Standards & Benchmarks for Sound

Legend: F=Focus in Lesson O=Ongoing Development E=Early Development

NSE STANDARDS			LESSONS													SBA
			0	1	2	3	4	5	6	7	8	9	10	11	12	S1
A, Science as Inquiry
	Abilities necessary to do scientific inquiry
		Ask a question about objects, organisms, and events in the environment.	F	O	O	O						O	O			O
		Employ simple equipment and tools to gather data and extend the senses.	O			O
		Use data to construct a reasonable explanation.	F		O
		Communicate investigations and explanations.	F		O								O		O
	Understandings about scientific inquiry
		Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world.	F		O		O
		Scientists use different kinds of investigations depending on the questions they are trying to answer. Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting)	O	O	O	F		O		O
		Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations.		O	O		O			O
B, Physical Science
	Properties of objects and materials
		Objects are made of one or more materials such as paper, wood, and metal. Objects can be described by the properties of the materials from which they are made, and those properties can be used to separate or sort a group of objects or materials.				O										F
	Position and motion of objects
		Sound is produced by vibrating objects.			F	F	F	F	O	F	F	O	O	O	O
		The pitch of the sound can be varied by changing the rate of vibration.								E		E	E	E	E
C, Life Science
	The characteristics of organisms
		Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking.							F
		The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as a change in the environment). Humans and other organisms have senses that help them detect internal and external cues.							F
E, Science and Technology
	Abilities of technological design
		IDENTIFY A SIMPLE PROBLEM. In problem identification, children should develop the ability to explain a problem in their own words and identify a specific task and solution related to the problem.										F
		PROPOSE A SOLUTION. Students should make proposals to build something or get something to work better; they should be able to describe and communicate their ideas. Students should recognize that designing a solution might have constraints, such as cost, materials, time, space, or safety.										F
		IMPLEMENTING PROPOSED SOLUTIONS. Children should develop abilities to work individually and collaboratively and to use suitable tools, techniques, and quantitative measurements when appropriate. Students should demonstrate the ability to balance simple constraints in problem solving.											F	F
		EVALUATE A PRODUCT OR DESIGN. Students should evaluate their own results or solutions to problems, as well as those of other children, by considering how well a product or design met the challenge to solve a problem. When possible, students should use measurements and include constraints and other criteria in their evaluations. They should modify designs based on the results of evaluations.											F	F	F
		COMMUNICATE A PROBLEM, DESIGN, AND SOLUTION. Student abilities should include oral, written, and pictorial communication of the design process and product. The communication might be show and tell, group discussions, short written reports, or pictures, depending on the students' abilities and the design project.													F
	Understanding about science and technology
		People have always had questions about their world. Science is one way of answering questions and explaining the natural world.	F			O
		Scientists and engineers often work in teams with different individuals doing different things that contribute to the results. This understanding focuses primarily on teams working together and secondarily, on the combination of scientist and engineer teams.	O			O
		Tools help scientists make better observations, measurements, and equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure, and do.								E	E
G, History and Nature of Science
		Although men and women using scientific inquiry have learned much about the objects, events, and phenomena in nature, much remains to be understood. Science will never be finished.	E
		Many people choose science as a career and devote their entire lives to studying it. Many people derive great pleasure from doing science.	E

Return to top.

BENCHMARKS

Legend: F=Focus in Lesson O=Ongoing Development E=Early Development

AAAS BENCHMARKS			LESSONS													SBA
BENCHMARK			0	1	2	3	4	5	6	7	8	9	10	11	12	S1
1, The Nature of Science (K-2)
	A, The Scientific World View (Introduction)		F
	B, Scientific Inquiry (Introduction)		F
		People can often learn about things around them by just observing those things carefully, but sometimes they can learn more by doing something to the things and noting what happens.	F		O	O	O	O		F	F	O	O	O	O
		Describing things as accurately as possible is important in science because it enables people to compare their observations with those of others.	E	F	O											F
	C, The Scientific Enterprise (Introduction)		F
		Everybody can do science and invent things and ideas.	F									F	O	O	O
		In doing science, it is often helpful to work with a team and to share findings with others. All team members should reach their own individual conclusions, however, about what the findings mean.	O		O	O		O		O	O
3, The Nature of Technology (K-2)
	A, Technology and Science
		Tools are used to do things better or more easily and to do some things that could not otherwise be done at all. In technology, tools are used to observe, measure, and make things.											O			O
		When trying to build something or to get something to work better, it usually helps to follow directions if there are any or to ask someone who has done it before for suggestions.											O
	B, Design and Systems
		People may not be able to actually make or do everything that they can design.											O
4, The Physical Setting (K-2)
	D, The Structure of Matter
		Things can be done to materials to change some of their properties, but not all materials respond the same way to what is done to them.						O
	F, Motion
		Things that make sound vibrate.			F	F	F	F	O	F	F	O	O	O
6, The Human Organism (K-2)
	C, Basic Functions
		Senses can warn individuals about danger; muscles help them to fight, hide, or get out of danger.		O
		(Grades 3-5) The brain gets signals from all parts of the body telling what is going on there. The brain also sends signals to parts of the body to influence what they do.							E
	D, Learning
		People use their senses to find out about their surroundings and themselves. Different senses give different information. Sometimes a person can get different information about the same thing by moving closer to it or further away from it.		F	O	O			O							F
		People can learn from each other by telling and listening, showing and watching, and imitating what others do.	O		O					O	O	O	O	F	F	O
8, The Designed World (K-2)
	B, Materials and Manufacturing
		Some kinds of materials are better than others for making any particular thing. Materials that are better in some ways (such as stronger or cheaper) may be worse in other ways (heavier or harder to cut).										O	O	O	O
		Several steps are usually involved in making things.										O	O	O	O
9, The Mathematical World (K-2)
	D, Uncertainty
		Some things are more likely to happen that others. Some events can be predicted well and some cannot. Sometimes people aren't sure what will happen because they don't know everything that might be having an effect.	O			O				O
	E, Reasoning
		People are more likely to believe your ideas if you can give good reasons for them.	O
11, Common Themes (K-2)
	A, Systems
		Most things are made of parts.							F			O	O	O	O
		Something may not work if some of its parts are missing.							O
		When parts are put together, they can do things that they couldn't do by themselves.						O	F				O
	B, Models
		A model of something is different from the real thing but can be used to learn something about the real thing.							F
12, Habits of Mind (K-2)
	A, Values and Attitudes (Introduction)		F
		Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out.	F	O	O	O	O			O	O	O		O	O
	C, Manipulation and Observation
		Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can actually be used to perform a task.						O					O	O
		Measure the length in whole units of objects having straight edges.
	D, Communication Skills (Introduction)			O	O	O				O	O	O		O
		Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.													O	F
		Draw pictures that correctly portray at least some features of the thing being described.					O					O			O	O

Syndicate

BENCHMARKS