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Michigan Curriculum Framework
Michigan SYEFEST Inquiries and the Michigan Science Content Standards - Elementary
| Inquiry |
I.1.,1 |
I.1.,2 |
I.1.,3 |
I.1.,4 |
I.1.,5 |
I.1.,6 |
II.1.,1 |
II.1.,2 |
II.1.,3 |
II.1.,4 |
II.1.,5 |
| Color Bugs |
X |
X |
|
X |
X |
X |
X |
X |
|
X |
|
| Ant Cafeteria |
X |
X |
|
X |
X |
X |
X |
X |
|
X |
|
| Leaves of Steel(c) |
X |
X |
X |
X |
X |
X |
X |
X |
X |
X |
|
| Litter Critters(a) |
X |
X |
|
|
X |
X |
X |
X |
|
X |
|
| Mark-Recapture |
X |
X |
|
|
X |
X |
X |
X |
|
X |
|
| Mystery Marauders(a) |
X |
X |
|
|
X |
X |
X |
X |
|
X |
|
| Chemical Warfare(b) |
X |
X |
|
X |
X |
X |
X |
X |
|
X |
|
| Wings on Seeds(c) |
X |
X |
|
X |
X |
X |
X |
X |
|
X |
|
| Seed Robber Detectives |
X |
X |
|
|
X |
X |
X |
X |
|
X |
|
| Impacts of SY Traffic & Decomposers |
X |
X |
|
X |
X |
X |
X |
X |
|
X |
|
| Acorn Weevils |
X |
X |
|
|
X |
X |
X |
X |
|
X |
|
| Size of Nature Preserves |
X |
X |
|
X |
X |
X |
X |
X |
|
X |
|
| Pollution in Snow(c,d) |
X |
X |
|
X |
X |
X |
X |
X |
|
X |
|
| Animal Antifreeze(a,c) |
X |
X |
|
X |
X |
X |
X |
X |
|
X |
|
| Inquiry |
III.1.,1 |
III.2.,1 |
III.2.,2 |
III.2.,3 |
III.2.,4 |
III.2.,5 |
III.3.,1 |
| Color Bugs |
|
X |
|
|
X |
|
|
| Ant Cafeteria |
|
X |
|
X |
X |
|
|
| Leaves of Steel(c) |
|
X |
|
|
X |
X |
|
| Litter Critters(a) |
|
X |
|
X |
X |
|
|
| Mark-Recapture |
|
X |
|
|
X |
|
|
| Mystery Marauders(a) |
|
X |
|
|
X |
X |
|
| Chemical Warfare(b) |
|
X |
|
X |
X |
X |
|
| Wings on Seeds(c) |
|
X |
|
X |
X |
X |
X |
| Seed Robber Detectives |
|
X |
X |
|
X |
X |
|
| Impacts of SY Traffic & Decomposers |
X |
X |
|
|
X |
|
|
| Acorn Weevils |
|
X |
|
X |
X |
X |
X |
| Size of Nature Preserves |
|
X |
|
|
X |
|
|
| Pollution in Snow(c,d) |
|
|
|
|
X |
|
|
| Animal Antifreeze(a,c) |
|
|
X |
|
X |
|
|
| Inquiry |
III.4.,1 |
III.4.,2 |
III.5.,1 |
III.5.,2 |
III.5.,3 |
III.5.,4 |
III.5.,5 |
| Color Bugs |
|
X |
X |
X |
X |
|
X |
| Ant Cafeteria |
|
X |
X |
X |
X |
|
X |
| Leaves of Steel(c) |
|
X |
|
X |
X |
|
|
| Litter Critters(a) |
|
X |
X |
X |
X |
|
|
| Mark-Recapture |
|
X |
X |
X |
X |
|
|
| Mystery Marauders(a) |
|
X |
X |
X |
X |
|
|
| Chemical Warfare(b) |
|
X |
|
X |
X |
X |
|
| Wings on Seeds(c) |
|
X |
|
X |
X |
|
|
| Seed Robber Detectives |
|
X |
X |
X |
X |
|
|
| Impacts of SY Traffic & Decomposers |
|
X |
X |
X |
X |
X |
X |
| Acorn Weevils |
|
X |
X |
X |
X |
|
|
| Size of Nature Preserves |
|
X |
X |
X |
X |
X |
X |
| Pollution in Snow(c,d) |
|
X |
|
X |
X |
|
X |
| Animal Antifreeze(a,c) |
|
X |
|
X |
X |
X |
|
(a) Inquiries published by OBIS that were used in the Michigan SYEFEST: Outdoor Biology Instructional Strategies, Lawrence Hall of Science, University of California, Berkeley, CA 94720. Delta Education: 5 Hudson Park Drive, Hudson, NH 03051 (603-889-8899).
