We believe that Science should actively engage all students in the exploration of the natural world. By observing, communicating, comparing and organizing, and relating, students will learn to make reasoned decisions, and take relevant action.

EARTH AND SPACE SCIENCE

Standard 1: Understands atmospheric processes and the water cycle

Benchmark 1. Knows the composition and structure of the Earth's atmosphere (e.g., temperature and pressure in different layers of the atmosphere, circulation of air masses).
 
Knowledge/skill statements
    1. Knows the composition of the Earth's atmosphere
    2. Knows the temperature variations in different layers of the Earth’s atmosphere
    3. Knows the pressure variations in different layers of the Earth’s atmosphere
    4. Knows that air masses circulate in the Earth’s atmosphere
    5. Knows the structure of the Earth’s atmosphere                  

Benchmark 2. Knows the processes involved in the water cycle (e.g., evaporation, condensation, precipitation, surface run-off, percolation) and their effects on climatic patterns.

Knowledge/skill statements
    1. Knows the processes involved in the water cycle
    2. Knows the process of evaporation, condensation and precipitation are parts of the water cycle
    3. Knows the process of surface run-off is part of the water cycle
    4. Knows the process of percolation is part of the water cycle
    5. Knows the effects of the water cycle on climatic patterns
    6. Knows the effects of condensation, evaporation and precipitation on climatic patterns
    7. Knows the effects of surface run-off on climatic patterns
    8. Knows the effects of percolation on climatic patterns

Benchmark 3. Knows that the Sun is the principle energy source for phenomena on the Earth's surface (e.g., winds, ocean currents, the water cycle, plant growth).

Knowledge/skill statements
    1. Knows that the Sun is the principle energy source for plant growth
    2. Knows that the Sun is the principle energy source for winds
    3. Knows that the Sun is the principle energy source for ocean currents
    4. Knows that the Sun is the principle energy source for the water cycle

Benchmark 4. Knows factors that can impact the Earth's climate (e.g., changes in the composition of the atmosphere; changes in ocean temperature; geological shifts such as meteor impacts, the advance or retreat of glaciers, or a series of volcanic eruptions).

Knowledge/skill statements
    1. Knows that volcanic eruptions can have an impact on the Earth’s climate
    2. Knows that changes in atmospheric composition can have an impact on the Earth’s climate
    3. Knows that changes in ocean temperatures can have an impact on the Earth’s climate
    4. Knows that geological shifts can have an impact on the Earth’s climate
    5. Knows that meteors can have an impact on the Earth’s climate
    6. Knows that the advance of glaciers can have an impact on the Earth’s climate
    7. Knows that the retreat of glaciers can have an impact on the Earth’s climate

Benchmark 5. Knows how the tilt of the Earth's axis and the Earth's revolution around the Sun affect seasons and weather patterns (i.e., heat falls more intensely on one part or another of the Earth's surface during its revolution around the Sun).

Knowledge/skill statements
    1. Knows how the tilt of the Earth’s axis affects the seasons
    2. Knows how the tilt of the Earth’s axis affects weather patterns
    3. Knows how the Earth’s revolution around the Sun affects the seasons
    4. Knows how the Earth’s revolution around the Sun affects weather patterns
    5. Knows that heat falls more intensely on a specific part of the Earth’s surface during its revolution around the Sun

Benchmark 6. Knows ways in which clouds affect weather and climate (e.g., precipitation, reflection of light from the Sun, retention of heat energy emitted from the Earth's surface).

Knowledge/skill statements
    1. Knows that clouds affect weather and climate
    2. Knows that clouds affect weather by reflecting light from the Sun
    3. Knows that clouds affect weather through precipitation
    4. Knows that clouds affect weather through the retention of heat energy emitted from the Earth’s surface
    5. Knows that clouds affect climate through precipitation
    6. Knows that clouds affect the climate by reflecting light from the Sun
    7. Knows that clouds affect climate through the retention of heat energy emitted from the Earth’s surface

Benchmark 7. Knows the properties that make water an essential component of the Earth system (e.g., its ability to act as a solvent, its ability to remain a liquid at most Earth temperatures).

