NOTE: This test specification encompasses two standards (5.2 and 5.4).

• Standard 5.2, all strands: grades K-4.
• All appropriate strands of standard 5.4.

Standards

• 5.2.4
• 5.4.2
• 5.4.4

Macro statement:
Understand how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology.

Skill statements for strands:
Skills that are used by students as they discover and explain the relationship between science and society may include: comprehension, application, analysis, synthesis and evaluation. (See appendix A for descriptors of each of the above cognitive levels.)

• Recognize that scientific contributions throughout history have come from men and women of various cultures.
• Recognize the need to communicate about scientific contributions in a clear and concise manner.
• Technology can be described as using tools and techniques to solve problems.
  1. People have always made tools to extend their senses and to do things that could not have been otherwise accomplished.
  2. Tools are used for everyday purposes.
  3. Measuring tools such as equal arm balances, thermometers, rulers, timing devices, graduated cylinders, and measuring cups are used to gather information in order to design things that work properly.
  4. A bicycle is a system of parts that work together. The foot moves the pedal; the pedal moves the chain; the chain moves the wheel; and the wheel moves the bicycle.
• The design process can engage students in problem solving related to a wide range of real world contexts.
• Underlying concepts in the design process include:
  1. An understanding of systems and their interactions.
  2. Using the design process in the identification of a problem.
  3. Using the design process in the search for new ideas.
  4. Using the design process to communicate ideas in a clear and concise manner.