(b) Modified from an inquiry written by Judy Bramble and Sandra Rode in: Schoolyard Ecology. Published by Missouri Botanical Garden, St. Louis, MO
(c) Inquiry also meets objectives under Strand IV (Michigan Science Content Standards and Working Draft Benchmarks): Use scientific knowledge from the Physical Sciences in real-world contexts.
(d) Inquiry also meets objectives under Strand V (Michigan Science Content Standards and Working Draft Benchemarks): Use scientific knowledge from the Earth and Space Sciences in real-world contexts.
Michigan Content Standards and Draft Benchmarks
Michigan Department of Education
http://cdp.mde.state.mi.us/MCF/ContentStandards/default.html
1998
Science Arts Content Standards: Outline
Strand I. Constructing New Scientific Knowledge
- Standard I.1. Constructing New Scientific Knowledge
- Elementary 1. Generate reasonable questions about the world based on
observation.
- Elementary 2. Develop solutions to unfamiliar problems through
reasoning, observation, and/or experiment.
- Elementary 3. Manipulate simple mechanical devices and explain how
they work.
- Elementary 4. Use simple measurement devices to make metric
measurements.
- Elementary 5. Develop strategies and skills for information gathering
and problem solving.
- Elementary 6. Construct charts and graphs and prepare summaries of
observations.
Strand II. Reflect on the Nature, Adequacy and Connections Across Scientific Knowledge (Reflecting on Scientific Knowledge)
- Standard II.1. Reflecting on Scientific Knowledge
- Elementary 1. Develop an awareness of the need for evidence in making decisions scientifically.
- Elementary 2. Show how science concepts can be interpreted through creative expression such as language arts and fine arts.
- Elementary 3. Describe ways in which technology is used in everyday
life.
- Elementary 4. Develop an awareness of and sensitivity to the natural
world.
- Elementary 5. Develop an awareness of contributions made to science by
people of diverse backgrounds.
Strand III. Using Scientific Knowledge in Life Science
- Standard III. 1. Cells
- Elementary 1. Describe cells as living systems.
- Standard III. 2. The Organization of Living Things
- Elementary 1. Compare and classify familiar organisms on the basis of observable characteristics.
- Elementary 2. Describe vertebrates in terms of observable body parts
and characteristics.
- Elementary 3. Describe the life cycles of familiar organisms.
- Elementary 4. Compare and contrast food, energy, and environmental
needs of selected organisms.
- Elementary 5. Describe functions of selected seed plant parts.
- Standard III. 3. Heredity
- Elementary 1. Give evidence that characteristics are passed from parents to young.
- Standard III. 4. Evolution
- Elementary 1. Explain how fossils provide evidence about the nature of ancient life.
- Elementary 2. Explain how physical and/or behavioral characteristics of
organisms help them to survive in their environments.
- Standard III. 5. Ecosystems
- Elementary 1. Identify familiar organisms as part of a food chain or food web and describe their feeding relationships within the web.
- Elementary 2. Explain common patterns of interdependence and inter-
relationships of living things.
- Elementary 3. Describe the basic requirements for all living things to
maintain their existence.
- Elementary 4. Design systems that encourage growing of particular
plants or animals.
- Elementary 5. Describe positive and negative effects of humans on the
environment.
Strand IV. Using Scientific Knowledge in Physical Science
Strand V. Using Scientific Knowledge in Earth Science
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