Standards with the same topic and subject but for other grades
Explain that scientists do not pay much attention to claims about how something works unless they are backed up with evidence that can be confirmed with a logical argument.
Recognize that thinking about things as systems means looking for how every part relates to others.
Describe how results of similar and repeated investigations may vary and suggest possible explanations for variations.
Explain that sometimes similar investigations get different results because of unexpected differences in the things being investigated, the methods used, or the circumstances in which the investigation is carried out, and sometimes just because of uncertainties of observations.
Realize that if more than one variable changes at the same time in an experiment, the outcome of the experiment may not be clearly attributable to any one of the variables.
Discover that collections of pieces (e.g., powders, marbles, sugar cubes or wooden blocks) may have properties that the individual pieces do not.
Estimate or predict the effect that making a change in one part of the system will have on other parts, and on the system as a whole.
Analyze how finding out the biggest and smallest values of something are often as revealing as knowing what the usual value is.
Discover how a system may stay the same because nothing is happening or because things are happening that exactly balance each other out.
Understand that things change in steady, repetitive, or irregular ways, or sometimes in more than one way at the same time; often the best way to tell which kinds of change are happening is to make a table or graph of measurements.