This document contains the Westlake City Schools’ Science Course of Study completed at the end of the 2002-2003 school year. The Science Course of Study has been reviewed and was approved by the Westlake City Schools’ Board of Education on June 19, 2003.

Committee Members..............................................................................................	Page	2
District Beliefs, Vision and Mission....................................................................	Page	3
Introduction............................................................................................................	Page	5
Scope and Sequence..............................................................................................	Page	7
Philosophy..............................................................................................................	Page	11
Science Standards..................................................................................................	Page	12
Kindergarten...........................................................................................................	Page	14
Grade One................................................................................................................	Page	19
Grade Two...............................................................................................................	Page	25
Grade Three.............................................................................................................	Page	31
Grade Four...............................................................................................................	Page	37
Grade Five................................................................................................................	Page	44
Grade Six..................................................................................................................	Page	51
Grade Seven............................................................................................................	Page	58
Grade Eight..............................................................................................................	Page	65
Physical Science and Physical Science Honors................................................	Page	72
Biology.....................................................................................................................	Page	82
Physics.....................................................................................................................	Page	93
Geology....................................................................................................................	Page	102
Astronomy..............................................................................................................	Page	109
Ecology Honors................................................................................................................................... Ecology Honors	Page	115
Chemistry and Chemistry Honors........................................................................	Page	129
Conservation................................................................................................................................... Ecology Honors	Page	139
Honors Differentiation and Advanced Placement............................................	Page	150
High School Course Offerings................................................................................................................................... Ecology Honors	Page	151
Assessment.............................................................................................................	Page	156

Committee Members

Donna Barr

Dan Berkheimer

Jeanne Bishop

Matt Bourn

Heather Cunningham

Jenny Doyle

Tina Fouts

Cindy Hronek

Sue Jennings

Claudia Konchar

Diane Lee

Rusty Mackenzie

Lyn Maugherman

Maureen McBride

Patrick McMorrow

Judi Miller

Deb Oblak

John Packis

Sandy Packis

Judy Rumsey

Tracy Scully

Kelly Shimko

Janet Strauss

Tharasa Szabo

LaVonne Szafranski

Mimi Verdone

Sandy Vontroba

Cheryl Watterson

Jennifer White

Jane Zellers

Ray Conti – Director of Curriculum and Instruction

Susan Munch – Secretary, Curriculum and Instruction

DISTRICT BELIEFS, VISION AND MISSION

BELIEFS

Beliefs are the principles and concepts that govern the district’s decisions and actions. They influence the district’s picture of the future (vision) and the reason the district exists (mission). The beliefs, vision and mission of the Westlake City Schools District follow.

The Westlake City Schools believe that students come first, that dignity and worth of each individual is to be respected, and that learning is a lifelong process. We further believe that:

Successful students are ready to learn, display appropriate behavioral and social skills, assume responsibility, and work to reach their full potential. They are enthusiastic about learning, possess basic academic skills and strive for excellence.

Supportive families are proactive and involved in all aspects of their children’s education, assist their children with schoolwork, encourage their children to make positive choices and to be responsible for their actions, offer guidance and motivation so their children reach their full potential, and work in partnership with school.

Exemplary teachers care for their students, are knowledgeable regarding subject matter and effective instructional strategies, and engage students in meaningful learning experiences

Exemplary administrators are knowledgeable and provide meaningful instructional and managerial leadership. They create a safe, orderly, professional and supportive environment, empower all staff by providing opportunities for professional development and communicate effectively with all constituents.

Exemplary support personnel assist in the education of our children by providing a healthy, safe, nurturing and responsive learning climate.

Ideal learning environments are child-centered, stimulating and positive, free from distractions, appropriate in class size, and include ample and varied resources. Students and staff feel safe physically and emotionally, and devote themselves to academic and personal achievement.

Helpful community members, organizations and businesses celebrate their schools’ and students’ accomplishments, share resources and engage in dialogue.

VISION STATEMENT

The Westlake City School District will provide a dynamic, student-centered, positive learning environment. Our district will be characterized by actively engaged learners, mutual respect, shared knowledge, pursuit of new skills and capabilities, collaborative learning, willingness to take action, a team commitment to data-drive continuous improvement and tangible results.

MISSION STATEMENT

WE EDUCATE FOR EXCELLENCE…

Empowering all students to achieve their educational goals,

To direct their lives, and to contribute to society

Introduction

The Westlake City Schools’ Science Course of Study has been developed using the best available resources detailing best practice in the field of Science Instruction. The principal of these resources include the Ohio Department of Education’s Academic Content Standards for K-12 Science, The science and Mathematics Achievement Required for Tomorrow Consortium’s (SMART) Course of Study, The American Association for the Advancement of Science’s Project 2061 Benchmarks for Science Literacy, and the National Research Council’s Science Education Standards.

In the case of the ODE Science Academic Content Standards, these standards provide all students in the K-12 program with a set of clear and rigorous expectations and serve as the fundamental core for this course of study. The Science Standards focus on what all students need to know and be able to do for scientific literate citizenship, regardless of age, gender, cultural or ethnic background, disabilities or aspirations in science.

