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Ohio's Academic Content Standards in ScienceScientific Ways of Knowing
Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification, and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.
| | | | PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | | Prekindergarten | | 1. | Offer ideas and explanations (through drawings, emergent writing, conversation, movement) of objects, organisms and phenomena, which may be correct or incorrect. (ORC Resources) | | 2. | Recognize the difference between helpful and harmful actions toward living thing (e.g., watering or not watering plants). (ORC Resources) | | 3. | Participate in simple, spontaneous scientific explorations with others (e.g., digging to the bottom of the sandbox, testing materials that sink or float). (ORC Resources) |
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| | | | PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | | Kindergarten | | 1. | Recognize that scientific investigations involve asking open-ended questions. (How? What if?) (ORC Resources) | | 2. | Recognize that people are more likely to accept your ideas if you can give good reasons for them. (ORC Resources) | | 3. | Interact with living things and the environment in ways that promote respect. (ORC Resources) | | 4. | Demonstrate ways science is practiced by people everyday (children and adults). (ORC Resources) |
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| | | | PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | | Grade 1 | | 1. | Discover that when a science investigation is done the same way multiple times, one can expect to get very similar results each time it is performed. (ORC Resources) | | 2. | Demonstrate good explanations based on evidence from investigations and observations. (ORC Resources) | | 3. | Explain that everybody can do science, invent things and have scientific ideas no matter where they live. (ORC Resources) |
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| | | | PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | | Grade 2 | | 1. | Describe that scientific investigations generally work the same way under the same conditions. (ORC Resources) | | 2. | Explain why scientists review and ask questions about the results of other scientists' work. (ORC Resources) | | 3. | Describe ways in which using the solution to a problem might affect other people and the environment. (ORC Resources) | | 4. | Demonstrate that in science it is helpful to work with a team and share findings with others. (ORC Resources) |
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| | | | PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | | Grade 3 | | 1. | Describe different kinds of investigations that scientists use depending on the questions they are trying to answer. (ORC Resources) | | 2. | Keep records of investigations and observations and do not change the records that are different from someone else's work. (ORC Resources) | | 3. | Explore through stories how men and women have contributed to the development of science. (ORC Resources) | | 4. | Identify various careers in science. (ORC Resources) | | 5. | Discuss how both men and women find science rewarding as a career and in their everyday lives. (ORC Resources) |
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| | | | PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | | Grade 4 | | 1. | Differentiate fact from opinion and explain that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed. (ORC Resources) | | 2. | Record the results and data from an investigation and make a reasonable explanation. (ORC Resources) | | 3. | Explain discrepancies in an investigation using evidence to support findings. (ORC Resources) | | 4. | Explain why keeping records of observations and investigations is important. (ORC Resources) |
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| | | | PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | | Grade 5 | | 1. | Summarize how conclusions and ideas change as new knowledge is gained. (ORC Resources) | | 2. | Develop descriptions, explanations and models using evidence to defend/support findings. (ORC Resources) | | 3. | Explain why an experiment must be repeated by different people or at different times or places and yield consistent results before the results are accepted. (ORC Resources) | | 4. | Identify how scientists use different kinds of ongoing investigations depending on the questions they are trying to answer (e.g., observations of things or events in nature, data collection, controlled experiments). (ORC Resources) | | 5. | Keep records of investigations and observations that are understandable weeks or months later. (ORC Resources) | | 6. | Identify a variety of scientific and technological work that people of all ages, backgrounds and groups perform. (ORC Resources) |
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| | | | PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | | Grade 6 | | 1. | Identify that hypotheses are valuable even when they are not supported. (ORC Resources) | | 2. | Describe why it is important to keep clear, thorough and accurate records. (ORC Resources) | | 3. | Identify ways scientific thinking is helpful in a variety of everyday settings. (ORC Resources) | | 4. | Describe how the pursuit of scientific knowledge is beneficial for any career and for daily life. (ORC Resources) | | 5. | Research how men and women of all countries and cultures have contributed to the development of science. (ORC Resources) |
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| | | | PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | | Grade 7 | | 1. | Show that the reproducibility of results is essential to reduce bias in scientific investigations. (ORC Resources) | | 2. | Describe how repetition of an experiment may reduce bias. (ORC Resources) | | 3. | Describe how the work of science requires a variety of human abilities and qualities that are helpful in daily life (e.g., reasoning, creativity, skepticism, openness). (ORC Resources) |
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| | | | PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | | Grade 8 | | 1. | Identify the difference between description (e.g., observation and summary) and explanation (e.g., inference, prediction, significance, importance). (ORC Resources) | | 2. | Explain why it is important to examine data objectively and not let bias affect observations. (ORC Resources) |
