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 WA- Washington Essential Academic Learning Requirements |
| • Subject : Science
"The important thing is to not stop questioning"
Albert Einstein
Learning in science depends on actively doing science. Active
engagement in hands-on, minds-on science learning experiences enables
students to make personal sense of the physical world and to solve
problems. Toward these ends, the Essential Academic Learning
Requirements for science were developed based on the following set of
guiding principles.
1. All students should be expected to attain
satisfactory achievement and performance on all Essential Academic
Learning Requirements.
2. All students should have access to a
carefully articulated science program each year in kindergarten through
10th grade with opportunities for continued study in grades 11 and 12.
3. All students should receive quality feedback about their performance and achievement in science on a continuous basis.
4. All students, regardless of gender, cultural or ethnic background,
physical or learning disabilities, aspirations, or interest and
motivation in science, should have the opportunity to attain scientific
literacy.
5. All students should have access to effective and
appropriate teaching from well trained teachers who are supported with
high quality instructional resources.
If all students attain
mastery of the Essential Academic Learning Requirements for science,
Washington State will be much closer to attaining the national goal of
being the first in the world in science achievement and performance.
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| • Standard 1: The student understands and uses scientific concepts and principles.
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| • Area : 1.2 recognize the components, structure, and organization of systems and the interconnections within and among them
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| • Key Idea : Life Science - Systems
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| • Benchmark / Grade : Benchmark 1 - TBD
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|  Performance Expectation : identify the parts of a system, how the parts go together, and how they depend on each other
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| • Area : 1.3 understand how interactions within and among systems cause changes in matter and energy
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| • Key Idea : Life Science - Biological evolution
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| • Benchmark / Grade : Benchmark 2 - TBD
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| Performance Expectation : describe
how biological evolution accounts for species diversity, adaptation,
natural selection, extinction, and change in organisms over time
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| • Key Idea : Life Science - Interdependence of life
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| • Benchmark / Grade : Benchmark 1 - TBD
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| Performance Expectation : describe
how an organism’s behavior and ability to survive is influenced by its
environment, other life forms, and availability of food and/or other
resources
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| • Key Idea : Life Science - Environmental and resource issues
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| • Benchmark / Grade : Benchmark 1 - TBD
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| Performance Expectation : know
humans and other living things depend on the natural environment, and
can cause changes in their environment that affect their ability to
survive
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| • Standard 2: The student knows and applies the skills and processes of science and technology
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| • Area : 2.1 develop abilities necessary to do scientific inquiry
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| • Key Idea : Life Science - Questioning
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| • Benchmark / Grade : Benchmark 1 - TBD
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| Performance Expectation : ask questions about objects, organisms, and events in the environment
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| • Key Idea : Life Science - Explanation
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| • Benchmark / Grade : Benchmark 1 - TBD
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| Performance Expectation : use data to construct reasonable explanations
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| • Key Idea : Life Science - Modeling
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| • Benchmark / Grade : Benchmark 1 - TBD
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| Performance Expectation : model
objects, events, or processes by representing them with concrete
objects, metaphors, analogies, or other conceptual or physical
constructs
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