STEM & S.C. Standards

The standards below reflect the four STEM domains of Science, Technology, Engineering, and Mathematics, helping students identify, apply and integrate concepts from those four domains in order to understand complex problems and to solve problems using innovative approaches.

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STEM

Science

Social Studies

KINDERGARTEN

SCIENCE AND ENGINEERING PRACTICES

Standard K.P.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

K.P.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

K.P.1B. Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.

EARTH SCIENCE: EXPLORING WEATHER PATTERNS

Standard K.E.3: The student will demonstrate an understanding of daily and seasonal weather patterns.

K.E.3A. Conceptual Understanding: Weather is a combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. Scientists measure weather conditions to describe and record the weather and to notice patterns over time. Plants and animals (including humans) respond to different weather conditions in different ways.

Performance Indicators: Students who demonstrate this understanding can:

K.E.3A.4 Define problems caused by the effects of weather on human activities and design solutions or devices to solve the problem.

FIRST GRADE

SCIENCE AND ENGINEERING PRACTICES

Standard 1.P.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

1.P.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

1.P.1B. Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.

EARTH SCIENCE: EARTH’S NATURAL RESOURCES

Standard 1.E.4: The student will demonstrate an understanding of the properties and uses of Earth’s natural resources.

1.E.4A. Conceptual Understanding: Earth is made of different materials, including rocks, sand, soil, and water. An Earth material is a resource that comes from Earth. Earth materials can be classified by their observable properties.

1.E.4B. Conceptual Understanding: Natural resources are things that people use that come from Earth (such as land, water, air, and trees). Natural resources can be conserved.

Performance Indicators: Students who demonstrate this understanding can:

1.E.4B.2 Obtain and communicate information to explain ways natural resources can be conserved (such as reducing trash through reuse, recycling, or replanting trees).

EARTH SCIENCE: EXPLORING THE SUN AND MOON

Standard 1.E.3: The student will demonstrate an understanding of the patterns of the Sun and the Moon and the Sun’s effect on Earth.

1.E.3A. Conceptual Understanding: Objects in the sky move in predictable patterns. Some objects are better seen in the day sky and some are better seen in the night sky. The Sun is a star that provides heat and light energy for Earth.

SECOND GRADE

SCIENCE AND ENGINEERING PRACTICES

Standard 2.P.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

2.P.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

2.P.1B. Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology

EARTH SCIENCE: WEATHER

Standard 2.E.2: The student will demonstrate an understanding of the daily and seasonal weather patterns.

2.E.2A. Conceptual Understanding: Weather is the combination of sunlight, wind, precipitation (rain, sleet, snow, and hail), and temperature in a particular region at a particular time. Scientists measure and record these conditions to describe the weather and to identify patterns over time. Weather scientists (meteorologists) forecast severe weather so that communities can prepare for and respond to these events.

Performance Indicators: Students who demonstrate this understanding can:

2.E.2A.3 Develop and use models to describe and compare the effects of wind (moving air) on objects.

THIRD GRADE

SCIENCE AND ENGINEERING PRACTICES

Standard 3.P.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

3.P.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

3.P.1B. Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.

EARTH SCIENCE: EARTH’S MATERIALS AND PROCESSES

Standard 3.E.4: The student will demonstrate an understanding of the composition of Earth and the processes that shape features of Earth’s surface.

3.E.4A. Conceptual Understanding: Earth is made of materials (including rocks, minerals, soil, and water) that have distinct properties. These materials provide resources for human activities.

Performance Indicators: Students who demonstrate this understanding can:

3.E.4A.3 Obtain and communicate information to exemplify how humans obtain, use, and protect renewable and nonrenewable Earth resources.

3.E.4B. Conceptual Understanding: Earth’s surface has changed over time by natural processes and by human activities. Humans can take steps to reduce the impact of these changes.

Performance Indicators: Students who demonstrate this understanding can:

3.E.4B.4 Define problems caused by a natural event or human activity and design devices or solutions to reduce the impact on the environment.

FOURTH GRADE

SCIENCE AND ENGINEERING PRACTICES

Standard 4.P.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

4.P.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

4.P.1B. Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.

PHYSICAL SCIENCE: FORMS OF ENERGY – LIGHT AND SOUND

Standard 4.P.4: The student will demonstrate an understanding of the properties of light and sound as forms of energy.

4.P.4A. Conceptual Understanding: Light, as a form of energy, has specific properties including color and brightness. Light travels in a straight line until it strikes an object. The way light reacts when it strikes an object depends on the object’s properties.

FIFTH GRADE

SCIENCE AND ENGINEERING PRACTICES

Standard 5.P.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

5.P.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

5.P.1B. Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.

EARTH SCIENCE: CHANGES IN LANDFORMS AND OCEANS

Standard 5.E.3: The student will demonstrate an understanding of how natural processes and human activities affect the features of Earth’s landforms and oceans.

