Ohio State Standards for Science:

OH.1. Earth and Space Sciences: Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences.

1.A. Observe constant and changing patterns of objects in the day and night sky. 23
Suggested Titles for Ohio Science State Standard 1.A.

1.B. Explain that living things cause changes on Earth. 10
Suggested Titles for Ohio Science State Standard 1.B.

1.C. Observe, describe and measure changes in the weather, both long term and short term. 41
Suggested Titles for Ohio Science State Standard 1.C.

1.D. Describe what resources are and recognize some are limited but can be extended through recycling or decreased use. 28
Suggested Titles for Ohio Science State Standard 1.D.

1.1. Grade Level Indicator: The Universe: Observe that the sun can be seen only in the daytime, but the moon can be seen sometimes at night and sometimes during the day. 23
Suggested Titles for Ohio Science State Standard 1.1.

1.2. Grade Level Indicator: Processes That Shape Earth: Explore that animals and plants cause changes to their surroundings. 34
Suggested Titles for Ohio Science State Standard 1.2.

1.3. Grade Level Indicator: Processes That Shape Earth: Explore that sometimes change is too fast to see and sometimes change is too slow to see. 10
Suggested Titles for Ohio Science State Standard 1.3.

1.4. Grade Level Indicator: Processes That Shape Earth: Observe and describe day-to-day weather changes (e.g., today is hot, yesterday we had rain). 41
Suggested Titles for Ohio Science State Standard 1.4.

1.5. Grade Level Indicator: Processes That Shape Earth: Observe and describe seasonal changes in weather. 41
Suggested Titles for Ohio Science State Standard 1.5.

OH.2. Life Sciences: Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.

2.A. Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms). 24
Suggested Titles for Ohio Science State Standard 2.A.

2.B. Explain how organisms function and interact with their physical environment. 35
Suggested Titles for Ohio Science State Standard 2.B.

2.C. Describe similarities and differences that exist among individuals of the same kind of plants and animals. 84
Suggested Titles for Ohio Science State Standard 2.C.

2.1. Grade Level Indicator: Characteristics and Structure of Life: Explore differences between living and non-living things (e.g., plant-rock). 56
Suggested Titles for Ohio Science State Standard 2.1.

2.2. Grade Level Indicator: Characteristics and Structure of Life: Discover that stories (e.g., cartoons, movies, comics) sometimes give plants and animals characteristics they really do not have (e.g., talking flowers). 15
Suggested Titles for Ohio Science State Standard 2.2.

2.3. Grade Level Indicator: Heredity: Describe how plants and animals usually resemble their parents. 68
Suggested Titles for Ohio Science State Standard 2.3.

2.4. Grade Level Indicator: Heredity: Investigate variations that exist among individuals of the same kind of plant or animal. 63
Suggested Titles for Ohio Science State Standard 2.4.

2.5. Grade Level Indicator: Diversity and Interdependent of Life: Investigate observable features of plants and animals that help them live in different kinds of places. 30
Suggested Titles for Ohio Science State Standard 2.5.

2.6. Grade Level Indicator: Diversity and Interdependent of Life: Investigate the habitats of many different kinds of local plants and animals and some of the ways in which animals depend on plants and each other in our community. 31
Suggested Titles for Ohio Science State Standard 2.6.

OH.3. Physical Sciences: Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

3.A. Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change. 53
Suggested Titles for Ohio Science State Standard 3.A.

3.B. Recognize that light, sound and objects move in different ways. 20
Suggested Titles for Ohio Science State Standard 3.B.

3.C. Recognize sources of energy and their uses. 4
Suggested Titles for Ohio Science State Standard 3.C.

3.1. Grade Level Indicator: Nature of Matter: Demonstrate that objects are made of parts (e.g., toys, chairs). 53
Suggested Titles for Ohio Science State Standard 3.1.

3.2. Grade Level Indicator: Nature of Matter: Examine and describe objects according to the materials that make up the object (e.g., wood, metal, plastic and cloth). 56
Suggested Titles for Ohio Science State Standard 3.2.

3.3. Grade Level Indicator: Nature of Matter: Describe and sort objects by one or more properties (e.g., size, color and shape). 10
Suggested Titles for Ohio Science State Standard 3.3.

3.4. Grade Level Indicator: Forces and Motion: Explore that things can be made to move in many different ways such as straight, zigzag, up and down, round and round, back and forth, or fast and slow. 6
Suggested Titles for Ohio Science State Standard 3.4.

3.5. Grade Level Indicator: Forces and Motion: Investigate ways to change how something is moving (e.g., push, pull). 6
Suggested Titles for Ohio Science State Standard 3.5.

OH.4. Science and Technology: Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

4.A. Explain why people, when building or making something, need to determine what it will be made of, how it will affect other people and the environment. 16
Suggested Titles for Ohio Science State Standard 4.A.

4.B. Explain that to construct something requires planning, communication, problem solving and tools. 22
Suggested Titles for Ohio Science State Standard 4.B.

4.1. Grade Level Indicator: Understanding Technology: Explore that objects can be sorted as ?natural' or ?man-made'. 8
Suggested Titles for Ohio Science State Standard 4.1.

4.2. Grade Level Indicator: Understanding Technology: Explore that some materials can be used over and over again (e.g., plastic or glass containers, cardboard boxes and tubes). 20
Suggested Titles for Ohio Science State Standard 4.2.

4.3. Grade Level Indicator: Abilities To Do Technological Design: Explore that each kind of tool has an intended use, which can be helpful or harmful (e.g., scissors can be used to cut paper but they can also hurt you). 1
Suggested Titles for Ohio Science State Standard 4.3.

OH.5. Scientific Inquiry: Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

5.A. Ask a testable question. 23
Suggested Titles for Ohio Science State Standard 5.A.

5.B. Design and conduct a simple investigation to explore a question. 23
Suggested Titles for Ohio Science State Standard 5.B.

5.C. Gather and communicate information from careful observations and simple investigation through a variety of methods. 24
Suggested Titles for Ohio Science State Standard 5.C.

5.1. Grade Level Indicator: Doing Scientific Inquiry: Ask ?what if' questions. 23
Suggested Titles for Ohio Science State Standard 5.1.

5.2. Grade Level Indicator: Doing Scientific Inquiry: Explore and pursue student-generated ?what if' questions. 23
Suggested Titles for Ohio Science State Standard 5.2.

5.3. Grade Level Indicator: Doing Scientific Inquiry: Use appropriate safety procedures when completing scientific investigations. 23
Suggested Titles for Ohio Science State Standard 5.3.

5.4. Grade Level Indicator: Doing Scientific Inquiry: Use the five senses to make observations about the natural world. 15
Suggested Titles for Ohio Science State Standard 5.4.

5.5. Grade Level Indicator: Doing Scientific Inquiry: Draw pictures that correctly portray features of the item being described. 50
Suggested Titles for Ohio Science State Standard 5.5.

5.6. Grade Level Indicator: Doing Scientific Inquiry: Recognize that numbers can be used to count a collection of things. 17
Suggested Titles for Ohio Science State Standard 5.6.

5.7. Grade Level Indicator: Doing Scientific Inquiry: Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers and other appropriate tools). 15
Suggested Titles for Ohio Science State Standard 5.7.

5.8. Grade Level Indicator: Doing Scientific Inquiry: Measure the lengths of objects using non-standard methods of measurement (e.g., teddy bear counters and pennies). 21
Suggested Titles for Ohio Science State Standard 5.8.

5.9. Grade Level Indicator: Doing Scientific Inquiry: Make pictographs and use them to describe observations and draw conclusions. 23
Suggested Titles for Ohio Science State Standard 5.9.

5.10. Grade Level Indicator: Doing Scientific Inquiry: Make new observations when people give different descriptions for the same thing. 24
Suggested Titles for Ohio Science State Standard 5.10.

OH.6. Scientific Ways of Knowing: Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

6.A. Recognize that there are different ways to carry out scientific investigations. Realize that investigations can be repeated under the same conditions with similar results and may have different explanations. 22
Suggested Titles for Ohio Science State Standard 6.A.

6.B. Recognize the importance of respect for all living things. 21
Suggested Titles for Ohio Science State Standard 6.B.

6.C. Recognize that diverse groups of people contribute to our understanding of the natural world. 6
Suggested Titles for Ohio Science State Standard 6.C.

6.1. Grade Level Indicator: Nature of Science: Recognize that scientific investigations involve asking open-ended questions. (How? What if?) 23
Suggested Titles for Ohio Science State Standard 6.1.

6.2. Grade Level Indicator: Nature of Science: Recognize that people are more likely to accept your ideas if you can give good reasons for them. 20
Suggested Titles for Ohio Science State Standard 6.2.

6.3. Grade Level Indicator: Ethical Practices: Interact with living things and the environment in ways that promote respect. 29
Suggested Titles for Ohio Science State Standard 6.3.

6.4. Grade Level Indicator: Science and Society: Demonstrate ways science is practiced by people everyday (children and adults). 59
Suggested Titles for Ohio Science State Standard 6.4.

OH.1. Earth and Space Sciences: Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences.

1.A. Observe constant and changing patterns of objects in the day and night sky. 30
Suggested Titles for Ohio Science State Standard 1.A.

1.B. Explain that living things cause changes on Earth. 11
Suggested Titles for Ohio Science State Standard 1.B.

1.C. Observe, describe and measure changes in the weather, both long term and short term. 67
Suggested Titles for Ohio Science State Standard 1.C.

1.D. Describe what resources are and recognize some are limited but can be extended through recycling or decreased use. 35
Suggested Titles for Ohio Science State Standard 1.D.

1.1. Grade Level Indicator: Earth Systems: Identify that resources are things that we get from the living (e.g., forests) and nonliving (e.g., minerals, water) environment and that resources are necessary to meet the needs and wants of a population. 35
Suggested Titles for Ohio Science State Standard 1.1.

1.2. Grade Level Indicator: Earth Systems: Explain that the supply of many resources is limited but the supply can be extended through careful use, decreased use, reusing and/or recycling. 35
Suggested Titles for Ohio Science State Standard 1.2.

1.3. Grade Level Indicator: Processes That Shape Earth: Explain that all organisms cause changes in the environment where they live; the changes can be very noticeable or slightly noticeable, fast or slow (e.g., spread of grass cover slowing soil erosion, tree roots slowly breaking sidewalks). 55
Suggested Titles for Ohio Science State Standard 1.3.

OH.2. Life Sciences: Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.

2.A. Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms). 24
Suggested Titles for Ohio Science State Standard 2.A.

2.B. Explain how organisms function and interact with their physical environment. 35
Suggested Titles for Ohio Science State Standard 2.B.

2.C. Describe similarities and differences that exist among individuals of the same kind of plants and animals. 134
Suggested Titles for Ohio Science State Standard 2.C.

2.1. Grade Level Indicator: Characteristics and Structure of Life: Explore that organisms, including people, have basic needs which include air, water, food, living space and shelter. 56
Suggested Titles for Ohio Science State Standard 2.1.

2.2. Grade Level Indicator: Characteristics and Structure of Life: Explain that food comes from sources other than grocery stores (e.g., farm crops, farm animals, oceans, lakes and forests). 92
Suggested Titles for Ohio Science State Standard 2.2.

2.3. Grade Level Indicator: Characteristics and Structure of Life: Explore that humans and other animals have body parts that help to seek, find and take in food when they are hungry (e.g., sharp teeth, flat teeth, good nose and sharp vision). 95
Suggested Titles for Ohio Science State Standard 2.3.

2.4. Grade Level Indicator: Diversity and Interdependence of Life: Investigate that animals eat plants and/or other animals for food and may also use plants or other animals for shelter and nesting. 61
Suggested Titles for Ohio Science State Standard 2.4.

2.5. Grade Level Indicator: Diversity and Interdependence of Life: Recognize that seasonal changes can influence the health, survival or activities of organisms. 51
Suggested Titles for Ohio Science State Standard 2.5.

OH.3. Physical Sciences: Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

3.A. Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change. 73
Suggested Titles for Ohio Science State Standard 3.A.

3.B. Recognize that light, sound and objects move in different ways. 42
Suggested Titles for Ohio Science State Standard 3.B.

3.C. Recognize sources of energy and their uses. 8
Suggested Titles for Ohio Science State Standard 3.C.

3.1. Grade Level Indicator: Nature of Matter: Classify objects according to the materials they are made of and their physical properties. 28
Suggested Titles for Ohio Science State Standard 3.1.

3.2. Grade Level Indicator: Nature of Matter: Investigate that water can change from liquid to solid or solid to liquid. 28
Suggested Titles for Ohio Science State Standard 3.2.

3.3. Grade Level Indicator: Nature of Matter: Explore and observe that things can be done to materials to change their properties (e.g., heating, freezing, mixing, cutting, wetting, dissolving, bending and exposing to light). 27
Suggested Titles for Ohio Science State Standard 3.3.

3.4. Grade Level Indicator: Nature of Matter: Explore changes that greatly change the properties of an object (e.g., burning paper) and changes that leave the properties largely unchanged (e.g., tearing paper). 27
Suggested Titles for Ohio Science State Standard 3.4.

3.5. Grade Level Indicator: Forces and Motion: Explore the effects some objects have on others even when the two objects might not touch (e.g., magnets). 19
Suggested Titles for Ohio Science State Standard 3.5.

3.6. Grade Level Indicator: Forces and Motion: Investigate a variety of ways to make things move and what causes them to change speed, direction and/or stop. 14
Suggested Titles for Ohio Science State Standard 3.6.

3.7. Grade Level Indicator: Nature of Energy: Explore how energy makes things work (e.g., batteries in a toy and electricity turning fan blades). 9
Suggested Titles for Ohio Science State Standard 3.7.

3.8. Grade Level Indicator: Nature of Energy: Recognize that the sun is an energy source that warms the land, air and water. 9
Suggested Titles for Ohio Science State Standard 3.8.

3.9. Grade Level Indicator: Nature of Energy: Describe that energy can be obtained from many sources in many ways (e.g., food, gasoline, electricity or batteries). 338
Suggested Titles for Ohio Science State Standard 3.9.

OH.4. Science and Technology: Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

4.A. Explain why people, when building or making something, need to determine what it will be made of, how it will affect other people and the environment. 16
Suggested Titles for Ohio Science State Standard 4.A.

4.B. Explain that to construct something requires planning, communication, problem solving and tools. 25
Suggested Titles for Ohio Science State Standard 4.B.

4.1. Grade Level Indicator: Understanding Technology: Explore that some kinds of materials are better suited than others for making something new (e.g., the building materials used in the Three Little Pigs). 36
Suggested Titles for Ohio Science State Standard 4.1.

4.2. Grade Level Indicator: Understanding Technology: Explain that when trying to build something or get something to work better, it helps to follow directions and ask someone who has done it before. 36
Suggested Titles for Ohio Science State Standard 4.2.

4.3. Grade Level Indicator: Understanding Technology: Identify some materials that can be saved for community recycling projects (e.g., newspapers, glass and aluminum). 23
Suggested Titles for Ohio Science State Standard 4.3.

4.4. Grade Level Indicator: Understanding Technology: Explore ways people use energy to cook their food and warm their homes (e.g., wood, coal, natural gas and electricity). 24
Suggested Titles for Ohio Science State Standard 4.4.

4.5. Grade Level Indicator: Understanding Technology: Identify how people can save energy by turning things off when they are not using them (e.g., lights and motors). 23
Suggested Titles for Ohio Science State Standard 4.5.

4.6. Grade Level Indicator: Abilities To Do Technological Design: Investigate that tools are used to help make things and some things cannot be made without tools. 17
Suggested Titles for Ohio Science State Standard 4.6.

4.7. Grade Level Indicator: Abilities To Do Technological Design: Explore that several steps are usually needed to make things (e.g., building with blocks). 39
Suggested Titles for Ohio Science State Standard 4.7.

4.8. Grade Level Indicator: Abilities To Do Technological Design: Investigate that when parts are put together they can do things that they could not do by themselves (e.g., blocks, gears and wheels). 20
Suggested Titles for Ohio Science State Standard 4.8.

OH.5. Scientific Inquiry: Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

5.A. Ask a testable question. 29
Suggested Titles for Ohio Science State Standard 5.A.

5.B. Design and conduct a simple investigation to explore a question. 29
Suggested Titles for Ohio Science State Standard 5.B.

5.C. Gather and communicate information from careful observations and simple investigation through a variety of methods. 31
Suggested Titles for Ohio Science State Standard 5.C.

5.1. Grade Level Indicator: Doing Scientific Inquiry: Ask ?what happens when' questions. 29
Suggested Titles for Ohio Science State Standard 5.1.

5.2. Grade Level Indicator: Doing Scientific Inquiry: Explore and pursue student-generated ?what happens when' questions. 29
Suggested Titles for Ohio Science State Standard 5.2.

5.3. Grade Level Indicator: Doing Scientific Inquiry: Use appropriate safety procedures when completing scientific investigations. 30
Suggested Titles for Ohio Science State Standard 5.3.

5.4. Grade Level Indicator: Doing Scientific Inquiry: Work in a small group to complete an investigation and then share findings with others. 22
Suggested Titles for Ohio Science State Standard 5.4.

5.5. Grade Level Indicator: Doing Scientific Inquiry: Create individual conclusions about group findings. 28
Suggested Titles for Ohio Science State Standard 5.5.

5.6. Grade Level Indicator: Doing Scientific Inquiry: Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers, timers and simple balances and other appropriate tools). 16
Suggested Titles for Ohio Science State Standard 5.6.

5.7. Grade Level Indicator: Doing Scientific Inquiry: Make estimates to compare familiar lengths, weights and time intervals. 22
Suggested Titles for Ohio Science State Standard 5.7.

5.8. Grade Level Indicator: Doing Scientific Inquiry: Use oral, written and pictorial representation to communicate work. 16
Suggested Titles for Ohio Science State Standard 5.8.

5.9. Grade Level Indicator: Doing Scientific Inquiry: Describe things as accurately as possible and compare with the observations of others. 28
Suggested Titles for Ohio Science State Standard 5.9.

OH.6. Scientific Ways of Knowing: Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

6.A. Recognize that there are different ways to carry out scientific investigations. Realize that investigations can be repeated under the same conditions with similar results and may have different explanations. 28
Suggested Titles for Ohio Science State Standard 6.A.

6.B. Recognize the importance of respect for all living things. 32
Suggested Titles for Ohio Science State Standard 6.B.

6.C. Recognize that diverse groups of people contribute to our understanding of the natural world. 9
Suggested Titles for Ohio Science State Standard 6.C.

6.1. Grade Level Indicator: Nature of Science: Discover that when a science investigation is done the same way multiple times, one can expect to get very similar results each time it is performed. 28
Suggested Titles for Ohio Science State Standard 6.1.

6.2. Grade Level Indicator: Nature of Science: Demonstrate good explanations based on evidence from investigations and observations. 31
Suggested Titles for Ohio Science State Standard 6.2.

6.3. Grade Level Indicator: Science and Society: Explain that everybody can do science, invent things and have scientific ideas no matter where they live. 28
Suggested Titles for Ohio Science State Standard 6.3.

OH.1. Earth and Space Sciences: Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences.

1.A. Observe constant and changing patterns of objects in the day and night sky. 30
Suggested Titles for Ohio Science State Standard 1.A.

1.B. Explain that living things cause changes on Earth. 11
Suggested Titles for Ohio Science State Standard 1.B.

1.C. Observe, describe and measure changes in the weather, both long term and short term. 67
Suggested Titles for Ohio Science State Standard 1.C.

1.D. Describe what resources are and recognize some are limited but can be extended through recycling or decreased use. 35
Suggested Titles for Ohio Science State Standard 1.D.

1.1. Grade Level Indicator: The Universe: Recognize that there are more stars in the sky than anyone can easily count. 4
Suggested Titles for Ohio Science State Standard 1.1.

1.2. Grade Level Indicator: The Universe: Observe and describe how the sun, moon and stars all appear to move slowly across the sky. 21
Suggested Titles for Ohio Science State Standard 1.2.

1.3. Grade Level Indicator: The Universe: Observe and describe how the moon appears a little different every day but looks nearly the same again about every four weeks. 18
Suggested Titles for Ohio Science State Standard 1.3.

1.4. Grade Level Indicator: Earth Systems: Observe and describe that some weather changes occur throughout the day and some changes occur in a repeating seasonal pattern. 115
Suggested Titles for Ohio Science State Standard 1.4.

1.5. Grade Level Indicator: Earth Systems: Describe weather by measurable quantities such as temperature and precipitation. 176
Suggested Titles for Ohio Science State Standard 1.5.

OH.2. Life Sciences: Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.

2.A. Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms). 35
Suggested Titles for Ohio Science State Standard 2.A.

2.B. Explain how organisms function and interact with their physical environment. 59
Suggested Titles for Ohio Science State Standard 2.B.

2.C. Describe similarities and differences that exist among individuals of the same kind of plants and animals. 134
Suggested Titles for Ohio Science State Standard 2.C.

2.1. Grade Level Indicator: Characteristics and Structure of Life: Explain that animals, including people, need air, water, food, living space and shelter; plants need air, water, nutrients (e.g., minerals), living space and light to survive. 56
Suggested Titles for Ohio Science State Standard 2.1.

2.2. Grade Level Indicator: Characteristics and Structure of Life: Identify that there are many distinct environments that support different kinds of organisms. 50
Suggested Titles for Ohio Science State Standard 2.2.

2.3. Grade Level Indicator: Characteristics and Structure of Life: Explain why organisms can survive only in environments that meet their needs (e.g., organisms that once lived on Earth have disappeared for different reasons such as natural forces or human-caused effects). 52
Suggested Titles for Ohio Science State Standard 2.3.

2.4. Grade Level Indicator: Heredity: Compare similarities and differences among individuals of the same kind of plants and animals, including people. 100
Suggested Titles for Ohio Science State Standard 2.4.

2.5. Grade Level Indicator: Diversity and Interdependence of Life: Explain that food is a basic need of plants and animals (e.g., plants need sunlight to make food and to grow, animals eat plants and/or other animals for food, food chain) and is important because it is a source of energy (e.g., energy used to play, ride bicycles, read, etc.). 67
Suggested Titles for Ohio Science State Standard 2.5.

2.6. Grade Level Indicator: Diversity and Interdependence of Life: Investigate the different structures of plants and animals that help them live in different environments (e.g., lungs, gills, leaves and roots). 133
Suggested Titles for Ohio Science State Standard 2.6.

2.7. Grade Level Indicator: Diversity and Interdependence of Life: Compare the habitats of many different kinds of Ohio plants and animals and some of the ways animals depend on plants and each other. 50
Suggested Titles for Ohio Science State Standard 2.7.

2.8. Grade Level Indicator: Diversity and Interdependence of Life: Compare the activities of Ohio's common animals (e.g., squirrels, chipmunks, deer, butterflies, bees, ants, bats and frogs) during the different seasons by describing changes in their behaviors and body covering. 35
Suggested Titles for Ohio Science State Standard 2.8.

2.9. Grade Level Indicator: Diversity and Interdependence of Life: Compare Ohio plants during the different seasons by describing changes in their appearance. 35
Suggested Titles for Ohio Science State Standard 2.9.

OH.3. Physical Sciences: Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

3.A. Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change. 62
Suggested Titles for Ohio Science State Standard 3.A.

3.B. Recognize that light, sound and objects move in different ways. 50
Suggested Titles for Ohio Science State Standard 3.B.

3.C. Recognize sources of energy and their uses. 13
Suggested Titles for Ohio Science State Standard 3.C.

3.1. Grade Level Indicator: Forces and Motion: Explore how things make sound (e.g., rubber bands, tuning fork and strings). 21
Suggested Titles for Ohio Science State Standard 3.1.

3.2. Grade Level Indicator: Forces and Motion: Explore and describe sounds (e.g., high, low, soft and loud) produced by vibrating objects. 17
Suggested Titles for Ohio Science State Standard 3.2.

3.3. Grade Level Indicator: Forces and Motion: Explore with flashlights and shadows that light travels in a straight line until it strikes an object. 22
Suggested Titles for Ohio Science State Standard 3.3.

OH.4. Science and Technology: Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

4.A. Explain why people, when building or making something, need to determine what it will be made of, how it will affect other people and the environment. 7
Suggested Titles for Ohio Science State Standard 4.A.

4.B. Explain that to construct something requires planning, communication, problem solving and tools. 28
Suggested Titles for Ohio Science State Standard 4.B.

4.1. Grade Level Indicator: Understanding Technology: Explain that developing and using technology involves benefits and risks. 50
Suggested Titles for Ohio Science State Standard 4.1.

4.2. Grade Level Indicator: Understanding Technology: Investigate why people make new products or invent new ways to meet their individual wants and needs. 50
Suggested Titles for Ohio Science State Standard 4.2.

4.3. Grade Level Indicator: Understanding Technology: Predict how building or trying something new might affect other people and the environment. 50
Suggested Titles for Ohio Science State Standard 4.3.

4.4. Grade Level Indicator: Abilities To Do Technological Design: Communicate orally, pictorially, or in written form the design process used to make something. 25
Suggested Titles for Ohio Science State Standard 4.4.

OH.5. Scientific Inquiry: Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

5.A. Ask a testable question. 54
Suggested Titles for Ohio Science State Standard 5.A.

5.B. Design and conduct a simple investigation to explore a question. 54
Suggested Titles for Ohio Science State Standard 5.B.

5.C. Gather and communicate information from careful observations and simple investigation through a variety of methods. 56
Suggested Titles for Ohio Science State Standard 5.C.

5.1. Grade Level Indicator: Doing Scientific Inquiry: Ask 'how can I/we' questions. 54
Suggested Titles for Ohio Science State Standard 5.1.

5.2. Grade Level Indicator: Doing Scientific Inquiry: Ask ?how do you know' questions (not ?why' questions) in appropriate situations and attempt to give reasonable answers when others ask questions. 49
Suggested Titles for Ohio Science State Standard 5.2.

5.3. Grade Level Indicator: Doing Scientific Inquiry: Explore and pursue student-generated ?how' questions. 49
Suggested Titles for Ohio Science State Standard 5.3.

5.4. Grade Level Indicator: Doing Scientific Inquiry: Use appropriate safety procedures when completing scientific investigations. 2
Suggested Titles for Ohio Science State Standard 5.4.

5.5. Grade Level Indicator: Doing Scientific Inquiry: Use evidence to develop explanations of scientific investigations. (What do you think? How do you know?) 49
Suggested Titles for Ohio Science State Standard 5.5.

5.6. Grade Level Indicator: Doing Scientific Inquiry: Recognize that explanations are generated in response to observations, events and phenomena. 89
Suggested Titles for Ohio Science State Standard 5.6.

5.7. Grade Level Indicator: Doing Scientific Inquiry: Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers, non-breakable thermometers, timers, rulers, balances and calculators and other appropriate tools). 16
Suggested Titles for Ohio Science State Standard 5.7.

5.8. Grade Level Indicator: Doing Scientific Inquiry: Measure properties of objects using tools such as rulers, balances and thermometers. 16
Suggested Titles for Ohio Science State Standard 5.8.

5.9. Grade Level Indicator: Doing Scientific Inquiry: Use whole numbers to order, count, identify, measure and describe things and experiences. 19
Suggested Titles for Ohio Science State Standard 5.9.

5.10. Grade Level Indicator: Doing Scientific Inquiry: Share explanations with others to provide opportunities to ask questions, examine evidence and suggest alternative explanations. 16
Suggested Titles for Ohio Science State Standard 5.10.

OH.6. Scientific Ways of Knowing: Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

6.A. Recognize that there are different ways to carry out scientific investigations. Realize that investigations can be repeated under the same conditions with similar results and may have different explanations. 53
Suggested Titles for Ohio Science State Standard 6.A.

6.B. Recognize the importance of respect for all living things. 43
Suggested Titles for Ohio Science State Standard 6.B.

6.C. Recognize that diverse groups of people contribute to our understanding of the natural world. 18
Suggested Titles for Ohio Science State Standard 6.C.

6.1. Grade Level Indicator: Nature of Science: Describe that scientific investigations generally work the same way under the same conditions. 15
Suggested Titles for Ohio Science State Standard 6.1.

6.2. Grade Level Indicator: Nature of Science: Explain why scientists review and ask questions about the results of other scientists' work. 48
Suggested Titles for Ohio Science State Standard 6.2.

6.3. Grade Level Indicator: Ethical Practices: Describe ways in which using the solution to a problem might affect other people and the environment. 43
Suggested Titles for Ohio Science State Standard 6.3.

6.4. Grade Level Indicator: Science and Society: Demonstrate that in science it is helpful to work with a team and share findings with others. 34
Suggested Titles for Ohio Science State Standard 6.4.

OH.1. Earth and Space Sciences: Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences.

1.A. Explain the characteristics, cycles and patterns involving Earth and its place in the solar system. 24
Suggested Titles for Ohio Science State Standard 1.A.

1.B. Summarize the processes that shape Earth's surface and describe evidence of those processes. 13
Suggested Titles for Ohio Science State Standard 1.B.

1.C. Describe Earth's resources including rocks, soil, water, air, animals and plants and the ways in which they can be conserved. 53
Suggested Titles for Ohio Science State Standard 1.C.

1.D. Analyze weather and changes that occur over a period of time. 112
Suggested Titles for Ohio Science State Standard 1.D.

1.1. Grade Level Indicator: Earth Systems: Compare distinct properties of rocks (e.g., color, layering and texture). 19
Suggested Titles for Ohio Science State Standard 1.1.

1.2. Grade Level Indicator: Earth Systems: Observe and investigate that rocks are often found in layers. 19
Suggested Titles for Ohio Science State Standard 1.2.

1.3. Grade Level Indicator: Earth Systems: Describe that smaller rocks come from the breakdown of larger rocks through the actions of plants and weather. 38
Suggested Titles for Ohio Science State Standard 1.3.

1.4. Grade Level Indicator: Earth Systems: Observe and describe the composition of soil (e.g., small pieces of rock and decomposed pieces of plants and animals, and products of plants and animals). 22
Suggested Titles for Ohio Science State Standard 1.4.

1.5. Grade Level Indicator: Earth Systems: Investigate the properties of soil (e.g., color, texture, capacity to retain water, ability to support plant growth). 3
Suggested Titles for Ohio Science State Standard 1.5.

1.6. Grade Level Indicator: Earth Systems: Investigate that soils are often found in layers and can be different from place to place. 3
Suggested Titles for Ohio Science State Standard 1.6.

OH.2. Life Sciences: Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.

2.A. Differentiate between the life cycles of different plants and animals. 120
Suggested Titles for Ohio Science State Standard 2.A.

2.B. Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.

2.C. Compare changes in an organism's ecosystem/ habitat that affect its survival. 89
Suggested Titles for Ohio Science State Standard 2.C.

2.1. Grade Level Indicator: Heredity: Compare the life cycles of different animals including birth to adulthood, reproduction and death (e.g., egg-tadpole-frog, egg-caterpillar-chrysalis-butterfly). 113
Suggested Titles for Ohio Science State Standard 2.1.

2.2. Grade Level Indicator: Diversity and Interdependence of Life: Relate animal structures to their specific survival functions (e.g., obtaining food, escaping or hiding from enemies). 125
Suggested Titles for Ohio Science State Standard 2.2.

2.3. Grade Level Indicator: Diversity and Interdependence of Life: Classify animals according to their characteristics (e.g., body coverings and body structure). 113
Suggested Titles for Ohio Science State Standard 2.3.

2.4. Grade Level Indicator: Diversity and Interdependence of Life: Use examples to explain that extinct organisms may resemble organisms that are alive today. 18
Suggested Titles for Ohio Science State Standard 2.4.

2.5. Grade Level Indicator: Diversity and Interdependence of Life: Observe and explore how fossils provide evidence about animals that lived long ago and the nature of the environment at that time. 70
Suggested Titles for Ohio Science State Standard 2.5.

2.6. Grade Level Indicator: Diversity and Interdependence of Life: Describe how changes in an organism's habitat are sometimes beneficial and sometimes harmful. 89
Suggested Titles for Ohio Science State Standard 2.6.

OH.3. Physical Sciences: Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

3.A. Compare the characteristics of simple physical and chemical changes. 5
Suggested Titles for Ohio Science State Standard 3.A.

3.B. Identify and describe the physical properties of matter in its various states. 16
Suggested Titles for Ohio Science State Standard 3.B.

3.C. Describe the forces that directly affect objects and their motion. 19
Suggested Titles for Ohio Science State Standard 3.C.

3.D. Summarize the way changes in temperature can be produced and thermal energy transferred. 29
Suggested Titles for Ohio Science State Standard 3.D.

3.E. Trace how electrical energy flows through a simple electrical circuit and describe how the electrical energy can produce thermal energy, light, sound and magnetic forces. 25
Suggested Titles for Ohio Science State Standard 3.E.

3.F. Describe the properties of light and sound energy. 8
Suggested Titles for Ohio Science State Standard 3.F.

3.1. Grade Level Indicator: Forces and Motion: Describe an objects position by locating it relative to another object or the background. 19
Suggested Titles for Ohio Science State Standard 3.1.

3.2. Grade Level Indicator: Forces and Motion: Describe an objects motion by tracing and measuring its position over time. 19
Suggested Titles for Ohio Science State Standard 3.2.

3.3. Grade Level Indicator: Forces and Motion: Identify contact/noncontact forces that affect motion of an object (e.g., gravity, magnetism and collision). 21
Suggested Titles for Ohio Science State Standard 3.3.

3.4. Grade Level Indicator: Forces and Motion: Predict the changes when an object experiences a force (e.g., a push or pull, weight and friction). 19
Suggested Titles for Ohio Science State Standard 3.4.

OH.4. Science and Technology: Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

4.A. Describe how technology affects human life. 2
Suggested Titles for Ohio Science State Standard 4.A.

4.B. Describe and illustrate the design process. 6
Suggested Titles for Ohio Science State Standard 4.B.

4.1. Grade Level Indicator: Understanding Technology: Describe how technology can extend human abilities (e.g., to move things and to extend senses). 3
Suggested Titles for Ohio Science State Standard 4.1.

4.2. Grade Level Indicator: Understanding Technology: Describe ways that using technology can have helpful and/or harmful results. 2
Suggested Titles for Ohio Science State Standard 4.2.

4.3. Grade Level Indicator: Understanding Technology: Investigate ways that the results of technology may affect the individual, family and community. 3
Suggested Titles for Ohio Science State Standard 4.3.

4.4. Grade Level Indicator: Abilities To Do Technological Design: Use a simple design process to solve a problem (e.g., identify a problem, identify possible solutions and design a solution). 6
Suggested Titles for Ohio Science State Standard 4.4.

4.5. Grade Level Indicator: Abilities To Do Technological Design: Describe possible solutions to a design problem (e.g., how to hold down paper in the wind). 6
Suggested Titles for Ohio Science State Standard 4.5.

OH.5. Scientific Inquiry: Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

5.A. Use appropriate instruments safely to observe, measure and collect data when conducting a scientific investigation. 41
Suggested Titles for Ohio Science State Standard 5.A.

5.B. Organize and evaluate observations, measurements and other data to formulate inferences and conclusions. 179
Suggested Titles for Ohio Science State Standard 5.B.

5.C. Develop, design and safely conduct scientific investigations and communicate the results. 32
Suggested Titles for Ohio Science State Standard 5.C.

5.1. Grade Level Indicator: Doing Scientific Inquiry: Select the appropriate tools and use relevant safety procedures to measure and record length and weight in metric and English units. 32
Suggested Titles for Ohio Science State Standard 5.1.

5.2. Grade Level Indicator: Doing Scientific Inquiry: Discuss observations and measurements made by other people. 32
Suggested Titles for Ohio Science State Standard 5.2.

5.3. Grade Level Indicator: Doing Scientific Inquiry: Read and interpret simple tables and graphs produced by self/others. 36
Suggested Titles for Ohio Science State Standard 5.3.

5.4. Grade Level Indicator: Doing Scientific Inquiry: Identify and apply science safety procedures. 32
Suggested Titles for Ohio Science State Standard 5.4.

5.5. Grade Level Indicator: Doing Scientific Inquiry: Record and organize observations (e.g., journals, charts and tables). 36
Suggested Titles for Ohio Science State Standard 5.5.

5.6. Grade Level Indicator: Doing Scientific Inquiry: Communicate scientific findings to others through a variety of methods (e.g., pictures, written, oral and recorded observations). 36
Suggested Titles for Ohio Science State Standard 5.6.

OH.6. Scientific Ways of Knowing: Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

6.A. Distinguish between fact and opinion and explain how ideas and conclusions change as new knowledge is gained. 32
Suggested Titles for Ohio Science State Standard 6.A.

6.B. Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions. 32
Suggested Titles for Ohio Science State Standard 6.B.

6.C. Explain the importance of keeping records of observations and investigations that are accurate and understandable. 32
Suggested Titles for Ohio Science State Standard 6.C.

6.D. Explain that men and women of diverse countries and cultures participate in careers in all fields of science. 57
Suggested Titles for Ohio Science State Standard 6.D.

6.1. Grade Level Indicator: Nature of Science: Describe different kinds of investigations that scientists use depending on the questions they are trying to answer. 32
Suggested Titles for Ohio Science State Standard 6.1.

6.2. Grade Level Indicator: Ethical Practices: Keep records of investigations and observations and do not change the records that are different from someone else's work. 32
Suggested Titles for Ohio Science State Standard 6.2.

6.3. Grade Level Indicator: Science and Society: Explore through stories how men and women have contributed to the development of science. 57
Suggested Titles for Ohio Science State Standard 6.3.

6.4. Grade Level Indicator: Science and Society: Identify various careers in science. 57
Suggested Titles for Ohio Science State Standard 6.4.

6.5. Grade Level Indicator: Science and Society: Discuss how both men and women find science rewarding as a career and in their everyday lives. 57
Suggested Titles for Ohio Science State Standard 6.5.

OH.1. Earth and Space Sciences: Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences.

1.A. Explain the characteristics, cycles and patterns involving Earth and its place in the solar system. 23
Suggested Titles for Ohio Science State Standard 1.A.

1.B. Summarize the processes that shape Earth's surface and describe evidence of those processes. 14
Suggested Titles for Ohio Science State Standard 1.B.

1.C. Describe Earth's resources including rocks, soil, water, air, animals and plants and the ways in which they can be conserved. 61
Suggested Titles for Ohio Science State Standard 1.C.

1.D. Analyze weather and changes that occur over a period of time. 85
Suggested Titles for Ohio Science State Standard 1.D.

1.1. Grade Level Indicator: Earth Systems: Explain that air surrounds us, takes up space, moves around us as wind, and may be measured using barometric pressure. 12
Suggested Titles for Ohio Science State Standard 1.1.

1.2. Grade Level Indicator: Earth Systems: Identify how water exists in the air in different forms (e.g., in clouds, fog, rain, snow and hail). 38
Suggested Titles for Ohio Science State Standard 1.2.

1.3. Grade Level Indicator: Earth Systems: Investigate how water changes from one state to another (e.g., freezing, melting, condensation and evaporation). 12
Suggested Titles for Ohio Science State Standard 1.3.

1.4. Grade Level Indicator: Earth Systems: Describe weather by measurable quantities such as temperature, wind direction, wind speed, precipitation and barometric pressure. 81
Suggested Titles for Ohio Science State Standard 1.4.

1.5. Grade Level Indicator: Earth Systems: Record local weather information on a calendar or map and describe changes over a period of time (e.g., barometric pressure, temperature, precipitation symbols and cloud conditions). 92
Suggested Titles for Ohio Science State Standard 1.5.

1.6. Grade Level Indicator: Earth Systems: Trace how weather patterns generally move from west to east in the United States. 82
Suggested Titles for Ohio Science State Standard 1.6.

1.7. Grade Level Indicator: Earth Systems: Describe the weather which accompanies cumulus, cumulonimbus, cirrus and stratus clouds. 3
Suggested Titles for Ohio Science State Standard 1.7.

1.8. Grade Level Indicator: Processes That Shape Earth: Describe how wind, water and ice shape and reshape Earth's land surface by eroding rock and soil in some areas and depositing them in other areas producing characteristic landforms (e.g., dunes, deltas and glacial moraines). 65
Suggested Titles for Ohio Science State Standard 1.8.

1.9. Grade Level Indicator: Processes That Shape Earth: Identify and describe how freezing, thawing and plant growth reshape the land surface by causing the weathering of rock. 51
Suggested Titles for Ohio Science State Standard 1.9.

1.10. Grade Level Indicator: Processes That Shape Earth: Describe evidence of changes on Earth's surface in terms of slow processes (e.g., erosion, weathering, mountain building and deposition) and rapid processes (e.g. volcanic eruptions, earthquakes and landslides). 127
Suggested Titles for Ohio Science State Standard 1.10.

OH.2. Life Sciences: Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.

2.A. Differentiate between the life cycles of different plants and animals. 97
Suggested Titles for Ohio Science State Standard 2.A.

2.B. Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive. 98
Suggested Titles for Ohio Science State Standard 2.B.

2.C. Compare changes in an organism's ecosystem/habitat that affect its survival. 84
Suggested Titles for Ohio Science State Standard 2.C.

2.1. Grade Level Indicator: Heredity: Compare the life cycles of different plants including germination, maturity, reproduction and death. 48
Suggested Titles for Ohio Science State Standard 2.1.

2.2. Grade Level Indicator: Diversity and Interdependence of Life: Relate plant structures to their specific functions (e.g., growth, survival and reproduction). 48
Suggested Titles for Ohio Science State Standard 2.2.

2.3. Grade Level Indicator: Diversity and Interdependence of Life: Classify common plants according to their characteristics (e.g., tree leaves, flowers, seeds, roots and stems). 48
Suggested Titles for Ohio Science State Standard 2.3.

2.4. Grade Level Indicator: Diversity and Interdependence of Life: Observe and explore that fossils provide evidence about plants that lived long ago and the nature of the environment at that time. 37
Suggested Titles for Ohio Science State Standard 2.4.

2.5. Grade Level Indicator: Diversity and Interdependence of Life: Describe how organisms interact with one another in various ways (e.g., many plants depend on animals for carrying pollen or dispersing seeds). 84
Suggested Titles for Ohio Science State Standard 2.5.

OH.3. Physical Sciences: Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

3.A. Compare the characteristics of simple physical and chemical changes. 5
Suggested Titles for Ohio Science State Standard 3.A.

3.B. Identify and describe the physical properties of matter in its various states. 5
Suggested Titles for Ohio Science State Standard 3.B.

3.C. Describe the forces that directly affect objects and their motion. 7
Suggested Titles for Ohio Science State Standard 3.C.

3.D. Summarize the way changes in temperature can be produced and thermal energy transferred. 26
Suggested Titles for Ohio Science State Standard 3.D.

3.E. Trace how electrical energy flows through a simple electrical circuit and describe how the electrical energy can produce thermal energy, light, sound and magnetic forces. 27
Suggested Titles for Ohio Science State Standard 3.E.

3.F. Describe the properties of light and sound energy. 11
Suggested Titles for Ohio Science State Standard 3.F.

3.1. Grade Level Indicator: Nature of Matter: Identify characteristics of a simple physical change (e.g., heating or cooling can change water from one state to another and the change is reversible). 5
Suggested Titles for Ohio Science State Standard 3.1.

3.2. Grade Level Indicator: Nature of Matter: Identify characteristics of a simple chemical change. When a new material is made by combining two or more materials, it has chemical properties that are different from the original materials (e.g., burning paper, vinegar and baking soda). 5
Suggested Titles for Ohio Science State Standard 3.2.

3.3. Grade Level Indicator: Nature of Matter: Describe objects by the properties of the materials from which they are made and that these properties can be used to separate or sort a group of objects (e.g., paper, glass, plastic and metal). 9
Suggested Titles for Ohio Science State Standard 3.3.

3.4. Grade Level Indicator: Nature of Matter: Explain that matter has different states (e.g., solid, liquid and gas) and that each state has distinct physical properties. 7
Suggested Titles for Ohio Science State Standard 3.4.

3.5. Grade Level Indicator: Nature of Energy: Compare ways the temperature of an object can be changed (e.g., rubbing, heating and bending of metal). 20
Suggested Titles for Ohio Science State Standard 3.5.

OH.4. Science and Technology: Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

4.A. Describe how technology affects human life. 4
Suggested Titles for Ohio Science State Standard 4.A.

4.B. Describe and illustrate the design process. 4
Suggested Titles for Ohio Science State Standard 4.B.

4.1. Grade Level Indicator: Understanding Technology: Explain how technology from different areas (e.g., transportation, communication, nutrition, healthcare, agriculture, entertainment and manufacturing) has improved human lives. 6
Suggested Titles for Ohio Science State Standard 4.1.

4.2. Grade Level Indicator: Understanding Technology: Investigate how technology and inventions change to meet peoples' needs and wants. 10
Suggested Titles for Ohio Science State Standard 4.2.

4.3. Grade Level Indicator: Abilities To Do Technological Design: Describe, illustrate and evaluate the design process used to solve a problem. 8
Suggested Titles for Ohio Science State Standard 4.3.

OH.5. Scientific Inquiry: Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

5.A. Use appropriate instruments safely to observe, measure and collect data when conducting a scientific investigation. 39
Suggested Titles for Ohio Science State Standard 5.A.

5.B. Organize and evaluate observations, measurements and other data to formulate inferences and conclusions. 32
Suggested Titles for Ohio Science State Standard 5.B.

5.C. Develop, design and safely conduct scientific investigations and communicate the results. 32
Suggested Titles for Ohio Science State Standard 5.C.

5.1. Grade Level Indicator: Doing Scientific Inquiry: Select the appropriate tools and use relevant safety procedures to measure and record length, weight, volume, temperature and area in metric and English units. 38
Suggested Titles for Ohio Science State Standard 5.1.

5.2. Grade Level Indicator: Doing Scientific Inquiry: Analyze a series of events and/or simple daily or seasonal cycles, describe the patterns and infer the next likely occurrence. 6
Suggested Titles for Ohio Science State Standard 5.2.

5.3. Grade Level Indicator: Doing Scientific Inquiry: Develop, design and conduct safe, simple investigations or experiments to answer questions. 32
Suggested Titles for Ohio Science State Standard 5.3.

5.4. Grade Level Indicator: Doing Scientific Inquiry: Explain the importance of keeping conditions the same in an experiment. 32
Suggested Titles for Ohio Science State Standard 5.4.

5.5. Grade Level Indicator: Doing Scientific Inquiry: Describe how comparisons may not be fair when some conditions are not kept the same between experiments. 32
Suggested Titles for Ohio Science State Standard 5.5.

5.6. Grade Level Indicator: Doing Scientific Inquiry: Formulate instructions and communicate data in a manner that allows others to understand and repeat an investigation or experiment. 32
Suggested Titles for Ohio Science State Standard 5.6.

OH.6. Scientific Ways of Knowing: Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

6.A. Distinguish between fact and opinion and explain how ideas and conclusions change as new knowledge is gained. 32
Suggested Titles for Ohio Science State Standard 6.A.

6.B. Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions. 32
Suggested Titles for Ohio Science State Standard 6.B.

6.C. Explain the importance of keeping records of observations and investigations that are accurate and understandable. 32
Suggested Titles for Ohio Science State Standard 6.C.

6.D. Explain that men and women of diverse countries and cultures participate in careers in all fields of science. 68
Suggested Titles for Ohio Science State Standard 6.D.

6.1. Grade Level Indicator: Nature of Science: Differentiate fact from opinion and explain that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed. 99
Suggested Titles for Ohio Science State Standard 6.1.

6.2. Grade Level Indicator: Nature of Science: Record the results and data from an investigation and make a reasonable explanation. 32
Suggested Titles for Ohio Science State Standard 6.2.

6.3. Grade Level Indicator: Nature of Science: Explain discrepancies in an investigation using evidence to support findings. 32
Suggested Titles for Ohio Science State Standard 6.3.

6.4. Grade Level Indicator: Ethical Practices: Explain why keeping records of observations and investigations is important. 32
Suggested Titles for Ohio Science State Standard 6.4.

OH.1. Earth and Space Sciences: Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences.

1.A. Explain the characteristics, cycles and patterns involving Earth and its place in the solar system.

1.B. Summarize the processes that shape Earth's surface and describe evidence of those processes.

1.C. Describe Earth's resources including rocks, soil, water, air, animals and plants and the ways in which they can be conserved.

1.D. Analyze weather and changes that occur over a period of time.

1.1. Grade Level Indicator: The Universe: Describe how night and day are caused by Earth's rotation. 3
Suggested Titles for Ohio Science State Standard 1.1.

1.2. Grade Level Indicator: The Universe: Explain that Earth is one of several planets to orbit the sun, and that the moon orbits Earth. 22
Suggested Titles for Ohio Science State Standard 1.2.

1.3. Grade Level Indicator: The Universe: Describe the characteristics of Earth and its orbit about the sun (e.g., three-fourths of Earth's surface is covered by a layer of water (some of it frozen), the entire planet surrounded by a thin blanket of air, elliptical orbit, tilted axis and spherical planet). 3
Suggested Titles for Ohio Science State Standard 1.3.

1.4. Grade Level Indicator: The Universe: Explain that stars are like the sun, some being smaller and some larger, but so far away that they look like points of light. 7
Suggested Titles for Ohio Science State Standard 1.4.

1.5. Grade Level Indicator: Earth Systems: Explain how the supply of many non-renewable resources is limited and can be extended through reducing, reusing and recycling but cannot be extended indefinitely. 18
Suggested Titles for Ohio Science State Standard 1.5.

1.6. Grade Level Indicator: Earth Systems: Investigate ways Earth's renewable resources (e.g., fresh water, air, wildlife and trees) can be maintained. 48
Suggested Titles for Ohio Science State Standard 1.6.

OH.2. Life Sciences: Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.

2.A. Differentiate between the life cycles of different plants and animals.

2.B. Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.

2.C. Compare changes in an organism's ecosystem/ habitat that affect its survival.

2.1. Grade Level Indicator: Diversity and Interdependence of Life: Describe the role of producers in the transfer of energy entering ecosystems as sunlight to chemical energy through photosynthesis. 13
Suggested Titles for Ohio Science State Standard 2.1.

2.2. Grade Level Indicator: Diversity and Interdependence of Life: Explain how almost all kinds of animals' food can be traced back to plants. 10
Suggested Titles for Ohio Science State Standard 2.2.

2.3. Grade Level Indicator: Diversity and Interdependence of Life: Trace the organization of simple food chains and food webs (e.g., producers, herbivores, carnivores, omnivores and decomposers). 10
Suggested Titles for Ohio Science State Standard 2.3.

2.4. Grade Level Indicator: Diversity and Interdependence of Life: Summarize that organisms can survive only in ecosystems in which their needs can be met (e.g., food, water, shelter, air, carrying capacity and waste disposal). The world has different ecosystems and distinct ecosystems support the lives of different types of organisms. 57
Suggested Titles for Ohio Science State Standard 2.4.

2.5. Grade Level Indicator: Diversity and Interdependence of Life: Support how an organism's patterns of behavior are related to the nature of that organism's ecosystem, including the kinds and numbers of other organisms present, the availability of food and resources, and the changing physical characteristics of the ecosystem. 57
Suggested Titles for Ohio Science State Standard 2.5.

2.6. Grade Level Indicator: Diversity and Interdependence of Life: Analyze how all organisms, including humans, cause changes in their ecosystems and how these changes can be beneficial, neutral or detrimental (e.g., beaver ponds, earthworm burrows, grasshoppers eating plants, people planting and cutting trees and people introducing a new species). 57
Suggested Titles for Ohio Science State Standard 2.6.

OH.3. Physical Sciences: Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

3.A. Compare the characteristics of simple physical and chemical changes.

3.B. Identify and describe the physical properties of matter in its various states.

3.C. Describe the forces that directly affect objects and their motion.

3.D. Summarize the way changes in temperature can be produced and thermal energy transferred.

3.E. Trace how electrical energy flows through a simple electrical circuit and describe how the electrical energy can produce thermal energy, light, sound and magnetic forces.

3.F. Describe the properties of light and sound energy.

3.1. Grade Level Indicator: Nature of Energy: Define temperature as the measure of thermal energy and describe the way it is measured. 2
Suggested Titles for Ohio Science State Standard 3.1.

3.2. Grade Level Indicator: Nature of Energy: Trace how thermal energy can transfer from one object to another by conduction. 2
Suggested Titles for Ohio Science State Standard 3.2.

3.3. Grade Level Indicator: Nature of Energy: Describe that electrical current in a circuit can produce thermal energy, light, sound and/or magnetic forces. 10
Suggested Titles for Ohio Science State Standard 3.3.

3.4. Grade Level Indicator: Nature of Energy: Trace how electrical current travels by creating a simple electric circuit that will light a bulb. 10
Suggested Titles for Ohio Science State Standard 3.4.

3.5. Grade Level Indicator: Nature of Energy: Explore and summarize observations of the transmission, bending (refraction) and reflection of light. 6
Suggested Titles for Ohio Science State Standard 3.5.

3.6. Grade Level Indicator: Nature of Energy: Describe and summarize observations of the transmission, reflection, and absorption of sound. 6
Suggested Titles for Ohio Science State Standard 3.6.

3.7. Grade Level Indicator: Nature of Energy: Describe that changing the rate of vibration can vary the pitch of a sound. 6
Suggested Titles for Ohio Science State Standard 3.7.

OH.4. Science and Technology: Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

4.A. Describe how technology affects human life.

4.B. Describe and illustrate the design process.

4.1. Grade Level Indicator: Understanding Technology: Investigate positive and negative impacts of human activity and technology on the environment. 45
Suggested Titles for Ohio Science State Standard 4.1.

4.2. Grade Level Indicator: Abilities To Do Technological Design: Revise an existing design used to solve a problem based on peer review. 23
Suggested Titles for Ohio Science State Standard 4.2.

4.3. Grade Level Indicator: Abilities To Do Technological Design: Explain how the solution to one problem may create other problems. 26
Suggested Titles for Ohio Science State Standard 4.3.

OH.5. Scientific Inquiry: Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

5.A. Use appropriate instruments safely to observe, measure and collect data when conducting a scientific investigation.

5.B. Organize and evaluate observations, measurements and other data to formulate inferences and conclusions.

5.C. Develop, design and safely conduct scientific investigations and communicate the results.

5.1. Grade Level Indicator: Doing Scientific Inquiry: Select and safely use the appropriate tools to collect data when conducting investigations and communicating findings to others (e.g., thermometers, timers, balances, spring scales, magnifiers, microscopes and other appropriate tools). 23
Suggested Titles for Ohio Science State Standard 5.1.

5.2. Grade Level Indicator: Doing Scientific Inquiry: Evaluate observations and measurements made by other people and identify reasons for any discrepancies. 23
Suggested Titles for Ohio Science State Standard 5.2.

5.3. Grade Level Indicator: Doing Scientific Inquiry: Use evidence and observations to explain and communicate the results of investigations. 23
Suggested Titles for Ohio Science State Standard 5.3.

5.4. Grade Level Indicator: Doing Scientific Inquiry: Identify one or two variables in a simple experiment. 23
Suggested Titles for Ohio Science State Standard 5.4.

5.5. Grade Level Indicator: Doing Scientific Inquiry: Identify potential hazards and/or precautions involved in an investigation. 23
Suggested Titles for Ohio Science State Standard 5.5.

5.6. Grade Level Indicator: Doing Scientific Inquiry: Explain why results of an experiment are sometimes different (e.g., because of unexpected differences in what is being investigated, unrealized differences in the methods used or in the circumstances in which the investigation was carried out, and because of errors in observations). 23
Suggested Titles for Ohio Science State Standard 5.6.

OH.6. Scientific Ways of Knowing: Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

6.A. Distinguish between fact and opinion and explain how ideas and conclusions change as new knowledge is gained.

6.B. Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions.

6.C. Explain the importance of keeping records of observations and investigations that are accurate and understandable.

6.D. Explain that men and women of diverse countries and cultures participate in careers in all fields of science.

6.1. Grade Level Indicator: Nature of Science: Summarize how conclusions and ideas change as new knowledge is gained. 55
Suggested Titles for Ohio Science State Standard 6.1.

6.2. Grade Level Indicator: Nature of Science: Develop descriptions, explanations and models using evidence to defend/support findings. 23
Suggested Titles for Ohio Science State Standard 6.2.

6.3. Grade Level Indicator: Nature of Science: Explain why an experiment must be repeated by different people or at different times or places and yield consistent results before the results are accepted. 23
Suggested Titles for Ohio Science State Standard 6.3.

6.4. Grade Level Indicator: Nature of Science: Identify how scientists use different kinds of ongoing investigations depending on the questions they are trying to answer (e.g., observations of things or events in nature, data collection and controlled experiments). 60
Suggested Titles for Ohio Science State Standard 6.4.

6.5. Grade Level Indicator: Ethical Practices: Keep records of investigations and observations that are understandable weeks or months later. 23
Suggested Titles for Ohio Science State Standard 6.5.

6.6. Grade Level Indicator: Science and Society: Identify a variety of scientific and technological work that people of all ages, backgrounds and groups perform. 34
Suggested Titles for Ohio Science State Standard 6.6.

OH.1. Earth and Space Sciences: Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences.

1.A. Describe how the positions and motions of the objects in the universe cause predictable and cyclic events.

1.B. Explain that the universe is composed of vast amounts of matter, most of which is at incomprehensible distances and held together by gravitational force. Describe how the universe is studied by the use of equipment such as telescopes, probes, satellites and spacecraft.

1.C. Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution).

1.D. Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or classified.

1.E. Describe the processes that contribute to the continuous changing of Earth's surface (e.g., earthquakes, volcanic eruptions, erosion, mountain building and lithospheric plate movements).

1.1. Grade Level Indicator: Earth Systems: Describe the rock cycle and explain that there are sedimentary, igneous and metamorphic rocks that have distinct properties (e.g., color, texture) and are formed in different ways. 10
Suggested Titles for Ohio Science State Standard 1.1.

1.2. Grade Level Indicator: Earth Systems: Explain that rocks are made of one or more minerals. 10
Suggested Titles for Ohio Science State Standard 1.2.

1.3. Grade Level Indicator: Earth Systems: Identify minerals by their characteristic properties. 10
Suggested Titles for Ohio Science State Standard 1.3.

OH.2. Life Sciences: Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.

2.A. Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures.

2.B. Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species.

2.C. Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment.

2.D. Explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival (as seen in evidence of the fossil record).

2.1. Grade Level Indicator: Characteristics and Structure of Life: Explain that many of the basic functions of organisms are carried out by or within cells and are similar in all organisms. 13
Suggested Titles for Ohio Science State Standard 2.1.

2.2. Grade Level Indicator: Characteristics and Structure of Life: Explain that multicellular organisms have a variety of specialized cells, tissues, organs and organ systems that perform specialized functions. 12
Suggested Titles for Ohio Science State Standard 2.2.

2.3. Grade Level Indicator: Characteristics and Structure of Life: Identify how plant cells differ from animal cells (e.g., cell wall and chloroplasts). 12
Suggested Titles for Ohio Science State Standard 2.3.

2.4. Grade Level Indicator: Heredity: Recognize that an individual organism does not live forever; therefore reproduction is necessary for the continuation of every species and traits are passed on to the next generation through reproduction. 11
Suggested Titles for Ohio Science State Standard 2.4.

2.5. Grade Level Indicator: Heredity: Describe that in asexual reproduction all the inherited traits come from a single parent. 4
Suggested Titles for Ohio Science State Standard 2.5.

2.6. Grade Level Indicator: Heredity: Describe that in sexual reproduction an egg and sperm unite and some traits come from each parent, so the offspring is never identical to either of its parents. 5
Suggested Titles for Ohio Science State Standard 2.6.

2.7. Grade Level Indicator: Heredity: Recognize that likenesses between parents and offspring (e.g., eye color, flower color) are inherited. Other likenesses, such as table manners are learned. 5
Suggested Titles for Ohio Science State Standard 2.7.

2.8. Grade Level Indicator: Diversity and Interdependence of Life: Describe how organisms may interact with one another. 24
Suggested Titles for Ohio Science State Standard 2.8.

OH.3. Physical Sciences: Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

3.A. Relate uses, properties and chemical processes to the behavior and/or arrangement of the small particles that compose matter.

3.B. In simple cases, describe the motion of objects and conceptually describe the effects of forces on an object.

3.C. Describe renewable and nonrenewable sources of energy (e.g., solar, wind, fossil fuels, biomass, hydroelectricity, geothermal and nuclear energy) and the management of these sources.

3.D. Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformations the total amount of energy remains constant.

3.1. Grade Level Indicator: Nature of Matter: Explain that equal volumes of different substances usually have different masses. 11
Suggested Titles for Ohio Science State Standard 3.1.

3.2. Grade Level Indicator: Nature of Matter: Describe that in a chemical change new substances are formed with different properties than the original substance (e.g., rusting, burning). 4
Suggested Titles for Ohio Science State Standard 3.2.

3.3. Grade Level Indicator: Nature of Matter: Describe that in a physical change (e.g., state, shape and size) the chemical properties of a substance remain unchanged. 17
Suggested Titles for Ohio Science State Standard 3.3.

3.4. Grade Level Indicator: Nature of Matter: Describe that chemical and physical changes occur all around us (e.g., in the human body, cooking and industry). 6
Suggested Titles for Ohio Science State Standard 3.4.

3.5. Grade Level Indicator: Nature of Energy: Explain that the energy found in nonrenewable resources such as fossil fuels (e.g., oil, coal and natural gas) originally came from the sun and may renew slowly over millions of years. 9
Suggested Titles for Ohio Science State Standard 3.5.

3.6. Grade Level Indicator: Nature of Energy: Explain that energy derived from renewable resources such as wind and water is assumed to be available indefinitely. 14
Suggested Titles for Ohio Science State Standard 3.6.

3.7. Grade Level Indicator: Nature of Energy: Describe how electric energy can be produced from a variety of sources (e.g., sun, wind and coal). 1
Suggested Titles for Ohio Science State Standard 3.7.

3.8. Grade Level Indicator: Nature of Energy: Describe how renewable and nonrenewable energy resources can be managed (e.g., fossil fuels, trees and water). 34
Suggested Titles for Ohio Science State Standard 3.8.

OH.4. Science and Technology: Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

4.A. Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.

4.B. Design a solution or product taking into account needs and constraints (e.g., cost, time, trade-offs, properties of materials, safety and aesthetics).

4.1. Grade Level Indicator: Understanding Technology: Explain how technology influences the quality of life. 12
Suggested Titles for Ohio Science State Standard 4.1.

4.2. Grade Level Indicator: Understanding Technology: Explain how decisions about the use of products and systems can result in desirable or undesirable consequences (e.g., social and environmental). 12
Suggested Titles for Ohio Science State Standard 4.2.

4.3. Grade Level Indicator: Understanding Technology: Describe how automation (e.g., robots) has changed manufacturing including manual labor being replaced by highly-skilled jobs.

4.4. Grade Level Indicator: Understanding Technology: Explain how the usefulness of manufactured parts of an object depend on how well their properties allow them to fit and interact with other materials. 12
Suggested Titles for Ohio Science State Standard 4.4.

4.5. Grade Level Indicator: Abilities To Do Technological Design: Design and build a product or create a solution to a problem given one constraint (e.g., limits of cost and time for design and production, supply of materials and environmental effects). 11
Suggested Titles for Ohio Science State Standard 4.5.

OH.5. Scientific Inquiry: Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

5.A. Explain that there are differing sets of procedures for guiding scientific investigations and procedures are determined by the nature of the investigation, safety considerations and appropriate tools.

5.B. Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions.

5.1. Grade Level Indicator: Doing Scientific Inquiry: Explain that there are not fixed procedures for guiding scientific investigations; however, the nature of an investigation determines the procedures needed. 14
Suggested Titles for Ohio Science State Standard 5.1.

5.2. Grade Level Indicator: Doing Scientific Inquiry: Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations. 11
Suggested Titles for Ohio Science State Standard 5.2.

5.3. Grade Level Indicator: Doing Scientific Inquiry: Distinguish between observation and inference. 14
Suggested Titles for Ohio Science State Standard 5.3.

5.4. Grade Level Indicator: Doing Scientific Inquiry: Explain that a single example can never prove that something is always correct, but sometimes a single example can disprove something. 14
Suggested Titles for Ohio Science State Standard 5.4.

OH.6. Scientific Ways of Knowing: Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

6.A. Use skills of scientific inquiry processes (e.g., hypothesis, record keeping, description and explanation).

6.B. Explain the importance of reproducibility and reduction of bias in scientific methods.

6.C. Give examples of how thinking scientifically is helpful in daily life.

6.1. Grade Level Indicator: Nature of Science: Identify that hypotheses are valuable even when they are not supported. 14
Suggested Titles for Ohio Science State Standard 6.1.

6.2. Grade Level Indicator: Ethical Practices: Describe why it is important to keep clear, thorough and accurate records. 11
Suggested Titles for Ohio Science State Standard 6.2.

6.3. Grade Level Indicator: Science and Society: Identify ways scientific thinking is helpful in a variety of everyday settings. 11
Suggested Titles for Ohio Science State Standard 6.3.

6.4. Grade Level Indicator: Science and Society: Describe how the pursuit of scientific knowledge is beneficial for any career and for daily life. 68
Suggested Titles for Ohio Science State Standard 6.4.

6.5. Grade Level Indicator: Science and Society: Research how men and women of all countries and cultures have contributed to the development of science. 20
Suggested Titles for Ohio Science State Standard 6.5.

OH.1. Earth and Space Sciences: Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences.

1.A. Describe how the positions and motions of the objects in the universe cause predictable and cyclic events.

1.B. Explain that the universe is composed of vast amounts of matter, most of which is at incomprehensible distances and held together by gravitational force. Describe how the universe is studied by the use of equipment such as telescopes, probes, satellites and spacecraft.

1.C. Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution).

1.D. Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or classified.

1.E. Describe the processes that contribute to the continuous changing of Earth's surface (e.g., earthquakes, volcanic eruptions, erosion, mountain building and lithospheric plate movements).

1.1. Grade Level Indicator: Earth Systems: Explain the biogeochemical cycles which move materials between the lithosphere (land), hydrosphere (water) and atmosphere (air). 9
Suggested Titles for Ohio Science State Standard 1.1.

1.2. Grade Level Indicator: Earth Systems: Explain that Earth's capacity to absorb and recycle materials naturally (e.g., smoke, smog and sewage) can change the environmental quality depending on the length of time involved (e.g. global warming). 105
Suggested Titles for Ohio Science State Standard 1.2.

1.3. Grade Level Indicator: Earth Systems: Describe the water cycle and explain the transfer of energy between the atmosphere and hydrosphere. 6
Suggested Titles for Ohio Science State Standard 1.3.

1.4. Grade Level Indicator: Earth Systems: Analyze data on the availability of fresh water that is essential for life and for most industrial and agricultural processes. Describe how rivers, lakes and groundwater can be depleted or polluted becoming less hospitable to life and even becoming unavailable or unsuitable for life. 27
Suggested Titles for Ohio Science State Standard 1.4.

1.5. Grade Level Indicator: Earth Systems: Make simple weather predictions based on the changing cloud types associated with frontal systems. 60
Suggested Titles for Ohio Science State Standard 1.5.

1.6. Grade Level Indicator: Earth Systems: Determine how weather observations and measurements are combined to produce weather maps and that data for a specific location at one point in time can be displayed in a station model. 60
Suggested Titles for Ohio Science State Standard 1.6.

1.7. Grade Level Indicator: Earth Systems: Read a weather map to interpret local, regional and national weather. 43
Suggested Titles for Ohio Science State Standard 1.7.

1.8. Grade Level Indicator: Earth Systems: Describe how temperature and precipitation determine climatic zones (biomes) (e.g., desert, grasslands, forests, tundra and alpine). 18
Suggested Titles for Ohio Science State Standard 1.8.

1.9. Grade Level Indicator: Earth Systems: Describe the connection between the water cycle and weather-related phenomenon (e.g., tornadoes, floods, droughts and hurricanes). 27
Suggested Titles for Ohio Science State Standard 1.9.

OH.2. Life Sciences: Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.

2.A. Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures.

2.B. Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species.

2.C. Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment.

2.D. Explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival (as seen in evidence of the fossil record).

2.1. Grade Level Indicator: Characteristics and Structure of Life: Investigate the great variety of body plans and internal structures found in multicellular organisms. 40
Suggested Titles for Ohio Science State Standard 2.1.

2.2. Grade Level Indicator: Diversity and Interdependence of Life: Investigate how organisms or populations may interact with one another through symbiotic relationships and how some species have become so adapted to each other that neither could survive without the other (e.g., predator-prey, parasitism, mutualism and commensalism). 20
Suggested Titles for Ohio Science State Standard 2.2.

2.3. Grade Level Indicator: Diversity and Interdependence of Life: Explain how the number of organisms an ecosystem can support depends on adequate biotic (living) resources (e.g., plants, animals) and abiotic (non-living) resources (e.g., light, water and soil). 26
Suggested Titles for Ohio Science State Standard 2.3.

2.4. Grade Level Indicator: Diversity and Interdependence of Life: Investigate how overpopulation impacts an ecosystem. 26
Suggested Titles for Ohio Science State Standard 2.4.

2.5. Grade Level Indicator: Diversity and Interdependence of Life: Explain that some environmental changes occur slowly while others occur rapidly (e.g., forest and pond succession, fires and decomposition). 75
Suggested Titles for Ohio Science State Standard 2.5.

2.6. Grade Level Indicator: Diversity and Interdependence of Life: Summarize the ways that natural occurrences and human activity affect the transfer of energy in Earth's ecosystems (e.g., fire, hurricanes, roads and oil spills). 84
Suggested Titles for Ohio Science State Standard 2.6.

2.7. Grade Level Indicator: Diversity and Interdependence of Life: Explain that photosynthetic cells convert solar energy into chemical energy that is used to carry on life functions or is transferred to consumers and used to carry on their life functions. 64
Suggested Titles for Ohio Science State Standard 2.7.

2.8. Grade Level Indicator: Evolutionary Theory: Investigate the great diversity among organisms. 129
Suggested Titles for Ohio Science State Standard 2.8.

OH.3. Physical Sciences: Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

3.A. Relate uses, properties and chemical processes to the behavior and/or arrangement of the small particles that compose matter.

3.B. In simple cases, describe the motion of objects and conceptually describe the effects of forces on an object.

3.C. Describe renewable and nonrenewable sources of energy (e.g., solar, wind, fossil fuels, biomass, hydroelectricity, geothermal and nuclear energy) and the management of these sources.

3.D. Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformations the total amount of energy remains constant.

3.1. Grade Level Indicator: Nature of Matter: Investigate how matter can change forms but the total amount of matter remains constant. 8
Suggested Titles for Ohio Science State Standard 3.1.

3.2. Grade Level Indicator: Nature of Energy: Describe how an object can have potential energy due to its position or chemical composition and can have kinetic energy due to its motion. 34
Suggested Titles for Ohio Science State Standard 3.2.

3.3. Grade Level Indicator: Nature of Energy: Identify different forms of energy (e.g., electrical, mechanical, chemical, thermal, nuclear, radiant and acoustic). 34
Suggested Titles for Ohio Science State Standard 3.3.

3.4. Grade Level Indicator: Nature of Energy: Explain how energy can change forms but the total amount of energy remains constant. 34
Suggested Titles for Ohio Science State Standard 3.4.

3.5. Grade Level Indicator: Nature of Energy: Trace energy transformation in a simple closed system (e.g., a flashlight). 7
Suggested Titles for Ohio Science State Standard 3.5.

OH.4. Science and Technology: Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

4.A. Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.

4.B. Design a solution or product taking into account needs and constraints (e.g., cost, time, trade-offs, properties of materials, safety and aesthetics).

4.1. Grade Level Indicator: Understanding Technology: Explain how needs, attitudes and values influence the direction of technological development in various cultures. 34
Suggested Titles for Ohio Science State Standard 4.1.

4.2. Grade Level Indicator: Understanding Technology: Describe how decisions to develop and use technologies often put environmental and economic concerns in direct competition with each other. 34
Suggested Titles for Ohio Science State Standard 4.2.

4.3. Grade Level Indicator: Understanding Technology: Recognize that science can only answer some questions and technology can only solve some human problems. 140
Suggested Titles for Ohio Science State Standard 4.3.

4.4. Grade Level Indicator: Abilities To Do Technological Design: Design and build a product or create a solution to a problem given two constraints (e.g., limits of cost and time for design and production or supply of materials and environmental effects). 4
Suggested Titles for Ohio Science State Standard 4.4.

OH.5. Scientific Inquiry: Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

5.A. Explain that there are differing sets of procedures for guiding scientific investigations and procedures are determined by the nature of the investigation, safety considerations and appropriate tools.

5.B. Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions.

5.1. Grade Level Indicator: Doing Scientific Inquiry: Explain that variables and controls can affect the results of an investigation and that ideally one variable should be tested at a time; however it is not always possible to control all variables. 4
Suggested Titles for Ohio Science State Standard 5.1.

5.2. Grade Level Indicator: Doing Scientific Inquiry: Identify simple independent and dependent variables. 4
Suggested Titles for Ohio Science State Standard 5.2.

5.3. Grade Level Indicator: Doing Scientific Inquiry: Formulate and identify questions to guide scientific investigations that connect to science concepts and can be answered through scientific investigations. 6
Suggested Titles for Ohio Science State Standard 5.3.

5.4. Grade Level Indicator: Doing Scientific Inquiry: Choose the appropriate tools and instruments and use relevant safety procedures to complete scientific investigations. 4
Suggested Titles for Ohio Science State Standard 5.4.

5.5. Grade Level Indicator: Doing Scientific Inquiry: Analyze alternative scientific explanations and predictions and recognize that there may be more than one good way to interpret a given set of data. 6
Suggested Titles for Ohio Science State Standard 5.5.

5.6. Grade Level Indicator: Doing Scientific Inquiry: Identify faulty reasoning and statements that go beyond the evidence or misinterpret the evidence. 6
Suggested Titles for Ohio Science State Standard 5.6.

5.7. Grade Level Indicator: Doing Scientific Inquiry: Use graphs, tables and charts to study physical phenomena and infer mathematical relationships between variables (e.g., speed and density). 9
Suggested Titles for Ohio Science State Standard 5.7.

OH.6. Scientific Ways of Knowing: Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

6.A. Use skills of scientific inquiry processes (e.g., hypothesis, record keeping, description and explanation).

6.B. Explain the importance of reproducibility and reduction of bias in scientific methods.

6.C. Give examples of how thinking scientifically is helpful in daily life.

6.1. Grade Level Indicator: Ethical Practices: Show that the reproducibility of results is essential to reduce bias in scientific investigations. 6
Suggested Titles for Ohio Science State Standard 6.1.

6.2. Grade Level Indicator: Ethical Practices: Describe how repetition of an experiment may reduce bias. 6
Suggested Titles for Ohio Science State Standard 6.2.

6.3. Grade Level Indicator: Science and Society: Describe how the work of science requires a variety of human abilities and qualities that are helpful in daily life (e.g., reasoning, creativity, skepticism and openness). 59
Suggested Titles for Ohio Science State Standard 6.3.

OH.1. Earth and Space Sciences: Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences.

1.A. Describe how the positions and motions of the objects in the universe cause predictable and cyclic events.

1.B. Explain that the universe is composed of vast amounts of matter, most of which is at incomprehensible distances and held together by gravitational force. Describe how the universe is studied by the use of equipment such as telescopes, probes, satellites and spacecraft.

1.C. Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution).

1.D. Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or classified.

1.E. Describe the processes that contribute to the continuous changing of Earth's surface (e.g., earthquakes, volcanic eruptions, erosion, mountain building and lithospheric plate movements).

1.1. Grade Level Indicator: The Universe: Describe how objects in the solar system are in regular and predictable motions that explain such phenomena as days, years, seasons, eclipses, tides and moon cycles. 15
Suggested Titles for Ohio Science State Standard 1.1.

1.2. Grade Level Indicator: The Universe: Explain that gravitational force is the dominant force determining motions in the solar system and in particular keeps the planets in orbit around the sun. 15
Suggested Titles for Ohio Science State Standard 1.2.

1.3. Grade Level Indicator: The Universe: Compare the orbits and composition of comets and asteroids with that of Earth. 3
Suggested Titles for Ohio Science State Standard 1.3.

1.4. Grade Level Indicator: The Universe: Describe the effect that asteroids or meteoroids have when moving through space and sometimes entering planetary atmospheres (e.g., meteor-'shooting star' and meteorite). 3
Suggested Titles for Ohio Science State Standard 1.4.

1.5. Grade Level Indicator: The Universe: Explain that the universe consists of billions of galaxies that are classified by shape. 5
Suggested Titles for Ohio Science State Standard 1.5.

1.6. Grade Level Indicator: The Universe: Explain interstellar distances are measured in light years (e.g., the nearest star beyond the sun is 4.3 light years away). 5
Suggested Titles for Ohio Science State Standard 1.6.

1.7. Grade Level Indicator: The Universe: Examine the life cycle of a star and predict the next likely stage of a star. 4
Suggested Titles for Ohio Science State Standard 1.7.

1.8. Grade Level Indicator: The Universe: Name and describe tools used to study the universe (e.g., telescopes, probes, satellites and spacecraft). 3
Suggested Titles for Ohio Science State Standard 1.8.

1.9. Grade Level Indicator: Earth Systems: Describe the interior structure of Earth and Earth's crust as divided into tectonic plates riding on top of the slow moving currents of magma in the mantle. 6
Suggested Titles for Ohio Science State Standard 1.9.

1.10. Grade Level Indicator: Earth Systems: Explain that most major geological events (e.g., earthquakes, volcanic eruptions, hot spots and mountain building) result from plate motion. 4
Suggested Titles for Ohio Science State Standard 1.10.

1.11. Grade Level Indicator: Earth Systems: Use models to analyze the size and shape of Earth, its surface and its interior (e.g., globes, topographic maps, satellite images). 12
Suggested Titles for Ohio Science State Standard 1.11.

1.12. Grade Level Indicator: Earth Systems: Explain that some processes involved in the rock cycle are directly related to thermal energy and forces in the mantle that drive plate motions. 32
Suggested Titles for Ohio Science State Standard 1.12.

1.13. Grade Level Indicator: Earth Systems: Describe how landforms are created through a combination of destructive (e.g., weathering and erosion) and constructive processes (e.g., crustal deformation, volcanic eruptions and deposition of sediment). 4
Suggested Titles for Ohio Science State Standard 1.13.

1.14. Grade Level Indicator: Earth Systems: Explain that folding, faulting and uplifting can rearrange the rock layers so the youngest is not always found on top. 4
Suggested Titles for Ohio Science State Standard 1.14.

1.15. Grade Level Indicator: Earth Systems: Illustrate how the three primary types of plate boundaries (transform, divergent and convergent) cause different landforms (e.g., mountains, volcanoes and ocean trenches). 1
Suggested Titles for Ohio Science State Standard 1.15.

OH.2. Life Sciences: Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.

2.A. Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures.

2.B. Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species.

2.C. Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment.

2.D. Explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival (as seen in evidence of the fossil record).

2.1. Grade Level Indicator: Heredity: Describe that asexual reproduction limits the spread of detrimental characteristics through a species and allows for genetic continuity. 28
Suggested Titles for Ohio Science State Standard 2.1.

2.2. Grade Level Indicator: Heredity: Recognize that in sexual reproduction new combinations of traits are produced which may increase or decrease an organism's chances for survival. 2
Suggested Titles for Ohio Science State Standard 2.2.

2.3. Grade Level Indicator: Evolutionary Theory: Explain how variations in structure, behavior or physiology allow some organisms to enhance their reproductive success and survival in a particular environment. 1
Suggested Titles for Ohio Science State Standard 2.3.

2.4. Grade Level Indicator: Evolutionary Theory: Explain that diversity of species is developed through gradual processes over many generations (e.g., fossil record). 20
Suggested Titles for Ohio Science State Standard 2.4.

2.5. Grade Level Indicator: Evolutionary Theory: Investigate how an organism adapted to a particular environment may become extinct if the environment, as shown by the fossil record, changes. 20
Suggested Titles for Ohio Science State Standard 2.5.

OH.3. Physical Sciences: Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

3.A. Relate uses, properties and chemical processes to the behavior and/or arrangement of the small particles that compose matter.

3.B. In simple cases, describe the motion of objects and conceptually describe the effects of forces on an object.

3.C. Describe renewable and nonrenewable sources of energy (e.g., solar, wind, fossil fuels, biomass, hydroelectricity, geothermal and nuclear energy) and the management of these sources.

3.D. Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformations the total amount of energy remains constant.

3.1. Grade Level Indicator: Forces and Motion: Describe how the change in the position (motion) of an object is always judged and described in comparison to a reference point. 9
Suggested Titles for Ohio Science State Standard 3.1.

3.2. Grade Level Indicator: Forces and Motion: Explain that motion describes the change in the position of an object (characterized by a speed and direction) as time changes. 9
Suggested Titles for Ohio Science State Standard 3.2.

3.3. Grade Level Indicator: Forces and Motion: Explain that an unbalanced force acting on an object changes that object's speed and/or direction. 9
Suggested Titles for Ohio Science State Standard 3.3.

3.4. Grade Level Indicator: Nature of Energy: Demonstrate that waves transfer energy. 21
Suggested Titles for Ohio Science State Standard 3.4.

3.5. Grade Level Indicator: Nature of Energy: Demonstrate that vibrations in materials may produce waves that spread away from the source in all directions (e.g., earthquake waves and sound waves). 20
Suggested Titles for Ohio Science State Standard 3.5.

OH.4. Science and Technology: Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

4.A. Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.

4.B. Design a solution or product taking into account needs and constraints (e.g., cost, time, trade-offs, properties of materials, safety and aesthetics).

4.1. Grade Level Indicator: Understanding Technology: Examine how science and technology have advanced through the contributions of many different people, cultures and times in history. 57
Suggested Titles for Ohio Science State Standard 4.1.

4.2. Grade Level Indicator: Understanding Technology: Examine how choices regarding the use of technology are influenced by constraints caused by various unavoidable factors (e.g., geographic location, limited resources, social, political and economic considerations). 27
Suggested Titles for Ohio Science State Standard 4.2.

4.3. Grade Level Indicator: Abilities To Do Technological Design: Design and build a product or create a solution to a problem given more than two constraints (e.g., limits of cost and time for design and production, supply of materials and environmental effects). 3
Suggested Titles for Ohio Science State Standard 4.3.

4.4. Grade Level Indicator: Abilities To Do Technological Design: Evaluate the overall effectiveness of a product design or solution. 3
Suggested Titles for Ohio Science State Standard 4.4.

OH.5. Scientific Inquiry: Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

5.A. Explain that there are differing sets of procedures for guiding scientific investigations and procedures are determined by the nature of the investigation, safety considerations and appropriate tools.

5.B. Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions.

5.1. Grade Level Indicator: Doing Scientific Inquiry: Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations. 3
Suggested Titles for Ohio Science State Standard 5.1.

5.2. Grade Level Indicator: Doing Scientific Inquiry: Describe the concepts of sample size and control and explain how these affect scientific investigations. 3
Suggested Titles for Ohio Science State Standard 5.2.

5.3. Grade Level Indicator: Doing Scientific Inquiry: Read, construct and interpret data in various forms produced by self and others in both written and oral form (e.g., tables, charts, maps, graphs, diagrams and symbols). 5
Suggested Titles for Ohio Science State Standard 5.3.

5.4. Grade Level Indicator: Doing Scientific Inquiry: Apply appropriate math skills to interpret quantitative data (e.g., mean, median and mode). 4
Suggested Titles for Ohio Science State Standard 5.4.

OH.6. Scientific Ways of Knowing: Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

6.A. Use skills of scientific inquiry processes (e.g., hypothesis, record keeping, description and explanation).

6.B. Explain the importance of reproducibility and reduction of bias in scientific methods.

6.C. Give examples of how thinking scientifically is helpful in daily life.

6.1. Grade Level Indicator: Nature of Science: Identify the difference between description (e.g., observation and summary) and explanation (e.g., inference, prediction, significance and importance). 3
Suggested Titles for Ohio Science State Standard 6.1.

6.2. Grade Level Indicator: Ethical Practices: Explain why it is important to examine data objectively and not let bias affect observations. 3
Suggested Titles for Ohio Science State Standard 6.2.

OH.1. Earth and Space Sciences: Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences.

1.A. Explain how evidence from stars and other celestial objects provide information about the processes that cause changes in the composition and scale of the physical universe.

1.B. Explain that many processes occur in patterns within the Earth's systems.

1.C. Explain the 4.5 billion-year-history of Earth and the 4 billion-year-history of life on Earth based on observable scientific evidence in the geologic record.

1.D. Describe the finite nature of Earth's resources and those human activities that can conserve or deplete Earth's resources.

1.E. Explain the processes that move and shape Earth's surface.

1.F. Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences.

1.1. Grade Level Indicator: The Universe: Describe that stars produce energy from nuclear reactions and that processes in stars have led to the formation of all elements beyond hydrogen and helium.

1.2. Grade Level Indicator: The Universe: Describe the current scientific evidence that supports the theory of the explosive expansion of the universe, the Big Bang, over 10 billion years ago.

1.3. Grade Level Indicator: The Universe: Explain that gravitational forces govern the characteristics and movement patterns of the planets, comets and asteroids in the solar system.

1.4. Grade Level Indicator: Earth Systems: Explain the relationships of the oceans to the lithosphere and atmosphere (e.g., transfer of energy, ocean currents and landforms).

1.5. Grade Level Indicator: Processes That Shape Earth: Explain how the slow movement of material within Earth results from: thermal energy transfer (conduction and convection) from the deep interior; the action of gravitational forces on regions of different density.

1.6. Grade Level Indicator: Processes That Shape Earth: Explain the results of plate tectonic activity (e.g., magma generation, igneous intrusion, metamorphism, volcanic action, earthquakes, faulting and folding).

1.7. Grade Level Indicator: Processes That Shape Earth: Explain sea-floor spreading and continental drift using scientific evidence (e.g., fossil distributions, magnetic reversals and radiometric dating).

1.8. Grade Level Indicator: Historical Perspectives and Scientific Revolutions: Use historical examples to explain how new ideas are limited by the context in which they are conceived; are often initially rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., heliocentric theory and plate tectonics theory).

OH.2. Life Sciences: Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.

2.A. Explain that cells are the basic unit of structure and function of living organisms, that once life originated all cells come from pre-existing cells, and that there are a variety of cell types.

2.B. Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and development.

2.C. Explain the genetic mechanisms and molecular basis of inheritance.

2.D. Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological).

2.E. Explain how evolutionary relationships contribute to an understanding of the unity and diversity of life.

2.F. Explain the structure and function of ecosystems and relate how ecosystems change over time.

2.G. Describe how human activities can impact the status of natural systems.

2.H. Describe a foundation of biological evolution as the change in gene frequency of a population over time. Explain the historical and current scientific developments, mechanisms and processes of biological evolution. Describe how scientists continue to investigate and critically analyze aspects of evolutionary theory. (The intent of this benchmark does not mandate the teaching or testing of intelligent design.)

2.I. Explain how natural selection and other evolutionary mechanisms account for the unity and diversity of past and present life forms.

2.J. Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of life sciences.

OH.3. Physical Sciences: Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

3.A. Describe that matter is made of minute particles called atoms and atoms are comprised of even smaller components. Explain the structure and properties of atoms.

3.B. Explain how atoms react with each other to form other substances and how molecules react with each other or other atoms to form even different substances.

3.C. Describe the identifiable physical properties of substances (e.g., color, hardness, conductivity, density, concentration and ductility). Explain how changes in these properties can occur without changing the chemical nature of the substance.

3.D. Explain the movement of objects by applying Newton's three laws of motion.

3.E. Demonstrate that energy can be considered to be either kinetic (motion) or potential (stored).

3.F. Explain how energy may change form or be redistributed but the total quantity of energy is conserved.

3.G. Demonstrate that waves (e.g., sound, seismic, water and light) have energy and waves can transfer energy when they interact with matter.

3.H. Trace the historical development of scientific theories and ideas, and describe emerging issues in the study of physical sciences.

3.1. Grade Level Indicator: Nature of Matter: Recognize that all atoms of the same element contain the same number of protons, and elements with the same number of protons may or may not have the same mass. Those with different masses (different numbers of neutrons) are called isotopes.

3.2. Grade Level Indicator: Nature of Matter: Illustrate that atoms with the same number of positively charged protons and negatively charged electrons are electrically neutral.

3.3. Grade Level Indicator: Nature of Matter: Describe radioactive substances as unstable nuclei that undergo random spontaneous nuclear decay emitting particles and/or high energy wavelike radiation.

3.4. Grade Level Indicator: Nature of Matter: Show that when elements are listed in order according to the number of protons (called the atomic number), the repeating patterns of physical and chemical properties identify families of elements. Recognize that the periodic table was formed as a result of the repeating pattern of electron configurations.

3.5. Grade Level Indicator: Nature of Matter: Describe how ions are formed when an atom or a group of atoms acquire an unbalanced charge by gaining or losing one or more electrons.

3.6. Grade Level Indicator: Nature of Matter: Explain that the electric force between the nucleus and the electrons hold an atom together. Relate that on a larger scale, electric forces hold solid and liquid materials together (e.g., salt crystals and water).

3.7. Grade Level Indicator: Nature of Matter: Show how atoms may be bonded together by losing, gaining or sharing electrons and that in a chemical reaction, the number, type of atoms and total mass must be the same before and after the reaction (e.g., writing correct chemical formulas and writing balanced chemical equations).

3.8. Grade Level Indicator: Nature of Matter: Demonstrate that the pH scale (0-14) is used to measure acidity and classify substances or solutions as acidic, basic, or neutral.

3.9. Grade Level Indicator: Nature of Matter: Investigate the properties of pure substances and mixtures (e.g., density, conductivity, hardness, properties of alloys, superconductors and semiconductors).

3.10. Grade Level Indicator: Nature of Matter: Compare the conductivity of different materials and explain the role of electrons in the ability to conduct electricity.

3.11. Grade Level Indicator: Nature of Energy: Explain how thermal energy exists in the random motion and vibrations of atoms and molecules. Recognize that the higher the temperature, the greater the average atomic or molecular motion, and during changes of state the temperature remains constant.

3.12. Grade Level Indicator: Nature of Energy: Explain how an object's kinetic energy depends on its mass and its speed.

3.13. Grade Level Indicator: Nature of Energy: Demonstrate that near Earth's surface an object's gravitational potential energy depends upon its weight (mg where m is the object's mass and g is the acceleration due to gravity) and height (h) above a reference surface (PE=mgh).

3.14. Grade Level Indicator: Nature of Energy: Summarize how nuclear reactions convert a small amount of matter into a large amount of energy. (Fission involves the splitting of a large nucleus into smaller nuclei; fusion is the joining of two small nuclei into a larger nucleus at extremely high energies.)

3.15. Grade Level Indicator: Nature of Energy: Trace the transformations of energy within a system (e.g., chemical to electrical to mechanical) and recognize that energy is conserved. Show that these transformations involve the release of some thermal energy.

3.16. Grade Level Indicator: Nature of Energy: Illustrate that chemical reactions are either endothermic or exothermic (e.g., cold packs, hot packs and the burning of fossil fuels).

3.17. Grade Level Indicator: Nature of Energy: Demonstrate that thermal energy can be transferred by conduction, convection or radiation (e.g., through materials by the collision of particles, moving air masses or across empty space by forms of electromagnetic radiation).

3.18. Grade Level Indicator: Nature of Energy: Demonstrate that electromagnetic radiation is a form of energy. Recognize that light acts as a wave. Show that visible light is a part of the electromagnetic spectrum (e.g., radio waves, microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays).

3.19. Grade Level Indicator: Nature of Energy: Show how the properties of a wave depend on the properties of the medium through which it travels. Recognize that electromagnetic waves can be propagated without a medium.

3.20. Grade Level Indicator: Nature of Energy: Describe how waves can superimpose on one another when propagated in the same medium. Analyze conditions in which waves can bend around corners, reflect off surfaces, are absorbed by materials they enter, and change direction and speed when entering a different material.

3.21. Grade Level Indicator: Forces and Motion: Demonstrate that motion is a measurable quantity that depends on the observer's frame of reference and describe the object's motion in terms of position, velocity, acceleration and time.

3.22. Grade Level Indicator: Forces and Motion: Demonstrate that any object does not accelerate (remains at rest or maintains a constant speed and direction of motion) unless an unbalanced (net) force acts on it.

3.23. Grade Level Indicator: Forces and Motion: Explain the change in motion (acceleration) of an object. Demonstrate that the acceleration is proportional to the net force acting on the object and inversely proportional to the mass of the object. (F net =ma. Note that weight is the gravitational force on a mass.)

3.24. Grade Level Indicator: Forces and Motion: Demonstrate that whenever one object exerts a force on another, an equal amount of force is exerted back on the first object.

3.25. Grade Level Indicator: Forces and Motion: Demonstrate the ways in which frictional forces constrain the motion of objects (e.g., a car traveling around a curve, a block on an inclined plane, a person running, an airplane in flight).

3.26. Grade Level Indicator: Historical Perspectives and Scientific Revolutions: Use historical examples to explain how new ideas are limited by the context in which they are conceived; are often initially rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., atomic theory, quantum theory and Newtonian mechanics).

3.27. Grade Level Indicator: Historical Perspectives and Scientific Revolutions: Describe advances and issues in physical science that have important, long-lasting effects on science and society (e.g., atomic theory, quantum theory, Newtonian mechanics, nuclear energy, nanotechnology, plastics, ceramics and communication technology).

OH.4. Science and Technology: Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

4.A. Explain the ways in which the processes of technological design respond to the needs of society.

4.B. Explain that science and technology are interdependent; each drives the other.

4.1. Grade Level Indicator: Understanding Technology: Describe means of comparing the benefits with the risks of technology and how science can inform public policy.

4.2. Grade Level Indicator: Abilities To Do Technological Design: Identify a problem or need, propose designs and choose among alternative solutions for the problem.

4.3. Grade Level Indicator: Abilities To Do Technological Design: Explain why a design should be continually assessed and the ideas of the design should be tested, adapted and refined.

OH.5. Scientific Inquiry: Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

5.A. Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations.

5.1. Grade Level Indicator: Doing Scientific Inquiry: Distinguish between observations and inferences given a scientific situation.

5.2. Grade Level Indicator: Doing Scientific Inquiry: Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g., OSHA, Material Safety Data Sheets (MSDS), eyewash, goggles and ventilation).

5.3. Grade Level Indicator: Doing Scientific Inquiry: Construct, interpret and apply physical and conceptual models that represent or explain systems, objects, events or concepts.

5.4. Grade Level Indicator: Doing Scientific Inquiry: Decide what degree of precision based on the data is adequate and round off the results of calculator operations to the proper number of significant figures to reasonably reflect those of the inputs.

5.5. Grade Level Indicator: Doing Scientific Inquiry: Develop oral and written presentations using clear language, accurate data, appropriate graphs, tables, maps and available technology.

5.6. Grade Level Indicator: Doing Scientific Inquiry: Draw logical conclusions based on scientific knowledge and evidence from investigations.

OH.6. Scientific Ways of Knowing: Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

6.A. Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world.

6.B. Explain how scientific inquiry is guided by knowledge, observations, ideas and questions.

6.C. Describe the ethical practices and guidelines in which science operates.

6.D. Recognize that scientific literacy is part of being a knowledgeable citizen.

6.1. Grade Level Indicator: Nature of Science: Comprehend that many scientific investigations require the contributions of women and men from different disciplines in and out of science. These people study different topics, use different techniques and have different standards of evidence but share a common purpose - to better understand a portion of our universe.

6.2. Grade Level Indicator: Nature of Science: Illustrate that the methods and procedures used to obtain evidence must be clearly reported to enhance opportunities for further investigations.

6.3. Grade Level Indicator: Nature of Science: Demonstrate that reliable scientific evidence improves the ability of scientists to offer accurate predictions.

6.4. Grade Level Indicator: Ethical Practices: Explain how support of ethical practices in science (e.g., individual observations and confirmations, accurate reporting, peer review and publication) are required to reduce bias.

6.5. Grade Level Indicator: Scientific Theories: Justify that scientific theories are explanations of large bodies of information and/or observations that withstand repeated testing.

6.6. Grade Level Indicator: Scientific Theories: Explain that inquiry fuels observation and experimentation that produce data that are the foundation of scientific disciplines. Theories are explanations of these data.

6.7. Grade Level Indicator: Scientific Theories: Recognize that scientific knowledge and explanations have changed over time, almost always building on earlier knowledge.

6.8. Grade Level Indicator: Science and Society: Illustrate that much can be learned about the internal workings of science and the nature of science from the study of scientists, their daily work and their efforts to advance scientific knowledge in their area of study.

6.9. Grade Level Indicator: Science and Society: Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue.

OH.1. Earth and Space Sciences: Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences.

1.A. Explain how evidence from stars and other celestial objects provide information about the processes that cause changes in the composition and scale of the physical universe.

1.B. Explain that many processes occur in patterns within the Earth's systems.

1.C. Explain the 4.5 billion-year-history of Earth and the 4 billion-year-history of life on Earth based on observable scientific evidence in the geologic record.

1.D. Describe the finite nature of Earth's resources and those human activities that can conserve or deplete Earth's resources.

1.E. Explain the processes that move and shape Earth's surface.

1.F. Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences.

1.1. Grade Level Indicator: Earth Systems: Summarize the relationship between the climatic zone and the resultant biomes. (This includes explaining the nature of the rainfall and temperature of the mid-latitude climatic zone that supports the deciduous forest.)

1.2. Grade Level Indicator: Earth Systems: Explain climate and weather patterns associated with certain geographic locations and features (e.g., tornado alley, tropical hurricanes and lake effect snow).

1.3. Grade Level Indicator: Earth Systems: Explain how geologic time can be estimated by multiple methods (e.g., rock sequences, fossil correlation and radiometric dating).

1.4. Grade Level Indicator: Earth Systems: Describe how organisms on Earth contributed to the dramatic change in oxygen content of Earth's early atmosphere.

1.5. Grade Level Indicator: Earth Systems: Explain how the acquisition and use of resources, urban growth and waste disposal can accelerate natural change and impact the quality of life.

1.6. Grade Level Indicator: Earth Systems: Describe ways that human activity can alter biogeochemical cycles (e.g., carbon and nitrogen cycles) as well as food webs and energy pyramids (e.g., pest control, legume rotation crops vs. chemical fertilizers).

1.7. Grade Level Indicator: Historical Perspectives and Scientific Revolutions: Describe advances and issues in Earth and space science that have important long-lasting effects on science and society (e.g., geologic time scales, global warming, depletion of resources and exponential population growth).

OH.2. Life Sciences: Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.

2.A. Explain that cells are the basic unit of structure and function of living organisms, that once life originated all cells come from pre-existing cells, and that there are a variety of cell types.

2.B. Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and development.

2.C. Explain the genetic mechanisms and molecular basis of inheritance.

2.D. Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological).

2.E. Explain how evolutionary relationships contribute to an understanding of the unity and diversity of life.

2.F. Explain the structure and function of ecosystems and relate how ecosystems change over time.

2.G. Describe how human activities can impact the status of natural systems.

2.H. Describe a foundation of biological evolution as the change in gene frequency of a population over time. Explain the historical and current scientific developments, mechanisms and processes of biological evolution. Describe how scientists continue to investigate and critically analyze aspects of evolutionary theory. (The intent of this benchmark does not mandate the teaching or testing of intelligent design.)

2.I. Explain how natural selection and other evolutionary mechanisms account for the unity and diversity of past and present life forms.

2.J. Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of life sciences.

2.1. Grade Level Indicator: Characteristics and Structure of Life: Explain that living cells are composed of a small number of key chemical elements (carbon, hydrogen, oxygen, nitrogen, phosphorus and sulfur); the basic unit of structure and function of all living things; come from pre-existing cells after life originated; and different from viruses.

2.2. Grade Level Indicator: Characteristics and Structure of Life: Compare the structure, function and interrelatedness of cell organelles in eukaryotic cells (e.g., nucleus, chromosome, mitochondria, cell membrane, cell wall, chloroplast, cilia, flagella) and prokaryotic cells.

2.3. Grade Level Indicator: Characteristics and Structure of Life: Explain the characteristics of life as indicated by cellular processes including homeostasis; energy transfers and transformation; transportation of molecules; disposal of wastes; synthesis of new molecules.

2.4. Grade Level Indicator: Characteristics and Structure of Life: Summarize the general processes of cell division and differentiation, and explain why specialized cells are useful to organisms and explain that complex multicellular organisms are formed as highly organized arrangements of differentiated cells.

2.5. Grade Level Indicator: Heredity: Illustrate the relationship of the structure and function of DNA to protein synthesis and the characteristics of an organism.

2.6. Grade Level Indicator: Heredity: Explain that a unit of hereditary information is called a gene, and genes may occur in different forms called alleles (e.g., gene for pea plant height has two alleles, tall and short).

2.7. Grade Level Indicator: Heredity: Describe that spontaneous changes in DNA are mutations, which are a source of genetic variation. When mutations occur in sex cells, they may be passed on to future generations; mutations that occur in body cells may affect the functioning of that cell or the organism in which that cell is found.

2.8. Grade Level Indicator: Heredity: Use the concepts of Mendelian and non-Mendelian genetics (e.g., segregation, independent assortment, dominant and recessive traits, sex-linked traits and jumping genes) to explain inheritance.

2.9. Grade Level Indicator: Diversity and Interdependence of Life: Describe how matter cycles and energy flows through different levels of organization in living systems and between living systems and the physical environment. Explain how some energy is stored and much is dissipated into the environment as thermal energy (e.g., food webs and energy pyramids).

2.10. Grade Level Indicator: Diversity and Interdependence of Life: Describe how cells and organisms acquire and release energy (photosynthesis, chemosynthesis, cellular respiration and fermentation).

2.11. Grade Level Indicator: Diversity and Interdependence of Life: Explain that living organisms use matter and energy to synthesize a variety of organic molecules (e.g., proteins, carbohydrates, lipids and nucleic acids) and to drive life processes (e.g., growth, reacting to the environment, reproduction and movement).

2.12. Grade Level Indicator: Diversity and Interdependence of Life: Describe that biological classification represents how organisms are related with species being the most fundamental unit of the classification system. Relate how biologists arrange organisms into a hierarchy of groups and subgroups based on similarities and differences that reflect their evolutionary relationships.

2.13. Grade Level Indicator: Diversity and Interdependence of Life: Explain that the variation of organisms within a species increases the likelihood that at least some members of a species will survive under gradually changing environmental conditions.

2.14. Grade Level Indicator: Diversity and Interdependence of Life: Relate diversity and adaptation to structures and their functions in living organisms (e.g., adaptive radiation).

2.15. Grade Level Indicator: Diversity and Interdependence of Life: Explain how living things interact with biotic and abiotic components of the environment (e.g., predation, competition, natural disasters and weather).

2.16. Grade Level Indicator: Diversity and Interdependence of Life: Relate how distribution and abundance of organisms and populations in ecosystems are limited by the ability of the ecosystem to recycle materials and the availability of matter, space and energy.

2.17. Grade Level Indicator: Diversity and Interdependence of Life: Conclude that ecosystems tend to have cyclic fluctuations around a state of approximate equilibrium that can change when climate changes, when one or more new species appear as a result of immigration or when one or more species disappear.

2.18. Grade Level Indicator: Diversity and Interdependence of Life: Describe ways that human activities can deliberately or inadvertently alter the equilibrium in ecosystems. Explain how changes in technology/biotechnology can cause significant changes, either positive or negative, in environmental quality and carrying capacity.

2.19. Grade Level Indicator: Diversity and Interdependence of Life: Illustrate how uses of resources at local, state, regional, national, and global levels have affected the quality of life (e.g., energy production and sustainable vs. nonsustainable agriculture).

2.20. Grade Level Indicator: Evolutionary Theory: Recognize that a change in gene frequency (genetic composition) in a population over time is a foundation of biological evolution.

2.21. Grade Level Indicator: Evolutionary Theory: Explain that natural selection provides the following mechanism for evolution; undirected variation in inherited characteristics exist within every species. These characteristics may give individuals an advantage or disadvantage compared to others in surviving and reproducing. The advantaged offspring are more likely to survive and reproduce. Therefore, the proportion of individuals that have advantageous characteristics will increase. When an environment changes, the survival value of some inherited characteristics may change.

2.22. Grade Level Indicator: Evolutionary Theory: Describe historical scientific developments that occurred in evolutionary thought (e.g., Lamarck and Darwin, Mendelian Genetics and modern synthesis).

2.23. Grade Level Indicator: Evolutionary Theory: Describe how scientists continue to investigate and critically analyze aspects of evolutionary theory. (The intent of this indicator does not mandate the teaching or testing of intelligent design.)

2.24. Grade Level Indicator: Evolutionary Theory: Analyze how natural selection and other evolutionary mechanisms (e.g. genetic drift, immigration, emigration, mutation) and their consequences provide a scientific explanation for the diversity and unity of past life forms, as depicted in the fossil record, and present life forms.

2.25. Grade Level Indicator: Evolutionary Theory: Explain that life on Earth is thought to have begun as simple, one celled organisms approximately 4 billion years ago. During most of the history of Earth only single celled microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multicellular organisms evolved.

2.26. Grade Level Indicator: Historical Perspectives and Scientific Revolutions: Use historical examples to explain how new ideas are limited by the context in which they are conceived. These ideas are often rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., biological evolution, germ theory, biotechnology and discovering germs).

2.27. Grade Level Indicator: Historical Perspectives and Scientific Revolutions: Describe advances in life sciences that have important long-lasting effects on science and society (e.g., biological evolution, germ theory, biotechnology and discovering germs).

2.28. Grade Level Indicator: Historical Perspectives and Scientific Revolutions: Analyze and investigate emerging scientific issues (e.g., genetically modified food, stem cell research, genetic research and cloning).

OH.3. Physical Sciences: Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

3.A. Describe that matter is made of minute particles called atoms and atoms are comprised of even smaller components. Explain the structure and properties of atoms.

3.B. Explain how atoms react with each other to form other substances and how molecules react with each other or other atoms to form even different substances.

3.C. Describe the identifiable physical properties of substances (e.g., color, hardness, conductivity, density, concentration and ductility). Explain how changes in these properties can occur without changing the chemical nature of the substance.

3.D. Explain the movement of objects by applying Newton's three laws of motion.

3.E. Demonstrate that energy can be considered to be either kinetic (motion) or potential (stored).

3.F. Explain how energy may change form or be redistributed but the total quantity of energy is conserved.

3.G. Demonstrate that waves (e.g., sound, seismic, water and light) have energy and waves can transfer energy when they interact with matter.

3.H. Trace the historical development of scientific theories and ideas, and describe emerging issues in the study of physical sciences.

OH.4. Science and Technology: Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

4.A. Explain the ways in which the processes of technological design respond to the needs of society.

4.B. Explain that science and technology are interdependent; each drives the other.

4.1. Grade Level Indicator: Understanding Technology: Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems.

4.2. Grade Level Indicator: Understanding Technology: Describe examples of scientific advances and emerging technologies and how they may impact society.

4.3. Grade Level Indicator: Abilities To Do Technological Design: Explain that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced and disposed of in addition to who will sell, operate and take care of it. Explain how the costs associated with these considerations may introduce additional constraints on the design.

OH.5. Scientific Inquiry: Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

5.A. Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations.

5.1. Grade Level Indicator: Doing Scientific Inquiry: Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g. OSHA, MSDS, eyewash, goggles and ventilation).

5.2. Grade Level Indicator: Doing Scientific Inquiry: Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology.

5.3. Grade Level Indicator: Doing Scientific Inquiry: Use mathematical models to predict and analyze natural phenomena.

5.4. Grade Level Indicator: Doing Scientific Inquiry: Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations.

5.5. Grade Level Indicator: Doing Scientific Inquiry: Explain how new scientific data can cause any existing scientific explanation to be supported, revised or rejected.

OH.6. Scientific Ways of Knowing: Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

6.A. Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world.

6.B. Explain how scientific inquiry is guided by knowledge, observations, ideas and questions.

6.C. Describe the ethical practices and guidelines in which science operates.

6.D. Recognize that scientific literacy is part of being a knowledgeable citizen.

6.1. Grade Level Indicator: Nature of Science: Discuss science as a dynamic body of knowledge that can lead to the development of entirely new disciplines.

6.2. Grade Level Indicator: Nature of Science: Describe that scientists may disagree about explanations of phenomena, about interpretation of data or about the value of rival theories, but they do agree that questioning, response to criticism and open communication are integral to the process of science.

6.3. Grade Level Indicator: Nature of Science: Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena.

6.4. Grade Level Indicator: Ethical Practices: Recognize that ethical considerations limit what scientists can do.

6.5. Grade Level Indicator: Ethical Practices: Recognize that research involving voluntary human subjects should be conducted only with the informed consent of the subjects and follow rigid guidelines and/or laws.

6.6. Grade Level Indicator: Ethical Practices: Recognize that animal-based research must be conducted according to currently accepted professional standards and laws.

6.7. Grade Level Indicator: Science and Society: Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue.

OH.1. Earth and Space Sciences: Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences.

1.A. Explain how technology can be used to gather evidence and increase our understanding of the universe.

1.B. Describe how Earth is made up of a series of interconnected systems and how a change in one system affects other systems.

1.C. Explain that humans are an integral part of the Earth's system and the choices humans make today impact natural systems in the future.

1.D. Summarize the historical development of scientific theories and ideas and describe emerging issues in the study of Earth and space sciences.

1.1. Grade Level Indicator: The Universe: Describe how the early Earth was different from the planet we live on today, and explain the formation of the sun, Earth and the rest of the solar system from a nebular cloud of dust and gas approximately 4.5 billion years ago.

1.2. Grade Level Indicator: Earth Systems: Analyze how the regular and predictable motions of Earth, sun and moon explain phenomena on Earth (e.g., seasons, tides, eclipses and phases of the moon).

1.3. Grade Level Indicator: Earth Systems: Explain heat and energy transfers in and out of the atmosphere and its involvement in weather and climate (radiation, conduction, convection and advection).

1.4. Grade Level Indicator: Earth Systems: Explain the impact of oceanic and atmospheric currents on weather and climate.

1.5. Grade Level Indicator: Earth Systems: Use appropriate data to analyze and predict upcoming trends in global weather patterns (e.g., el Nino and la Nina, melting glaciers and icecaps and changes in ocean surface temperatures).

1.6. Grade Level Indicator: Earth Systems: Explain how interactions among Earth's lithosphere, hydrosphere, atmosphere and biosphere have resulted in the ongoing changes of Earth's system.

1.7. Grade Level Indicator: Earth Systems: Describe the effects of particulates and gases in the atmosphere including those originating from volcanic activity.

1.8. Grade Level Indicator: Earth Systems: Describe the normal adjustments of Earth, which may be hazardous for humans. Recognize that humans live at the interface between the atmosphere driven by solar energy and the upper mantle where convection creates changes in Earth's solid crust. Realize that as societies have grown, become stable and come to value aspects of the environment, vulnerability to natural processes of change has increased.

1.9. Grade Level Indicator: Earth Systems: Explain the effects of biomass and human activity on climate (e.g., climatic change and global warming).

1.10. Grade Level Indicator: Earth Systems: Interpret weather maps and their symbols to predict changing weather conditions worldwide (e.g., monsoons, hurricanes and cyclones).

1.11. Grade Level Indicator: Earth Systems: Analyze how materials from human societies (e.g., radioactive waste and air pollution) affect both physical and chemical cycles of Earth.

1.12. Grade Level Indicator: Earth Systems: Explain ways in which humans have had a major effect on other species (e.g., the influence of humans on other organisms occurs through land use, which decreases space available to other species and pollution, which changes the chemical composition of air, soil and water).

1.13. Grade Level Indicator: Earth Systems: Explain how human behavior affects the basic processes of natural ecosystems and the quality of the atmosphere, hydrosphere and lithosphere.

1.14. Grade Level Indicator: Earth Systems: Conclude that Earth has finite resources and explain that humans deplete some resources faster than they can be renewed.

1.15. Grade Level Indicator: Historical Perspectives and Scientific Revolutions: Use historical examples to show how new ideas are limited by the context in which they are conceived; are often rejected by the social establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., global warming, Heliocentric Theory and Theory of Continental Drift).

1.16. Grade Level Indicator: Historical Perspectives and Scientific Revolutions: Describe advances in Earth and space science that have important long-lasting effects on science and society (e.g., global warming, Heliocentric Theory and Plate Tectonics Theory).

OH.2. Life Sciences: Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.

2.A. Explain how processes at the cellular level affect the functions and characteristics of an organism.

2.B. Explain how humans are connected to and impact natural systems.

2.C. Explain how the molecular basis of life and the principles of genetics determine inheritance.

2.D. Relate how biotic and abiotic global changes have occurred in the past and will continue to do so in the future.

2.E. Explain the interconnectedness of the components of a natural system.

2.F. Explain how human choices today will affect the quality and quantity of life on earth.

2.G. Summarize the historical development of scientific theories and ideas within the study of life sciences.

2.1. Grade Level Indicator: Characteristics and Structure of Life: Describe how the maintenance of a relatively stable internal environment is required for the continuation of life, and explain how stability is challenged by changing physical, chemical and environmental conditions as well as the presence of pathogens.

2.2. Grade Level Indicator: Characteristics and Structure of Life: Recognize that chemical bonds of food molecules contain energy. Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed. Some of this energy is released as thermal energy.

2.3. Grade Level Indicator: Characteristics and Structure of Life: Relate how birth rates, fertility rates and death rates are affected by various environmental factors.

2.4. Grade Level Indicator: Characteristics and Structure of Life: Examine the contributing factors of human population growth that impact natural systems such as levels of education, children in the labor force, education and employment of women, infant mortality rates, costs of raising children, birth control methods, and cultural norms.

2.5. Grade Level Indicator: Characteristics and Structure of Life: Investigate the impact on the structure and stability of ecosystems due to changes in their biotic and abiotic components as a result of human activity.

2.6. Grade Level Indicator: Diversity and Interdependence of Life: Predict some possible impacts on an ecosystem with the introduction of a non-native species.

2.7. Grade Level Indicator: Diversity and Interdependence of Life: Show how populations can increase through linear or exponential growth with corresponding effects on resource use and environmental pollution.

2.8. Grade Level Indicator: Diversity and Interdependence of Life: Recognize that populations can reach or temporarily exceed the carrying capacity of a given environment. Show that the limitation is not just the availability of space but the number of organisms in relation to resources and the capacity of earth systems to support life.

2.9. Grade Level Indicator: Diversity and Interdependence of Life: Give examples of how human activity can accelerate rates of natural change and can have unforeseen consequences.

2.10. Grade Level Indicator: Diversity and Interdependence of Life: Explain how environmental factors can influence heredity or development of organisms.

2.11. Grade Level Indicator: Diversity and Interdependence of Life: Investigate issues of environmental quality at local, regional, national and global levels such as population growth, resource use, population distribution, over-consumption, the capacity of technology to solve problems, poverty, the role of economics, politics and different ways humans view the earth.

2.12. Grade Level Indicator: Evolutionary Theory: Recognize that ecosystems change when significant climate changes occur or when one or more new species appear as a result of immigration or speciation.

2.13. Grade Level Indicator: Evolutionary Theory: Describe how the process of evolution has changed the physical world over geologic time.

2.14. Grade Level Indicator: Evolutionary Theory: Describe how geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations. Recognize that current methods include using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed.

OH.3. Physical Sciences: Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

3.A. Explain how variations in the arrangement and motion of atoms and molecules form the basis of a variety of biological, chemical and physical phenomena.

3.B. Recognize that some atomic nuclei are unstable and will spontaneously break down.

3.C. Describe how atoms and molecules can gain or lose energy only in discrete amounts.

3.D. Apply principles of forces and motion to mathematically analyze, describe and predict the net effects on objects or systems.

3.E. Summarize the historical development of scientific theories and ideas within the study of physical sciences.

3.1. Grade Level Indicator: Nature of Matter: Explain that elements with the same number of protons may or may not have the same mass and those with different masses (different numbers of neutrons) are called isotopes. Some of these are radioactive.

3.2. Grade Level Indicator: Nature of Matter: Explain that humans have used unique bonding of carbon atoms to make a variety of molecules (e.g., plastics).

3.3. Grade Level Indicator: Forces and Motion: Describe real world examples showing that all energy transformations tend toward disorganized states (e.g., fossil fuel combustion, food pyramids and electrical use).

3.4. Grade Level Indicator: Forces and Motion: Explain how electric motors and generators work (e.g., relate that electricity and magnetism are two aspects of a single electromagnetic force). Investigate that electric charges in motion produce magnetic fields and a changing magnetic field creates an electric field.

OH.4. Science and Technology: Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

4.A. Predict how human choices today will determine the quality and quantity of life on Earth.

4.1. Grade Level Indicator: Understanding Technology: Identify that science and technology are essential social enterprises but alone they can only indicate what can happen, not what should happen. Realize the latter involves human decisions about the use of knowledge.

4.2. Grade Level Indicator: Understanding Technology: Predict how decisions regarding the implementation of technologies involve the weighing of trade-offs between predicted positive and negative effects on the environment and/or humans.

4.3. Grade Level Indicator: Understanding Technology: Explore and explain any given technology that may have a different value for different groups of people and at different points in time (e.g., new varieties of farm plants and animals have been engineered by manipulating their genetic instructions to reproduce new characteristics).

4.4. Grade Level Indicator: Understanding Technology: Explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics and ethics of various science-related and technology-related challenges.

4.5. Grade Level Indicator: Understanding Technology: Investigate that all fuels (e.g., fossil, solar and nuclear) have advantages and disadvantages; therefore society must consider the trade-offs among them (e.g., economic costs and environmental impact).

4.6. Grade Level Indicator: Understanding Technology: Research sources of energy beyond traditional fuels and the advantages, disadvantages and trade-offs society must consider when using alternative sources (e.g., biomass, solar, hybrid engines, wind and fuel cells).

OH.5. Scientific Inquiry: Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

5.A. Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data.

5.1. Grade Level Indicator: Doing Scientific Inquiry: Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation.

5.2. Grade Level Indicator: Doing Scientific Inquiry: Evaluate assumptions that have been used in reaching scientific conclusions.

5.3. Grade Level Indicator: Doing Scientific Inquiry: Design and carry out scientific inquiry (investigation), communicate and critique results through peer review.

5.4. Grade Level Indicator: Doing Scientific Inquiry: Explain why the methods of an investigation are based on the questions being asked.

5.5. Grade Level Indicator: Doing Scientific Inquiry: Summarize data and construct a reasonable argument based on those data and other known information.

OH.6. Scientific Ways of Knowing: Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

6.A. Explain how scientific evidence is used to develop and revise scientific predictions, ideas or theories.

6.B. Explain how ethical considerations shape scientific endeavors.

6.C. Explain how societal issues and considerations affect the progress of science and technology.

6.1. Grade Level Indicator: Nature of Science: Analyze a set of data to derive a hypothesis and apply that hypothesis to a similar phenomenon (e.g., biome data).

6.2. Grade Level Indicator: Nature of Science: Apply scientific inquiry to evaluate results of scientific investigations, observations, theoretical models and the explanations proposed by other scientists.

6.3. Grade Level Indicator: Nature of Science: Demonstrate that scientific explanations adhere to established criteria, for example a proposed explanation must be logically consistent, it must abide by the rules of evidence and it must be open to questions and modifications.

6.4. Grade Level Indicator: Nature of Science: Explain why scientists can assume that the universe is a vast single system in which the basic rules are the same everywhere.

6.5. Grade Level Indicator: Ethical Practices: Recognize that bias affects outcomes. People tend to ignore evidence that challenges their beliefs but accept evidence that supports their beliefs. Scientist attempt to avoid bias in their work.

6.6. Grade Level Indicator: Ethical Practices: Describe the strongly held traditions of science that serve to keep scientists within the bounds of ethical professional behavior.

6.7. Grade Level Indicator: Scientific Theories: Explain how theories are judged by how well they fit with other theories, the range of included observations, how well they explain observations and how effective they are in predicting new findings.

6.8. Grade Level Indicator: Science and Society: Explain that the decision to develop a new technology is influenced by societal opinions and demands and by cost benefit considerations.

6.9. Grade Level Indicator: Science and Society: Explain how natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society as well as cause risks.

6.10. Grade Level Indicator: Science and Society: Describe costs and trade-offs of various hazards-ranging from those with minor risk to a few people, to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations.

6.11. Grade Level Indicator: Science and Society: Research the role of science and technology in careers that students plan to pursue.

OH.1. Earth and Space Sciences: Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences.

1.A. Explain how technology can be used to gather evidence and increase our understanding of the universe.

1.B. Describe how Earth is made up of a series of interconnected systems and how a change in one system affects other systems.

1.C. Explain that humans are an integral part of the Earth's system and the choices humans make today impact natural systems in the future.

1.D. Summarize the historical development of scientific theories and ideas and describe emerging issues in the study of Earth and space sciences.

1.1. Grade Level Indicator: The Universe: Explain how scientists obtain information about the universe by using technology to detect electromagnetic radiation that is emitted, reflected or absorbed by stars and other objects.

1.2. Grade Level Indicator: The Universe: Explain how the large-scale motion of objects in the universe is governed by gravitational forces and detected by observing electromagnetic radiation.

1.3. Grade Level Indicator: The Universe: Explain how information about the universe is inferred by understanding that stars and other objects in space emit, reflect or absorb electromagnetic radiation, which we then detect.

1.4. Grade Level Indicator: The Universe: Explain how astronomers infer that the whole universe is expanding by understanding how light seen from distant galaxies has longer apparent wavelengths than comparable light sources close to Earth.

1.5. Grade Level Indicator: Earth Systems: Investigate how thermal energy transfers in the world's oceans impact physical features (e.g., ice caps, oceanic and atmospheric currents) and weather patterns.

1.6. Grade Level Indicator: Earth Systems: Describe how scientists estimate how much of a given resource is available on Earth.

OH.2. Life Sciences: Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.

2.A. Explain how processes at the cellular level affect the functions and characteristics of an organism.

2.B. Explain how humans are connected to and impact natural systems.

2.C. Explain how the molecular basis of life and the principles of genetics determine inheritance.

2.D. Relate how biotic and abiotic global changes have occurred in the past and will continue to do so in the future.

2.E. Explain the interconnectedness of the components of a natural system.

2.F. Explain how human choices today will affect the quality and quantity of life on earth.

2.G. Summarize the historical development of scientific theories and ideas within the study of life sciences.

2.1. Grade Level Indicator: Characteristics and Structure of Life: Recognize that information stored in DNA provides the instructions for assembling protein molecules used by the cells that determine the characteristics of the organism.

2.2. Grade Level Indicator: Characteristics and Structure of Life: Explain why specialized cells/structures are useful to plants and animals (e.g., stoma, phloem, xylem, blood, nerve, muscle, egg and sperm).

2.3. Grade Level Indicator: Characteristics and Structure of Life: Explain that the sun is essentially the primary source of energy for life. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules.

2.4. Grade Level Indicator: Characteristics and Structure of Life: Explain that carbon-containing molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars and fats). In addition, the energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes.

2.5. Grade Level Indicator: Heredity: Examine the inheritance of traits through one or more genes and how a single gene can influence more than one trait.

2.6. Grade Level Indicator: Heredity: Explain how developmental differentiation is regulated through the expression of different genes.

2.7. Grade Level Indicator: Diversity and Interdependence of Life: Relate diversity and adaptation to structures and functions of living organisms at various levels of organization.

2.8. Grade Level Indicator: Diversity and Interdependence of Life: Based on the structure and stability of ecosystems and their nonliving components, predict the biotic and abiotic changes in such systems when disturbed (e.g. introduction of non-native species, climatic change, etc.).

2.9. Grade Level Indicator: Diversity and Interdependence of Life: Explain why and how living systems require a continuous input of energy to maintain their chemical and physical organization. Explain that with death and the cessation of energy input, living systems rapidly disintegrate toward more disorganized states.

2.10. Grade Level Indicator: Evolutionary Theory: Explain additional components of the evolution theory, including genetic drift, immigration, emigration and mutation.

2.11. Grade Level Indicator: Historical Perspectives and Scientific Revolutions: Trace the historical development of a biological theory or idea (e.g., genetics, cytology and germ theory).

2.12. Grade Level Indicator: Historical Perspectives and Scientific Revolutions: Describe advances in life sciences that have important, long-lasting effects on science and society (e.g., biotechnology).

OH.3. Physical Sciences: Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

3.A. Explain how variations in the arrangement and motion of atoms and molecules form the basis of a variety of biological, chemical and physical phenomena.

3.B. Recognize that some atomic nuclei are unstable and will spontaneously break down.

3.C. Describe how atoms and molecules can gain or lose energy only in discrete amounts.

3.D. Apply principles of forces and motion to mathematically analyze, describe and predict the net effects on objects or systems.

3.E. Summarize the historical development of scientific theories and ideas within the study of physical sciences.

3.1. Grade Level Indicator: Nature of Matter: Explain how atoms join with one another in various combinations in distinct molecules or in repeating crystal patterns.

3.2. Grade Level Indicator: Nature of Matter: Describe how a physical, chemical or ecological system in equilibrium may return to the same state of equilibrium if the disturbances it experiences are small. Large disturbances may cause it to escape that equilibrium and eventually settle into some other state of equilibrium.

3.3. Grade Level Indicator: Nature of Matter: Explain how all matter tends toward more disorganized states and describe real world examples (e.g., erosion of rocks and expansion of the universe).

3.4. Grade Level Indicator: Nature of Matter: Recognize that at low temperatures some materials become superconducting and offer little or no resistance to the flow of electrons.

3.5. Grade Level Indicator: Forces and Motion: Use and apply the laws of motion to analyze, describe and predict the effects of forces on the motions of objects mathematically.

3.6. Grade Level Indicator: Forces and Motion: Recognize that the nuclear forces that hold the nucleus of an atom together, at nuclear distances, are stronger than the electric forces that would make it fly apart.

3.7. Grade Level Indicator: Forces and Motion: Recognize that nuclear forces are much stronger than electromagnetic forces, and electromagnetic forces are vastly stronger than gravitational forces. The strength of the nuclear forces explains why greater amounts of energy are released from nuclear reactions (e.g., from atomic and hydrogen bombs and in the sun and other stars).

3.8. Grade Level Indicator: Forces and Motion: Describe how the observed wavelength of a wave depends upon the relative motion of the source and the observer (Doppler effect). If either is moving towards the other, the observed wavelength is shorter; if either is moving away, the observed wavelength is longer (e.g., weather radar, bat echoes and police radar).

3.9. Grade Level Indicator: Forces and Motion: Describe how gravitational forces act between all masses and always create a force of attraction. Recognize that the strength of the force is proportional to the masses and weakens rapidly with increasing distance between them.

3.10. Grade Level Indicator: Nature of Energy: Explain the characteristics of isotopes. The nuclei of radioactive isotopes are unstable and spontaneously decay emitting particles and/or wavelike radiation. It cannot be predicted exactly when, if ever, an unstable nucleus will decay, but a large group of identical nuclei decay at a predictable rate.

3.11. Grade Level Indicator: Nature of Energy: Use the predictability of decay rates and the concept of half-life to explain how radioactive substances can be used in estimating the age of materials.

3.12. Grade Level Indicator: Nature of Energy: Describe how different atomic energy levels are associated with the electron configurations of atoms and electron configurations (and/or conformations) of molecules.

3.13. Grade Level Indicator: Nature of Energy: Explain how atoms and molecules can gain or lose energy in particular discrete amounts (quanta or packets); therefore they can only absorb or emit light at the wavelengths corresponding to these amounts.

3.14. Grade Level Indicator: Historical Perspectives and Scientific Revolutions: Use historical examples to explain how new ideas are limited by the context in which they are conceived; are often initially rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., nuclear energy, quantum theory and theory of relativity).

3.15. Grade Level Indicator: Historical Perspectives and Scientific Revolutions: Describe concepts/ideas in physical sciences that have important, long-lasting effects on science and society (e.g., quantum theory, theory of relativity, age of the universe).

OH.4. Science and Technology: Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

4.A. Predict how human choices today will determine the quality and quantity of life on Earth.

4.1. Grade Level Indicator: Understanding Technology: Explain how science often advances with the introduction of new technologies and how solving technological problems often results in new scientific knowledge.

4.2. Grade Level Indicator: Understanding Technology: Describe how new technologies often extend the current levels of scientific understanding and introduce new areas of research.

4.3. Grade Level Indicator: Understanding Technology: Research how scientific inquiry is driven by the desire to understand the natural world and how technological design is driven by the need to meet human needs and solve human problems.

4.4. Grade Level Indicator: Understanding Technology: Explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics and ethics of various science-related and technology-related challenges.

OH.5. Scientific Inquiry: Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

5.A. Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data.

5.1. Grade Level Indicator: Doing Scientific Inquiry: Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation.

5.2. Grade Level Indicator: Doing Scientific Inquiry: Derive simple mathematical relationships that have predictive power from experimental data (e.g., derive an equation from a graph and vice versa, determine whether a linear or exponential relationship exists among the data in a table).

5.3. Grade Level Indicator: Doing Scientific Inquiry: Research and apply appropriate safety precautions when designing and/or conducting scientific investigations (e.g., OSHA, MSDS, eyewash, goggles and ventilation).

5.4. Grade Level Indicator: Doing Scientific Inquiry: Create and clarify the method, procedures, controls and variables in complex scientific investigations.

5.5. Grade Level Indicator: Doing Scientific Inquiry: Use appropriate summary statistics to analyze and describe data.

OH.6. Scientific Ways of Knowing: Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

6.A. Explain how scientific evidence is used to develop and revise scientific predictions, ideas or theories.

6.B. Explain how ethical considerations shape scientific endeavors.

6.C. Explain how societal issues and considerations affect the progress of science and technology.

6.1. Grade Level Indicator: Nature of Science: Give examples that show how science is a social endeavor in which scientists share their knowledge with the expectation that it will be challenged continuously by the scientific community and others.

6.2. Grade Level Indicator: Nature of Science: Evaluate scientific investigations by reviewing current scientific knowledge and the experimental procedures used, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence and suggesting alternative explanations for the same observations.

6.3. Grade Level Indicator: Nature of Science: Select a scientific model, concept or theory and explain how it has been revised over time based on new knowledge, perceptions or technology.

6.4. Grade Level Indicator: Nature of Science: Analyze a set of data to derive a principle and then apply that principle to a similar phenomenon (e.g., predator-prey relationships and properties of semiconductors).

6.5. Grade Level Indicator: Nature of Science: Describe how individuals and teams contribute to science and engineering at different levels of complexity (e.g., an individual may conduct basic field studies, hundreds of people may work together on major scientific questions or technical problem).

6.6. Grade Level Indicator: Ethical Practices: Explain that scientists may develop and apply ethical tests to evaluate the consequences of their research when appropriate.

6.7. Grade Level Indicator: Science and Society: Describe the current and historical contributions of diverse peoples and cultures to science and technology and the scarcity and inaccessibility of information on some of these contributions.

6.8. Grade Level Indicator: Science and Society: Recognize that individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them.

6.9. Grade Level Indicator: Science and Society: Recognize the appropriateness and value of basic questions ?What can happen?' ?What are the odds?' and ?How do scientists and engineers know what will happen?'

6.10. Grade Level Indicator: Science and Society: Recognize that social issues and challenges can affect progress in science and technology. (e.g., Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology.)

6.11. Grade Level Indicator: Science and Society: Research how advances in scientific knowledge have impacted society on a local, national or global level.