The Science Standards include science concepts, processes, and ways of thinking. All students can apply these skills and understanding to make informed personal decisions, to accurately communicate with a variety of audiences, to become life-long learners, and to make successful transitions to post-secondary education and the work force. The standards also include expectations for all students to safely and effectively use technological tools for learning and doing science. The Science Academic Content Standards are listed below:

Content Standards: Physical Sciences

Life Sciences

Earth and Space Sciences

Science and Technology

Scientific Inquiry

Scientific Ways of Knowing

The Science Standards identify essential expectations for students: concepts, principles, theories, and understanding how science is done. The science standards describe broad areas of content such as the interdependence of organisms, the interactions of matter and energy, objects in the sky, and the nature of scientific knowledge. The six standards address essential knowledge and skills in science that people may use in solving problems creatively, thinking critically, working cooperatively in teams, using technology effectively, and valuing life-long learning.

The Science Standards provide for teaching and learning opportunities that include accurate and technically precise science information, scientific inquiry, technological design, communication and understanding of science concepts, analysis of data, and application of concepts.

Students’ success in meeting the expectations of the standards depends on teaching and learning as an active inquiry process. This means that all teachers need the opportunity to teach science as something in which students are actively engaged. When participating in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. This includes engaging all students’ thinking with relevant, real-world activities that extend students’ thinking and communication skills, and develop students’ science process skills.

The Science standards enhance development of students’ understanding of science concepts by combining science inquiry and technology studies with mathematical reasoning / analysis and language skills. Scientific literacy enables students to use scientific principles and processes in making personal decisions and to participate in discussions of scientific issues that affect society. Science instruction can also integrate knowledge and skills from other disciplines such as mathematics, English language arts, social studies, and other disciplines to develop conceptual frameworks that lead to broader understandings.

The following terms and definitions are used in this document:

Standard:

An overarching goal or theme in science. The standard statement describes, in broadest terms, what all students should know and be able to do as a result of the K-12 program.

The standards will be enclosed with a border.

Benchmark:

A specific statement of what all students show know and be able to do at a specified time in their schooling. Benchmarks are used to measure a student’s progress toward meeting the standard. Science benchmarks are defined for grade bands K-2, 3-5, 6-8, 9-10, and 11-12.

The benchmarks will be italicized in this course of study.

Grade-level Indicator:

A specific statement of the knowledge and / or skills that a student is expected to demonstrate at each grade level. These indicators serve as checkpoints that monitor progress toward the benchmarks.

The indicators will be in normal print following the benchmarks in this course of study.

Scope and Sequence

Kindergarten

Kindergarten provides students with the opportunity to develop the scientific skills of wondering, questioning, investigating and communicating, to enable them to begin to develop a sense of the world. Kindergarteners learn through discovery about changes on Earth, in the sky, plants, animals, their habitats, and non-living things in their local community. Through hands-on exploration, students learn the characteristics of objects, tools, materials, how they move, and whether or not they are natural or man-made. Students explore the different ways people learn about science and interact with living thing sand the environment to promote respect for nature. Students show knowledge of scientific concepts through demonstration of verbal and non-verbal skills and activities.

Grade One

Science instruction in the first grade builds upon the science skills developed in kindergarten and from the child’s life experiences. Students have increasing opportunities to explore how living things change, how they interact with their environment, and how they acquire food. Students discover that many objects are made of different parts and characteristics. Students learn ways objects change, move, the materials of which they are composed, and their physical properties. Students recognize and realize that natural resources are limited and can be extended by recycling or decreasing use. First graders explore ways people learn about science through questioning, comparing, investigating, and observing.

Grade Two

Second graders continue to relate science concepts and skills to their life experiences. They compare similarities and differences between people, animals, and plants. Living system functions and the interactions they have with their physical environment are explained. Focus is placed upon habits, and the interdependence and survival of plants and animals in Ohio. Weather changes, both short term and long term, are observed, described, and measured. Second graders discover how cycles are present in their everyday lives through investigations of Earth and sky, sound and light, and plants and animals. Students recognize the purpose, process and effects of technology, simple equipment and instruments used in learning about science. Students develop an awareness of repeated scientific investigations and understand that under the same conditions the results are similar or the same.

Grade Three

The scientific skills of observation, measuring, and classification serve as focal points for the third grade. Students learn to read and interpret simple tables and graphs, conduct safe investigations in which they collect and analyze data, and communicate the results. Third graders explore the properties and composition of rocks and soils and the interaction of forces and motion. They also compare the life cycles of animals, classifications of animals according to their characteristics, descriptions of their habitat, and adaptations to their environment. Students examine results of technology and explore careers in science as well as scientific contributions from a diversity of cultures.

Grade Four

Fourth graders continue to safely conduct investigations, choose appropriate tools, measure, collect, formulate conclusions, and communicate findings. They draw inferences from simple experiments and study the physical and chemical changes of matter. Properties of materials and the discovery of new materials formed by combining two or more materials are explored. Students expand the study of life cycles of plants by examining characteristics, growth, and functions. Students gather information on the weather and its patterns and how weather impacts the Earth’s surface – land, air, and water. They explore how utilizing technology affects human lives and how technology and inventions change to meet people’s needs.