Knowledge/skill statements
    1. Knows that water remains liquid at most Earth temperatures
    2. Knows that water has the ability to act as a solvent


Standard 2 : Understands Earth's composition and structure

Benchmark 1. Knows that the Earth is comprised of layers including a core, mantle, lithosphere, hydrosphere, and atmosphere
                   
Knowledge/skill statements
    1. Knows that the Earth is comprised of layers
    2. Knows the center of the Earth contains a core
    3. Knows the mantle is between the core and the crust
    4. Knows the lithosphere is the outer layer of solid Earth
    5. Knows the hydrosphere consists of the water parts of the Earth
    6. Knows the atmosphere is the gas surrounding the Earth

Benchmark 2. Knows how land forms are created through a combination of constructive and destructive forces (e.g., constructive forces such as crustal deformation, volcanic eruptions, and deposition of sediment; destructive forces such as weathering and erosion)

Knowledge/skill statements
    1. Knows that a combination of destructive and constructive forces create land forms
    2. Knows that crustal deformation is a constructive force
    3. Knows that volcanic eruptions are constructive forces
    4. Knows that deposition of sediment is a constructive force
    5. Knows that weathering is a destructive force
    6. Knows that erosion is a destructive force

Benchmark 3. Knows components of soil and other factors that influence soil texture, fertility, and resistance to erosion (e.g., plant roots and debris, bacteria, fungi, worms, rodents)

Knowledge/skill statements
    1. Knows components of soil that influence soil texture, fertility, and resistance to erosion

    2. Knows that plant roots can influence soil texture, fertility, and resistance to erosion
    3. Knows that plant debris, bacteria, fungi, worms, and rodents can soil texture, fertility, and resistance to erosion
   
Benchmark 4. Knows that the Earth's crust is divided into plates that move at extremely slow rates in response to movements in the mantle

Knowledge/skill statements
    1. Knows that the Earth’s crust is divided into plates
    2. Knows that the Earth’s plates move slowly in response to movements in the mantle

Benchmark 5. Knows processes involved in the rock cycle (e.g., old rocks at the surface gradually weather and form sediments that are buried, then compacted, heated, and often recrystallized into new rock; this new rock is eventually brought to the surface by the forces that drive plate motions, and the rock cycle continues)
 
Knowledge/skill statements
    1. Knows that new rock is brought to the surface by the forces that drive plate motions in the rock cycle
    2. Knows that old rocks weather to form sediment in the rock cycle
    3. Knows that sediment is buried in the rock cycle
    4. Knows that sediment is compacted in the rock cycle
    5. Knows that sediment is heated in the rock cycle
    6. Knows that sediment is recrystallized into new rock in the rock cycle

Benchmark 6. Knows that sedimentary, igneous, and metamorphic rocks contain evidence of the minerals, temperatures, and forces that created them

Knowledge/skill statements
    1. Knows that sedimentary rocks contain evidence of the minerals, temperatures, and forces that created them
    2. Knows that igneous rocks contain evidence of the minerals, temperatures, and forces that created them
    3. Knows that metamorphic rocks contain evidence of the minerals, temperatures, and forces that created them
    4. Knows that metamorphic rocks contain evidence of the temperatures that created them
    5. Knows that metamorphic rocks contain evidence of the forces that created them

Benchmark 7. Knows how successive layers of sedimentary rock and the fossils contained within them can be used to confirm the age, history, and changing life forms of the Earth, and how this evidence is affected by the folding, breaking, and uplifting of layers
                   
Knowledge/skill statements
    1. Knows how successive layers of sedimentary rocks are used to confirm the age and history of the Earth
    2. Knows how successive layers of sedimentary rocks are used to confirm the changing life forms on the Earth
    3. Knows how the folding of rock layers affect the evidence of the Earth’s history
    4. Knows how the breaking of rock layers affect the evidence of the Earth’s history
    5. Knows how the fossils in sedimentary rocks are used to confirm the age and history of the Earth
    6. Knows how the fossils in sedimentary rocks are used to confirm the history of the Earth
    7. Knows how the fossils in sedimentary rocks are used to confirm changing life forms on the Earth
    8. Knows how the uplifting of rock layers affects the evidence of the Earth’s history

Benchmark 8. Knows that fossils provide important evidence of how environmental conditions have changed on the Earth over time (e.g., changes in atmospheric composition, movement of lithospheric plates, impact of an asteroid or comet)

Knowledge/skill statements
    1. Knows that fossils provide evidence of asteroid and comet impacts
    2. Knows that fossils provide evidence of lithospheric plate movement   
    3. Knows that fossils provide evidence of changes in atmospheric composition


Standard 3 : Understands the composition and structure of the universe and the Earth's place in it

Benchmark 1. Knows characteristics and movement patterns of the nine planets in our Solar System (e.g., planets differ in size, composition, and surface features; planets move around the Sun in elliptical orbits; some planets have moons, rings of particles, and other satellites orbiting them)
                
