K-1.1 Identify observed objects or events by using the senses. Taxonomy Level: 1.1-A Remember Factual Knowledge

Scientific Inquiry K-1 The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. K-1.1 Identify observed objects or events by using the senses. Taxonomy Level: 1.1-A Remember Factual Knowledge experience their first formal introduction to important science skills and processes. The development of these skills will serve as the basis for all future science investigations. In 2 nd grade (2-1.4), students will infer explanations regarding scientific observations and experiences. In 4 th grade (4-1.1), students will classify observations as either quantitative or qualitative. It is essential for students to know that making observations is a way of learning about the world around us. A scientific observation is one that anyone can make and the result will always be the same. For example, the plant is green, has three leaves, and feels smooth. An unscientific observation, or an opinion, is one that not everyone may agree on. For example, the flower is pretty. Observing does not mean just looking at something. It involves the use of several or all of the five senses (seeing, hearing, smelling, touching, and tasting) using appropriate observation methods for each sense, such as wafting an odor so that its smell can be described or gently touching the edges of seashells to determine their textures. Tasting in science should only be done with the permission of the teacher under controlled conditions. Observing helps to find out about objects (their characteristics, properties, differences, similarities) and events (what comes first or last, or what is happening at a particular moment). It is not essential for students to identify observations as qualitative or quantitative. One objective of this indicator is to identify observed objects or events by using the senses; therefore, the primary focus of assessment should be to recall that observations are made using some or all of the five senses. However, appropriate assessments should also require students to recognize characteristics of objects or events that are made using the five senses; match an observation with the appropriate sense; or recognize the appropriate method of making an observation using each of the senses. Effective January 2008 All indicators in Standard K-1 1 / 6

Scientific Inquiry K-1 The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. K-1.2 Use tools (including magnifiers and eyedroppers) safely, accurately, and appropriately when gathering specific data. Taxonomy Level: 3.2-B Apply Conceptual Knowledge experience their first formal introduction to important science skills and processes. The development of these skills and processes will serve as the basis for all future science investigations. This is the first time students are formally introduced to scientific tools and the procedures for using them safely, accurately and appropriately. In future grades, students will continue to use these tools, when appropriate, as well as use new tools when collecting scientific data. A complete list of tools can be found in Appendix A of the Academic Standards. It is essential for students to know that every simple scientific investigation provides information. A simple scientific investigation is designed to answer a question. The information gathered in the investigation is called data. Data can be simple observations or numbers. It is essential for students to know that different tools are needed to collect different kinds of data. A magnifier, or hand lens, is a science tool that can be used to see details of objects that are too small to be seen clearly with unaided eyes. o A magnifier should be held between the eye and the object being viewed. o The magnifier should be moved back and forth until the object looks clear. o Magnifiers can be used to observe physical properties of objects. Eyedroppers are short tubes fitted with rubber bulbs at the top of the tube that are used to measure liquids by drops when gathering specific data. o Squeeze the bulb before inserting it into the liquid to obtain some of the liquid. o Eyedroppers can be used to add small amounts of liquids. It is essential for students to use care when handling science tools when gathering data. Magnifiers should not be used to look at the Sun or burn objects. Some magnifiers and eyedroppers may be made of glass. Be careful not to drop them. Be careful not to scratch the lens of the magnifier. Do not use a magnifier if it is cracked or broken. Eyedroppers should be cleaned after each use. Classroom eyedroppers should not be used to put liquids in the eyes. It is not essential for students to know how to use other tools at this time, such as rulers, measuring cups, or thermometers. However, an introduction to appropriate tools is acceptable if relevant to instruction. The objective of this indicator is to use tools safely, accurately, and appropriately when gathering data; therefore, the primary focus of assessment should be to apply correct procedures to the use of magnifiers and eyedroppers that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify appropriate uses for magnifiers and eyedroppers; illustrate the appropriate tool for an investigation using pictures, diagrams, or words; recall how to accurately determine the measurement from the tool; or recognize ways to use science tools safely, accurately, and appropriately. Effective January 2008 All indicators in Standard K-1 2 / 6

