A CIESE Collaborative Project

# Curriculum Standards

## Standards

### National Science Education Standards

• As a result of the activities, all students should develop an understanding of properties and changes of properties in matter.
• As a result of the activities, all students should develop an understanding of transfer of energy.
• As a result of the activities, all students should develop an understanding about scientific inquiry.
• As a result of the activities, all students should develop an understanding of math in the study of science.

### NCTM Curriculum and Evaluation Standards for School Mathematics

• Standard 1: Mathematics as Problem Solving
• Use problem-solving approaches to investigate and understand mathematical content
• Formulate problems from situations within and outside mathematics
• Verify and interpret results with respect to the original problem situation
• Generalize solutions and strategies to new problem situations
• Acquire confidence in using mathematics meaningfully
• Standard 2: Mathematics as Communication
• Model situations using oral, written, concrete, pictorial, graphical, and algebraic methods
• Reflect on and clarify their own thinking about mathematical ideas and situations
• Use the skills of reading, listening, and viewing to interpret and evaluate mathematical ideas
• Discuss mathematical ideas and make conjectures and convincing arguments
• Standard 3: Mathematics as Reasoning
• Understand and apply reasoning processes, with special attention to spatial reasoning and reasoning with proportions and graphs
• Make and evaluate mathematical conjectures and arguments
• Validate their own thinking
• Appreciate the pervasive use and power of reasoning as a part of mathematics
• Standard 4: Mathematical Connections
• Explore problems and describe results using graphical, numerical, physical, algebraic, and verbal mathematical models or representations
• Apply mathematical thinking and modeling to solve problems that arise in other disciplines, such as art, music, psychology, science, and business
• Value the role of mathematics in our culture and society
• Standard 5: Number and Number Relationships
• Represent numerical relationships in one- and two-dimensional graphs
• Standard 8: Patterns and Functions
• Describe, extend, analyze, and create a wide variety of patterns
• Describe and represent relationships with tables, graphs, and rules
• Analyze functional relationships to explain how a change in one quantity results in a change in another
• Use patterns and functions to represent and solve problems
• Standard 9: Algebra
• Understand the concepts of variable, expression, and equation
• Represent situations and number patterns with tables, graphs, verbal rules, and equations and explore the interrelationships of these representations
• Analyze tables and graphs to identify properties and relationships
• Apply algebraic methods to solve a variety of real-world and mathematical problems
• Standard 10: Statistics
• Systematically collect, organize, and describe data
• Construct, read, and interpret tables, charts, and graphs
• Make inferences and convincing arguments that are based on data analysis
• Evaluate arguments that are based on data analysis
• Develop an appreciation for statistical methods as powerful means for decision making
• Standard 13: Measurement
• Extend their understanding of the process of measurement
• Estimate, make, and use measurements to describe and compare phenomena
• Select appropriate units and tools to measure to the degree of accuracy required in a particular situation
• Understand the structure and use of systems of measurement

### National Educational Technology Standards (NETS)

• Standard 4: Technology Communication Tools
• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
• Standard 5: Technology Research Tools
• Students use technology to locate, evaluate, and collect information from a variety of sources.
• Students use technology tools to process data and report results.
• Standard 6: Technology Problem-solving and Decision-making Tools
• Students use technology resources for solving problems and making informed decisions.
Students employ technology in the development of strategies for solving problems in the real world.

### New Jersey Core Curriculum Content Standards

• 4.1: All Students Will Develop the Ability to Pose and Solve Mathematical Problems in Mathematics, Other Disciplines, and Everyday Experiences
• 4.2: All Students Will Communicate Mathematically through Written, Oral, Symbolic, and Visual Forms of Expression.
• 4.3: All Students Will Connect Mathematics to Other Learning by Understanding the Interrelationships of Mathematical Ideas and the Roles that Mathematics and Mathematical Modeling Play in Other Disciplines and in Life
• 4.4: All Students Will Develop Reasoning Ability and Will Become Self-Reliant, Independent Mathematical Thinkers.
• 4.5: All Students Will Regularly and Routinely Use Calculators, Computers, Manipulatives, and Other Mathematical Tools to Enhance Mathematical Thinking, Understanding, And Power.
• 4.9: All Students Will Develop an Understanding of and Will Use Measurement to Describe and Analyze Phenomena.
• 4.11: All Students Will Develop an Understanding of Patterns, Relationships, and Functions and Will Use Them to Represent and Explain Real-World Phenomena.
• 4.13: All Students Will Develop an Understanding of Algebraic Concepts and Processes and Will Use Them to Represent and Analyze Relationships among Variable Quantities and to Solve Problems.
• 4.16: All Students Will Demonstrate High Levels of Mathematical Thought through Experiences which Extend beyond Traditional Computation, Algebra, and Geometry.
• 5.2: All Students Will Develop Problem-Solving, Decision-Making and Inquiry Skills, Reflected by Formulating Usable Questions and Hypotheses, Planning Experiments, Conducting Systematic Observations, Interpreting and Analyzing Data, Drawing Conclusions, and Communicating Results.
• 5.4: All Students Will Develop an Understanding of Technology as an Application of Scientific Principles.
• 5.5: All Students Will Integrate Mathematics as a Tool for Problem-Solving in Science, and as a Means of Expressing and/or Modeling Scientific Theories.
• 5.8: All Students Will Gain an Understanding of the Structure and Behavior of Matter.
• 5.9: All Students Will Gain an Understanding of Natural Laws as They Apply to Motion, Forces, and Energy Transformations.
• Standard 2: All students will use technology, information and other tools.
• Standard 3: All students will use critical thinking, decision-making, and problem-solving skills.

