Science Standards
Indiana‘s academic standards for science contain six standards. Each standard is described below. On the pages that follow, age-appropriate concepts are listed underneath each standard. These ideas build a foundation for understanding the intent of each standard.
Standard 1 — The Nature of Science and Technology
It is the union of science and technology that forms the scientific endeavor and that makes it so successful. Although each of these human enterprises has a character and history of its own, each is dependent on and reinforces the other. This first standard draws portraits of science and technology that emphasize their roles in the scientific endeavor and reveal some of the similarities and connections between them. In order for students to truly understand the nature of science and technology, they must model the process of scientific investigation through inquiries, fieldwork, lab work, etc. Through these experiences, students will practice designing investigations and experiments, making observations, and formulating theories based on evidence.
Standard 2 — Scientific Thinking
There are certain thinking skills associated with science, mathematics, and technology that young people need to develop during their school years. These are mostly, but not exclusively, mathematical and logical skills that are essential tools for both formal and informal learning and for a lifetime of participation in society as a whole. Good communication is also essential in order to both receive and disseminate information and to understand other’s ideas as well as have one’s own ideas understood. Writing, in the form of journals, essays, lab reports, procedural summaries, etc., should be an integral component of students’ experience in science.
Standard 3 — The Physical Setting
One of the grand success stories of science is the unification of the physical universe. It turns out that all natural objects, events, and processes are connected to each other. This standard contains recommendations for basic knowledge about the overall structure of the universe and the physical principles on which it seems to run. This standard focuses on two principle subjects: the structure of the universe and the major processes that have shaped planet Earth, and the concepts with which science describes the physical world in general – organized under the headings of Matter and Energy and Forces of Nature. In Grade 2, students learn that change is a continual process.
Standard 4 — The Living Environment
People have long been curious about living things – how many different species there are, what they are like, how they relate to each other, and how they behave. Living organisms are made of the same components as all other matter, involve the same kinds of transformations of energy, and move using the same basic kinds of forces. Thus, all of the physical principles discussed in Standard 3 – The Physical Setting, apply to life as well as to stars, raindrops, and television sets. This standard offers recommendations on basic knowledge about how living things function and how they interact with one another and their environment. In Grade 2, students learn that although diverse, living things are dependent on one another and the environment.
Standard 5 — The Mathematical World
Mathematics is essentially a process of thinking that involves building and applying abstract, logically connected networks of ideas. These ideas often arise from the need to solve problems in science, technology, and everyday life — problems ranging from how to model certain aspects of a complex scientific problem to how to balance a checkbook.
Standard 6 — Common Themes
Some important themes pervade science, mathematics, and technology and appear over and over again, whether we are looking at ancient civilization, the human body, or a comet. These ideas transcend disciplinary boundaries and prove fruitful in explanation, in theory, in observation, and in design. A focus on Constancy and Change within this standard provides students opportunities to engage in long-term and on-going laboratory and field work, and thus understand the role of change over time in studying The Physical Setting and The Living Environment.
Standard 1
Number Sense
Students understand the relationships among numbers, quantities, and place value in whole numbers* up to 100. They understand that fractions may refer to parts of a set* and parts of a whole.
2.1.1 Count by ones, twos, fives, and tens to 100.
Example: Count 74 pencils by groups of tens and twos.
* set: collection of objects, numbers, etc.
Standard 1
The Nature of Science and Technology
Students are actively engaged in exploring how the world works. They explore, observe, count, collect, measure, compare, and ask questions. They discuss observations* and use tools to seek answers and solve problems. They share their findings.
Scientific Inquiry
2.1.1 Manipulate an object to gain additional information about it.
2.1.2 Use tools — such as thermometers, magnifiers, rulers, or balances — to gain more information about objects.
2.1.3 Describe, both in writing and verbally, objects as accurately as possible and compare observations with those of other people.
2.1.4 Make new observations when there is disagreement among initial observations.
The Scientific Enterprise
2.1.5 Demonstrate the ability to work with a team but still reach and communicate one’s own conclusions about findings.
Technology and Science
2.1.6 Use tools to investigate, observe, measure, design, and build things.
2.1.7 Recognize and describe ways that some materials — such as recycled paper, cans, and plastic jugs — can be used over again.
* observation: gaining information through the use of one or more of the senses, such as sight, smell, etc.
Standard 2
Scientific Thinking
Students begin to find answers to their questions about the world by using measurement, estimation, and observation as well as working with materials. They communicate with others through numbers, words, and drawings.
Computation and Estimation
2.2.1 Give estimates of numerical answers to problems before doing them formally.
2.2.2 Make quantitative estimates of familiar lengths, weights, and time intervals and check them by measurements.
2.2.3 Estimate and measure capacity using cups and pints.
Manipulation and Observation
2.2.4 Assemble, describe, take apart, and/or reassemble constructions using such things as interlocking blocks and erector sets. Sometimes pictures or words may be used as a reference.
Communication Skills
2.2.5 Draw pictures and write brief descriptions that correctly portray key features of an object.
Standard 3
The Physical Setting
Students investigate, describe, and discuss their natural surroundings. They wonder why things move and change.
Earth and the Processes That Shape It
2.3.1 Investigate by observing and then describe that some events in nature have a repeating pattern, such as seasons, day and night, and migrations.
2.3.2 Investigate, compare, and describe weather changes from day to day but recognize, describe, and chart that the temperature and amounts of rain or snow tend to be high, medium, or low in the same months every year.
2.3.3 Investigate by observing and then describe chunks of rocks and their many sizes and shapes, from boulders to grains of sand and even smaller.
2.3.4 Investigate by observing and then describe how animals and plants sometimes cause changes in their surroundings.
Matter and Energy
2.3.5 Investigate that things can be done to materials — such as freezing, mixing, cutting, heating, or wetting — to change some of their properties. Observe that not all materials respond in the same way.
2.3.6 Discuss how people use electricity or burn fuels, such as wood, oil, coal, or natural gas, to cook their food and warm their houses.
Forces of Nature
2.3.7 Investigate and observe that the way to change how something is moving is to give it a push or a pull.
2.3.8 Demonstrate and observe that magnets can be used to make some things move without being touched.
Standard 4
The Living Environment
Students ask questions about a variety of living things and everyday events that can be answered through observations. They consider things and processes that plants and animals need to stay alive. Students begin to understand plant and animal interaction.
Diversity of Life
2.4.1 Observe and identify different external features of plants and animals and describe how these features help them live in different environments.
Interdependence of Life
2.4.2 Observe that and describe how animals may use plants, or even other animals, for shelter and nesting.
2.4.3 Observe and explain that plants and animals both need to take in water, animals need to take in food, and plants need light.
2.4.4 Recognize and explain that living things are found almost everywhere in the world and that there are somewhat different kinds in different places.
2.4.5 Recognize and explain that materials in nature, such as grass, twigs, sticks, and leaves, can be recycled and used again, sometimes in different forms, such as in birds’ nests.
Human Identity
2.4.6 Observe and describe the different external features of people, such as their size, shape, and color of hair, skin, and eyes.
2.4.7 Recognize and discuss that people are more like one another than they are like other animals.
2.4.8 Give examples of different roles people have in families and communities.
Standard 5
The Mathematical World
Students apply mathematics in scientific contexts. They use numbers for computing, estimating, naming, measuring, and communicating specific information. They make picture and bar graphs. They recognize and describe shapes and patterns. They use evidence to explain how or why something happens.
Numbers
2.5.1 Recognize and explain that, in measuring, there is a need to use numbers between whole numbers*, such as 21⁄2 centimeters.
2.5.2 Recognize and explain that it is often useful to estimate quantities.
* whole number: 0, 1, 2, 3, etc.
Shapes and Symbolic Relationships
2.5.3 Observe that and describe how changing one thing can cause changes in something else, such as exercise and its effect on heart rate.
