Michigan Online Resources for Educators

Results for Science, K-8 (2007):

Discipline 1 Science Processes

Standard: Inquiry Process

K-7 Standard S.IP: Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems

S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.

S.IP.00.11 Make purposeful observation of the natural world using the appropriate senses.

S.IP.00.12 Generate questions based on observations.

S.IP.00.13 Plan and conduct simple investigations.

S.IP.00.14 Manipulate simple tools (for example: hand lens, pencils, balances, non-standard objects for measurement) that aid observation and data collection.

S.IP.00.15 Make accurate measurements with appropriate (non-standard) units for the measurement tool.

S.IP.00.16 Construct simple charts from data and observations.

S.IP.01.11 Make purposeful observation of the natural world using the appropriate senses.

S.IP.01.12 Generate questions based on observations.

S.IP.01.13 Plan and conduct simple investigations.

S.IP.01.14 Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection.

S.IP.01.15 Make accurate measurements with appropriate (non-standard) units for the measurement tool.

S.IP.01.16 Construct simple charts from data and observations.

S.IP.02.11 Make purposeful observation of the natural world using the appropriate senses.

S.IP.02.12 Generate questions based on observations.

S.IP.02.13 Plan and conduct simple investigations.

S.IP.02.14 Manipulate simple tools (ruler, meter stick, measuring cups, hand lens, thermometer, balance) that aid observation and data collection.

S.IP.02.15 Make accurate measurements with appropriate units (meter, centimeter) for the measurement tool.

S.IP.02.16 Construct simple charts and graphs from data and observations.

S.IP.03.11 Make purposeful observation of the natural world using the appropriate senses.

S.IP.03.12 Generate questions based on observations.

S.IP.03.13 Plan and conduct simple and fair investigations.

S.IP.03.14 Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer).

S.IP.03.15 Make accurate measurements with appropriate units (centimeters, meters, Celsius, grams, seconds, minutes) for the measurement tool.

S.IP.03.16 Construct simple charts and graphs from data and observations.

S.IP.04.11 Make purposeful observation of the natural world using the appropriate senses.

S.IP.04.12 Generate questions based on observations.

S.IP.04.13 Plan and conduct simple and fair investigations.

S.IP.04.14 Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer, graduated cylinder/beaker).

S.IP.04.15 Make accurate measurements with appropriate units (millimeters centimeters, meters, milliliters, liters, Celsius, grams, seconds, minutes) for the measurement tool.

S.IP.04.16 Construct simple charts and graphs from data and observations.

S.IP.M.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.

Standard: Inquiry Analysis and Communication

K-7 Standard S.IA: Develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using appropriate technology.

S.IA.E.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations.

S.IA.M.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations.

Standard: Reflection and Social Implications

K-7 Standard S.RS: Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of reflection on scientific knowledge and its application to new situations to better understand the role of science in society and technology.

S.RS.E.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society.

S.RS.M.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society.

S.RS.05.11 Evaluate the strengths and weaknesses of claims, arguments, and data.

S.RS.05.12 Describe limitations in personal and scientific knowledge.

S.RS.05.13 Identify the need for evidence in making scientific decisions.

S.RS.05.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.

S.RS.05.16 Design solutions to problems using technology.

S.RS.05.17 Describe the effect humans and other organisms have on the balance in the natural world.

S.RS.05.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures.

S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data.

S.RS.06.12 Describe limitations in personal and scientific knowledge.

S.RS.06.13 Identify the need for evidence in making scientific decisions.

S.RS.06.14 Evaluate scientific explanations based on current evidence and scientific principles.

S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.

S.RS.06.16 Design solutions to problems using technology.

S.RS.06.17 Describe the effect humans and other organisms have on the balance of the natural world.

S.RS.06.18 Describe what science and technology can and cannot reasonably contribute to society.

S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures.

S.RS.07.11 Evaluate the strengths and weaknesses of claims, arguments, and data.

S.RS.07.12 Describe limitations in personal and scientific knowledge.

S.RS.07.13 Identify the need for evidence in making scientific decisions.

S.RS.07.14 Evaluate scientific explanations based on current evidence and scientific principles.

S.RS.07.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.

S.RS.07.16 Design solutions to problems using technology.

S.RS.07.17 Describe the effect humans and other organisms have on the balance of the natural world.

S.RS.07.18 Describe what science and technology can and cannot reasonably contribute to society.

S.RS.07.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures.

Discipline 2 Physical Science

Standard: Force and Motion

K-7 Standard P.FM: Develop an understanding that the position and/or motion of an object is relative to a point of reference. Understand forces affect the motion and speed of an object and that the net force on an object is the total of all of the forces acting on it. Understand the Earth pulls down on objects with a force called gravity. Develop an understanding that some forces are in direct contact with objects, while other forces are not in direct contact with objects.

