Science Return to index Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Addendum

Grade K Content Standard A: Students will understand that there are unifying themes: systems, order, organization, and interactions; evidence, models, and explanations; constancy, change, and measurement; evolution, equilibrium, and energy; form and function among scientific disciplines Performance Standard (Benchmark) A.4.1   When conducting science investigations, ask and answer questions that will decide the general areas of science being addressed A.4.2   When faced with a science-related problem, decide what evidence, models, or explanations previously studied can be used to better understand what is happening now A.4.3   When investigating a science-related problem, decide what data can be collected to determine the most useful explanations A.4.4  When studying science-related problems, decide which of the science themes are important A.4.5  When studying a science-related problem, decide what changes over time are occurring or have occurred Grade Level Benchmark A1:K.1 Know that questions need to be asked and answered to gain more information A2:K.1 When studying a science-related problem, decide which past scientific knowledge can be used to understand a current problem A3:K.1    Know that data needs to be collected to answer science-related questions A4:K.1  Know that measurement and change are two important science themes when studying science-related problems A5:K.1 When studying a science-related problem, decide what changes over time are occurring or have occurred Content Standard B: Students will understand that science is ongoing and inventive, and that scientific understandings have changed over time as new evidence is found B.4.1  Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals, popular press, and various other sources, to help answer science-related questions and plan investigations  B.4.2  Acquire information about people who have contributed to the development of major ideas in the sciences and learn about the cultures in which these people lived and worked B1:K.1  Uses a variety of resources to answer questions and plan investigations B2:K.1  Know that people of many cultures throughout the world studied science to inform others   Content Standard C: Students will investigate questions using scientific methods and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others C.4.2  Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations C.4.3  Select multiple sources of information to help answer questions selected for classroom investigations  C.4.4  Use simple science equipment including rulers, balances, graduated cylinders, hand lenses, thermometers, and computers safelyand effectively to collect data relevant to questions and investigations C.4.5  Use data they have collected to develop explanations and answer questions generated by investigations C.4.6  Communicate the results of their investigations in ways their audiences will understand by using charts, graphs, drawings, written descriptions, and various other means C2:K.1 Know there is a need to ask questions, make observations about experiments, make predictions, and explain what is discovered when studying various science-related content C3:K.1 Use more than one source of information to answer questions C4:K.1 Know that different science equipment can be used to collect information to answer questions C5:K.1 Know that it is important to use collected information (data) to answer questions related to investigations C6:K.1 Know how to use different organizers (e.g., chart, graph, drawing, teacher written description) to explain the results of investigations Content Standard D: Students will demonstrate an understanding of the physical and chemical properties of matter, the forms and properties of energy, and the ways in which matter and energy interact D.4.1   Understand that objects are made of more than one substance, by observing, describing, and measuring the properties of earth materials, including properties of size, weight, shape, color, temperature, and the ability to react with other substances  D.4.2   Understand that objects are made of more than one substance, by observing, describing, and measuring the properties of earth materials, including properties of size, weight, shape, color, temperature, and the ability to react with other substances    D1:K.1 Understand that objects are made up of different substances D2:K.1Understand that objects can be classified based on physical properties     Content Standard E: Students will demonstrate an understanding of the structure and systems of earth and other bodies in the universe and of their interactions E.4.3  Develop descriptions of the land and water masses of the earth and of Wisconsin's rocks and minerals, using the common vocabulary of earth and space science E.4.5  Describe the weather commonly found in Wisconsin in terms of clouds, temperature, humidity, and forms of precipitation, and the changes that occur over time, including seasonal changes E.4.8  Illustrate human resources used in mining, forestry, farming, and manufacturing in Wisconsin and elsewhere in the world E3:K.1 Know that there are different masses of air, water, and land E5:K.1 Know that weather changes daily E8:K.1 Know that trees and water are valuable resources Content Standard F: Students will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment F.4.1 Discover how each organism meets its basic needs for water, nutrients, protection, and energy in order to survive F.4.2  Investigate how organisms, especially plants, respond to both internal cues (the need for water) and external cues (changes in the environment) F.4.4   Using the science themes, develop explanations for the connections among living and non-living things in various environments F1:K.1   Know that plants and animals need water, nutrients, and light/heat F2:K.1  Discover how plants