Knowledge/skill statements
    1. Knows the characteristics of the nine planets in our Solar System
    2. Knows the movement patterns of the nine planets in our Solar System
    3. Knows that the planets differ in size, composition, and surface features
    4. Knows that the planets move around the Sun in elliptical orbits
    5. Knows that some planets have moons orbiting them
    6. Knows that some planets have particle rings orbiting them
    7. Knows that some planets have satellites orbiting them

Benchmark 2. Knows how the regular and predictable motions of the Earth and Moon explain phenomena on Earth (e.g., the day, the year, phases of the Moon, eclipses, tides, shadows)
 
Knowledge/skill statements
    1. Knows how the regular motions of Earth explain phenomena on Earth
    2. Knows how the regular motions of the Moon explain phenomena on the Earth
    3. Knows how the predictable motions of the Earth explain phenomena on the Earth
    4. Knows how the predictable motions of the Moon explain phenomena on the Earth
    5. Knows how the motions of the Earth explain the days
    6. Knows how the motions the Earth explain the years
    7. Knows how the motions of the Earth and Moon explain the phases of the moon
    8. Knows how the motions of the Earth and Moon explain eclipses
    9. Knows how the motions of the Earth and Moon explain tides
    10. Knows how the motions of the Earth explain shadows

Benchmark 3. Knows characteristics of the Sun and its position in the universe (e.g., the Sun is a medium-sized star; it is the closest star to Earth; it is the central and largest body in the Solar System; it is located at the edge of a disk-shaped galaxy)
                   
Knowledge/skill statements
    1. Knows characteristics of the Sun
    2. Knows the Sun's position in the universe
    3. Knows the Sun is a medium size star
    4. Knows the Sun is the closest star to Earth
    5. Knows the Sun is the central body in our Solar System
    6. Knows the Sun is largest body in our Solar System
    7. Knows the Sun is located at edge of a disk-shaped galaxy

Benchmark 4. Knows that gravitational force keeps planets in orbit around the Sun and moons in orbit around the planets                   

Knowledge/skill statements
    1. Knows that gravitational forces keep the planets in orbit around the Sun
    2. Knows that gravitational forces keep moons in orbit around the planets

Benchmark 5. Knows characteristics and movement patterns of asteroids, comets, and meteors

Knowledge/skill statements
    1. Knows the characteristics of asteroids, comets and meteors
    2. Knows the movement patterns of asteroids, comets and meteors
   
Benchmark 6. Knows that the universe consists of many billions of galaxies (each containing many billions of stars) and that incomprehensible distances (measured in light years) separate these galaxies and stars from one another and from the Earth

Knowledge/skill statements
    1. Knows that the universe consists of billions of galaxies
    2. Knows that incomprehensible distances separate galaxies from one another
    3. Knows that incomprehensible distances separate galaxies from Earth
    4. Knows that galaxies contain many billions of stars
    5. Knows that distances between galaxies and stars are measured in light-years

Benchmark 7. Knows that the planet Earth and our Solar System appear to be somewhat unique (e.g., the Earth is the only celestial body known to support life), although similar systems might yet be discovered in the universe
 
Knowledge/skill statements
    1. Knows that the Earth appears to be unique
    2. Knows that our Solar System appears to be unique
    3. Knows that similar solar systems might be discovered in the universe
    4. Knows that the Earth is the only celestial body known to support life

LIFE SCIENCE

Standard 4 : Understands the principles of heredity and related concepts

Benchmark 1. Knows that reproduction is a characteristic of all living things and is essential to the continuation of a species
 
Knowledge/skill statements
    1. Knows that reproduction is essential for the continuation of a species
    2. Knows that reproduction is a characteristic of all living things

Benchmark 2. Knows that for sexually reproducing organisms, a species comprises all organisms that can mate with one another to produce fertile offspring
                   
Knowledge/skill statements
    1. Knows that if two different species reproduce, their offspring will not be fertile
    2. Knows that criteria are established to define and distinguish species

Benchmark 3. Understands asexual and sexual reproduction (e.g., in asexual reproduction, all the genes come from a single parent; in sexual reproduction, an egg and sperm unite and half of the genes come from each parent, so the offspring is never identical to either of its parents; sexual reproduction allows for greater genetic diversity; asexual reproduction limits the spread of disadvantageous characteristics through a species)
 
Knowledge/skill statements
    1. Understands that in asexual reproduction all genes come from a single parent
    2. Understands that in sexual reproduction an egg and sperm unite and half the genes come from each parent
    3. Understands that in sexual reproduction an offspring will never be identical to either of its parents
    4. Knows that sexual reproduction allows for greater genetic diversity
    5. Knows that asexual reproduction limits the spread of disadvantageous characteristics through a species