### New York State Learning Standards

• Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
• Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.
• Standard 3: Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
• Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment.
• Standard 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
• Standard 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

### Ohio Proficiency Outcomes

• Select instruments to make observations and/or organize observations of an event, object, or organism.
• Identify characteristics of a simple physical change.
• Evaluate conclusions based on scientific data.
• Propose and/or evaluate an investigation of simple physical and/or chemical changes.
• Identify simple patterns in physical phenomena.
• Organize data, identify patterns and trends.
• Draw conclusions and/or recognize a conceptual model based on a given set of data.
• Select a device and report data in appropriate units for a specific measurement.
• Make inferences about the causes of variation in experimental results.
• Apply laws, conceptual and mathematical models, and theories to explain and predict the interactions of components in systems.
• Choose appropriate information and solve a problem quantitatively.
• Analyze data to identify patterns and trends and draw appropriate conclusions.
• Identify needed information to solve a problem
• Explain or illustrate why a solution is correct
• Make or use table to record and sort information (in a problem solving setting using simple and complex patterns in nature, art, or poetry as setting) and make identifications, comparisons, and predictions from tables, picture graphs, bar graphs, and labeled picture maps
• Identify needed and given information in a problem situation, as well as irrelevant information.
• Validate and/or generalize solutions and problem-solving strategies.
• Collect data, create a table, picture graph, bar graph, circle graph, or line graph, and use them to solve application problems.
• Read, interpret, and use tables, charts, maps, and graphs to identify patterns, note trends, and draw conclusions.
• Read the scale on a measurement device to the nearest mark and make interpolations where appropriate.
• Organize data into tables, charts, and graphs.
• Read, interpret, and use tables and graphs to identify patterns, note trends, draw conclusions, and make predictions.
• Graph linear functions.

### Florida Sunshine State Standards

• The student measures quantities in the real world and uses the measures to solve problems.
• The student compares, contrasts, and converts within systems of measurement (both standard/nonstandard and metric/customary).
• The student estimates measurements in real-world problem situations.
• The student selects and uses appropriate units and instruments for measurement to achieve the degree of precision and accuracy required in real-world situations.
• The student describes, analyzes, and generalizes a wide variety of patterns, relations, and functions.
• The student uses expressions, equations, inequalities, graphs, and formulas to represent and interpret situations.
• The student understands and uses the tools of data analysis for managing information.
• The student understands that all matter has observable, measurable properties.
• The student recognizes that energy may be changed in form with varying efficiency.
• The student uses the scientific processes and habits of mind to solve problems.
• The student understands that science, technology, and society are interwoven and interdependent.

### Arizona Science Standards and Performance Objectives

• 1SC-E1: Identify a question, formulate a hypothesis, control and manipulate variables, devise experiments, predict outcomes, compare and analyze results, and defend conclusions.
• 1SC-E3: Organize and present data gathered from their own experiences, using appropriate mathematical analyses and graphical representations.
• 1SC-E4: Identify and refine questions from previous investigations.
• 1SC-P1: Propose solutions to practical and theoretical problems by synthesizing and evaluating information gained from scientific investigations.
• 1SC-P3: Analyze and evaluate reports of scientific studies.
• 1SC-P6: Identify and refine a researchable question, conduct the experiment, collect and analyze data, share and discuss findings.
• 2SC-E3: Provide different explanations for a phenomenon; defend and refute the explanations.
• 2SC-E5: Explain how scientific theory, hypothesis generation and experimentation are interrelated.
• 5SC-F3: Demonstrate and explain that materials exist in different states (solid, liquid and gas) and can change from on to another.
• 5SC-E1: Examine, describe, compare, measure, and classify objects and mixtures of substances based on common physical and chemical properties (e.g. states of matter, mass, volume, electrical charge, density, boiling points, pH, magnetism, solubility).
• 5SC-E4: Identify and predict what will change and what will remain unchanged when matter experiences an external force or energy change (e.g. boiling a liquid; comparing the force, distance and work involved in simple machines).
• 5SC-P1: Predict chemical and physical properties of substances (e.g. color, solubility, chemical reactivity, melting point, boiling point).
• 5SC-P6: Describe and explain physical interactions of matter and energy, using conceptual models (e.g. conservation laws of matter and energy, particle model for gaseous behavior).

### Phoenix Urban Systemic Initiative K-12 Unitary Science Curriculum

• 8.SI.1: Demonstrates abilities to do scientific inquiry.
• 8.SI.2: Demonstrates an understanding about the nature of science and scientific inquiry.
• 8.SI.3: Develops and uses scientific attitudes and habits of mind.
• 8.SI.4: Participates in laboratory experiences/hands-on learning by appropriately using instruments and materials of science.
• 8.P.1: Demonstrates an understanding of the science and technology that they encounter in their daily lives.
• 8.SM.PS.PM: Properties and changes of properties in matter
• 12.SI.1: Abilities necessary to do scientific inquiry
• 12.SI.2: Understanding about scientific inquiry
• 12.PS.2: Structure and properties of matter