New Hampshire

Science Process Skills

• SPS1 Scientific Inquiry and Critical Thinking Skills (INQ)

  • 1 Making Observations and Asking Questions.

    • S:SPS1:2:1.1 Make observations and explore materials using all of their senses (one sense at a time).

      • Identify properties of an object (2-A.1)
      • Observe traits (2-L.1)

    • S:SPS1:2:1.2 Record observations using language, concrete objects, and symbolic representations.

      • Identify properties of an object (2-A.1)
      • Compare properties of objects (2-A.2)
      • Compare properties of materials (2-A.3)
      • Observe traits (2-L.1)
      • Observe and compare traits (2-L.2)

    • S:SPS1:2:1.3 Ask questions about objects, organisms and events in their immediate environment.

    • S:SPS1:2:1.4 Ask questions that lead to exploration and investigation as a result of working with materials and objects.

    • S:SPS1:2:1.5 Sort and classify object materials and events based on one or more attributes, and explain the methods used for sorting.

      • Classify matter as solid or liquid (2-B.1)
      • Identify solids and liquids (2-B.2)
      • Classify matter as solid, liquid, or gas (2-B.3)
      • Identify solids, liquids, and gases (2-B.4)
      • Sort solids, liquids, and gases (2-B.5)
      • Identify mixtures (2-F.1)
      • Classify fruits and vegetables as plant parts (2-K.1)
      • Classify rocks and minerals by color and shape (2-M.1)

  • 2 Designing Scientific Investigations

    • S:SPS1:2:2.1 Select tools and procedures, in a purposeful way, to explore objects and materials.

    • S:SPS1:2:2.2 Suggest a plan and describe a sequence of events for conducting an exploration.

    • S:SPS1:2:2.3 Predict how changing one part of an exploration will effect the outcome.

  • 3 Conducting Scientific Investigations

    • S:SPS1:2:3.1 Follow their own plan for conducting an investigation.

    • S:SPS1:2:3.2 Follow a simple step-by-step procedure.

  • 4 Representing and Understanding Results of Investigations

    • S:SPS1:2:4.1 Represent and interpret information and observations in many ways (such as in tally, pictographs, bar graphs, tables).

      • Observe traits (2-L.1)
      • Observe and compare traits (2-L.2)
      • Collect and graph temperature data (3-S.3)

    • S:SPS1:2:4.2 Identify and describe patterns and relationships in observed objects and events.

      • Identify magnets that attract or repel (2-H.1)

  • 5 Evaluating Scientific Explanations

• SPS2 Unifying Concepts of Science.

  • 1 Nature of Science (NOS)

    • S:SPS2:2:1.1 Recognize that information can be obtained merely by careful observation, but sometimes even more data can be collected by conducting scientific investigations.

    • S:SPS2:2:1.2 Discover that when a scientific investigation is done the way it was done before, we expect to get a very similar result.

    • S:SPS2:2:1.3 Explain that sometimes people aren't sure what will happen because they don't know all the factors that may have an effect on the outcome.

  • 2 Systems and Energy (SAE)

    • S:SPS2:2:2.1 Show how most things are made of parts.

      • Identify materials in objects (2-A.4)
      • Identify multiple materials in objects (2-A.5)
      • Identify plant parts and their functions (2-K.2)

    • S:SPS2:2:2.2 Observe that when parts are put together, they can do things that they couldn't do by themselves.

    • S:SPS2:2:2.3 Explain that something may not work if some of its parts are missing.

  • 3 Models and Scale (MAS)

    • S:SPS2:2:3.1 Describe how a model of something is different from the real thing but can be used to learn something about the real thing.

    • S:SPS2:2:3.2 Explain how one way to describe something is to say how it is like something else.

    • S:SPS2:2:3.3 Provide examples to explain that things in nature and things people make have very different sizes, weights, ages and speeds.