5.E.3B. Conceptual Understanding: Earth’s oceans and landforms can be affected by natural processes in various ways. Humans cannot eliminate natural hazards caused by these processes but can take steps to reduce their impacts. Human activities can affect the land and oceans in positive and negative ways.

Performance Indicators: Students who demonstrate this understanding can:

5.E.3B.3 Construct scientific arguments to support claims that human activities (such as conservation efforts or pollution) affect the land and oceans of Earth.

5.E.3B.4 Define problems caused by natural processes or human activities and test possible solutions to reduce the impact on landforms and the ocean shore zone.

SOCIAL STUDIES STANDARD

5-3: The student will demonstrate an understanding of major domestic and foreign developments that contributed to the United States becoming a world power.

Indicators:
5-3.1 Explain how the Industrial Revolution was furthered by new inventions and technologies, including new methods of mass production and transportation and the invention of the light bulb, the telegraph, and the telephone.

5-3.2 Identify prominent inventors and scientists of the period and summarize their inventions or discoveries, including Thomas Edison, Alexander Graham Bell, the Wright Brothers, and Albert Einstein.

SIXTH GRADE

SCIENCE AND ENGINEERING PRACTICES

Standard 6.P.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to developunderstandings of science content.

6.P.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

6.P.1B. Conceptual Understanding: Technology is any modification to the natural world createdto fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.

PHYSICAL SCIENCE: ENERGY TRANSFER AND CONSERVATION

Standard 6.P.3: The student will demonstrate an understanding of the properties of energy, the transfer and conservation of energy, and the relationship between energy and forces.

6.P.3A. Conceptual Understanding: Energy manifests itself in multiple forms, such as mechanical (kinetic energy and potential energy), electrical, chemical, radiant (solar), and thermal energy. According to the principle of conservation of energy, energy cannot be created nor destroyed, but it can be transferred from one place to another and transformed between systems.

SEVENTH GRADE

SCIENCE AND ENGINEERING PRACTICES

Standard 7.P.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

7.P.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

7.P.1B. Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.

EIGHTH GRADE

SCIENCE AND ENGINEERING PRACTICES

Standard 8.P.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

8.P.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

8.P.1B. Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.

EARTH SCIENCE: EARTH SYSTEMS AND RESOURCES

Standard 8.E.5: The student will demonstrate an understanding of the processes that alter the structure of Earth and provide resources for life on the planet.

8.E.5C. Conceptual Understanding: Humans depend upon many Earth resources – some renewable over human lifetimes and some nonrenewable or irreplaceable. Resources are distributed unevenly around the planet as a result of past geological processes.

Performance Indicators: Students who demonstrate this understanding can:

8.E.5C.1 Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources.

NINTH THROUGH TWELFTH GRADE

EARTH SCIENCE

Standard H.E.3: The student will demonstrate an understanding of the internal and external dynamics of Earth’s geosphere.

H.E.3B Conceptual Understanding: The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. Human transformation of the natural environment can contribute to the frequency and intensity of some natural hazards.

Performance Indicators:
H.E.3B.1 Obtain and communicate information to explain how the formation, availability, and use of ores and fossil fuels impact the environment.

H.E.3B.4 Obtain and evaluate available data on a current controversy regarding human activities which may affect the frequency, intensity, or consequences of natural hazards.

H.E.3B.5 Define problems caused by the impacts of locally significant natural hazards and design possible devices or solutions to reduce the impacts of such natural hazards on human activities.

Standard H.E.5:The student will demonstrate an understanding of the dynamics of Earth’s atmosphere.

H.E. 5A Conceptual Understanding: Weather is the condition of the atmosphere at a particular location at a particular time. Weather is primarily determined by the angle and amount (time) of sunlight. Climate is the general weather conditions over a long period of time and is influenced by many factors.

Performance Indicators:H.E.5A.8 Analyze scientific arguments regarding the nature of the relationship between human activities and climate change.

PHYSICS

Standard H.P.3:The student will demonstrate an understanding of how the interactions among objects can be explained and predicted using the concept of the conservation of energy.

H.P.3A Conceptual Understanding:
Work and energy are equivalent to each other. Work is defined as the product of displacement and the force causing that displacement; this results in the transfer of mechanical energy. Therefore, in the case of mechanical energy, energy is seen as the ability to do work. This is called the work-energy principle. The rate at which work is done (or energy is transformed) is called power. For machines that do useful work for humans, the ratio of useful power output is the efficiency of the machine. For all energies and in all instances, energy in a closed system remains constant.

Performance Indicators:
H.P.3A.5 Obtain and communicate information to describe the efficiency of everyday machines (such as automobiles, hair dryers, refrigerators, and washing machines).

Conceptual Understanding:
H.P.3E: During electric circuit interactions, electrical energy (energy stored in a battery or energy transmitted by a current) is transformed into other forms of energy and transferred to circuit devices and the surroundings. Charged particles and magnets create fields that store energy. Magnetic fields exert forces on moving objects.

Performance Indicator:
H.P.3E.4 Use mathematical and computational thinking to analyze problems dealing with the power output of electric devices.