Next Generation Science Standards (2012)
Scientific and Engineering Practices
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Analyzing and interpreting data
Using mathematics, information and computer technology, and computational thinking
Constructing explanations (for science) and designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Crosscutting Concepts
Ohio Science Academic Content Standards (2010)
Science Inquiry and Application
Grade 5
Earth and Space Science
Cycles and Patterns in the Solar System
3.
Most of the cycles and patterns of motion between the Earth and sun are predictable.
Grade 7
Cycles and Patterns of Earth and the Moon
Cycles and Patterns of Earth and the Moon
1.
The hydrologic cycle illustrates the changing states of water as it moves through the lithosphere, biosphere, hydrosphere and atmosphere.
2.
Thermal-energy transfers in the ocean and the atmosphere contribute to the formation of currents, which influence global climate patterns.
3.
The atmosphere has different properties at different elevations and contains a mixture of gases that cycle through the lithosphere, biosphere, hydrosphere and atmosphere.
High School
Environmental Science
Earth Systems: Interconnected Spheres of Earth
Global Environmental Problems and Issues
Common Core ELA - Technical Standards - Literacy Strand
Grades 6–12 Literacy in History/Social Studies, Science & Technical Subjects
Science & Technical Subjects
Grades 6-8
Key Ideas and Details
RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Craft and Structure
RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Integration of Knowledge and Ideas
RST.6-8.7
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.6-8.8
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
RST.6-8.9
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Ohio Science Academic Content Standards (2002)
Science and Technology
Benchmarks (3–5)
A.
Describe how technology affects human life.
Benchmarks (6–8)
A.
Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.
Grade Level Indicators (Grade 3)
1.
Describe how technology can extend human abilities (e.g., to move things, to extend senses).
2.
Describe ways that using technology can have helpful and/or harmful results.
3.
Investigate ways that the results of technology may affect the individual, family and community.
Grade Level Indicators (Grade 4)
1.
Explain how technology from different areas (e.g., transportation, communication, nutrition, healthcare, agriculture, entertainment, manufacturing) has improved human lives.
Grade Level Indicators (Grade 6)
1.
Explain how technology influences the quality of life.
2.
Explain how decisions about the use of products and systems can result in desirable or undesirable consequences (e.g., social and environmental).
National Science Education Standards
Science and Technology
Understandings about science and technology (Grades 5 - 8)