Reasoning and Uncertainty
2.5.4 Begin to recognize and explain that people are more likely to believe ideas if good reasons are given for them.
2.5.5 Explain that some events can be predicted with certainty, such as sunrise and sunset, and some cannot, such as storms. Understand that people aren’t always sure what will happen since they do not know everything that might have an effect.
2.5.6 Explain that sometimes a person can find out a lot (but not everything) about a group of things, such as insects, plants, or rocks, by studying just a few of them.
Standard 6
Common Themes
Students begin to observe how objects are similar and how they are different. They begin to identify parts of an object and recognize how these parts interact with the whole. They look for what changes and what does not change and make comparisons.
Systems
2.6.1 Investigate that most objects are made of parts.
Models and Scale
2.6.2 Observe and explain that models may not be the same size, may be missing some details, or may not be able to do all of the same things as the real things.
Constancy and Change
2.6.3 Describe that things can change in different ways, such as in size, weight, color, age, and movement. Investigate that some small changes can be detected by taking measurements.
Social Studies Standards
he Local and Regional Community
Students in Grade 2 will examine local and regional communities in the present and past and how these communities meet people’s needs. They will describe their basic rights and responsibilities as citizens.
The Indiana’s K – 8 academic standards for social studies are organized around four content areas. The content area standards and the types of learning experiences they provide to students in Kindergarten are described below. On the pages that follow, age-appropriate concepts are listed underneath each standard. Skills for thinking, inquiry, and participation in a democratic society including the examination of individuals, society, and culture are integrated throughout. Specific terms are defined and examples are provided when necessary.
Standard 1 — History
Students will differentiate between events that happened in the past and recently, recognize examples of continuity and change in local and regional communities, and consider ways people and events of the past and present influence their lives.
Standard 2 — Civics and Government
Students will explain why communities have government and laws, demonstrate that people in the United States have both rights and responsibilities, and identify individual actions that contribute to the good of the community and nation
.
Standard 3 — Geography
Students will locate their community, state, and nation on maps and globes; identify major geographic characteristics of their local community; and explore geographic relationships between the physical and environmental characteristics of their community.
Standard 4 — Economics
Students will describe how people in a community use productive resources, create a variety of businesses and industries, specialize in different types of jobs, and depend on each other to supply goods and services.
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Standard 1 History
Students will differentiate between events that happened in the past and recently, recognize examples of continuity and change in local and regional communities, and consider ways that people and events of the past and present influence their lives.
Historical Knowledge
2.1.1 Identify when the local community was established and identify its founders and early settlers.
2.1.2 Explain changes in daily life in the community over time using maps, photographs, news stories, Web sites, or video images. (Individuals, Society, and Culture)
Example
: Changes in architecture, business/industry, transportation, community buildings, work or use of leisure time.
2.1.3. Identify individuals who had a positive impact on the local community (Individuals, Society, and Culture)
2.1.4 Identify and describe community celebrations, symbols, and traditions and explain why they are important. (Individuals, Society, and Culture)
Example
: Local and regional festivals, city flags and seals, community mottos.
Chronological Thinking, Historical Comprehension, Research
2.1.5 Develop a simple timeline of important events in the history of the school and/or community.
2.1.6 Create and maintain a calendar of important school days, holidays, and community events.
2.1.7 Read about and summarize historical community events using libraries and a variety of information resources*.
Example
: Write paragraphs or draw illustrations about the history of the school using photographs, archives, museums, and oral histories of people in the community.
* information resources: print media, such as books magazines, and newspapers; electronic media, such as radio, television, Web sites, and databases; and community resources, such as individuals and organizations
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14 Social Studies Indiana’s Academic Standards for Social Studies 2007
Standard 2 Civics and Government
Students will explain why communities have government and laws , demonstrate that people in the United States have both rights and responsibilities, and identify individual actions that contribute to the good of the community and nation.
Foundations of Government
2.2.1 Explain that the United States government is founded on the belief of equal rights for its citizens. (Individuals, Society, and Culture)
Example
: People have the right to own property, the right of free speech.
* citizen: someone with rights and responsibilities in a particular community, city, state, or country
Functions of Government
2.2.2 Understand and explain why it is important for a community to have responsible government.
Example
: Government provides order; protects individual rights and property; provides services such as mail delivery; and helps people feel safe.
2.2.3 Identify community leaders, such as the mayor and city council.
Roles of Citizens
2.2.4 Describe how people of different ages, cultural backgrounds, and traditions contribute to the community and how all citizens can respect these differences. (Individuals, Society, and Culture)
2.2.5 Identify people who are good citizens and describe the character traits that make them admirable.
2.2.6 Discuss and explain the meaning of the Pledge of Allegiance and identify other ways citizens can affirm their citizenship.
Example
: The Pledge of Allegiance is a promise to be loyal to our republic*. Other ways that citizens can affirm their citizenship include voting, serving in the military, and volunteering to help solve community problems.
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2.2.7 Explain the consequences of violating laws including punishment of those who do wrong and the importance of resolving conflicts appropriately.
* republic: a government ruled by representatives chosen by the people
Standard 3 Geography
Students will locate their community, state, and nation on maps and globes; identify major geographic characteristics of their local community; and explore geographic relationships between the physical and environmental characteristics of their community.
The World in Spatial Terms
2.3.1 Use a compass rose to identify cardinal* and intermediate directions* and to locate places on maps and places in the classroom, school, and community.
2.3.2 Locate the equator and the poles on a globe and identify the local community, state, and the United States on maps.
* cardinal directions: north, south, east, west
* intermediate directions: northeast, southeast, northwest, southwest
Places and Regions
2.3.3 Compare neighborhoods in your community and explain how physical features of the community affect people living there.
Example:
Lakes and rivers may affect the types of work and transportation done in a community. Small communities may have to travel to larger communities to grocery shop, to attend school, or for recreational activities.
Physical Systems
2.3.4 On a map identify physical features of the local community.
Example:
Use maps and atlases to identify local bodies of water, crops, and green spaces.
Human Systems
2.3.5 Identify and describe cultural or human features on a map using map symbols. (Individuals, Society, and Culture)
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16 Social Studies Indiana’s Academic Standards for Social Studies 2007
Example:
Local roads, highways, buildings, towns, and parks.
2.3.6 Describe simple demographics of the school.
Example
: Number of boys and girls; number of students in each grade; number of cultural and ethnic groups.
Environment and Society
2.3.7 Identify ways that recreational opportunities influence human activity in the community.
Example:
Identify parks, lakes, swimming pools, rivers, mountains that are used for recreational purposes.
Standard 4 Economics
Students will describe how people in a community use productive resources, create a variety of businesses and industries, specialize in different types of jobs, and depend on each other to supply goods and services.
2.4.1 Define the three types of productive resources (human resources*, natural resources*, capital resources*) and identify productive resources used to produce goods and services in the community.
2.4.2 Identify community workers who provide goods* and services* for the rest of the community and explain how their jobs benefit people in the community.
2.4.3 Explain that a price is what people pay when they buy a good or service and what people receive when they sell a good or service.
2.4.4 Research goods and services produced in the local community and describe how people may be both producers* and consumers*.
2.4.5 Explain that because of scarcity*, people must make choices and incur opportunity costs*.
2.4.6 Define specialization* and identify specialized jobs in the school and community.
Example:
Teachers, school nurses, and firefighters specialize in particular kinds of jobs.
2.4.7 Explain why people trade* for goods and services and explain how money makes trade easier.
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2.4.8 Explain that income people do not spend on goods and services is called savings.
* human resource: any human effort used in production
* natural resources: resources that occur in nature that are used in production
* capital resources: goods, such as tools, buildings, and equipment, used in production
* goods: tangible objects, such as food or toys, that can satisfy people’s wants
* services: actions that someone does for someone else, such as dental care or trash removal
* producers: people who use productive resources to provide goods or services
* consumers: people who use goods or services
* scarcity: the idea that resources are limited in relation to people’s wants
* opportunity cost: in making a choice, opportunity cost is the next best alternative you do not choose
* specialization: the performance of specific tasks or jobs
* trade: the buying and selling of goods and services
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