Spreadsheet: 2f8ec6c4-7673-45af-8345-6044677fb4bc
Sheet: Sheet1

Scientific Inquiry  (Nature of Science Unifying Concept A) | Unnamed: 1 | Unnamed: 2 | Unnamed: 3 | Unnamed: 4 | Unnamed: 5 | Unnamed: 6 | Unnamed: 7 | Unnamed: 8
Scientific inquiry is the process by which humans systematically examine the natural world.   Scientific inquiry is a human endeavor and involves observation, reasoning, insight, energy, skill, and creativity.  Scientific inquiry is used to formulate and test explanations of nature through observation, experiments, and theoretical or mathematical models.   Scientific explanations and evidence are constantly reviewed and examined by others.  [NAME], response to criticism and open communication are integral to the process of science.
By the end of the grade band: |  | By the end of the grade band, students know and are able to do everything required in earlier grades and: |  | By the end of grade band, students know and are able to do everything required in earlier grades and: |  | By the end of grade band, students know and are able to do everything required in earlier grades and:
[NAME] |  | Grades 3 - 5 |  | Grades 6 - 8 |  | Grades 9 - 12
N.2.A | Students understand that science is an active process of systematically examining the natural world. | N.5.A | Students understand that science involves asking and answering questions and comparing the answers to what scientists  know about the world. | N.8.A | Students understand that scientific knowledge requires critical consideration of verifiable evidence obtained from inquiry and appropriate investigations. | N.12.A | Students understand that a variety of communication methods can be used to share scientific information.
N.2.A.1 | Students know how to make observations and give descriptions using words, numbers, and drawings. E/S | N.5.A.1 | Students know scientific progress is made by conducting careful investigations, recording data, and communicating the results in an accurate method. E/S | N.8.A.1 | Students know how to identify and critically evaluate  information in data, tables, and graphs.  E/S | N.12.A.1 | Students know tables, charts, illustrations and graphs can be used in making arguments and claims in oral and written presentations.    E/S | Using Data
 |  | N.5.A.2 | Students know how to compare the results of their experiments to what scientists already know about the world.  I/L
 |  | N.8.A.3 | Students know how to draw conclusions from scientific evidence. E/S | N.8.A.2 | Students know how to critically evaluate information to distinguish between fact and opinion.  E/S | N.12.A.2 | Students know scientists maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations.  I/S | Record-keeping
 |  | N.5.A.4 | Students know graphic representations of recorded data can be used to make predictions.  E/S | N.8.A.3 | Students know different explanations can be given for the same evidence.    E/S | N.12.A.3 | Students know repeated experimentation allows for statistical analysis and unbiased conclusions. E/S | [NAME]
N.2.A.2 | Students know tools can be used safely to gather data and extend the senses.  I/L | N.5.A.5 | Students know how to plan and conduct a safe and simple investigation.   E/S | N.8.A.4 | Students know how to design and conduct a controlled experiment.    E/L | N.12.A.4 | Students know how to safely conduct an original scientific investigation using the appropriate tools and technology. E/L | Safe Experimentation
 |  |  |  | N.8.A.5 | Students know how to use appropriate technology and laboratory procedures safely for observing, measuring, recording, and analyzing data.   E/L
[NAME] | Students know observable patterns can be used to predict future events or sort items.  E/S | N.5.A.6 | Students know models are tools for learning about the things they are meant to resemble. I/S | N.8.A.6 | Students know scientific inquiry includes evaluating results of scientific investigations, experiments, observations, theoretical and mathematical models, and explanations proposed by other scientists.  E/S | N.12.A.5 | Students know models and modeling can be used to identify and predict cause-effect relationships.  I/S | Models
 |  | N.5.A.7 | Students know observable patterns can be used to organize items and ideas. E/S | N.8.A.7 | Students know there are multiple methods for organizing items and information. E/S | N.12.A.6 | Students know organizational schema can be used to represent and describe relationships of sets. E/S
Science, Technology, and Society (Nature of Science Unifying Concept B)
Technology defines a society or era. It can shape the environment in which people live, and it has increasingly become a larger part of people’s lives.  While many of technology’s effects on society are regarded as desirable, other effects are seen as less desirable.  These concepts are shared across subject areas such as science, math, technology, social studies and language arts.  The development and use of technology affects society and the environment in which we live, and, at the same time, society influences the development of technology and its impact on culture.
By the end of the grade band: |  | By the end of the grade band, students know and are able to do everything required in earlier grades and: |  | By the end of grade band, students know and are able to do everything required in earlier grades and: |  | By the end of grade band, students know and are able to do everything required in earlier grades and:
Grades K - 2 |  | Grades 3 - 5 |  | Grades 6 - 8 |  | Grades 9 - 12
N.2.B | Students understand that many people contribute to the field of science. | N.5.B | Students understand that many people, from all cultures and levels of ability, contribute to the fields of science and technology. | N.8.B | Students understand the interactions of science and society in an ever-changing world. | N.12.B | Students understand the impacts of science and technology in terms of costs and benefits to society.
N.2.B.1 | Students know science engages men and women of all ages and backgrounds.  E/S | N.5.B.1 | Students know that, throughout history, people of diverse cultures have provided scientific knowledge and technologies. E/S | N.8.B.1 | Students understand that  consequences of technologies can cause resource depletion and environmental degradation, but technology can also increase resource availability, mitigate environmental degradation, and make new resources economical. | N.12.B.1 | Students know science, technology, and society influenced one another in both positive and negative ways.  E/S | Risks and Benefits
 |  | N.5.B.2 | Students know technologies impact society, both positively and negatively. E/S |  |  | N.12.B.2 | Students know consumption patterns, conservation efforts, and cultural or social practices in countries have varying environmental impacts.  E/S | Ethical Behavior
 |  |  |  |  |  | N.12.B.3 | Students know the influence of ethics on scientific enterprise.  E/S
N.2.B.2 | Students know that, in science, it is helpful to work in a team and share findings with others.  E/L | N.5.B.3 | Students know the benefits of working with a team and sharing findings. E/L | N.8.B.2 | Students know scientific knowledge is revised through a process of incorporating new evidence gained through on-going investigation and collaborative discussion. E/S
 |  |  |  |  |  | N.12.B.4 | Students know scientific knowledge builds on previous information. E/S | Collaboration