Grade Level Performance Indicator Progression for Science
	Correlation of Kids Invent curriculum to benchmarks
Benchmarks Grades 6-8	Fast & Furious	Spin & Soar	Chase & Challenge	Chemical Tour	Optics & Action	Air & Crafting	Building Bonanza	Examples of class activities
DOING SCIENTIFIC INQUIRY
Develop questions and hypotheses that can be answered through scientific investigations.	●	●	●	●	●	●	●	Inventing works with scientific query
Design and conduct scientific investigations to answer questions or to test hypotheses.	●	●	●	●	●	●	●	Building and testing an invention
Collect, organize, analyze and display data/information, using tools, techniques for data interpretation.	●	●	●	●	●	●	●	Testing, measuring, experimenting
Develop conclusions and explanations showing the relationship between evidence and results drawn.	●	●	●	●	●	●	●	Test results used to improve inventions
Communicate and defend scientific procedure used and conclusion and explanation drawn from evidence.	●	●	●	●	●	●	●	Presentations to class, if time allows
Reflect and revise conclusion and explanation based on evidence given from other valid points of view.	●	●	●	●	●	●	●	Evaluating to improve invention ideas
LIVING THE VALUES, ATTITUDES, AND COMMITMENTS OF THE INQUIRING MIND
HONESTY - Report observations even when they contradict a hypothesis.	●	●	●	●	●	●	●	Seeing results of invention tests
HONESTY - Acknowledge references, contributions, and work done by others.	●	●	●	●	●	●	●	Science concepts introduced
CRITICAL–MINDEDNESS - Evaluate empirical evidence to develop reasonable conclusions/explanations.	●	●	●	●	●	●	●	Evaluating tests of invention
OBJECTIVITY - Examine several possible options when investigating a problem.	●	●	●	●	●	●	●	Evaluating tests to improve inventions
OPEN-MINDEDNESS - Evaluate all evidence that support or contradict the hypothesis.	●	●	●	●	●	●	●	Evaluating tests to improve inventions
QUESTIONING - Ask questions to understand multiple perspectives and interpretations of a problem.	●	●	●	●	●	●	●	Interaction with instructors
SELF-DIRECTED - Locate, identify, and use a wide variety of appropriate information to draw conclusions.	●	●	●	●	●	●	●	Testing inventions
VALUE SCIENCE - Ask questions and explain findings and answers scientifically.	●	●	●	●	●	●	●	Interaction with instructors
USING UNIFYING CONCEPTS AND THEMES
SYSTEM - Explain how a given system works.	●	●	●	●	●	●	●	Class presentations, if time allows
CHANGE - Identify patterns of change and the implications on a system.	●	●	●	●	●	●	●	Testing of inventions
SCALE - Calculate very large or very small numbers using exponential numbers.
MODEL - Identify different models that represent the same thing, and evaluate their usefulness.	●	●	●	●	●	●	●	Working with models
DOING SAFETY
Apply school, classroom, laboratory, and field trip rules to maintain a safe learning environment.	●	●	●	●	●	●	●	Safety rules applied in classroom
Identify potentially unsafe conditions prior to the activity and explain how accidents can be prevented.	●	●	●	●	●	●	●	Safety rules applied in classroom
Use supplies, chemicals, and equipment as instructed and for purposes intended under teacher supervision.	●	●	●	●	●	●	●	Safety rules applied in classroom
Operate emergency equipment, such as eyewash, shower, and fire blanket when needed.	●	●	●	●	●	●	●	Applied in an emergency
Assist teacher as requested in case of emergency.	●	●	●	●	●	●	●	Applied in an emergency
Document and apply appropriate safety protocols when conducting scientific activities.	●	●	●	●	●	●	●	Safety rules applied in classroom
RELATING THE NATURE OF TECHNOLOGY TO SCIENCE
Identify and elaborate on a problem or issue.	●	●	●	●	●	●	●	Interaction with instructors
Collect and analyze information to identify alternative solutions.	●	●	●	●	●	●	●	Testing and revising inventions
Apply appropriate criteria for evaluating alternative solutions in solving a problem or issue.	●	●	●	●	●	●	●	Alternate ways for improvements
Select and carry out action steps for the most suitable alternative solution.	●	●	●	●	●	●	●	Alternate ways to make invention work
Evaluate the effectiveness of the processes and actions used in solving the problem or issue.	●	●	●	●	●	●	●	Interaction with instructors
UNDERSTANDING SCIENTIFIC INQUIRY AND THE CHARACTER OF SCIENTIFIC KNOWLEDGE
SCIENTIFIC INQUIRY - Describe how scientific inquiry is a way of knowing.	●	●	●	●	●	●	●	Inventing based on science knowledge
SCIENTIFIC INQUIRY - Identify scientific explanations, justify with evidence, logical, consistent arguments.	●	●	●	●	●	●	●	Analyzing evidence key to inventions
SCIENTIFIC INQUIRY - Give examples where scientists used mathematics/technology to analyze results.	●	●	●	●	●	●	●	Analyzing evidence key to inventions
SCIENTIFIC KNOWLEDGE - Give examples of how science advances through legitimate questioning.	●	●	●	●	●	●	●	Discussion of science concepts
SCIENTIFIC KNOWLEDGE - Describe and exemplify the nature of scientific explanations.	●	●	●	●	●	●	●	Discussion of scientists/inventor ideas
INTERDEPENDENCE OF SCIENCE, TECHNOLOGY, AND SOCIETY
INTERDEPENDENCE OF SCIENCE, TECHNOLOGY AND SOCIETY - Give example of interdependence.	●	●	●	●	●	●	●	Discussion of various inventions
INTERDEPENDENCE OF SCIENCE, TECHNOLOGY AND SOCIETY - Give examples of societal influence.	●	●	●	●	●	●	●	Discussion of invention successes
TECHNOLOGICAL IMPACTS - Describe/exemplify how information technologies affect research in science.