Scientific Inquiry K-1 The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. K-1.3 Predict and explain information or events based on observations or previous experience. Taxonomy Level: 2.5-A and 2.7-A Understand Factual Knowledge experience their first formal introduction to important science skills and processes. The development of these skills and processes will serve as the basis for all future science investigations. In 2 nd grade (2-1.4), students will infer explanations regarding scientific observations and experiences. In 3 rd grade (3-1.4), students will predict the outcome of a simple investigation. This is the first time students have been introduced to the process skills of predicting and explaining. Students will use these skills to interpret observations throughout their scientific education. It is essential for students to know that the observations made about objects or events and previous experiences can be used to predict what might happen. To make a prediction: Make observations and think about what is known about the object or event. Tell what will happen next. Observations can also be used to explain (communicate) what is happening in an investigation. NOTE TO TEACHER: When predicting, students should form an idea about an expected result based on present knowledge, understandings, and observations. When explaining, students should use spoken words and drawings. Teachers may want to introduce students to other forms of communication such as diagrams, tables, or graphs to communicate information and ideas. It is not essential for students to make inferences about objects or events or go beyond introductory skills of predicting and explaining at this time. One objective of this indicator is to predict information or events based on observations or previous experience; therefore, the primary focus of assessment should be to tell what will happen next based on observations or experiences. However, appropriate assessments should also require students to recall what is needed to make a prediction. Another objective of this indicator is to explain information or events based on observations or previous experience; therefore, the primary focus of assessment should be to construct cause and effect models of what has happened based on their observations or experiences. However, appropriate assessments should also require students to summarize the major points about information or events. Effective January 2008 All indicators in Standard K-1 3 / 6

Scientific Inquiry K-1 The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. K-1.4 Compare objects by using nonstandard units of measurement. Taxonomy Level: 2.6-A Understand Factual Knowledge experience their first formal introduction to important science skills and processes. The development of these skills and processes will serve as the basis for all future science investigations. In 1 st grade (1-1.1), students will compare, classify, and sequence objects by number using standard English units of measurement where appropriate. In 2 nd grade (2-1.2), students will use tools and begin gathering specific data in US customary (English) and metric units of measurement. It is essential for students to know that objects can be compared using nonstandard units (measurements of a known quantity such as fingers, counting bears, paper clips). A measurement includes a number (counting) and the name of how it was measured (labeling), for example the desk is 3 hands long. The nonstandard unit chosen should be appropriate to the object being measured. Making comparisons can help to better understand the properties that are observed. For example, terms such as as many as, more than, the same as, or as long as can be used to compare measurements of different objects. When comparing objects, the nonstandard unit must be the same. NOTE TO TEACHER: Students need to experience comparing and measuring objects through exploration. They should understand the process of comparing and measuring with non-standard units before they are introduced to standard units in first grade. It is not essential for students to use English or metric units of measurement. The objective of this indicator is to compare objects by using nonstandard units of measurement; therefore, the primary focus of assessment should be to give similarities and differences between objects based on measurements using nonstandard units. However, appropriate assessments should also require students to identify an appropriate nonstandard unit for a measurement of an object. Effective January 2008 All indicators in Standard K-1 4 / 6