Benchmark 4. Knows that hereditary information is contained in genes (located in the chromosomes of each cell), each of which carries a single unit of information; an inherited trait of an individual can be determined by either one or many genes, and a single gene can influence more than one trait
 
Knowledge/skill statements
    1. Knows that hereditary information is contained in genes
    2. Knows that genes are located on the chromosomes of each cell
    3. Knows that each gene carries a single unit of information
    4. Knows that inherited traits can be determined by one or many genes
    5. Knows that a single gene can influence more than one trait

Benchmark 5. Knows that the characteristics of an organism can be described in terms of a combination of traits; some traits are inherited through the coding of genetic material and others result from environmental factors

Knowledge/skill statements
    1. Knows that characteristics of an organism can be described in a combination of traits
    2. Knows that some traits are inherited through the coding of genetic material
    3. Knows that some traits result from environmental factors


Standard 5 : Understands the structure and function of cells and organisms

Benchmark 1. Knows that all organisms are composed of cells, which are the fundamental units of life; most organisms are single cells, but other organisms (including humans) are multicellular
 
Knowledge/skill statements
    1. Knows that all organisms are composed of cells
    2. Knows that cells are the fundamental units of life
    3. Knows that most organisms are single cells
    4. Knows that some organisms are multicellular, like humans

Benchmark 2. Knows that cells convert energy obtained from food to carry on the many functions needed to sustain life (e.g., cell growth and division, production of materials that the cell or organism needs)

Knowledge/skill statements
    1. Knows that cells convert energy from food for the production of materials necessary for life
    2. Knows that cells convert energy from food for cell growth
    3. Knows that cells convert energy from food for cell division

Benchmark 3. Knows the levels of organization in living systems, including cells, tissues, organs, organ systems, whole organisms, ecosystems, and the complementary nature of structure and function at each level

Knowledge/skill statements
    1. Knows the levels of organization in living systems
    2. Knows that cells form a level of organization within living systems
    3. Knows that tissues form a level of organization within living systems
    4. Knows that organs form a level of organization within living systems
    5. Knows that organ systems form a level of organization within living systems
    6. Knows that whole organisms form a level of organization within living systems
    7. Knows that ecosystems form a level of organization within living systems
    8. Knows the complementary nature of structure and function at each level of organization in living systems

Benchmark 4. Knows that multicellular organisms have a variety of specialized cells, tissues, organs, and organ systems that perform specialized functions (e.g., digestion, respiration, reproduction, circulation, excretion, movement, control and coordination, protection from disease)

Knowledge/skill statements
    1. Knows that multicellular organisms have specialized cells to perform         specialized functions
    2. Knows that multicellular organisms have tissues to perform specialized functions
    3. Knows that multicellular organisms have organs to perform specialized functions
    4.  Knows that multicellular organisms have organ systems to perform specialized functions
    5. Knows that digestion is a specialized function in multicellular organisms
    6. Knows that respiration is a specialized function in a multicellular organisms
    7. Knows that reproduction is a specialized function in multicellular organisms
    8. Knows that circulation is a specialized function in multicellular organisms
    9. Knows that excretion is a specialized function in multicellular organisms
    10. Knows that movement is a specialized function in multicellular organisms
    11. Knows that control and coordination is a specialized function in multicellular organisms
    12. Knows that protection from disease is a specialized function in multicellular organisms

Benchmark 5. Knows that organisms have a great variety of body plans and internal structures that serve specific functions for survival (e.g., digestive structures in vertebrates, invertebrates, unicellular organisms, and plants)

Knowledge/skill statements
    1. Knows that organisms have a variety of body plans that serve specific functions for survival
    2. Knows that organisms have a variety of internal structures to serve specific functions for survival
    3. Knows that digestive structures in vertebrates serve a specific function for survival
    4. Knows that digestive structures in invertebrates serve a specific function for survival
    5. Knows that digestive structures in unicellular organisms serve a specific function for survival
    6. Knows that digestive structures in plants serve a specific function for survival

Benchmark 6. Knows how an organism's ability to regulate its internal environment enables the organism to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment

Knowledge/skill statements
    1. Knows that an organism's ability to regulate internal environment enables it to obtain resources
    2. Knows that an organism's ability to regulate internal environment enables it to use resources
    3. Knows that an organism's ability to regulate internal environment enables it to grow
    4. Knows that an organism's ability to regulate internal environment enables it to reproduce
    5. Knows that an organism's ability to regulate internal environment enables it to live in a constantly changing environment