P.FM.E.1 Position- A position of an object can be described by locating the object relative to other objects or a background. The description of the motion of an object from one observer's view may be different from that reported from a different observer's view.

P.FM.E.2 Gravity- Earth pulls down on all objects with a force called gravity. With very few exceptions, objects fall to the ground no matter where the object is on the Earth.

P.FM.E.3 Force- A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is related to the size of the force. The change is also related to the weight (mass) of the object on which the force is being exerted. When an object does not move in response to a force, it is because another force is being applied by the environment.

P.FM.E.4 Speed- An object is in motion when its position is changing. The speed of an object is defined by how far it travels divided by the amount of time it took to travel that far.

P.FM.M.2 Force Interactions- Some forces between objects act when the objects are in direct contact (touching), such as friction and air resistance, or when they are not in direct contact (not touching), such as magnetic force, electrical force, and gravitational force.

P.FM.M.3 Force- Forces have a magnitude and direction. Forces can be added. The net force on an object is the sum of all of the forces acting on the object. The speed and/or direction of motion of an object changes when a non-zero net force is applied to it. A balanced force on an object does not change the motion of the object (the object either remains at rest or continues to move at a constant speed in a straight line).

P.FM.M.4 Speed- Motion can be described by a change in position relative to a point of reference. The motion of an object can be described by its speed and the direction it is moving. The position and speed of an object can be measured and graphed as a function of time.

Standard: Properties of Matter

K-7 Standard P.PM: Develop an understanding that all matter has observable attributes with physical and chemical properties that are described, measured, and compared Understand that states of matter exist as solid, liquid, or gas; and have physical and chemical properties. Understand all matter is composed of combinations of elements, which are organized by common attributes and characteristics on the Periodic Table. Understand that substances can be classified as mixtures or compounds and according to their physical and chemical properties.

P.PM.E.1 Physical Properties- All objects and substances have physical properties that can be measured.

P.PM.E.2 States of Matter- Matter exists in several different states: solids, liquids and gases. Each state of matter has unique physical properties. Gases are easily compressed but liquids and solids do not compress easily. Solids have their own particular shapes, but liquids and gases take the shape of the container.

P.PM.E.3 Magnets- Magnets can repel or attract other magnets. Magnets can also attract certain non-magnetic objects at a distance.

P.PM.E.4 Material Composition- Some objects are composed of a single substance, while other objects are composed of more than one substance.

P.PM.E.5 Conductive and Reflective Properties- Objects vary to the extent they absorb and reflect light energy and conduct heat and electricity.

P.PM.M.1 Chemical Properties- Matter has chemical properties. The understanding of chemical properties helps to explain how new substances are formed.

P.PM.M.2 Elements and Compounds- Elements are composed of a single kind of atom that are grouped into families with similar properties on the periodic table. Compounds are composed of two or more different elements. Each element and compound has a unique set of physical and chemical properties such as boiling point, density, color, conductivity, and reactivity.

Standard: Energy

K-7 Standard P.EN: Develop an understanding that there are many forms of energy (such as heat, light, sound, and electrical) and that energy is transferable by convection, conduction, or radiation. Understand energy can be in motion, called kinetic; or it can be stored, called potential. Develop an understanding that as temperature increases, more energy is added to a system. Understand nuclear reactions in the sun produce light and heat for the Earth.

P.EN.E.1 Forms of Energy- Heat, electricity, light, and sound are forms of energy.

P.EN.E.2 Light Properties- Light travels in straight lines. Shadows result from light not being able to pass through an object. When light travels at an angle from one substance to another (air and water), it changes direction.

P.EN.E.3 Sound- Vibrating objects produce sound. The pitch of sound varies by changing the rate of vibration.

P.EN.E.4 Energy and Temperature- Increasing the temperature of any substance requires the addition of energy.

P.EN.E.5 Electrical Circuits- Electrical circuits transfer electrical energy and produce magnetic fields.

P.EN.M.1 Kinetic and Potential Energy- Objects and substances in motion have kinetic energy. Objects and substances may have potential energy due to their relative positions in a system. Gravitational, elastic, and chemical energy are all forms of potential energy.

P.EN.M.4 Energy Transfer- Energy is transferred from a source to a receiver by radiation, conduction, and convection. When energy is transferred from a source to a receiver, the quantity of energy before the transfer is equal to the quantity of energy after the transfer.

P.EN.M.3 Waves and Energy-Waves have energy and transfer energy when they interact with matter. Examples of waves include sound waves, seismic waves, waves on water, and light waves.

P.EN.M.6 Solar Energy Effects- Nuclear reactions take place in the sun producing heat and light. Only a tiny fraction of the light energy from the sun reaches Earth, providing energy to heat the Earth.