HEALTH TECHNOLOGIES - Describe how scientific knowledge impact monitoring of people’s health.
"MALAMA I KA ‘AINA": SUSTAINABILITY
SUSTAINING FOOD SUPPLY - Give scientific inferences of environmental/societal technology issues.
CONSERVATION OF RESOURCES - Explain how using resources such as water effect the environment.
UNITY AND DIVERSITY
Compare and contrast the body structures of organisms that contribute to their ability to survive/reproduce.
Assess the degree among selected organisms of similarities in internal anatomical features.
INTERDEPENDENCE
Illustrate and explain the relationships among producers, consumers, and decomposers in a food web.
Identify and describe the biotic and abiotic factors that affect the carrying capacity of a specific niche.
CYCLE OF MATTER AND ENERGY FLOW
Explain how plants use the energy from sunlight and matter from the atmosphere can make food.
Give examples of conservation of matter where matter is transferred among living organisms/environment.
BIOLOGICAL EVOLUTION
Describe and explain how living things have changed over geologic time by using fossils/other evidence.
Explain how small differences between parents and offspring accumulate in generations.
Relate how changes in the environment can affect the survival of individual organisms and entire species.
HEREDITY
Explain how heredity accounts for biological traits being passed on to successive generations.
CELLS, TISSUES, AND ORGANS
Describe and analyze structure/function at levels of organization (cellular, tissue, organ, system, organism).
Describe and explain the relationship and interactions of organ systems.
Identify the conditions for fertilization of the egg to occur and strategies that may prevent it from happening.
HUMAN DEVELOPMENT
Explain embryonic development in human/other species as cells differentiate in form/function in trimesters.
Explain how the body changes as people age and factors that influence the length and quality of human life.
WELLNESS
HUMAN BODY FUNCTIONS - Describe how an organ system functions to promote survival.
PHYSICAL HEALTH - Identify certain behaviors and practices that increase and decrease longevity.
PHYSICAL HEALTH - Explain the role of mechanisms (such as white blood cells) in protecting the body.
MENTAL HEALTH - Relate how external/internal conditions influence how people cope with situations.
LEARNING AND HUMAN BEHAVIOR
LEARNING - Describe how inheritance and experience affects learning.
LEARNING - Describe how the extent a person achieves depends on abilities, perseverance, motivation.
BEHAVIOR - Identify situations where affiliation with a group can increase the power of members.
BEHAVIOR - Give examples of how cultures have distinctive behavior patterns and many subcultures exist.
NATURE OF MATTER
Compare and contrast physical/chemical properties of substances (e.g., growing crystals of salts, sugars.)
Explain common chemical reactions (e.g., electrolysis, replacement in acid/base reactions, oxidation).
ENERGY, ITS TRANSFORMATION AND MATTER
Describe and explain an example of energy transfer and transformation.	●		●	●	●			Inventions work with potential energy
Demonstrate how vibration in materials set up wavelike disturbances that spread away from the source.
Compare and contrast forms and behavior of various types of energy.	●		●	●	●			Inventions work with types of energy
Describe and analyze examples of conservation of energy.
FORCES, MOTION, SOUND, AND LIGHT
MOTION AND FORCES - Explain the interaction of force and matter and relationships of force, mass, motion.	●	●	●	●	●	●	●	Inventions work with force, motion
ELECTROMAGNETIC RADIATION - Explain that light from the sun is made up of a mixture of many colors.		●			●			Colors, filters, color mixtures
ELECTROMAGNETIC RADIATION - Explain how we detect/differentiate energy in electromagnetic spectrum.
UNIVERSE
Give examples of objects in the solar system that are in regular and predictable motion.
Describe what constitutes the universe.
Describe how a telescope works and the optimal conditions for its use on Earth.
FORCES OF THE UNIVERSE
Build a model that illustrates that every object exerts a gravitational force on every other object.
Illustrate and explain what holds the Earth and other planets in their orbits and keeps their moons in orbit.
Explain how electric currents and magnets exert a force on each other.
EARTH IN THE SOLAR SYSTEM
Describe how the Earth’s motions and tilt on its axis lead to changes in seasons.
Explain the sun's role as source of energy for plant growth, weather systems, ocean currents, water cycle.
FORCES THAT SHAPE THE EARTH
Describe how different kinds of rocks are formed.
Compare different kinds of soil and their formation.