Benchmark 7. Knows that organisms can react to internal and environmental stimuli through behavioral response (e.g., plants have tissues and organs that react to light, water, and other stimuli; animals have nervous systems that process and store information from the environment), which may be determined by heredity or from past experience

Knowledge/skill statements
    1. Knows that organisms react to internal and external stimuli through behavioral response
    2. Knows that an organism's behavioral response may be determined by heredity
    3. Knows that plants have tissues that react to light, water, and stimuli
    4. Knows that plants have organs that react to light, water, and stimuli
    5. Knows that animals have a nervous system that processes information from the environment
    6. Knows that animals have a nervous system that stores information from the environment
    7. Knows that an organism's behavioral response may be determined by past experience

Benchmark 8. Knows that disease in organisms can be caused by intrinsic failures of the system or infection by other organisms
 
Knowledge/skill statements
    1. Knows that intrinsic failures of the system can cause disease in organisms
    2. Knows that infection by other organisms can cause disease in organisms


Standard 6 : Understands relationships among organisms and their physical environment

Benchmark 1. Knows that all individuals of a species that exist together at a given place and time make up a population, and all populations living together and the physical factors with which they interact compose an ecosystem

Knowledge/skill statements
    1. Knows that a population is all individuals of a species that exist at the same place and time
    2. Knows that an ecosystem is all populations living together and the physical factors they interact with

Benchmark 2. Knows factors that affect the number and types of organisms an ecosystem can support (e.g., available resources; biotic factors such as quantity of light and water, range of temperatures, and soil composition; disease; competition from other organisms within the ecosystem; predation)
 
Knowledge/skill statements
    1. Knows the factors that affect the number and types of organisms an ecosystem can support
    2. Knows how the available resources affect the number and types of organisms an ecosystem can support
    3. Knows biotic factors that affect the number and types of organisms an ecosystem can support
    4. Knows the amount of water affects the number and types of organisms an ecosystem can support
    5. Knows the amount of light affects the number and types of organisms an ecosystem can support
    6. Knows the range of temperatures affects the number and types of organisms an ecosystem can support
    7. Knows that soil composition affects the number and types of organisms an ecosystem can support
    8. Knows that disease affects the number and types of organisms an ecosystem can support
    9. Knows that competition from other organisms affects the number and types of organisms an ecosystem can support
    10. Knows that predation affects the number and types of organisms an ecosystem can support

Benchmark 3. Knows ways in which organisms interact and depend on one another through food chains and food webs in an ecosystem (e.g., producer/consumer, predator/prey, parasite/host, relationships that are mutually beneficial or competitive)

Knowledge/skill statements
    1. Knows ways that organisms interact with one another through food     chains
    2. Knows ways that organisms interact with one another through food webs
    3. Knows that organisms depend on one another through food chains in ecosystems
    4. Knows that organisms depend on one another through food webs in ecosystems
    5. Knows producer/consumer interactions
    6. Knows predator/prey interactions
    7. Knows parasite/host interactions
    8. Knows relationships that are mutually beneficial in an ecosystem
    9. Knows relationships that are competitive in an ecosystem

Benchmark 4. Knows how energy is transferred through food webs in an ecosystem (e.g., energy enters ecosystems as sunlight, and green plants transfer this energy into chemical energy through photosynthesis; this chemical energy is passed from organism to organism; animals get energy from oxidizing their food, releasing some of this energy as heat)
                   
Knowledge/skill statements
    1. Knows that animals release some energy as heat
    2. Knows that energy enters the ecosystem as sunlight
    3. Knows that green plants transfer light energy through photosynthesis
    4. Knows that the chemical energy from photosynthesis is passed from organism to organism
    5. Knows that animals get energy by oxidizing their food

Benchmark 5. Knows how matter is recycled within ecosystems (e.g., matter is transferred from one organism to another repeatedly, and between organisms and their physical environment; the total amount of matter remains constant, even though its form and location change)

Knowledge/skill statements
    1. Knows that the total amount of matter remains constant even if its location changes
    2. Knows that matter is transferred from one organism to another repeatedly
    3. Knows that matter is transferred between organisms and the physical environment   
    4. Knows that the total amount of matter remains constant even if its form changes

Standard 7 : Understands biological evolution and the diversity of life

Benchmark 1. Knows basic ideas related to biological evolution (e.g., diversity of species is developed through gradual processes over many generations; biological adaptations, such as changes in structure, behavior, or physiology, allow some species to enhance their reproductive success and survival in a particular environment)