Standard: Changes in Matter

K-7 Standard P.CM: Develop an understanding of changes in the state of matter in terms of heating and cooling, and in terms of arrangement and relative motion of atoms and molecules. Understand the differences between physical and chemical changes. Develop an understanding of the conservation of mass. Develop an understanding of products and reactants in a chemical change.

Discipline 3 Life Science

Standard: Organization of Living Things

K-7 Standard L.OL: Develop an understanding that plants and animals (including humans) have basic requirements for maintaining life which include the need for air, water and a source of energy. Understand that all life forms can be classified as producers, consumers, or decomposers as they are all part of a global food chain where food/energy is supplied by plants which need light to produce food/ energy. Develop an understanding that plants and animals can be classified by observable traits and physical characteristics. Understand that all living organisms are composed of cells and they exhibit cell growth and division. Understand that all plants and animals have a definite life cycle, body parts, and systems to perform specific life functions.

L.OL.E.1 Life Requirements- Organisms have basic needs. Animals and plants need air, water, and food. Plants also require light. Plants and animals use food as a source of energy and as a source of building material for growth and repair.

L.OL.E.2 Life Cycles- Plants and animals have life cycles. Both plants and animals begin life and develop into adults, reproduce, and eventually die. The details of this life cycle are different for different organisms.

L.OL.E.3 Structures and Functions- Organisms have different structures that serve different functions in growth, survival, and reproduction.

L.OL.E.4 Classification- Organisms can be classified on the basis of observable characteristics.

L.OL.M.4 Animal Systems- Multicellular organisms may have specialized systems that perform functions which serve the needs of the organism.

L.OL.M.5 Producers, Consumers, and Decomposers- All animals, including humans, are consumers that meet their energy by eating other organisms or their products. Consumers break down the structures of the organisms they eat to make the materials they need to grow and function. Decomposers, including bacteria and fungi, use dead organisms or their products to meet their energy needs.

L.OL.M.2 Cell Functions- All organisms are composed of cells, from one cell to many cells. In multicellular organisms, specialized cells perform specialized functions. Organs and organ systems are composed of cells, and function to serve the needs of cells for food, air, and waste removal. The way in which cells function is similar in all living organisms.

L.OL.M.3 Growth and Development- Following fertilization, cell division produces a small cluster of cells that then differentiate by appearance and function to form the basic tissue of an embryo.

L.OL.M.6 Photosynthesis- Plants are producers; they use the energy from light to make sugar molecules from the atoms of carbon dioxide and water. Plants use these sugars along with minerals from the soil to form fats, proteins, and carbohydrates. These products can be used immediately, incorporated into the cells of a plant as the plant grows, or stored for later use.

Standard: Heredity

Standard: Evolution

K-7 Standard L.EV: Develop an understanding that plants and animals have observable parts and characteristics that help them survive and flourish in their environments. Understand that fossils provide evidence that life forms have changed over time and were influenced by changes in environmental conditions. Understand that life forms either change (evolve) over time or risk extinction due to environmental changes and describe how scientists identify the relatedness of various organisms based on similarities in anatomical features.

L.EV.E.1 Environmental Adaptation- Different kinds of organisms have characteristics that help them to live in different environments.

L.EV.E.2 Survival- Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.

L.EV.M.1 Species Adaptation and Survival- Species with certain traits are more likely than others to survive and have offspring in particular environments. When an environment changes, the advantage or disadvantage of the species' characteristics can change. Extinction of a species occurs when the environment changes and the characteristics of a species are insufficient to allow survival.

L.EV.M.2 Relationships Among Organisms- Similarities among organisms are found in anatomical features, which can be used to infer the degree of relatedness among organisms. In classifying organisms, biologists consider details of internal and external structures to be more important than behavior or general appearance.

Standard: Ecosystems

K-7 Standard L.EC: Develop an understanding of the interdependence of the variety of populations, communities and ecosystems, including those in the Great Lakes region. Develop an understanding of different types of interdependence and that biotic (living) and abiotic (non-living) factors affect the balance of an ecosystem. Understand that all organisms cause changes, some detrimental and others beneficial, in the environment where they live.

L.EC.E.1 Interactions- Organisms interact in various ways including providing food and shelter to one another. Some interactions are helpful: others are harmful to the organism and other organisms.

L.EC.E.2 Changed Environment Effects- When the environment changes, some plants and animals survive to reproduce; others die or move to new locations.

L.EC.M.1 Interactions of Organisms- Organisms of one species form a population. Populations of different organisms interact and form communities. Living communities and nonliving factors that interact with them form ecosystems.

L.EC.M.2 Relationships of Organisms- Two types of organisms may interact with one another in several ways: They may be in a producer/consumer, predator/ prey, or parasite/host relationship. Some organisms may scavenge or decompose another. Relationships may be competitive or mutually beneficial. Some species have become so adapted to each other that neither could survive without the other.

L.EC.M.3 Biotic and Abiotic Factors- The number of organisms and populations an ecosystem can support depends on the biotic (living) resources available and abiotic (nonliving) factors, such as quality of light and water, range of temperatures and soil composition.

L.EC.M.4 Environmental Impact of Organisms- All organisms (including humans) cause change in the environment where they live. Some of the changes are harmful to the organism or other organisms, whereas others are helpful.

Discipline 4 Earth Science

Standard: Solid Earth

K-7 Standard E.SE: Develop an understanding of the properties of earth materials and how those properties make materials useful. Understand gradual and rapid changes in earth materials and features of the surface of Earth. Understand magnetic properties of Earth.

E.SE.E.1 Earth Materials- Earth materials that occur in nature include rocks, minerals, soils, water, and the gases of the atmosphere. Some Earth materials have properties which sustain plant and animal life.

E.SE.E.2 Surface Changes- The surface of Earth changes. Some changes are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.

E.SE.E.3 Using Earth Materials- Some Earth materials have properties that make them useful either in their present form or designed and modified to solve human problems. They can enhance the quality of life as in the case of materials used for building or fuels used for heating and transportation.

E.SE.M.1 Soil- Soils consist of weathered rocks and decomposed organic materials from dead plants, animals, and bacteria. Soils are often found in layers with each having a different chemical composition and texture.

E.SE.M.4 Rock Formation- Rocks and rock formations bear evidence of the minerals, materials, temperature/pressure conditions, and forces that created them.

E.SE.M.5 Plate Tectonics- The lithospheric plates of the Earth constantly move, resulting in major geological events, such as earthquakes, volcanic eruptions, and mountain building.

E.SE.M.6 Magnetic Field of Earth- Earth as a whole has a magnetic field that is detectable at the surface with a compass.

Standard: Earth Systems

K-7 Standard E.ES: Develop an understanding of the warming of the Earth by the sun as the major source of energy for phenomenon on Earth and how the sun's warming relates to weather, climate, seasons, and the water cycle. Understand how human interaction and use of natural resources affects the environment.

E.ES.E.1 Solar Energy- The sun warms the land, air and water and helps plants grow.

E.ES.E.2 Weather- Weather changes from day to day and over the seasons.

E.ES.E.3 Weather Measurement- Scientists use tools for observing, recording, and predicting weather changes.

E.ES.E.4 Natural Resources- The supply of many natural resources is limited. Humans have devised methods for extending their use of natural resources through recycling, reuse, and renewal.

E.ES.E.5 Human Impact- Humans depend on their natural and constructed environment. Humans change environments in ways that are helpful or harmful for themselves and other organisms.

E.ES.M.6 Seasons- Seasons result from annual variations in the intensity of sunlight and length of day due to the tilt of the axis of the Earth relative to the plane of its yearly orbit around the sun.

E.ES.M.1 Solar Energy- The sun is the major source of energy for phenomena on the surface of the Earth.

E.ES.M.4 Human Consequences- Human activities have changed the land, oceans, and atmosphere of the Earth resulting in the reduction of the number and variety of wild plants and animals sometimes causing extinction of species.

E.ES.M.7 Weather and Climate- Global patterns of atmospheric and oceanic movement influence weather and climate.

E.ES.M.8 Water Cycle- Water circulates through the four spheres of the Earth in what is known as the "water cycle."

Standard: Fluid Earth

Standard: Earth in Space and Time

K-7 Standard E.ST: Develop an understanding that the sun is the central and largest body in the solar system and that Earth and other objects in the sky move in a regular and predictable motion around the sun. Understand that those motions explain the day, year, moon phases, eclipses and the appearance of motion of objects across the sky. Understand that gravity is the force that keeps the planets in orbit around the sun and governs motion in the solar system. Develop an understanding that fossils and layers of Earth provide evidence of the history of Earth's life forms, changes over long periods of time, and theories regarding Earth's history and continental drift.

E.ST.E.1 Characteristics of Objects in the Sky- Common objects in the sky have observable characteristics.

E.ST.E.2 Patterns of Objects in the Sky- Common objects in the sky have observable characteristics and predictable patterns of movement.

E.ST.E.3 Fossils- Fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time.

E.ST.M.1 Solar System- The sun is the central and largest body in our solar system. Earth is the third planet from the sun in a system that includes other planets and their moons, as well as smaller objects, such as asteroids and comets.

E.ST.M.2 Solar System Motion- Gravity is the force that keeps most objects in the solar system in regular and predictable motion.

E.ST.M.3 Fossils- Fossils provide important evidence of how life and environmental conditions have changed in a given location.

E.ST.M.4 Geologic Time- Earth processes seen today (erosion, mountain building, and glacier movement) make possible the measurement of geologic time through methods such as observing rock sequences and using fossils to correlate the sequences at various locations.


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