Scientific Inquiry K-1 The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. K-1.5 Use appropriate safety procedures when conducting investigations. Taxonomy Level: 3.2-C Apply Procedural Knowledge experience their first formal introduction to important science skills and processes. The development of these skills and processes will serve as the basis for all future science investigations. Students will continue to use safety procedures that are appropriate to their grade, tools, and types of investigations. It is essential for students to know that care should be taken when conducting a science investigation to make sure that everyone stays safe. Safety procedures to use when conducting science investigations may be Be careful with sharp objects and glass. Only the teacher should clean up when something breaks. Follow all directions for completing the science investigation. Follow proper handling of animals and plants in the classroom. Keep objects away from the face unless instructed by the teacher. Keep workplace neat. Clean up after an activity. Practice all of the safety procedures associated with the activities or investigations conducted. Tell the teacher about accidents or spills right away. Wash hands after each activity. Wear goggles or aprons when appropriate. It is essential for students to use tools including magnifiers and eyedroppers safely and accurately when conducting investigations. NOTE TO TEACHER (safety while working with students): Teacher materials have lists of Safety Procedures appropriate for the suggested activities. Students should be able to describe and practice all of the safety procedures associated with the activities they conduct. Most simple investigations will not have any risks, as long as proper safety procedures are followed. Proper planning will help identify any potential risks and therefore eliminate any chance for student injury or harm. Teachers should review the safety procedures before doing an activity. Lab safety rules may be posted in the classroom and/or laboratory where students can view them. Students should be expected to follow these rules. A lab safety contract is recommended to notify parents/guardians that classroom science investigations will be hands-on and proper safety procedures will be expected. These contracts should be signed by the student and the parents or guardians and kept on file to protect the student, teacher, school, and school district. In the event of a laboratory safety violation or accident, documentation in the form of a written report should be generated. The report should be dated, kept on file, include a signed witness statement (if possible) and be submitted to an administrator. Materials Safety Data Sheets (MSDS) will be found in kits if necessary. For further training in safety guidelines, you can obtain the SC Lab Safety CD or see the Lab Safety flip-chart (CD with training or flip-chart available from the SC Department of Education). Effective January 2008 All indicators in Standard K-1 5 / 6

Scientific Inquiry K-1 The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. It is not essential for students to go beyond safety procedures appropriate to the kinds of investigations that are conducted in a kindergarten classroom. The objective of this indicator is to use appropriate safety procedures when conducting investigations; therefore, the primary focus of assessment should be to apply correct safety procedures while conducting an investigation. However, appropriate assessments should also require students to identify safety procedures that are needed while conducting an investigation; or recognize when appropriate safety procedures are being used. Effective January 2008 All indicators in Standard K-1 6 / 6

Scientific Inquiry K-1 The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. K-1.2 Use tools (including magnifiers and eyedroppers) safely, accurately, and appropriately when gathering specific data. Taxonomy Level: 3.2-B Apply Conceptual Knowledge experience their first formal introduction to important science skills and processes. The development of these skills and processes will serve as the basis for all future science investigations. This is the first time students are formally introduced to scientific tools and the procedures for using them safely, accurately and appropriately. In future grades, students will continue to use these tools, when appropriate, as well as use new tools when collecting scientific data. A complete list of tools can be found in Appendix A of the Academic Standards. It is essential for students to know that every simple scientific investigation provides information. A simple scientific investigation is designed to answer a question. The information gathered in the investigation is called data. Data can be simple observations or numbers. It is essential for students to know that different tools are needed to collect different kinds of data. A magnifier, or hand lens, is a science tool that can be used to see details of objects that are too small to be seen clearly with unaided eyes. o A magnifier should be held between the eye and the object being viewed. o The magnifier should be moved back and forth until the object looks clear. o Magnifiers can be used to observe physical properties of objects. Eyedroppers are short tubes fitted with rubber bulbs at the top of the tube that are used to measure liquids by drops when gathering specific data. o Squeeze the bulb before inserting it into the liquid to obtain some of the liquid. o Eyedroppers can be used to add small amounts of liquids. It is essential for students to use care when handling science tools when gathering data. Magnifiers should not be used to look at the Sun or burn objects. Some magnifiers and eyedroppers may be made of glass. Be careful not to drop them. Be careful not to scratch the lens of the magnifier. Do not use a magnifier if it is cracked or broken. Eyedroppers should be cleaned after each use. Classroom eyedroppers should not be used to put liquids in the eyes. It is not essential for students to know how to use other tools at this time, such as rulers, measuring cups, or thermometers. However, an introduction to appropriate tools is acceptable if relevant to instruction. The objective of this indicator is to use tools safely, accurately, and appropriately when gathering data; therefore, the primary focus of assessment should be to apply correct procedures to the use of magnifiers and eyedroppers that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify appropriate uses for magnifiers and eyedroppers; illustrate the appropriate tool for an investigation using pictures, diagrams, or words; recall how to accurately determine the measurement from the tool; or recognize ways to use science tools safely, accurately, and appropriately. Effective January 2008 Indicator K-1.2 1 / 1