respond to different amounts of water and light F2:K.2  Recognize that animals respond to changes in the environment F4:K.1  Know the environment contains living and non-living Content Standard G: Students will demonstrate an understanding of the relationship between science and technology and the ways in which that relationship influences human activities G.4.2:  Discover what changes in technology have occurred in a career chosen by a parent, grandparent, or an adult friend over a long period of time G2:K.1 Know how careers have changed as a result of technology   Content Standard H: Students will use scientific information and skills to make decisions about themselves, Wisconsin, and the world in which they live H.4.3:  Show how science has contributed to meeting personal needs, including hygiene, nutrition, exercise, safety, and health care H3:K.1 Show how science has contributed to meeting personal needs STANDARD AND BENCHMARKS Content Standard A: Students will understand that there are unifying themes: systems, order, organization, and interactions; evidence, models, and explanations; constancy, change, and measurement; evolution, equilibrium, and energy; form and function among scientific disciplines Performance Standard (Benchmark):A.4.1:  When conducting science investigations, ask and answer questions that will decide the general areas of science being addressed Grade Level Benchmark:A1:K.1   Know that questions need to be asked and answered to gain more information Core knowledge and skills:  Understand how to ask content related questions Understand that questions are in reference to something you want to know Examples of performance activities: Create a KWL chart prior to study of a particular theme (e.g. apples) to generate what is known and what students want to know; complete the “learned” component as knowledge is acquired Generate a discussion to predict what may happen when completing portions of Einstein kits (e.g. water on fabric, stains on fabric, toilet paper recycling, etc.) STANDARD AND BENCHMARKS Content Standard A: Students will understand that there are unifying themes: systems, order, organization, and interactions; evidence, models, and explanations; constancy, change, and measurement; evolution,  equilibrium, and energy; form and function among scientific disciplines Performance Standard (Benchmark):A.4.2   When faced with a science-related problem, decide what evidence, models, or explanations  previously studied can be used to better understand what is happening now Grade Level Benchmark:A2:K.1   When studying a science-related problem, decide which past scientific knowledge can be used to understand a current problem Core knowledge and skills:  Understands that prior knowledge and previous experiences can be used when learning new information Examples of performance activities: Refer to a previously studied Einstein Unit when engaged in similar experiments (i.e. refer to what happens with water on fabric when experimenting with water on paper, refer to terms such as woof and warp when weaving in fabric and paper) Refer to what was previously learned through an Apple Unit regarding the seasons of an apple tree, and have students illustrate a Spring apple tree (while studying Spring) using this previous knowledge   STANDARD AND BENCHMARKS Content Standard A: Students will understand that there are unifying themes: systems, order, organization, and interactions; evidence, models, and explanations; constancy, change, and measurement; evolution, equilibrium, and energy; form and function among scientific disciplines Performance Standard (Benchmark):A.4.3:  When investigating a science-related problem, decide what data can be collected to determine the most useful explanations                     Grade Level Benchmark:A3:K.1   Know that data needs to be collected to answer science-related questions Core knowledge and skills:  Understand that collecting data is a way to gather information Examples of performance activities: Create a graph for students to chart the height of daily growth for a planted pumpkin seed Create a graph for the class to chart daily temperature using tally marks   STANDARD AND BENCHMARKS Content Standard A: Students will understand that there are unifying themes: systems, order, organization, and interactions; evidence, models, and explanations; constancy, change, and measurement; evolution, equilibrium, and energy; form and function among scientific disciplines Performance Standard (Benchmark):A.4.4:  When studying science-related problems, decide which of the science themes are important Grade Level Benchmark:A4:K.1   Know that measurement and change are two important science themes when studying science-related problems Core knowledge and skills:  Understand that measurement is important in studying scientific problems Examples of performance activities: Discuss the difference in size between a child’s traced foot and a standard foot and why standard measurement is necessary Generate reasons that studying changes in weather from month to month help guide decisions we make on appropriate clothing to wear   STANDARD AND BENCHMARKS Content Standard A:  Students will understand that there are unifying themes: systems, order, organization, and interactions; evidence, models, and explanations; constancy, change, and measurement; evolution, equilibrium, and energy; form and function among scientific disciplines Performance Standard (Benchmark):A.4.5:  When studying a science-related problem, decide what changes over time are occurring or have occurred Grade Level Benchmark:A5:K.1When studying a science-related problem, decide what changes over time are occurring or have occurred Core knowledge and skills:  Understand that change occurs overtime Examples of performance activities: Gather snow in a clear container to watch what happens as it melts (i.e. what happens as the snow goes from a solid to a liquid, what does