Knowledge/skill statements
    1. Knows that biological adaptations in physiology allow species to enhance survival
    2. Knows that the diversity of species develops through gradual processes over generations
    3. Knows that biological adaptations in structure allow species to enhance survival
    4. Knows that biological adaptations in behavior allow species to enhance survival

Benchmark 2. Knows that the fossil record, through geologic evidence, documents the appearance, diversification, and extinction of many life forms

Knowledge/skill statements
    1. Knows that fossils record geologic evidence
    2. Knows that fossils record the extinction of many life forms
    3. Knows that fossils document the appearance of many life forms
    4. Knows that fossils record the diversification of many life forms

Benchmark 3. Knows that fossils can be compared to one another and to living organisms to observe their similarities and differences
 
Knowledge/skill statements
    1. Knows that fossils can be compared to living organisms of to their similarities and differences
    2. Knows that fossils can be compared to one another to observe their similarities and differences

Benchmark 4. Understands the concept of extinction and its importance in biological evolution (e.g., when the environment changes, the adaptive characteristics of some species are insufficient to allow their survival; extinction is common; most of the species that have lived on the Earth no longer exist)
 
Knowledge/skill statements
    1. Understands the concept of extinction
    2. Understands the importance of extinction in biological evolution
    3. Understands that when the environment changes, characteristics of some species do not allow survival
    4. Understands that extinction is common
    5. Understands that most of the species that have lived on Earth no longer exist

Benchmark 5. Knows evidence that supports the idea that there is unity among organisms despite the fact that some species look very different (e.g., similarity of internal structures in different organisms, similarity of chemical processes in different organisms, evidence of common ancestry)

Knowledge/skill statements
    1. Knows there is evidence of common ancestry among organisms
    2. Knows that different organisms have similar internal structures
    3. Knows that different organisms have similar chemical processes

Benchmark 6. Knows ways in which living things can be classified (e.g., taxonomic groups of plants, animals, and fungi; groups based on the details of organisms' internal and external features; groups based on functions served within an ecosystem such as producers, consumers, and decomposers)

Knowledge/skill statements
    1. Knows that living things can be classified as decomposers
    2. Knows taxonomic groups of plants, animals and fungi
    3. Knows that living things can be classified based on the details of their internal features, and external features
    4. Knows that living things can be classified based on their function within an ecosystems
    5. Knows that living things can be classified as producers and/or consumers

PHYSICAL SCIENCE

Standard 8 : Understands the structure and properties of matter

Benchmark 1. Knows that matter is made up of tiny particles called atoms, and different arrangements of atoms into groups compose all substances

Knowledge/skill statements
    1. Knows that matter is made up of atoms
    2. Knows that atoms are tiny particles
    3. Knows that different arrangements of atoms into groups compose all substances

Benchmark 2. Knows that atoms often combine to form a molecule (or crystal), the smallest particle of a substance that retains its properties

Knowledge/skill statements
    1. Knows atoms can combine to form a molecule
    2. Knows that atoms can combine to form a crystal
    3. Knows a molecule is the smallest particle of a substance that retains its properties

Benchmark 3. Knows that states of matter depend on molecular arrangement and motion (e.g., molecules in solids are packed tightly together and their movement is restricted to vibrations; molecules in liquids are loosely packed and move easily past each other; molecules in gases are quite far apart and move about freely)

Knowledge/skill statements
    1. Knows that states of matter depend on molecular arrangement
    2. Knows that states of matter depend on molecular motion
    3. Knows that the molecules in solids are packed tightly together
    4. Knows that the movement of molecules in solids is restricted to vibrations
    5. Knows that the molecules in liquids are loosely packed
    6. Knows that the molecules in liquids move easily past each other
    7. Knows that the molecules in gases are far apart
    8. Knows that the molecules in gases move about freely

Benchmark 4. Knows that substances containing only one kind of atom are elements and do not break down by normal laboratory reactions (e.g., heating, exposure to electric current, reaction with acids); over 100 different elements exist

Knowledge/skill statements
    1. Knows that substances containing only one kind of atom are elements
    2. Knows that elements do not break down by normal laboratory reactions
    3. Knows that elements cannot be broken down by heating
    4. Knows that elements cannot be broken down by exposure to electric current
    5. Knows that elements cannot be broken down by reactions with acids
    6. Knows that over 100 different elements exist

Benchmark 5. Knows that many elements can be grouped according to similar properties (e.g., highly reactive metals, less-reactive metals, highly reactive nonmetals, almost completely nonreactive gases)
 