Scientific Inquiry K-1 The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. K-1.3 Predict and explain information or events based on observations or previous experience. Taxonomy Level: 2.5-A and 2.7-A Understand Factual Knowledge experience their first formal introduction to important science skills and processes. The development of these skills and processes will serve as the basis for all future science investigations. In 2 nd grade (2-1.4), students will infer explanations regarding scientific observations and experiences. In 3 rd grade (3-1.4), students will predict the outcome of a simple investigation. This is the first time students have been introduced to the process skills of predicting and explaining. Students will use these skills to interpret observations throughout their scientific education. It is essential for students to know that the observations made about objects or events and previous experiences can be used to predict what might happen. To make a prediction: Make observations and think about what is known about the object or event. Tell what will happen next. Observations can also be used to explain (communicate) what is happening in an investigation. NOTE TO TEACHER: When predicting, students should form an idea about an expected result based on present knowledge, understandings, and observations. When explaining, students should use spoken words and drawings. Teachers may want to introduce students to other forms of communication such as diagrams, tables, or graphs to communicate information and ideas. It is not essential for students to make inferences about objects or events or go beyond introductory skills of predicting and explaining at this time. One objective of this indicator is to predict information or events based on observations or previous experience; therefore, the primary focus of assessment should be to tell what will happen next based on observations or experiences. However, appropriate assessments should also require students to recall what is needed to make a prediction. Another objective of this indicator is to explain information or events based on observations or previous experience; therefore, the primary focus of assessment should be to construct cause and effect models of what has happened based on their observations or experiences. However, appropriate assessments should also require students to summarize the major points about information or events. Effective January 2008 Indicator K-1.3 1 / 1

Scientific Inquiry K-1 The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. K-1.4 Compare objects by using nonstandard units of measurement. Taxonomy Level: 2.6-A Understand Factual Knowledge experience their first formal introduction to important science skills and processes. The development of these skills and processes will serve as the basis for all future science investigations. In 1 st grade (1-1.1), students will compare, classify, and sequence objects by number using standard English units of measurement where appropriate. In 2 nd grade (2-1.2), students will use tools and begin gathering specific data in US customary (English) and metric units of measurement. It is essential for students to know that objects can be compared using nonstandard units (measurements of a known quantity such as fingers, counting bears, paper clips). A measurement includes a number (counting) and the name of how it was measured (labeling), for example the desk is 3 hands long. The nonstandard unit chosen should be appropriate to the object being measured. Making comparisons can help to better understand the properties that are observed. For example, terms such as as many as, more than, the same as, or as long as can be used to compare measurements of different objects. When comparing objects, the nonstandard unit must be the same. NOTE TO TEACHER: Students need to experience comparing and measuring objects through exploration. They should understand the process of comparing and measuring with non-standard units before they are introduced to standard units in first grade. It is not essential for students to use English or metric units of measurement. The objective of this indicator is to compare objects by using nonstandard units of measurement; therefore, the primary focus of assessment should be to give similarities and differences between objects based on measurements using nonstandard units. However, appropriate assessments should also require students to identify an appropriate nonstandard unit for a measurement of an object. Effective January 2008 Indicator K-1.4 1 / 1