Grade Five

Earth and space sciences are investigated in more detail in grade five. Earth’s characteristics, resources and location in the Solar System are identified and those implications explored. Students also learn about the inter-relationship of organisms and ecosystems and simple food chains and food webs. Energy and energy transfer through an electrical current are addressed. Fifth graders describe and illustrate the design process and describe the positive and negative impacts of human activity and technology on the environment. Students observe, measure, and collect data when conducting a scientific investigation; students use this information to formulate inferences and conclusions; and students develop skills to communicate the results.

Grade Six

Students in grade six continue to conduct investigations and begin to apply mathematical skills in evaluating and analyzing variables of data. They identify basic skills of the scientific inquiry processes such as how thinking scientifically is helpful in daily life and how technological advances affect the quality of life. Students research how men and women of other countries and cultures contribute to science. Sixth grade students identify rocks, their distinct properties, formation and characteristic properties of the minerals that form them. They learn to recognize that a cell continually divides to create new cells, that reproduction occurs, that similar cells have special functions, and that characteristics of an organism are a result of inherited traits. Students acquire knowledge of the uses, properties, and chemical processes of the small particles that compose matter. They learn the renewable and non-renewable sources of energy.

Grade Seven

Students learn to describe interactions of matter and energy throughout the lithosphere, hydrosphere, and the atmosphere. They continue to develop skills of scientific inquiry, explain how matter can change forms, and describe how energy is potential or kinetic and takes many forms. Students apply math skills to evaluate and analyze variables and data from investigations as they draw conclusions from scientific evidence. Seventh-grade students are able to recognize that technology can create environmental and economic conflicts, affect the quality of life, and that science and technology cannot answer all questions and cannot solve all human problems. The students access knowledge to explain how energy, entering the ecosystems as sunlight, supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment.

Grade Eight

Students in the eighth grade explore space and plate tectonics as they continue to draw conclusions from scientific evidence that support theories related to the change of the Earth’s surface. They acquire knowledge to describe how positions and motions of objects in the universe cause predictable and cyclic events. Students explain that the universe is composed of vast amounts of matter and that it is held together by gravitational force. They explore equipment to study the universe – telescopes, probes, satellites, and spacecraft. Motion of objects, effects of forces on objects, and how waves (sound, water and earthquake) transfer energy are explored. Students will be able to explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival. Students design a solution to a problem or design and build a product, given certain constraints. Technological influences on the quality of life are also explored.

Grade Nine

The ninth-grade year addresses physical science and related principles in Earth and space sciences. Physical science concepts include the nature of matter and energy; identifiable physical properties of substances, and properties of forces that act on objects. Ninth graders learn about forces and motions, structures and properties of atoms, how atoms react with each other to form other substances, and how molecules react with each other or other atoms. Earth and space science topics include processes that move and shape the Earth, Earth’s interaction with the Solar System, and gravitational forces and the weather. Students continue to develop a deeper understanding of the processes of scientific inquiry and how these processes use evidence to support conclusions based on logical reasoning. Students investigate ways in which science and technologies combine to meet human needs and solve human problems. Ninth graders trace the historical development of scientific theories and ideas, explore scientific theories, and develop their scientific literacy to become knowledgeable citizens.

Grade Ten

The tenth-grade year emphasizes the concepts, principles and theories that enable people to understand the living environment. Students study life science concepts such as cells and their structure and function, the genetic and molecular bases of inheritance, biological evolution and the diversity and interdependence of life. Students explain the Earth’s history using geologic evidence, identify the Earth’s resources and explore processes that shape the Earth. The flow of energy and the cycling of matter through biological and ecological systems are addressed in the tenth grade. Embedded throughout this study are the basic science processes of inquiry, modeling investigations, and the nature of science. Students learn to trace the historical development of scientific theories, ideas, ethical guidelines in science, the interdependence of science and technology, and the study of emerging issues.

Grade Eleven

In grade eleven students draw on their previous experience and connect the Earth, space, life and physical science into a coherent study of the environment. Emphasis is placed on the interactions between humans and the Earth, ecosystems, biological evolution, populations, and diversity. Students also explore matter and energy relationships. The human interactions with science and technology are discussed, as well as how man has modified current ecosystems and natural systems. Students have the opportunity to use basic science processes of inquiry, scientific investigation, and the nature of science to examine past events and current situations and to develop and revise scientific predictions, ideas or theories.

Grade Twelve

Grade twelve focuses on advanced topics in biological and physical sciences. Biological topic clusters include cell specialization, biotechnology, DNA, and biological evolutionary change. In the physical sciences, students study equilibrium of systems, electromagnetic radiation, isotopes, radioactive decay, concepts of forces and motion as applied to large and small objects, and energy levels. Integrated with these topics are historical perspectives, the process of inquiry, nature of science, ethical practices, and use of appropriate technology. Twelfth graders learn to apply principles of forces and motion to mathematically analyze, describe, and predict the net effects of forces and motion of objects or systems. Students explore science research, scientific literature, and the relationship of science and society. The option exists to create and implement a variety of advanced studies at the twelfth grade level.