Benchmark 6. Understands the conservation of mass in physical and chemical change (e.g., no matter how substances within a closed system interact with one another, the total weight of the system remains the same; the same number of atoms of a single element weighs the same, no matter how the atoms are arranged)
 
Knowledge/skill statements
    1. Understands the conservation of mass in a physical change
    2. Understands the conservation of mass in a chemical change
    3. Understands that no matter how substances interact in a closed system, the total weight remains the same
    4. Understands that the same number of atoms of a single element weighs the same, no matter how the atoms are arranged

Benchmark 7. Knows methods used to separate mixtures into their component parts (boiling, filtering, chromatography, screening)
 
Knowledge/skill statements
    1. Knows that screening is a method used to separate mixtures into component parts
    2. Knows that boiling is a method used to separate mixtures into component parts
    3. Knows that filtering is a method used to separate mixtures into component parts
    4. Knows that chromatography is a method used to separate mixtures into component parts

Benchmark 8. Knows that substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties

Knowledge/skill statements
    1. Knows that chemical reactions may result in the formation of new substances
    2. Knows that compounds are made from two of more different substances

Benchmark 9. Knows factors that influence reaction rates (e.g., types of substances involved, temperature, concentration of reactant molecules, amount of contact between reactant molecules)

Knowledge/skill statements
    1. Knows the types of substances involved in a reaction influence reaction rates
    2. Knows the temperature of substances involved in a reaction influences reaction rates
    3. Knows the concentration of reactant molecules influences reaction rates

Benchmark 10. Knows that oxidation is the loss of electrons, and commonly involves the combining of oxygen with another substance (e.g., the processes of burning and rusting)

Knowledge/skill statements
    1. Knows that rusting is an example of oxidation
    2. Knows that burning is an example of oxidation
    3. Knows that oxidation is the loss of electrons
    4. Knows that oxidation commonly involves the combining of oxygen with another substance

Standard 9: Understands the sources and properties of energy

Benchmark 1. Knows that energy is a property of many substances (e.g., heat energy is in the disorderly motion of molecules and in radiation; chemical energy is in the arrangement of atoms; mechanical energy is in moving bodies or in elastically distorted shapes; electrical energy is in the attraction or repulsion between charges)
 
Knowledge/skill statements
    1. Knows that electrical energy is in the repulsion between charges
    2. Knows that heat energy is in the disorderly motion of molecules
    3. Knows that heat energy is in radiation
    4. Knows that chemical energy is in the arrangement of atoms
    5. Knows that electrical energy is in the attraction between charges
    6. Knows that mechanical energy is in moving bodies
    7. Knows that mechanical energy is in elastically distorted shapes

Benchmark 2. Understands the law of conservation of energy (i.e., energy cannot be created or destroyed but only changed from one form to another)

Knowledge/skill statements
    1. Understands that energy can change from one form to another
    2. Understands that energy cannot be created
    3. Understand that energy cannot be destroyed

Benchmark 3. Knows that heat energy flows from warmer materials or regions to cooler ones through conduction, convection, and radiation

Knowledge/skill statements
    1. Knows that heat energy flows from warmer to cooler materials
    2. Knows that heat energy flows from warmer to cooler areas through conduction
    3. Knows that heat energy flows from warmer to cooler areas through convection
    4. Knows that heat energy flows from warmer to cooler areas through radiation

Benchmark 4. Knows that heat is often produced as a byproduct when one form of energy is converted to another form (e.g., when machines and living organisms convert stored energy to motion)

Knowledge/skill statements
    1. Knows that heat is produced when living organisms convert stored energy to motion
    2. Knows that heat is produced when machines convert stored energy to motion

Benchmark 5. Knows how the Sun acts as a major source of energy for changes on the Earth's surface (i.e., the Sun loses energy by emitting light; some of this light is transferred to the Earth in a range of wavelengths including visible light, infrared radiation, and ultraviolet radiation)

Knowledge/skill statements
    1. Knows that sunlight is transferred to the Earth in ultraviolet radiation
    2. Knows that the Sun loses energy by emitting light
    3. Knows that sunlight is transferred to the Earth in a range of wavelengths
    4. Knows that sunlight is transferred to the Earth in visible light
    5. Knows that sunlight is transferred to the Earth in infrared radiation

Benchmark 6. Knows that electrical circuits provide a means of transferring electrical energy to produce heat, light, sound, and chemical changes

Knowledge/skill statements
    1. Knows that electrical circuits transfer electrical energy to produce heat, light, sound, and chemical changes.