Scientific Inquiry K-1 The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. K-1.5 Use appropriate safety procedures when conducting investigations. Taxonomy Level: 3.2-C Apply Procedural Knowledge experience their first formal introduction to important science skills and processes. The development of these skills and processes will serve as the basis for all future science investigations. Students will continue to use safety procedures that are appropriate to their grade, tools, and types of investigations. It is essential for students to know that care should be taken when conducting a science investigation to make sure that everyone stays safe. Safety procedures to use when conducting science investigations may be Be careful with sharp objects and glass. Only the teacher should clean up when something breaks. Follow all directions for completing the science investigation. Follow proper handling of animals and plants in the classroom. Keep objects away from the face unless instructed by the teacher. Keep workplace neat. Clean up after an activity. Practice all of the safety procedures associated with the activities or investigations conducted. Tell the teacher about accidents or spills right away. Wash hands after each activity. Wear goggles or aprons when appropriate. It is essential for students to use tools including magnifiers and eyedroppers safely and accurately when conducting investigations. NOTE TO TEACHER (safety while working with students): Teacher materials have lists of Safety Procedures appropriate for the suggested activities. Students should be able to describe and practice all of the safety procedures associated with the activities they conduct. Most simple investigations will not have any risks, as long as proper safety procedures are followed. Proper planning will help identify any potential risks and therefore eliminate any chance for student injury or harm. Teachers should review the safety procedures before doing an activity. Lab safety rules may be posted in the classroom and/or laboratory where students can view them. Students should be expected to follow these rules. A lab safety contract is recommended to notify parents/guardians that classroom science investigations will be hands-on and proper safety procedures will be expected. These contracts should be signed by the student and the parents or guardians and kept on file to protect the student, teacher, school, and school district. In the event of a laboratory safety violation or accident, documentation in the form of a written report should be generated. The report should be dated, kept on file, include a signed witness statement (if possible) and be submitted to an administrator. Materials Safety Data Sheets (MSDS) will be found in kits if necessary. For further training in safety guidelines, you can obtain the SC Lab Safety CD or see the Lab Safety flip-chart (CD with training or flip-chart available from the SC Department of Education). Effective January 2008 Indicator K-1.5 1 / 2

Scientific Inquiry K-1 The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. It is not essential for students to go beyond safety procedures appropriate to the kinds of investigations that are conducted in a kindergarten classroom. The objective of this indicator is to use appropriate safety procedures when conducting investigations; therefore, the primary focus of assessment should be to apply correct safety procedures while conducting an investigation. However, appropriate assessments should also require students to identify safety procedures that are needed while conducting an investigation; or recognize when appropriate safety procedures are being used. Effective January 2008 Indicator K-1.5 2 / 2

Characteristics of Organisms K-2 The student will demonstrate an understanding of the characteristics of organisms. (Life Science) K-2.1 Recognize what organisms need to stay alive (including air, water, food and shelter). Taxonomy level: 1.1-A Remember Factual Knowledge experience their first formal introduction to important science concepts. Students are introduced to air, water, food, and shelter at this grade level and will build upon this knowledge for plants in 1 st grade (1-2.1) where these needs are related to energy and growth. In 2 nd grade (2-2.1), students will be asked to recall the basic needs of animals (including air, water, food, and shelter) for energy, growth, and protection. It is essential for students to know that organisms, or living things, have basic needs to stay alive. Plants need air, water, and food to stay alive. Animals need air, water, food, and shelter for protection. If an organism does not get everything that it needs to stay alive, it will die. It is not essential for students to go beyond this level of knowledge at this time. The objective of this indicator is to recognize what organisms need to stay alive; therefore; the primary focus of assessment should be to remember that living things need food, shelter, water, and air to survive. However, appropriate assessments should also require students to recognize on a diagram or picture which of an animal s basic needs is missing. Effective August 2007 1