Westlake City Schools’ K-12 Science Standards

Earth and Space Sciences

Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the Universe, the Solar System and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth’s systems, processes that shape the Earth and Earth’s history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the Solar System, and the Universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the Earth and Space sciences.

Life Sciences

Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure, and function of cells, of organisms and of living systems are developed as well as a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students also demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.

Physical Sciences

Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy, as well as motion and the forces affecting motion, the nature of waves and interactions of matter and energy. Students also demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

Science and Technology

Students should recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

Scientific Inquiry

Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

Scientific 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.

KINDERGARTEN

Earth and Space Sciences

Benchmarks

Observe constant and changing patterns of objects in the day and night sky.

Indicators

Observe that the Sun can be seen only in the daytime, but the Moon can be seen sometimes at night and sometimes during the day.

Explain that living things cause changes on Earth.

Explore that animals and plants cause changes to their surroundings.
Observe things in the environment that could be described and categorized as a slow change or fast change.

Observe, describe and measure changes in the weather, both long term and short term.

Observe and describe day-to-day weather changes (e.g., today is hot, yesterday we had rain).
Observe and describe seasonal changes in weather.

Life Sciences

Benchmarks

Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms).

Indicators

1. Explore differences between living and non-living things.

2. Look critically at how plants and animals are depicted in stories, cartoons and movies and identify characteristics that are real and not real.

Explain how organisms function and interact with their physical environment.

1. Investigate observable features of plants and animals that help them live in different kinds of places.

2. Investigate the habitats of many different kinds of local plants and animals and some of the ways in which animals depend on plants and each other in our community.

Describe similarities and differences that exist among individuals of the same kind of plants and animals.

1. Describe how plants and animals usually resemble their parents.

2. Observe three or four samples each of a plant family and an animal family to investigate variations that exist among individuals of the same type.

Physical Sciences

Benchmarks

Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change.

Indicators

1. Demonstrate that objects are made of parts (e.g., toys, chairs).

2. Examine, describe and categorize objects according to the materials that make up the object.

3. Describe and sort objects by one or more properties (e.g., heavy – light, soft-hard, rough-smooth).

Recognize that light, sound and objects move in different ways.

1. Explore that things can be made to move in many different ways, such as straight, zigzag, up and down, round and round, back and forth, or fast and slow.

2. Investigate ways to change how something is moving (e.g., push, pull).

Recognize sources of energy and their uses.

1. Investigate a variety of ways to make things move and what causes them to change speed, direction and/or stop.

Science and Technology

Benchmarks

Explain why people, when building or making something, need to determine what it will be made of and how it will affect other people and the environment.

Indicators

1. Sort objects as “natural” and “man-made”.

2. Explore that some materials can be used over and over again (e.g., plastic or glass containers, cardboard boxes and tubes).

Explain that to construct something requires planning, communication, problem solving and tools

1. Explore that each kind of tool has an intended use which can be correct or incorrect, helpful or harmful (e.g., scissors, ruler, magnifying glass).

Scientific Inquiry

Benchmarks

Ask a testable question

Indicators

1. Ask “what if” questions.

2. Explore and pursue student-generated “what if” questions.

Design and conduct a simple investigation to explore a question.

1. Use appropriate safety procedures such as the cautious use of the five senses when completing scientific investigations.

2. Use the five senses to make observations about the natural world.

3. Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers and other appropriate tools).

Gather and communicate information from careful observations and simple investigation through a variety of methods.

1. Draw pictures that attempt to portray features of the item being described verbally or presented visually.

2. Recognize that numbers can be used to count a collection of things as a way of communicating information gained from an observation.

3. Measure the lengths of objects using non-standard and standard methods of measurement.

4. Complete various graphs and use them to describe observations and draw conclusions.

5. Gain insight from different descriptions for the same object and combine descriptions to make a new observation (e.g., I see a red apple. You see a stem. My new observation is a red apple with a stem).

Scientific Ways of Knowing

Benchmarks

Recognize that there are different ways to carry out scientific investigations. Realize that investigations can be repeated under the same conditions with similar results and may have different explanations.

Indicators

1. Introduce open-ended questions (How? Why?) as a way to look at scientific investigations.

2. Recognize that people are more likely to accept their ideas if students can give good reasons for them.

Recognize the importance of respect for all living things.

1. Interact with living things and the environment in ways that promote respect.

Recognize that diverse groups of people contribute to our understanding of the natural world.

1. Demonstrate awareness that science is practiced by people everyday (e.g., weather forecasters, farmers).

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Introduce the use of a variety of input and output devices such as keyboards, scanners, cameras, microphones, projectors and CD-ROMS.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Introduce the use of draw and paint applications.
Introduce the use of electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Publishing: design, develop, publish and present multimedia and online products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom.

Indicators

Print, post, publish and/or distribute technology products.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.

Indicators

Introduce terminology related to technology.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake School District Acceptable Use Policy (AUP).

GRADE ONE

Earth and Space Sciences

Benchmarks

Explain that living things cause change on Earth.

