Station No.

Description

Core Curriculum

Reference to New York State Elementary Science Syllabus

Key Idea/Performance Indicator

Key Idea/Performance Indicator

1

Liquids – Students use measuring equipment and their observation skills to determine the physical properties of objects, make inferences about discrepant events, and formulate new questions based on the data collected.

S 2.3

5.1

manipulating materials

2

Grouping Objects - Students sort a set of eight objects into appropriate groups and then create their own classification system by forming subgroups for the objects.

S 3.1, S 3.3

5.1

manipulating materials

3

Ball and Ramp Game - Two students work together cooperatively at this task, which uses a ball and ramp "game". The students gather data about problems associated with the development of the game. Students measure distance and make inferences and predictions based on the data they collect. Each student completes an answer sheet and makes predictions about how to modify the game.

S 3.1, S 3.2, S 3.3, S 3.4

predicting

4

Students use a magnet and electrical tester to collect data about a set of eight objects. They record their findings and use the data they collect to make inferences and generalizations about the magnetic and electrical properties of the set of objects.

S 3.1, S 3.2, S 3.3

manipulating materials

5

Task 5 – Unknown Object – Students are given an unknown object and are asked to describe it in a letter so that a scientist might be able to identify it. Students must use observation skills and nonstandard measurement to describe the object, communicate this information in writing, and ask additional questions of the scientist to further their investigation of the object.

S 3.3, S 3.4

3.1

using nonstandard units of measure

Test Item #

Reference to Elementary Science Core Curriculum

I = grades K – 2 II = grades 3 – 4

Standard 1 Key Idea

PS = Physical Setting

Performance Indicator

1

LE

3.1

IA

2.1

2

LE

4.1

IA

1.4

3

LE

3.1

IA

1.1

4

LE

3.1

IA

1.1

5

LE

4.1

IA

2.4

6

LE

6.1, 3.1

IB

2

7

LE

6.1, 5.2

IB

1

8

LE

5.2

IIA

2.2

9

LE

6.1

IIB

2.1

10

LE

4.1

IIA

1.4

11

LE

3

IIA

2.4

12

LE

3.1

IIA

1.3

13

LE

6.1

IIB

1.1

14

LE

6.1

IIB

1.2

15

LE

3.1

IIA

1.2

16

PS

5.1

ID

3.1

17

PS

3.1

IC

1.1

18

PS

5.1

ID

2.3

19

PS

1.1

IC

2.4

20

PS

3.1, 3.2

IC

1.1

21

PS

3.1

IC

1.5

22

PS

3.2

ID

1.3

23

PS

4.1, 4.2

IID

1

24

PS

4.1, 4.2

IIC

2.3

25

PS

4.1

IID

2

26

PS

3.2

IID

3

27

PS

5.1, 3.1

IIC

1.1

28

PS

4.1

IIC

2.2

29

PS

1.1

I

Inquiry Skill

30

PS

3.1, 3.2

I

Inquiry Skill

31

LE

1.1

I

Inquiry Skill

32

LE

5.2

I

Inquiry Skill

33

S 2.1

PS

3.1

I

Inquiry Skill

34

PS

3.1

II

Inquiry Skill

35

PS

3.1

II

Inquiry Skill

36

LE

4.1

II

Inquiry Skill

37

M 1.1

PS

2.1

II

Inquiry Skill

38

LE

3.1

II

Inquiry Skill

39

S 2.1

PS

5.1

II

Inquiry Skill

40

S 3.2, M 2.1

¾

II

Inquiry Skill

41

S 3.2, M 2.1

¾

II

Inquiry Skill

42

S 3.2

PS

5.1

II

Inquiry Skill

43

S 3.2, M 2.1

PS

5.1

II

Inquiry Skill

44

S 3.1

PS

2.1

II

Inquiry Skill

45

PS

3.2

II

Inquiry Skill

Standard 1: Analysis, Inquiry, and Design

Performance Indicators

Objective Test, Form H*

Performance Test, Form Z**

Abstraction and symbolic representation are used to communicate mathematically.

1.1 Use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to their immediate environment.

37

Station 3

2.1 Use simple, logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching conclusions.

43

Station 3

The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

3.1 Explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible.

Station 4

Standard 1: Analysis, Inquiry, and Design

Performance Indicators

Objective Test, Form H*

Performance Test, Form Z**

The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.1 Ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.

Station 5

1.2 Question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings.

1.3 Develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed.

Station 1

2.1 Develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed observations they have helped formulate.

39

2.2 Share their research plans with others and revise them based on their suggestions.

Station 3

2.3 Carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities (e.g., length, mass, volume, temperature, and time).

Station 5

The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

3.1 Organize observations and measurements of objects and events through classification and the preparation of simple charts and tables.

44

Station 4

3.2 Interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships.

43

Station 4

3.3 Share their findings with others and actively seek their interpretation and ideas.

Station 5

3.4 Adjust their explanations and understandings of objects and events based on their findings and new ideas.

Station 5

Standard 4: Sciences

Objective Test,
Form H*

Performance Test,
Form Z**

The Earth and celestial phenomena can be described by principles of relative motion and perspective.

29

Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

44

Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

45

Station 5

Energy exists in many forms, and when these forms change energy is conserved.

25 28

Station 4

Energy and matter interact through forces that result in changes in motion.

42 43

Station 4

Living things are both similar to and different from each other and nonliving things.

31

Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

Individual organisms and species change over time.

15 38

The continuity of life is sustained through reproduction and development.

10 36

Organisms maintain a dynamic equilibrium that sustains life.

32

Plants and animals depend on each other and their physical environment.

14

Human decisions and activities have had a profound impact on the physical and living environment.