Characteristics of Organisms K-2 The student will demonstrate an understanding of the characteristics of organisms. (Life Science) K-2.2 Identify examples of organisms and nonliving things. Taxonomy level: 1.1-A Remember Factual Knowledge experience their first formal introduction to important science concepts. These concepts will be expanded as the students advance in their science education. It is essential for students to know the difference between living things and nonliving things. NOTE TO TEACHER: This is not directly mentioned again so it is essential for this concept to be fully understood at this grade level. Organism Any living thing that needs food, water, air, shelter or space to survive and can make a new living thing like itself. It grows and changes during its life. Examples of organisms are plants or animals. NOTE TO TEACHER: There are many misconceptions concerning living and nonliving things at this developmental level. To assist students in their understanding whether things are living or nonliving, they should ask one of these four essential questions: Does it need air? Does it need water? Does it need food? Does it need shelter/space? Nonliving thing Any thing that does not need air, water, food, shelter, or space to survive. It cannot make new things like itself. Examples of nonliving things may be wood, rocks, soil, air, water, and clothes. NOTE TO TEACHER: Another misconception may happen with objects made of wood. At one time the wood was a living tree. However, if you ask the four essential questions, the wood can now be categorized as nonliving. It is not essential for students to go beyond this level of knowledge at this time. The objective of this indicator is to identify organisms as living or nonliving; therefore, the primary focus of assessment should be to recognize whether an object is an organism or nonliving thing based its characteristics. Effective August 2007 2

Characteristics of Organisms K-2 The student will demonstrate an understanding of the characteristics of organisms. (Life Science) K-2.3 Match parents with their offspring to show that plants and animals closely resemble their parents. Taxonomy level: 2.6-A Understand Factual Knowledge experience their first formal introduction to important science concepts. These concepts will be expanded as the students advance in their science education. Students will expand their knowledge in 1 st grade (1-2.4) as they study life cycles of plants and in 2 nd grade (2-2.5) as they study physical characteristics and life cycles of animals. It is essential for students to know that parent plants or animals can look like the offspring they produce. Examples may be: Most plants closely resemble their parent plant after they are grown but they look very different as they are growing (for example, an acorn seed sprout compared to an oak tree that may be many years old). Some animals are born with a close resemblance to their parent (for example, kittens compared with the mother cat); they are just smaller. The offspring of both plants and animals have many characteristics that are the same and these characteristics will fully develop over time. NOTE TO TEACHER: Keep the focus on plants and animals that closely resemble their parent rather than organisms that go through metamorphosis. It is not essential for students to be able to choose animals that do not look like their parents. The objective of this indicator is to match parents with their offspring; therefore, the primary focus of assessment should be to detect similarities between a parent and its offspring. Effective August 2007 3

Characteristics of Organisms K-2 The student will demonstrate an understanding of the characteristics of organisms. (Life Science) K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals. Taxonomy level: 2.6-A Understand Factual Knowledge experience their first formal introduction to important science concepts. These concepts will be expanded as the students advance in their science education. It is essential for students to know that even though groups of plants or animals may look the same, there are differences between the individuals. For example, in a clover, most have three leaves but some have four or more. Some of the stems may be longer than others and some of the leaves may have more distinct patches of white than others. For example, all ladybugs have wings and antenna; however, there may be differences in the colors of or the number of spots on their bodies. Another example is when a cat has kittens or a dog has puppies, there are size and color differences among the offspring. It is not essential for students to go beyond this level of knowledge at this time. The objective of this indicator is to compare individual plants or animals; therefore, the primary focus of assessment should be to detect differences within a group of the same type of plant or animal. However, appropriate assessments should also require students to match two or more plants or animals of the same type and describe the differences they see; or compare individual plants or animals to detect similarities. Effective August 2007 4

Characteristics of Organisms K-2 The student will demonstrate an understanding of the characteristics of organisms. (Life Science) K-2.5 Recognize that all organisms go through stages of growth and change called life cycles. Taxonomy level: 1.1-A Remember Factual Knowledge experience their first formal introduction to important science concepts. Students will expand on this knowledge with plants in 1 st grade (1-2.4) where the stages of the life cycle are summarized, and animals in 2 nd grade (2-2.5) where birth and stages of development are illustrated. It is essential for students to know that all organisms change as they grow. The distinct stages of growth and change are called a life cycle. The life cycle begins when the organism is born and begins to develop and ends when the organism dies. Some plants, for example sunflowers, start as seeds. When the seeds have all of the things they needs to grow (air, water, and space), they begin to change into plants. The plants will grow into adult plants with distinct structures (for example roots and leaves). Some animals, for example chickens, are born from eggs. When the chicks hatch, they will grow into adult hens or roosters. Some animals, for example ladybugs, look different during the different stages their life cycle. It is not essential for students to go beyond this level of knowledge at this time. The objective of this indicator is to recognize that all organisms have life cycles; therefore, the primary focus of assessment should be to remember that there are stages of growth during a life cycle of an organism. Effective August 2007 5

My Body K-3 The student will demonstrate an understanding of the distinct structures of the human body and the different functions they serve. (Life Science) K-3.1 Identify the distinct structures in the human body that are for walking, holding, touching, seeing, smelling, hearing, talking, and tasting. Taxonomy level: 1.1-A Remember Factual Knowledge experience their first formal introduction to important science concepts. This concept will explored further with animals in 2 nd grade (2-2.2) when students begin classifying animals according to physical characteristics. Study of the human body will not appear again in science until 7 th grade (7-3.1) when students will summarize the levels of structural organization within the human body (including cells, tissues, organs, and systems). It is essential for students to know that the human body has distinct structures and that they serve different functions. Walking Holding To move on foot. We use our feet and legs to walk. To take or grasp something firmly and not let go. We use our hand(s), fingers, or arms to hold things. Touching To gather information from objects through direct contact with the skin on the fingers, hands, or other parts of the body. Seeing Smelling Hearing Talking Tasting To use your eyes to identify objects. To gather information with your nose. To identify sounds with your ears. To use a particular language to communicate with people. Most people use their mouths to communicate but some use their hands and some even use a computer. To determine flavor with the tongue or mouth. Bitter, salty, sour, and sweet are the four tastes the tongue can discern. It is not essential for students to go beyond identifying these structures. The objective of this indicator is to identify structures of the human body used for the listed actions; therefore, the primary focus of assessment should be to recognize that humans have body structures responsible for walking, holding, touching, seeing, hearing, talking, and tasting. Effective August 2007 1

My Body K-3 The student will demonstrate an understanding of the distinct structures of the human body and the different functions they serve. (Life Science) K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue, and skin). Taxonomy level: 1.1-A Remember Factual Knowledge experience their first formal introduction to important science concepts. Students will use their senses when making observations in science. In 4 th grade (4-2.3), students will study how humans and other animals use their senses and sensory organs to detect signals in their environments. It is essential for students to know that there are fives senses and that there are specific parts of the body (sensory organs) that are responsible for each of the five senses. Eyes The sensory organs that see. They take in information (for example, shapes, colors, size or movements) about the world. Nose The sensory organ that smells odors and is a big part of why a person is able to taste things. Ears The sensory organs that collect sounds. The part of the ear that can be seen collects the sounds a person hears. Tongue The sensory organ that aids in swallowing, tasting, and speaking. Skin The sensory organ that covers and protects everything inside the body. The skin holds everything together. It also helps keep the body at just the right temperature and allows people to have the sense of touch (for example shape, texture, hardness). It is not essential for students to go beyond identifying the functions of the sensory organs. The objective of this indicator is to identify the functions of the sensory organs; therefore, the primary focus of assessment should be to recognize the organs associated with each of the five senses. Effective August 2007 2