Indicators

Explain that all organisms cause changes in the environment where they live; the changes can be very noticeable or slightly noticeable, fast or slow (e.g., people polluting, insects breaking down soil, compost and landfill).

Describe what resources are and recognize some are limited but can be extended through recycling or decreased use.

Identify that resources are things that we get from the living (e.g., forests) and nonliving (e.g., minerals, water) environment and that resources are necessary to meet the needs and wants of a population.
Explain that the supply of many resources is limited, but the supply can be extended through careful use, decreased use, reusing and/or recycling.

Life Sciences

Benchmarks

Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms).

Indicators

1. Explore that organisms, including people, have basic needs which include air, water, food, living space and shelter.

2. Investigate that animals eat plants and/or other animals for food and may also use plants or other animals for shelter and nesting (e.g., food web).

Explain how organisms function and interact with their physical environment.

1. Explain that food comes from sources other than grocery stores (e.g., farm crops, farm animals, oceans, lakes and forests).

2. Explore that humans and other animals have body parts that help to seek, find and take in food when they are hungry (e.g., sharp teeth, flat teeth, good nose, sharp vision; use 5 senses and food chains).

3. Investigate that animals eat plants and/or other animals for food and may also use plants or other animals for shelter and nesting (e.g., food web).

4. Recognize that seasonal changes can influence the health, survival or activities of organisms. (e.g., migration and hibernation).

5. Explore the life cycle of a living organism (e.g., butterflies, frogs).

Physical Sciences

Benchmarks

Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change.

Indicators

1. Classify objects according to the materials they are made of and their physical properties.

2. Investigate that water can change from liquid to solid or solid to liquid.

3. Explore and observe that things can be done to materials to change their properties (e.g., heating, freezing, mixing, cutting, wetting, dissolving, bending, exposing to light).

4. Explore changes that greatly change the properties of an object (e.g., burning paper) and changes that leave the properties largely unchanged (e.g., tearing paper).

Recognize that light, sound, and objects move in different ways.

Explore the effects some objects have on others even when the two objects might not touch (e.g., magnets).
Investigate a variety of ways to make things move and what causes them to change speed, direction and/or stop.

Recognize sources of energy and their uses.

Explore how energy makes things work (e.g., batteries in a toy and electricity turning fan blades).
Recognize that the sun is an energy source that warms the land, air and water.
Describe that energy can be obtained from many sources in many ways (e.g., food, gasoline, electricity or batteries).

Science and Technology

Benchmarks

Explain why people, when building or making something, need to determine what it will be made of and how it will affect other people and the environment.

Indicators

Explore that some kinds of materials are better suited than others for making something new (e.g., building materials used in the Three Little Pigs).
Identify some materials that can be saved for community recycling projects (e.g., newspaper, glass and aluminum).
Explore ways people use energy to cook their food and warm their homes (e.g., wood, coal, natural gas, electricity).
Identify how people can save energy by turning things off when they are not using them (e.g., lights and motors).

Explain that to construct something requires planning, communication, problem solving and tools.

Explain that when trying to build something or get something to work better, it helps to follow directions and ask someone who has done it before.
Investigate that tools are used to help make things and some things cannot be made without tools.
Explore the several steps are usually needed to make things (e.g., building with blocks).
Investigate that when parts are put together, they can do things that they could not do by themselves (e.g., blocks, clay, toothpicks, straws, etc.)

Scientific Inquiry

Benchmarks

Ask a testable question.

Indicators

1. Ask “what if” questions.

2. Explore and pursue student-generated “what if” questions.

Design and conduct a simple investigation to explore a question.

1. Use appropriate safety procedures when completing scientific investigations.

2. Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers, timers and simple balances and other appropriate tools).

Gather and communicate information from careful observations and simple investigation through a variety of methods.

Use appropriate safety procedures when completing scientific investigations.
Work in a small group to complete an investigation and then share findings with others.
Formulate conclusions about group findings.
Make estimates to compare familiar lengths, weights and time intervals.
Use oral, written and pictorial representation to communicate work.
Describe things as accurately as possible and compare with the observations of others.

Scientific Ways of Knowing

Benchmarks

Indicators

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.
Demonstrate good explanations based on evidence from investigations and observations.

Recognize that diverse groups of people contribute to our understanding of the natural world.

1. Explain that everybody can do science, invent things and have scientific ideas no matter where they live.

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Introduce the use of the Internet and other electronic resources for research and digital media retrieval.
Introduce the use of electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices such as keyboards, scanners, cameras, microphones, projectors and CD-ROMS.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits/facilitate learning throughout the curriculum.

Use word processing applications.
Use draw and paint applications.
Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Print, post, publish and/or distribute technology products.

Technology Standard

The student as technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save, and retrieve resources using the network.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

GRADE TWO

Earth and Space Sciences

Benchmarks

Observe constant and changing patterns of objects in the day and night sky.

Indicators

Recognize that there are more stars in the sky than anyone can easily count.
Observe and describe how the Sun, Moon and stars all appear to move slowly across the sky.
Observe and describe how the Moon appears a little different every day but looks nearly the same again about every four weeks.