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| | | | PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | | Grade 9 | | 1. | Comprehend that many scientific investigations require the contributions of women and men from different disciplines in and out of science. These people study different topics, use different techniques and have different standards of evidence but share a common purpose - to better understand a portion of our universe. (ORC Resources) | | 2. | Illustrate that the methods and procedures used to obtain evidence must be clearly reported to enhance opportunities for further investigations. (ORC Resources) | | 3. | Demonstrate that reliable scientific evidence improves the ability of scientists to offer accurate predictions. (ORC Resources) | | 4. | Explain how support of ethical practices in science (e.g., individual observations and confirmations, accurate reporting, peer review and publication) are required to reduce bias. (ORC Resources) | | 5. | Justify that scientific theories are explanations of large bodies of information and/or observations that withstand repeated testing. (ORC Resources) | | 6. | Explain that inquiry fuels observation and experimentation that produce data that are the foundation of scientific disciplines. Theories are explanations of these data. (ORC Resources) | | 7. | Recognize that scientific knowledge and explanations have changed over time, almost always building on earlier knowledge. (ORC Resources) | | 8. | Illustrate that much can be learned about the internal workings of science and the nature of science from the study of scientists, their daily work and their efforts to advance scientific knowledge in their area of study. (ORC Resources) | | 9. | Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue. (ORC Resources) |
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| | | | PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | | Grade 10 | | 1. | Discuss science as a dynamic body of knowledge that can lead to the development of entirely new disciplines. (ORC Resources) | | 2. | Describe that scientists may disagree about explanations of phenomena, about interpretation of data or about the value of rival theories, but they do agree that questioning, response to criticism and open communication are integral to the process of science. (ORC Resources) | | 3. | Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena. (ORC Resources) | | 4. | Recognize that ethical considerations limit what scientists can do. (ORC Resources) | | 5. | Recognize that research involving voluntary human subjects should be conducted only with the informed consent of the subjects and follow rigid guidelines and/or laws. (ORC Resources) | | 6. | Recognize that animal-based research must be conducted according to currently accepted professional standards and laws. (ORC Resources) | | 7. | Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue.
(ORC Resources) |
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| | | | PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | | Grade 11 | | 1. | Analyze a set of data to derive a hypothesis and apply that hypothesis to a similar phenomenon (e.g., biome data). (ORC Resources) | | 2. | Apply scientific inquiry to evaluate results of scientific investigations, observations, theoretical models and the explanations proposed by other scientists. (ORC Resources) | | 3. | Demonstrate that scientific explanations adhere to established criteria, for example a proposed explanation must be logically consistent, it must abide by the rules of evidence and it must be open to questions and modifications. (ORC Resources) | | 4. | Explain why scientists can assume that the universe is a vast single system in which the basic rules are the same everywhere. (ORC Resources) | | 5. | Recognize that bias affects outcomes. People tend to ignore evidence that challenges their beliefs but accept evidence that supports their beliefs. Scientist attempt to avoid bias in their work. (ORC Resources) | | 6. | Describe the strongly held traditions of science that serve to keep scientists within the bounds of ethical professional behavior. (ORC Resources) | | 7. | Explain how theories are judged by how well they fit with other theories, the range of included observations, how well they explain observations and how effective they are in predicting new findings. (ORC Resources) | | 8. | Explain that the decision to develop a new technology is influenced by societal opinions and demands and by cost benefit considerations. (ORC Resources) | | 9. | Explain how natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society as well as cause risks. (ORC Resources) | | 10. | Describe costs and trade-offs of various hazards - ranging from those with minor risk to a few people, to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations. (ORC Resources) | | 11. | Research the role of science and technology in careers that students plan to pursue. (ORC Resources) |
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| | | | PreK | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | | Grade 12 | | 1. | Give examples that show how science is a social endeavor in which scientists share their knowledge with the expectation that it will be challenged continuously by the scientific community and others. (ORC Resources) | | 2. | Evaluate scientific investigations by reviewing current scientific knowledge and the experimental procedures used, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence and suggesting alternative explanations for the same observations. (ORC Resources) | | 3. | Select a scientific model, concept or theory and explain how it has been revised over time based on new knowledge, perceptions or technology. (ORC Resources) | | 4. | Analyze a set of data to derive a principle and then apply that principle to a similar phenomenon (e.g., predator-prey relationships, properties of semiconductors). (ORC Resources) | | 5. | Describe how individuals and teams contribute to science and engineering at different levels of complexity (e.g., an individual may conduct basic field studies, hundreds of people may work together on major scientific questions or technical problem). (ORC Resources) | | 6. | Explain that scientists may develop and apply ethical tests to evaluate the consequences of their research when appropriate. (ORC Resources) | | 7. | Describe the current and historical contributions of diverse peoples and cultures to science and technology and the scarcity and inaccessibility of information on some of these contributions. (ORC Resources) | | 8. | Recognize that individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them. (ORC Resources) | | 9. | Recognize the appropriateness and value of basic questions "What can happen?" "What are the odds?" and "How do scientists and engineers know what will happen?" (ORC Resources) | | 10. | Recognize that social issues and challenges can affect progress in science and technology. (e.g., Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology.) (ORC Resources) | | 11. | Research how advances in scientific knowledge have impacted society on a local, national or global level. (ORC Resources) |
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