      • Choose customary units of distance (2-Q.2)
      • Choose metric units of distance (2-Q.3)

  • 4 Patterns of Change (POC)

    • S:SPS2:2:4.1 Discover that things change in some ways and stay the same in some ways.

      • Identify physical and chemical changes (2-E.1)

    • S:SPS2:2:4.2 Understand that people can keep track of some things by seeing where they come from and where they go.

    • S:SPS2:2:4.3 Observe that things can change in different ways, such as in size, weight, color and movement.

  • 5 Form and Function (FAF)

    • S:SPS2:2:5.1 Identify shape and use of objects.

      • Classify rocks and minerals by color and shape (2-M.1)

    • S:SPS2:2:5.2 Draw an object and the object in use.

• SPS3 Personal, Social, and Technological Perspectives

  • 1 Collaboration in Scientific Endeavors

    • S:SPS3:2:1.1 Work with a partner to accomplish a specific task.

    • S:SPS3:2:1.2 Take turns.

    • S:SPS3:2:1.3 Ask questions of others about their work.

  • 2 Common Environmental Issues, Natural Resources Management and Conservation

    • S:SPS3:2:2.1 Use observation skills to describe the area around their homes and school.

  • 3 Science and Technology, Technological Design and Application

    • S:SPS3:2:3.1 Demonstrate that all tools have a special purpose (e.g., to measure, to help in observations, to make things or to make things better).

    • S:SPS3:2:3.2 Provide examples that highlight the importance of the planning phase of any project.

    • S:SPS3:2:3.3 Identify multiple ways to solve a design problem.

    • S:SPS3:2:3.4 Describe how most things are made up of multiple parts and explain that things may not work if some parts are missing.

      • Identify materials in objects (2-A.4)
      • Identify multiple materials in objects (2-A.5)

    • S:SPS3:2:3.5 Provide examples of how people throughout history have used legends and stories to explain how the world works.

• SPS4 Science Skills for Information, Communication and Media Literacy (from ICT Literacy Map for Science, www.21stcenturyskills.org)

  • 1 Information and Media Literacy

    • S:SPS4:2:1.1 Have experience with a variety of media sources.

    • S:SPS4:2:1.2 Use tools.

    • S:SPS4:2:1.3 Use age-appropriate sources such as newspapers, books and websites.

  • 2 Communication Skills

    • S:SPS4:2:2.1 Communicate ideas and observations through a variety of tools and formats (e.g., oral, journal, drawing, projects, multimedia).

  • 3 Critical Thinking and Systems Thinking

    • S:SPS4:2:3.1 Make observations and tell ideas about real-life issues.

    • S:SPS4:2:3.2 Use pictures or other means to organize ideas.

      • Observe traits (2-L.1)
      • Observe and compare traits (2-L.2)
      • Compare fossils to modern organisms (3-R.2)

    • S:SPS4:2:3.3 Make a graph to represent data.

      • Collect and graph temperature data (3-S.3)

  • 4 Problem Identification, Formulation, and Solution

    • S:SPS4:2:4.1 Ask questions and take part in investigations.

    • S:SPS4:2:4.2 Compile observations (one to one relationship) by making or using simple pictographs, tally charts or simple graphs.

    • S:SPS4:2:4.3 Look for evidence to support ideas.

      • Observe and compare traits (2-L.2)
      • Find evidence of changes to Earth's surface (2-P.2)

  • 5 Creativity and Intellectual Curiosity

    • S:SPS4:2:5.1 Use computer software and various technologies as appropriate to display and communicate information and ideas.

  • 6 Interpersonal and Collaborative Skills

    • S:SPS4:2:6.1 Plan and carry out simple activities with a group.

  • 7 Self Direction

    • S:SPS4:2:7.1 Keep a visual or written journal.

  • 8 Accountability and Adaptability

    • S:SPS4:2:8.1 Take part in sharing information with another classroom or school as a group.

  • 9 Social Responsibility

    • S:SPS4:2:9.1 Collaborate, as a group, with another classroom or school.