Observe, describe and measure changes in the weather, both long term and short term.

1. Observe and describe that some weather changes occur throughout the day and some changes occur in a repeating seasonal pattern.

2. Describe weather by measurable quantities such as temperature and precipitation.

Life Sciences

Benchmarks

Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms).

Indicators

1. Explain that animals, including people, need air, water, food, living space and shelter, and plants need air, water, nutrients, (e.g., minerals), living space and light to survive.

2. Explain that food is a basic need of plants and animals (e.g., plants need sunlight to make food and to grow, animals eat plants and/or other animals for food, food chain) and is important because it is a source of energy (e.g., energy used to play, ride bicycles, read, etc.).

Explain how organisms function and interact with their physical environment.

1. Identify that there are many distinct environments that support different kinds of organisms.

2. Explain why organisms can survive only in environments that meet their needs (e.g., organisms that once lived on earth have disappeared for different reasons such as natural forces or human-caused effects).

3. Investigate the different structure of plants and animals that help them live in different environments (e.g., lungs, gills, leaves and roots).

4. Compare the habitats of many different kinds of Ohio plants and animals and some of the ways animals depend on plants and each other.

5. Compare the activities of Ohio’s common animals (e.g., squirrels, chipmunks, deer, butterflies, bees, ants, bats and frogs) during the different seasons by describing changes in their behaviors and body covering.

6. Compare Ohio plants during the different seasons by describing changes in their appearance.

Describe similarities and differences that exist among individuals of the same kind of plants and animals.

1. Compare similarities and differences among individuals of the same kinds of plants and animals, including people.

Physical Sciences

Benchmarks

Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change.

Indicators

Explore the effects some objects have on others even when the two objects might not touch (e.g., magnets).

Recognize that light and objects move in different ways.

Explore with flashlights and shadows that light travels in a straight line until it strikes an object.
Explore how things make sound (e.g., rubber bands, tuning fork and strings).

Recognize sources of energy and their uses.

Explore and describe sounds (e.g., high, low, soft and loud) produced by vibrating objects.

Science and Technology

Benchmarks

Explain why people, when building or making something, need to determine what it will be made of and how it will affect other people and the environment.

Indicators

Explain that developing and using technology involves benefits and risks.
Investigate why people make new products or invent new ways to meet their individual wants and needs.
Predict how building or trying something new might affect other people and the environment.

Explain that to construct something requires planning, communication, problem solving and tools.

Communicate orally, pictorially, or in written form, the design process used to make something.

Scientific Inquiry

Benchmarks

Ask a testable question.

Indicators

1. Ask “how can I/we” questions.

2. Ask “how do you know” questions (not “why” questions) in appropriate situations and attempt to give reasonable answers when others ask questions.

3. Explore and pursue student-generated “how” questions.

Design and conduct a simple investigation to explore a question.

1. Use appropriate safety procedures when completing scientific investigations.

2. Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers, non-breakable thermometers, timers, rulers, balances, calculators and other appropriate tools).

3. Measure properties of objects using tools such as rulers, balances and thermometers.

Gather and communicate information from careful observations and simple investigation through a variety of methods.

1. Use evidence to develop explanations of scientific investigations (What do you think? How do you know?)

2. Recognize that explanations are generated in response to observations, events and phenomena.

3. Use whole numbers to order, count, identify, measure and describe things and experiences.

4. Share explanations with others to provide opportunities to ask questions, examine evidence and suggest alternative explanations.

Scientific Ways of Knowing

Benchmarks

Indicators

1. Describe that scientific investigations generally work the same way under the same conditions.

2. Explain why scientists review and ask questions about the results of other scientists’ work.

Recognize the importance of respect for all living things.

1. Describe ways in which using the solution to a problem might affect other people and the environment.

Recognize that diverse groups of people contribute to our understanding of the natural world.

1. Demonstrate that in science, it is helpful to work with a team and share findings with others.

2. Explain why scientists review and ask questions about the results of other scientists’ work.

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside group, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a creator of knowledge using technology, media, and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices such as keyboards, scanners, cameras, microphones, projectors and CD-ROMS.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

1. Use word processing applications.

2. Use draw and paint applications.

3. Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to audiences inside and outside the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

GRADE THREE

Earth and Space Sciences

Benchmarks

Describe Earth’s resources including rocks, soil, water, air, animals and plants and the ways in which they can be conserved.

Indicators

1. Compare distinct properties of rocks (e.g., color, layering, texture); (use specimens of rocks and soil).

2. Observe and investigate that rocks are often found in layers.

3. Describe that smaller rocks come from the breakdown of larger rocks through the actions of plants and weather (use specimens of rocks and soil).

4. Observe and describe the composition of soil (e.g., small pieces of rock and decomposed pieces of plants and animals, and products of plants and animals).

5. Investigate the properties of soil (e.g., color, texture, capacity to retain water, ability to support plant growth); (use specimens of rocks and soil).

6. Investigate that soils are often found in layers and can be different from place to place.

Life Sciences

Benchmarks

Differentiate between the life cycles of different animals.