Benchmark 7. Knows that most chemical and nuclear reactions involve a transfer of energy (e.g., heat, light, mechanical motion, electricity)
                   
Knowledge/skill statements
    1. Knows that most chemical reactions involve a transfer of energy
    2. Knows that chemical reactions can involve a transfer of heat, light or mechanical motion.
    3. Knows that chemical reactions can involve a transfer of electricity
    4. Knows that most nuclear reactions involve a transfer of energy
    5. Knows that nuclear reactions can involve a transfer of heat
    6. Knows that nuclear reactions can involve a transfer of light
    7. Knows that nuclear reactions can involve a transfer of mechanical motion
    8. Knows that nuclear reactions can involve a transfer of electricity

Benchmark 8. Knows that vibrations (e.g., sounds, earthquakes) move at different speeds in different materials, have different wavelengths, and set up wave-like disturbances that spread away from the source
                   
Knowledge/skill statements
    1. Knows that vibrations move at different speeds in different materials
    2. Knows that sounds move at different speeds in different materials
    3. Knows that earthquakes move at different speeds in different materials
    4. Knows that vibrations have different wavelengths
    5. Knows that sounds have different wavelengths
    6. Knows that earthquakes have different wavelengths
    7. Knows that vibrations set up wave-like disturbances that spread away from their source
    8. Knows that sounds set up wave-like disturbances that spread away from their source
    9. Knows that earthquakes set up wave-like disturbances that spread away from their source

Benchmark 9. Knows ways in which light interacts with matter (e.g., transmission, including refraction; absorption; scattering, including reflection)
 
Knowledge/skill statements
    1. Knows that light interacts with matter by reflection, transmission, refraction, absorption, and/or scattering

Benchmark 10. Knows that only a narrow range of wavelengths of electromagnetic radiation can be seen by the human eye; differences of wavelength within that range of visible light are perceived as differences in color

Knowledge/skill statements
    1. Knows that only a narrow range of wavelengths of electromagnetic radiation can be seen by the human eye
    2. Knows that differences in wavelength in the range of visible light are perceived as differences in color

Standard 10 : Understands forces and motion

Benchmark 1. Understands general concepts related to gravitational force (e.g., every object exerts gravitational force on every other object; this force depends on the mass of the objects and their distance from one another; gravitational force is hard to detect unless at least one of the objects, such as the Earth, has a lot of mass)

Knowledge/skill statements
    1. Understands that gravitational force is hard to detect unless one of the objects has a lot of mass
    2. Understands that every object exerts a gravitational force on every other object
    3. Understands that gravitational force depends on the mass of the objects
    4. Understands that gravitational force depends on the distance between the objects

Benchmark 2. Knows that just as electric currents can produce magnetic forces, magnets can cause electric currents

Knowledge/skill statements
    1. Knows that electric currents can produce magnetic forces
    2. Knows that magnets can cause electric currents

Benchmark 3. Knows that an object's motion can be described by tracing and measuring its position over time

Knowledge/skill statements
    1. Knows that an object’s motion can be partly described by tracing its position over time
    2. Knows that an object’s motion can be partly described by measuring its position over time

Benchmark 4. Knows that an object's motion can be described and represented graphically according to its position, direction of motion, and speed

Knowledge/skill statements
    1. Knows that an object’s motion can be partly described by its change in position over time
    2. Knows that an object’s motion can be partly described by its direction of motion
    3. Knows that an object’s motion can be partly described by its speed
    4. Knows that an object’s change in position over time can be represented graphically
    5. Knows that an object’s direction of motion can be represented graphically
    6. Knows that an object’s speed can be represented graphically

Benchmark 5. Understands effects of balanced and unbalanced forces on an object's motion (e.g., if more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude; unbalanced forces such as friction will cause changes in the speed or direction on an object's motion)
                   
Knowledge/skill statements
    1. Understands the effects of balanced forces on an object’s motion
    2. Understands the effects of unbalanced forces on an object’s motion
    3. Understands that if more than one force acts on an object along a straight line, they will reinforce or cancel one another depending on their direction and magnitude
    5. Understands friction as an unbalanced force that can cause changes in the speed of an object’s motion
    6. Understands friction as unbalanced force that can cause changes in the direction of an object’s motion

Benchmark 6. Knows that an object that is not being subjected to a force will continue to move at a constant speed and in a straight line
 
Knowledge/skill statements
    1. Knows that an object not being subjected to a force will continue to move at a constant speed
    2. Knows that an object not being subjected to a force will continue to move in a straight line