(K-2) M1

Science Curriculum Preview Committee Clarification of Learning Results

Revised 07/01/04

K-2

M1: Describe how legends, stories, and scientific explanations are different ways in which people attempt to explain the world.

Curriculum Organizing Questions

What does this story say about nature?

Do you know a story that explains _______________?

Elaboration
Through the use of story and other examples, elementary teachers can introduce interesting historical examples of women and men who have made contributions to science.

Specific Ideas

Describing things as accurately as possible is important in science because it enables people to compare their observations with those of others. Benchmarks 1B3.

Scientists' explanations about what happens in the world come partly from what they observe, partly from what they think. Sometimes scientists have different explanations for the same set of observations.Benchmarks 1B3 (3-5).

Scientists do not pay much attention to claims about how something they know about works unless the claims are backed up with evidence that can be confirmed and with a logical argument.Benchmarks 1B4 (3-5).

Stories sometimes give plants and animals attributes that they really do not have.Benchmarks 5A1.

People can learn from each other by telling and listening, showing and watching, and imitating what others do.Benchmarks 6D3.

People are more likely to believe your ideas if you can give good reasons for them.Benchmarks 9E1.

One way to describe something is to say how it is like something else. Benchmarks 9E1 (3-5).

Developmental & Instructional Implications
This indicator could be covered in language arts or social studies.

Examples

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Curriculum Organizing Questions	What does this story say about nature? Do you know a story that explains _______________?
Elaboration	Through the use of story and other examples, elementary teachers can introduce interesting historical examples of women and men who have made contributions to science.
Specific Ideas	Describing things as accurately as possible is important in science because it enables people to compare their observations with those of others. Benchmarks 1B3. Scientists' explanations about what happens in the world come partly from what they observe, partly from what they think. Sometimes scientists have different explanations for the same set of observations.Benchmarks 1B3 (3-5). Scientists do not pay much attention to claims about how something they know about works unless the claims are backed up with evidence that can be confirmed and with a logical argument.Benchmarks 1B4 (3-5). Stories sometimes give plants and animals attributes that they really do not have.Benchmarks 5A1. People can learn from each other by telling and listening, showing and watching, and imitating what others do.Benchmarks 6D3. People are more likely to believe your ideas if you can give good reasons for them.Benchmarks 9E1. One way to describe something is to say how it is like something else. Benchmarks 9E1 (3-5).
Developmental & Instructional Implications	This indicator could be covered in language arts or social studies.
Examples