the melted snow look like, etc) Create an experiment in which a bar of chocolate is divided into three separate pieces and placed in the following locations: in the sun, in the refrigerator, and in room temperature; discuss the changes that occur in all three and have students draw a picture of the piece with the most significant change   STANDARD AND BENCHMARKS Content Standard B: Students in Wisconsin will understand that science is ongoing and inventive, and that scientific understandings have changed over time as new evidence is found Performance Standard (Benchmark):B.4.1:  Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals,  popular press, and various other sources, to help answer science-related questions and plan investigations         Grade Level Benchmark:B1:K.1   Use a variety of resources to answer questions and plan investigations Core knowledge and skills:  Use different resources available to support and investigate a scientific question Examples of performance activities: Take a field trip to the apple orchard during or after a study of apples to reinforce how apples are grown Organize an in-school field trip in which the Zoo Mobile (from the New Zoo) comes with various animals (i.e. penguins, a snake, an owl, a hedgehog, a rainforest beetle, prairie dogs) being studied to learn more about them (i.e. habitat, view their movement, feel their “skin”, etc)  Invite a guest from Heritage Hill to explain how yarn is made using a spinning wheel, when studying the Einstein Fabric Kit   STANDARD AND BENCHMARKS Content Standard B:  Students in Wisconsin will understand that science is ongoing and inventive, and that scientific understandings have changed over time as new evidence is found Performance Standard (Benchmark):B.4.2:  Acquire information about people who have contributed to the development of major ideas in the sciences and learn about the cultures in which these people lived and worked     Grade Level Benchmark:B2:K.1   Know that people of many cultures throughout the world studied science to inform others Core knowledge and skills:  Understand that people with different abilities and backgrounds have contributed to science Examples of performance activities: Read aloud and discuss various biographical text   STANDARD AND BENCHMARKS Content Standard C: Students in Wisconsin will investigate questions using scientific methods and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others     Performance Standard (Benchmark):C.4.2:  Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations  Grade Level Benchmark:C2:K.1   Know there is a need to ask questions, make observations about experiments, make predictions, and explain what is discovered when studying various science-related content Core knowledge and skills:  Understand to use questions to learn about science content areas Examples of performance activities: Create a KWL chart about the seasons of the apple tree focusing on the "W" portion Construct an experiment using identical live plants to show the needs (water, air, sun) of living things (e.g. one plant receives all three, a second plant receives only water, and a third plant receives only the sun) Prior to the experiment, have students predict which plant might look the best at the end After the experiment is concluded, discuss the predictions and the reasons that the plants fared differently Construct a two-sided chart on which each student predicts an event (i.e. if the groundhog will see its shadow, if March will come in like a lion or lamb)     STANDARD AND BENCHMARKS Content Standard C: Students in Wisconsin will investigate questions using scientific methods and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others     Performance Standard (Benchmark):C.4.3:  Select multiple sources of information to help answer questions selected for classroom investigations                               Grade Level Benchmark:C3:K.1   Use more than one source of information to answer questions Core knowledge and skills:  Understand that we can get supporting information from more than one source Examples of performance activities: Read a book on how a plant grows from a seed to the plant View a video that shows how a plant grows Plant a seed and observe the changes from seed to plant STANDARD AND BENCHMARKS Content Standard C:  Students in Wisconsin will investigate questions using scientific methods and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others     Performance Standard (Benchmark):C.4.4:  Use simple science equipment including rulers, balances, graduated cylinders, hand lenses, thermometers, and computers safely and effectively to collect data relevant to questions and             investigations                                        Grade Level Benchmark:C4:K.1   Know that different science equipment can be used to collect information to answer questions Core knowledge and skills:  Know how to use scientific equipment (i.e. balance, magnifier, thermometer) Examples of performance activities: Consult Everyday Mathematics, Rocker Balance (Core Activity) Investigate the fibers of paper and fabric using a hand lens and discuss the similarities and differences Consult Everyday Mathematics, Recording Daily Temperature Routine (Core Activity)   STANDARD AND BENCHMARKS Content Standard C: Students in Wisconsin will investigate questions using scientific methods and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others  Performance Standard (Benchmark):C.4.5:  Use data they have collected to develop explanations and answer questions generated by investigations Grade Level Benchmark:C5:K.1   Know that it is important to use collected information (data) to answer questions related to investigations Core knowledge and skills:  Know how to discuss data with teacher Examples of performance activities: Upon completion of the plant study (see C.4.2), discuss what can be observed between and among the three plants; create a Venn diagram in which information about the three can be compared and contrasted Create KWL charts related to investigations (i.e. melting snow, weather changes, chocolate in different “temperatures”, etc.)   