Standards Database Logo
Home | Browse | Search | Purpose | History | Process | Acknowledgment| Reference

 


 


Topic: People in science 

Science

 Standard 13.  Understands the scientific enterprise
  Level II (Grade 3-5)
   Benchmark 1.Knows that people of all ages, backgrounds, and groups have made contributions to science and technology throughout history
    Knowledge/skill statements
     1.Knows that people of all ages contribute to science
     2.Knows that people of all ages contribute to technology
     3.Knows that people of all backgrounds contribute to science
     4.Knows that people of all backgrounds contribute to technology
     5.Knows that people of all groups contribute to technology
     6.Knows that people of all groups contribute to science
  Level III (Grade 6-8)
   Benchmark 1.Knows that people of all backgrounds and with diverse interests, talents, qualities, and motivations engage in fields of science and engineering; some of these people work in teams and others work alone, but all communicate extensively with others
    Knowledge/skill statements
     1.Knows that people of all backgrounds engage in fields of science
     2.Knows that people of all backgrounds engage in fields of engineering
     3.Knows that people with diverse interests engage in fields of science
     4.Knows that people with diverse interests engage in fields of engineering
     5.Knows that people with diverse talents engage in fields of science
     6.Knows that people with diverse talents engage in fields of engineering
     7.Knows that people with diverse qualities engage in fields of science
     8.Knows that people with diverse qualities engage in fields of engineering
     9.Knows that people with diverse motivations engage in fields of science
     10.Knows that people with diverse motivations engage in fields of engineering
     11.Knows that people work in teams
     12.Knows that people work alone
   Benchmark 2.Knows that the work of science requires a variety of human abilities, qualities, and habits of mind (e.g., reasoning, insight, energy, skill, creativity, intellectual honesty, tolerance of ambiguity, skepticism, openness to new ideas)
    Knowledge/skill statements
     1.Knows that the work of science requires a variety of human abilities
     2.Knows that the work of science requires a variety of human qualities
     3.Knows that the work of science requires a variety of human habits of mind
     4.Knows that the work of science requires reasoning
     5.Knows that the work of science requires insight
     6.Knows that the work of science requires energy
     7.Knows that the work of science requires skill
     8.Knows that the work of science requires creativity
     9.Knows that the work of science requires intellectual honesty
     10.Knows that the work of science requires tolerance of ambiguity
     11.Knows that the work of science requires skepticism
     12.Knows that the work of science requires openness to new ideas
   Benchmark 3.Knows various settings in which scientists and engineers may work (e.g., colleges and universities, businesses and industries, research institutes, government agencies)
    Knowledge/skill statements
     1.Knows various settings in which scientists may work
     2.Knows various settings in which engineers may work
     3.Knows that scientists may work in colleges or universities
     4.Knows that engineers may work in colleges or universities
     5.Knows that scientists may work in businesses
     6.Knows that engineers may work in businesses
     7.Knows that scientists may work in industries
     8.Knows that engineers may work in industries
     9.Knows that scientists may work in research institutes
     10.Knows that engineers may work in research institutes
     11.Knows that scientists may work in government agencies
     12.Knows that engineers may work in government agencies
   Benchmark 5.Knows that throughout history, many scientific innovators have had difficulty breaking through accepted ideas of their time to reach conclusions that are now considered to be common knowledge
    Knowledge/skill statements
     1.Knows that scientific innovators have had difficulty breaking through accepted ideas of the time
     2.Knows that some ideas that are now "common knowledge" were not always accepted
  Level IV (Grade 9-12)
   Benchmark 1.Knows that, throughout history, diverse cultures have developed scientific ideas and solved human problems through technology
    Knowledge/skill statements
     1.Knows that throughout history, diverse cultures have developed scientific ideas through technology
     2.Knows that throughout history, diverse cultures have solved human problems through technology
   Benchmark 2.Understands that individuals and teams contribute to science and engineering at different levels of complexity (e.g., an individual may conduct basic field studies; hundreds of people may work together on a major scientific question or technological problem)
    Knowledge/skill statements
     1.Understands that individuals contribute to science at different levels of complexity
     2.Understands that teams contribute to science at different levels of complexity
     3.Understands that individuals contribute to engineering at different levels of complexity
     4.Understands that teams contribute to engineering at different levels of complexity
     5.Understands that individuals conduct basic field studies
     6.Understands that hundreds of people may work together on a major scientific question
     7.Understands that hundreds of people may work together on a technological problem
   Benchmark 5.Understands that science involves different types of work in many different disciplines (e.g., scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanations; many scientific investigations require the contributions of individuals from different disciplines; new disciplines of science, such as geophysics and biochemistry, often emerge at the interface of older disciplines)
    Knowledge/skill statements
     1.Understands that biochemistry emerged at the interface of older disciplines
     2.Understands that scientists in different disciplines ask different questions
     3.Understands that scientists in different disciplines use different methods of investigation
     4.Understands that scientists in different disciplines accept different types of evidence to support their explanations
     5.Understands that scientific investigations require the contributions of individuals from different disciplines
     6.Understands that new disciplines of science often emerge at the interface of older disciplines
     7.Understands that geophysics emerged at the interface of older disciplines
   Benchmark 6.Knows that creativity, imagination, and a good knowledge base are all required in the work of science and engineering
    Knowledge/skill statements
     1.Knows that creativity is required in the work of science
     2.Knows that creativity is required in the work of engineering
     3.Knows that imagination is required in the work of science
     4.Knows that imagination is required in the work of engineering
     5.Knows that a good knowledge base is required in the work of science
     6.Knows that a good knowledge base is required in the work of engineering