Indicators

1. Compare the life cycles of different animals including birth to adulthood, reproduction and death (e.g., egg-tadpole-frog, egg-caterpillar-chrysalis-butterfly).

Analyze animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.

1. Relate animal structures to their specific survival functions (e.g., obtaining food, escaping or hiding from enemies).

2. Classify animals according to their characteristics (e.g., body coverings and body structure).

Compare changes in an organism’s ecosystem/habitat that affect its survival.

1. Use examples to explain that extinct organisms may resemble organisms that are alive today.

2. Observe and explore how both fossils (cast and mold) provide evidence about animals that lived long ago and the nature of the environment at that time.

3. Describe how changes in an organism’s habitat are sometimes beneficial and sometimes harmful (e.g., endangered animals).

Physical Sciences

Benchmarks

Describe the forces that directly affect objects and their motion.

Indicators

1. Describe an object’s position by locating it relative to another object or the background. (Identify whether an object is at rest, moving at a constant speed, or changing speed or direction relative to another object.)

2. Describe an object’s motion by tracing and measuring its position over time.

3. Identify contact/non-contact forces that affect motion of an object (e.g., gravity, magnetism, collision).

4. Predict the changes when an object experiences a force (e.g., a push or pull, weight, friction).

5. Identify the six simple machines and how they affect forces of motion (Inclined plane, wedge, screw, lever, wheel and axle, pulley).

Science and Technology

Benchmarks

Describe how technology affects human life

Indicators

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.

Describe and illustrate the design process.

1. Use a simple design process to solve a problem (e.g., identify a problem, identify possible solutions, design a solution).

2. Describe possible solutions to a design problem (e.g., how to hold down paper in the wind).

Scientific Inquiry

Benchmarks

Use appropriate instruments safely to observe, measure and collect data when conducting a scientific investigation.

Indicators

1. Select the appropriate tools and use relevant safety procedures to measure and record length and weight in metric and English units.

Organize and evaluate observations, measurements and other data to formulate inferences and conclusions.

1. Discuss observations and measurements made by other people.

2. Read and interpret simple tables and graphs produced by self/others.

3. Record and organize observations (e.g., journals, charts, tables).

Develop, design and safely conduct scientific investigations and communicate the results.

1. Identify and apply science safety procedures.

2. Communicate scientific findings to others through a variety of methods (e.g., pictures, written, oral and recorded observations).

Scientific Ways of Knowing

Benchmarks

Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions.

Indicators

1. Describe different kinds of investigations that scientists use depending on the questions they are trying to answer.

Explain the importance of keeping records of observations and investigations that are accurate and understandable.

1. Keep records of investigations and observations and do not change the records that are different from someone else’s work.

Explain that men and women of diverse countries and cultures participate in careers in all fields of science.

1. Explore through stories how men and women have contributed to the development of science.

2. Identify various careers in science.

3. Discuss how both men and women find science rewarding as a career and in their everyday lives.

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: Use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices such as keyboards, scanners, cameras, microphones, projector and CD-ROMS.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Use word processing applications.
Use draw and paint applications.
Integrate two or more applications.
Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Publishing: design, develop, publish, and present multimedia and online products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom.

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to an audience inside and outside the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.
Use basic operating system features. For example: using help menus and control panels.

Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including city resources.
Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

Adapting to changes in technology: demonstrate knowledge of and make informed about technology, system resources and services. Assess the advantages and disadvantages of these systems in the workplace and in society as a whole.

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

GRADE FOUR

Earth and Space Sciences

Benchmarks

Summarize the processes that shape Earth’s surface and describe evidence of those processes.

Indicators

1. Describe how wind, water and ice shape and reshape Earth’s land surface by eroding rock and soil in some areas and depositing them in other areas producing characteristic landforms (e.g., dunes, deltas, glacial moraines).

2. Identify and describe how freezing, thawing and plant growth reshape the land surface by causing the weathering and erosion of rock.

3. Identify and show examples of changes on Earth’s surface in terms of slow processes (e.g., erosion, weathering, mountain building, deposition) and rapid processes (e.g., volcanic eruptions, earthquakes, landslides).

4. Describe the relationship and impact of human activity on the environment.

Analyze weather and changes that occur over a period of time.

1. Explain that air surrounds us, takes up space, moves around us as wind, and may be measured as barometric pressure.

2. Identify how water exists in the air in different forms (e.g., in clouds, fog, rain, snow and hail).

3. Investigate how water changes from one state to another (e.g., freezing, melting, condensation, evaporation).

4. Using standard instruments used by meteorologists, describe weather by measurable quantities such as temperature, wind direction, wind speed, precipitation, and barometric pressure.

5. Using standard instruments used by meteorologists, record local weather information on a calendar or map and describe changes over a period of time (e.g., barometric pressure, temperature, precipitation symbols, cloud conditions).

6. Trace how weather patterns generally move from west to east in the United States.

7. Describe the weather, which accompanies cumulus, cumulonimbus, cirrus and stratus clouds.

Life Sciences

Benchmarks

Differentiate between the life cycles of different plants.