STANDARD AND BENCHMARKS Content Standard C: Students in Wisconsin will investigate questions using scientific methods and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others Performance Standard (Benchmark):C.4.6:  Communicate the results of their investigations in ways their audiences will understand by using charts, graphs, drawings, written descriptions, and various other means Grade Level Benchmark:C6:K.1   Know how to use different organizers (e.g., chart, graph, drawing, teacher written description) to explain the results of investigations Core knowledge and skills:  Use simple organizers (Venn Diagram, KWL chart, T-chart) to communicate results of investigations Examples of performance activities: Upon completion of the plant study (see C.4.2), discuss what can be observed between and among the three plants; create a Venn diagram in which information about the three can be compared and contrasted Create KWL charts related to investigations (i.e. melting snow, weather changes, chocolate in different “temperatures”, etc) Create a T-chart to describe the changes that occur when water interacts with different types of fabric and/or paper (use terms: absorbs, beads up, soaks, repels, etc)   STANDARD AND BENCHMARKS Content Standard D: Students in Wisconsin will demonstrate an understanding of the physical and chemical properties of matter, the forms and properties of energy, and the ways in which matter and energy interact           Performance Standard (Benchmark): D.4.1:  Understand that objects are made of more than one substance, by observing, describing, andmeasuring the properties of earth materials, including properties of size, weight, shape, color, temperature, and the ability to react with other substances          Grade Level Benchmark: D1:K.1   Understand that objects are made up of different substances Core knowledge and skills:  Understand that senses can be used to make observations about characteristics of objects Understand that observation includes sensory findings as well as thinking about the objects to be classified Understand the concept of matter Understand that everything in the world is made of matter Understand matter can be measured Examples of performance activities: Construct a list describing an object using a multi-sensory approach Discuss what matter is after reading books about the subject Take a walk and create a list of objects that the kids see that is matter. Using same sized containers and different forms of matter (i.e. sand, water, noodles, rice, rocks, etc.) to compare the different space that is utilized by the different forms of matter   STANDARD AND BENCHMARKS Content Standard D: Students in Wisconsin will demonstrate an understanding of the physical and chemical properties of matter, the forms and properties of energy, and the ways in which matter and energy interact           Performance Standard (Benchmark):D.4.2  Understand that objects can be classified based on physical properties Grade Level Benchmark:D2:K.1   Understand that objects can be classified based on physical properties Core knowledge and skills:  Understand the terms alike/different Understand how to sort, group, and classify Discover characteristics of objects through the use of senses Identify that many people have jobs working with wood, metal, paper, fabric, etc. Examples of performance activities: Observe and classify objects by properties/attributes Communicate classification attributes Engage in floating and sinking activities Experiment with magnets Use scales, thermometers, and rulers to measure and compare objects Group objects using the sense of touch with “feely” bags Create a paper or fabric collage Chart different jobs people have working with different matter (i.e. carpenter, welder, mill worker, seamstress, etc.)   STANDARD AND BENCHMARKS Content Standard E: Students in Wisconsin will demonstrate an understanding of the structure and systems of earth and other bodies in the universe and of their interactions Performance Standard (Benchmark):E.4.3:  Develop descriptions of the land and water masses of the earth and of Wisconsin's rocks and minerals, using the common vocabulary of earth and space science                     Grade Level Benchmark:E3:K.1   Know that there are different masses of air, water, and land Core knowledge and skills:  Describe the difference between air, water and land Understand that air, water, and land are resources necessary for all living things Understand that land is composed of rocks, soil, and sand Identify various forms of water (rain/ocean, lake, river, creek, stream, pond, etc./fresh water, salt water) Identify Earth as a planet composed of air, water, and land Examples of performance activities: Locates land and water bodies (on globe or map) Construct an experiment using identical live plants to show the needs (water, air, sun) of living things (e.g., one plant receives all three, a second plant receives only water, and a third plant receives only the sun) Make Earth collages using sand, rocks, soil, grass, plants, etc. Create a planet earth in a tub using earth’s resources (rock, sand, soil, water) adds living and non-living things (barks, shells, grass, houses, animals, etc.) Use scales, and magnifying glasses to observe and compare rocks   STANDARD AND BENCHMARKS Content Standard E: Students in Wisconsin will demonstrate an understanding of the structure and systems of earth and other bodies in the universe and of their interactions Performance Standard (Benchmark):E.4.5:  Describe the weather commonly found in Wisconsin in terms of clouds, temperature, humidity, and forms of precipitation, and the changes that occur over time, including seasonal changes                      Grade