This overview outlines the visions and goals of Ohio’s Learning Standards work. It is a resource for becoming a critical and and Model Curriculum for Science, provides the guiding principles that engaged citizen in a democracy.” framed the development of the materials and contains the definitions used Michaels, S., Shouse, A.W., & Schweingruber H. A. (2008). Ready, Set, SCIENCE! Washington DC: The National in the document. The Expectations for Learning encompasses the Nature of Academies Press. Science and the Cognitive Demands. This overview introduces the Nature of Science, which is the foundation for all aspects of science instruction. It The K-8 and high school sections are designed to provide guidance for also contains definitions for the Cognitive Demands. educators who have the responsibility to teach science to Ohio students. Each Content Statement and Content Elaboration presents what students VISION should know about that science. The accompanying Expectations for Each Child, Our Future is Ohio’s five-year strategic plan to ensure each Learning incorporates the Nature of Science and the Cognitive Demands. student enjoys a bright future thanks to an excellent preK-12 education The Visions into Practice section offers optional examples of tasks that experience. The plan’s vision is for each child to be challenged to discover students may perform to learn about the science as well as demonstrate their and learn, prepared to pursue a fulfilling post-high school path and mastery of grade level materials. empowered to become a resilient, lifelong learner who contributes to society. It is the blending of the Content Statements and Content Elaborations with The strategic plan details four equal learning domains that contribute to the the Expectations for Learning (Cognitive Demands and Nature of Science) holistic success of each child. These include foundational knowledge and that provides the basis for future assessments. skills, well-rounded content, leadership and reasoning skills and social- GOALS emotional learning. Ohio’s Learning Standards and Model Curriculum for Science support the four domains. Ohio’s student-centered goals (Duschl et. al., 2007; Bell et. al. 2009) for science education include helping students: Ohio’s Learning Standards and Model Curriculum for Science serves as a basis for what all students should know and be able to do in order to become 1. Experience excitement, interest and motivation to learn about scientifically literate citizens, equipped with knowledge and skills for the 21st phenomena in the natural and physical world. century workforce and higher education. Ohio educators are provided with 2. Come to generate, understand, remember and use concepts, the content and expectations for learning at each grade level. From this explanations, arguments, models and facts related to science. information, district curriculum can be developed. By the end of high school, 3. Manipulate, test, explore, predict, question, observe and make sense students should graduate with sufficient proficiency in science to: of the natural and physical world. 4. Reflect on science as a way of knowing; on processes, concepts and • Know, use and interpret scientific explanations of the natural world; institutions of science; and on their own process of learning about • Generate and evaluate scientific evidence and explanations, phenomena. distinguishing science from pseudoscience; 5. Participate in scientific activities and learning practices with others, • Understand the nature and development of scientific knowledge; using scientific language and tools. • Participate productively in scientific practices and discourse.1 6. Think about themselves as science learners and develop an identity 1Taking Science to School Learning and Teaching Science in Grades K-8. National Research as someone who knows about, uses and sometimes contributes to Council of the National Academies. science. “Knowledge of science can enable us to think These goals are consistent with the expectations of Ohio law. critically and frame productive questions. Without scientific knowledge, we are wholly dependent on Back to Table of Contents OHIO’S LEARNING STANDARDS AND MODEL CURRICULUM | SCIENCE | ADOPTED 2018-2019 4 GUIDING PRINCIPLES using science, technology, engineering and mathematics and fosters 21st Century Skills. Ohio’s Learning Standards and Model Curriculum for Science has been • informed by international and national studies, education stakeholders and Technology and Engineering: Technology modifies the natural academic content experts. The guiding principles include: world through innovative processes, systems, structures and devices to extend human abilities. Engineering is design under constraint that • Definition of Science: Scientific knowledge is logical, predictive and develops and applies technology to satisfy human needs and wants. testable, and expands and advances as new evidence is discovered. Technology and engineering, coupled with the knowledge and Science is a process of continuing investigation, based on methods derived from science and mathematics, profoundly observation, scientific hypothesis testing, measurement, influence the quality of life. experimentation and theory building which leads to explanations of • Depth of Content: It is vital that the Content Statements and natural phenomena, processes or objects that are open to further Content Elaborations within this document communicate the most testing and revision based on evidence. essential concepts and the complexity of the discipline in a manner • Scientific and Engineering Practices: that is manageable and accessible for teachers. The focus is on 1. Asking questions (for science) and defining problems (for what students must know to master the specific grade-level content. engineering) The Expectations for Learning provides the means by which students 2. Developing and using models can demonstrate this grade-level mastery. 3. Planning and carrying out investigations • Ohio’s Learning Standards and 4. Analyzing and interpreting data Internationally Benchmarked: 5. Using mathematics and computational thinking Model Curriculum for Science incorporates research from 6. Constructing explanations (for science) and designing solutions investigations of the science standards of: (for engineering) o Countries whose students demonstrate high-performance on 7. Engaging in argument from evidence both the Trends in International Mathematics and Science 8. Obtaining, evaluating, and communicating information3 Studies (TIMSS) and Program in Student Assessment (PISA) tests; and 3 National Research Council. 2012. A Framework for K-12 Science States with students
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