Indicators

1. Compare the life cycles of seed and non-seed plants including germination, maturity, reproduction and death.

2. Describe how organisms interact with one another in various ways (e.g., many plants depend on animals for carrying pollen or dispersing seeds, symbiosis).

Analyze plant structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.

1. Relate plant structures to their specific functions (e.g., photosynthesis, growth, survival/adaptation and reproduction).

2. Classify common plants according to their characteristics (e.g., tree leaves, flowers, seeds, roots, stem, germination and reproduction).

3. Describe how organisms interact with one another in various ways (e.g., many plants depend on animals for carrying pollen or dispersing seeds, symbiosis).

Compare changes in an organism’s ecosystem/habitat that affect its survival.

1. Observe and explore that fossils provide evidence about plants that lived long ago and the nature of the environment at that time (e.g., fossils, fuels, ferns).

Physical Sciences

Benchmarks

Compare the characteristics of simple physical and chemical changes

Indicators

1. Identify characteristics of a simple physical change (e.g., heating or cooling can change water from one state to another and the change is reversible).

2. Identify characteristics of a simple chemical change. When a new material is made by combining two or more materials, it has chemical properties that are different from the original materials (e.g., burning paper, vinegar and baking soda).

Identify and describe the physical properties of matter in its various states.

1. Describe objects by the properties of the materials from which they are made and that these properties can be used to separate or sort a group of objects (e.g., paper, glass, plastic, metal).

2. Explain that matter has different states (e.g., solid, liquid and gas) and that each state has distinct physical properties.

Summarize the way changes in temperature can be produced and thermal energy transferred.

1. Compare ways the temperature of an object can be changed (e.g., rubbing, heating, bending of metal).

Science and Technology

Benchmarks

Describe how technology affects human life.

Indicators

1. Explain how technology from different areas (e.g., transportation, communication, nutrition, healthcare, agriculture, entertainment, manufacturing) has improved human lives.

2. Investigate how technology and inventions change to meet peoples’ needs and wants.

Describe and illustrate the design process.

1. Describe, illustrate and evaluate the design process used to solve a problem.

Scientific Inquiry

Benchmarks

Use appropriate instruments safely to observe, measure and collect data when conducting a scientific investigation.

Indicators

1. Select the appropriate tools and use relevant safety procedures to measure and record length, weight, volume, temperature and area in metric and English units.

Organize and evaluate observations, measurements and other data to formulate inferences and conclusions.

1. Analyze a series of events and/or simple daily or seasonal cycles, describe the patterns and infer the next likely occurrence.

2. Describe how comparisons may not be fair when some conditions are not kept the same between experiments.

Develop, design and safely conduct scientific investigations and communicate the results.

1. Develop, design and conduct safe, simple investigations or experiments to answer questions.

2. Explain the importance of keeping conditions the same in an experiment.

3. Describe how comparisons may not be fair when some conditions are not kept the same between experiments.

4. Formulate instructions and communicate data in a manner that allows others to understand and repeat an investigation or experiment.

Scientific Ways of Knowing

Benchmarks

Distinguish between fact and opinion and explain how ideas and conclusions change as new knowledge is gained.

Indicators

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.

Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions.

1. Explain discrepancies in an investigation using evidence to support findings.

Explain the importance of keeping records of observations and investigations that are accurate and understandable.

1. Record the results and data from an investigation and make a reasonable explanation.

2. Explain why keeping records of observations and investigations is important.

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a critical thinker and analyzer using technology.

Benchmarks

Source verification: research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Indicators

Evaluate and critique the quality and credibility of electronic information.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices to successfully use modern technologies.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Use word processing applications.
Use spreadsheet applications.
Use draw and paint applications.
Integrate two or more applications.
Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to an audience inside and outside of the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmarks

Tool selection and use: determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Indicators

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.
Use basic operating system features. For example: using help menus and control panels.

Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.
Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

Adapting to changes in technology: demonstrate knowledge of and make informed choices about technology, system resources and services. Assess the advantages and disadvantages of these systems in the workplace and in society as a whole.

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

Page

Committee Members

DISTRICT BELIEFS, VISION AND MISSION

BELIEFS

VISION STATEMENT

MISSION STATEMENT

WE EDUCATE FOR EXCELLENCE…

Introduction

Earth and Space Sciences

Life Sciences

Physical Sciences

Science and Technology

Scientific Inquiry

Scientific Ways of Knowing

KINDERGARTEN

Earth and Space Sciences

Life Sciences

Benchmarks

Physical Sciences

Benchmarks

Science and Technology

Benchmarks

Scientific Inquiry

Benchmarks

Scientific Ways of Knowing

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

GRADE ONE

Earth and Space Sciences

Benchmarks

Indicators

Life Sciences

Benchmarks

Physical Sciences

Science and Technology

Benchmarks

Scientific Inquiry

Benchmarks

Scientific Ways of Knowing

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

GRADE TWO

Earth and Space Sciences

Benchmarks

Life Sciences

Benchmarks

Physical Sciences

Benchmarks

Indicators

Science and Technology

Benchmarks

Indicators

Scientific Inquiry

Benchmarks

Scientific Ways of Knowing

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks