Standards & Benchmarks for Magnets
Legend: F = Focus in lesson O = Ongoing development E = Early exposure
| NSE STANDARDS | LESSONS | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |||
| A. Science as Inquiry | ||||||||
| Abilities necessary to do scientific inquiry | ||||||||
| Ask a question about objects, organisms, and events in the environment. | O | O | O | F | O | |||
| Plan and conduct a simple investigation. | F | |||||||
| Use data to construct a reasonable explanation. | F | |||||||
| Communicate investigations and explanations. | O | O | O | 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. | O | O | O | 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) | F | |||||||
| Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. | F | F | ||||||
| Scientists review and ask questions about the results of other scientists work. | 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. | F | |||||||
| Light, Heat, Electricity and Magnetism | ||||||||
| Magnets attract and repel each other and certain kinds of other materials. | F | F | O | O | F | O | ||
| E. Science and Technology | ||||||||
| Abilities of technological design | ||||||||
| 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. | E | |||||||
| 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. | E | |||||||
| 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. | O | O | O | O | ||||
| People have always had problems and invented tools and techniques (ways of doing something) to solve problems. Trying to determine the effects of solutions helps people avoid some new problems. | E | |||||||
| 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 | |||||||
BENCHMARKS
Lesson Legend: F = Focus in lesson O = Ongoing development E = Early exposure
| AAAS BENCHMARKS | LESSONS | ||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | ||||||||||||||||||||||||
| 1. The Nature of Science | |||||||||||||||||||||||||||||
| B. Scientific Inquiry | |||||||||||||||||||||||||||||
| 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 | ||||||||||||||||||||||||
| Describing things as accurately as possible is important in science because it enables people to compare their observations with those of others. | F | O | O | O | O | ||||||||||||||||||||||||
| Scientific investigations take many different forms, including oberving what things are like or what is happening somehwere, collecting specimens for analysis, and doing experiements. Investigations can focus on physical, biological, and social questions. (Grades 3-5) | F | O | O | F | O | ||||||||||||||||||||||||
| C. The Scientific Enterprise | |||||||||||||||||||||||||||||
| Everybody can do science and invent things and ideas. | O | O | O | O | O | O | |||||||||||||||||||||||
| Doing science involves many different kinds of work and engages men and women of all ages and backgrounds. (Grades 3-5) | F | ||||||||||||||||||||||||||||
| 3. The Nature of Technology | |||||||||||||||||||||||||||||
| 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. | F | ||||||||||||||||||||||||||||
| Throughout all of history, people everywhere have invented and used tools. Most tools of today are different from those of the past but many are modifications of very ancient tools. (Grades 3-5) | E | ||||||||||||||||||||||||||||
| B. Design and Systems | |||||||||||||||||||||||||||||
| People may not be able to actually make or do everything that they can design. | E | ||||||||||||||||||||||||||||
| C. Issues in Technoology | |||||||||||||||||||||||||||||
| People, alone or in groups, are always inventing new ways to solve problems and get work done. The tools and ways of doing things that people have invented affect all aspects of life. | E | ||||||||||||||||||||||||||||
| 4. The Physical Setting | |||||||||||||||||||||||||||||
| D. The Structure of Matter | |||||||||||||||||||||||||||||
| Objects can be described in terms of the materials they are made of (clay, cloth, paper, etc.) and their physical properties (color, size, shape, weight, texture, flexibility, etc.) | F | O | |||||||||||||||||||||||||||
| G. Forces of Nature | |||||||||||||||||||||||||||||
| Magnets can be used to make some things move without touching them. | F | O | O | ||||||||||||||||||||||||||
| Without touching them, a magnet pulls on all things made of iron and either pushes or pulls on other magnets. (Grades 3-5) | E | E | F | O | O | ||||||||||||||||||||||||
| 6. The Human Organism | |||||||||||||||||||||||||||||
| D. Learning | |||||||||||||||||||||||||||||
| People can learn from each other by telling and listening, showing and watching, and imitating what others do. | O | O | O | O | O | O | |||||||||||||||||||||||
| 12. Habits of Mind | |||||||||||||||||||||||||||||
| A. Values and Attitudes | |||||||||||||||||||||||||||||
| 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 | F | |||||||||||||||||||||||||||
| Keep records of their investigations and observations and not change the records later. (Grades 3-5) | O | O | O | O | O | ||||||||||||||||||||||||
| Offer reasons for their findings and consider reasons suggested by others. (Grades 3-5) | O | ||||||||||||||||||||||||||||
| C. Manipulation and Observation | |||||||||||||||||||||||||||||
| Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations about what was observed, and is understandable weeks or months later. (Grades 3-5) | O | O | O | O | O | ||||||||||||||||||||||||
| D. Communication Skills | |||||||||||||||||||||||||||||
| Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. | F | F | |||||||||||||||||||||||||||
| Draw pictures that correctly portray at least some features of the thing being described. | O | O | O | O | O | ||||||||||||||||||||||||
| Make sketches to aid in explaining procedures or ideas. (Grades 3-5) | E | ||||||||||||||||||||||||||||