By the end of the K-2 program:
A. Observe constant and changing patterns of objects in the day and night sky.
By the end of the 3-5 program:
A. Explain the characteristics, cycles and patterns involving Earth and its place in the Solar System.
By the end of the 6-8 program:
A. Describe how the positions and motions of the objects in the universe cause predictable and cyclic events.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.
By the end of the 9-10 program:
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.F. Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences.
By the end of the 11-12 program:
A. Explain how technology can be used to gather evidence and increase our understanding of the universe.B. Describe how Earth is made up of a series of interconnected systems, and how a change in one system affects other systems.
D. Summarize the historical development of scientific theories and, ideas, and describe emerging issues in the study of Earth and space sciences.
Kindergarten
1. 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.
Grade Two
1. Recognize that there are more stars in the sky than anyone can easily count.2. Observe and describe how the Sun, Moon and stars all appear to move slowly across the sky.
3. Observe and describe how the Moon appears a little different every day but looks nearly the same again about every four weeks.
4. Observe and describe that some weather changes occur throughout the day, and some changes occur in a repeating seasonal pattern.
Grade Five
1. Describe how night and day are caused by Earth's rotation.2. Explain that Earth is one of several planets to orbit the Sun, and that the Moon orbits Earth.
3. Describe the characteristics of Earth and its orbit about the Sun (e.g., three-fourths of Earth's surface covered by a layer of water [some of it frozen], the entire planet surrounded by a thin blanket of air, elliptical orbit, tilted axis, spherical planet).
4. Explain that stars are like the Sun, some being smaller and some larger, but so far away that they look like points of light.
Grade Eight
1. 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.2. 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.
3. Compare the orbits and composition of comets and asteroids with that of Earth.
4. Describe the effect that asteroids or meteoroids have when moving through space and sometimes entering planetary atmospheres (e.g., meteor "shooting star" and meteorite).
5. Explain that the universe consists of billions of galaxies that are classified by shape.
6. Explain interstellar distances are measured in light years (e.g., the nearest star beyond the sun is 4.3 light years away).
7. Examine the life cycle of a star and predict the next likely stage of a star.
8. Name and describe tools used to study the universe (e.g., telescopes, probes, satellites and spacecraft).
Grade Nine
1. 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.2. Describe the current scientific evidence that supports the theory of the explosive expansion of the universe, the Big Bang, over 10 billion years ago.
3. Explain that gravitational forces govern the characteristics and movement patterns of the planets, comets and asteroids in the Solar System.
8. 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).
Grade Eleven
1. 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.2. 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).
3. Explain heat and energy transfers in and out of the atmosphere and its involvement in weather and climate (radiation, conduction, convection, and advection).
4. Explain the impact of oceanic and atmospheric currents on weather and climate.
10. Interpret weather maps and their symbols to predict changing weather conditions worldwide.
15. 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, Theory of Continental Drift).
16. Describe advances in Earth and space science that have important long-lasting effects on science and society.
Grade Twelve
1. 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.2. Explain how the large scale motion of objects in the universe is governed by gravitational forces and detected by observing electromagnetic radiation.
3. 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.
4. 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.
5. Investigate how thermal energy transfers in the worlds' oceans impact physical features (e.g. ice caps and oceanic and atmospheric currents) and weather patterns.
Remember: to teach any subject effectively, you must understand it in greater depth and detail than you expect your students to master. You want to be prepared to answer, and sometimes ask, questions that go beyond the basic requirements.
Source: Dr. Stephen Van Hook & Matthew Steele (BGSU), Jan 2004.