Level Benchmark:E5:K.1 Know that weather changes daily Core knowledge and skills:  Identify weather changes as observed in the sky Understand weather refers to temperature, precipitation, and wind Observe earth changes visually Identify instruments used to observe earth change Examples of performance activities: Observe/collect/record daily weather changes on a graph/chart Compare weather data by day, week, month, and or season Predict tomorrow’s weather Use thermometer and/or gauges to measure weather changes   STANDARD AND BENCHMARKS Content Standard E:Students in Wisconsin will demonstrate an understanding of the structure and systems of earth and other bodies in the universe and of their interactions Performance Standard (Benchmark):E.4.8:  Illustrate human resources used in mining, forestry, farming, and manufacturing in Wisconsin and elsewhere in the world                       Grade Level Benchmark:E8:K.1   Know that trees and water are valuable resources Core knowledge and skills:  Understand that tress are used for building structures Understand that trees are used to make paper Understand that trees are an important part of the breathing process for living “creatures” (e.g., the cycle of carbon dioxide and oxygen) Examples of performance activities: Create a structure using different types of wood and glue Create sawdust wood using sawdust and a cornstarch matrix Create recycled paper by using toilet paper and water OR create paper using sawdust and water Describe the process of trees taking in carbon dioxide and releasing oxygen using a teacher made diagram   STANDARD AND BENCHMARKS Content Standard F: Students will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment    Performance Standard (Benchmark):F.4.1:  Discover how each organism meets its basic needs for water, nutrients, protection, and   energy in order to survive Grade Level Benchmark:F1:K.1 Know that plants and animals need water, nutrients, and light/heat Core knowledge and skills:  Understand that living things are dependant on Earth’s resources for sustaining life Understand that plants and animals are living things Understand that nutrients come in different forms for plants and animals Examples of performance activities: Care for a classroom pet Create a class book with pictures of animals and foods they consume Plant seeds and care for the plant Experiment with celery or a white carnation using food coloring in water to illustrate the process that plants use to consume nutrients   STANDARD AND BENCHMARKS Content Standard F: Students will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment    Performance Standard (Benchmark):F.4.2:  Investigate how organisms, especially plants, respond to both internal cues (the need for water) and external cues (changes in the environment) Grade Level Benchmark:F2:K.1 Discover how plants respond to different amounts of water and light F2:K.2 Recognize that animals respond to changes in the environment Core knowledge and skills:  Understand that plants need water Understand that plants change due to environmental changes (i.e. seasons) Understand that animals adapt to changes around them Examples of performance activities: Construct an experiment using identical live plants to show the needs (water, air, sun) of living things (i.e. one plant receives all three, a second plant receives only water, and a third plant gets placed in a refrigerator or cooler to simulate a winter environment Generate a discussion and list depicting animals that hibernate, migrate, and gather food for the winter months   STANDARD AND BENCHMARKS Content Standard F: Students will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment  Performance Standard (Benchmark): F.4.4:   Using the science themes, develop explanations for the connections among living and non-living things in various environments Grade Level Benchmark: F4:K.1 Know the environment contains living and non-living Core knowledge and skills:  Understand the difference between living and non-living objects Understand that living beings use non-living objects Examples of performance activities: Classify living and non-living objects in the environment (i.e. squirrels, rocks, trees, house etc) Brainstorm ways in which living beings use non-living objects (i.e. humans/houses, insects/rocks, etc.) STANDARD AND BENCHMARKS Content Standard G: Students will demonstrate an understanding of the relationship between  science and technology and the ways in which that relationshipinfluences human activities Performance Standard (Benchmark): G.4.2:  Discover what changes in technology have occurred in a career chosen by a parent, grandparent, or an adult friend over a long period of time Grade Level Benchmark: G2:K.1   Know how careers have changed as a result of technology Core knowledge and skills:  Understand that technology refers to objects created by humans (i.e. typewriters, computers, cameras, etc) that have an impact on different careers Examples of performance activities: Create a T-chart describing technology objects found in homes and/or schools and how the object makes particular tasks easier Invite a grandparent or older adult to visit the classroom to describe differences in technology from when they were young to now and how it has impacted their career   STANDARD AND BENCHMARKS Content Standard H:  Students will use scientific information and skills to make decisions about themselves, Wisconsin, and the world in which they live   Performance Standard (Benchmark):H.4.3:  Show how science has contributed to meeting personal needs, including hygiene, nutrition,  exercise, safety, and health care Grade Level Benchmark:H3:K.1   Show how science has contributed to meeting personal needs Core knowledge and skills:  Understand that science has contributed to needs in personal hygiene Examples of performance activities: Study dental health and discuss how a toothbrush aids in proper dental hygiene Addendum