Standard #: SC.6.N.2.2


This document was generated on CPALMS - www.cpalms.org



Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered.


General Information

Subject Area: Science
Grade: 6
Body of Knowledge: Nature of Science
Big Idea: The Characteristics of Scientific Knowledge -

A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion.

B: Scientific knowledge is durable and robust, but open to change.

C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.

Date Adopted or Revised: 02/08
Date of Last Rating: 05/08
Status: State Board Approved
Assessed: Yes

Test Item Specifications

    Item Type(s): This benchmark may be assessed using: MC item(s)
    Also Assesses
    SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based.

    SC.7.N.1.7 Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community.

    SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.

    SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.

    Clarification :
    Students will explain that scientific knowledge may change as new evidence is discovered or new scientific interpretations are formed.

    Students will explain that scientific explanations are based on empirical evidence, logical reasoning, predictions, and modeling.

    Students will identify instances in the history of science in which scientific knowledge has changed as a result of new evidence.
    Content Limits :
    Items will not require identification of the scientist(s) and/or details associated with a particular event/discovery.

    Items will not use the term durable.
    Stimulus Attributes :
    Scenarios referring to empirical evidence will use the term evidence.

    The phrase natural event should be used rather than natural phenomenon.
    Response Attributes :
    None specified
    Prior Knowledge :
    Items may require the student to apply science knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge from SC.3.N.1.7, SC.4.N.1.3, SC.4.N.1.7, SC.5.N.1.5, SC.5.N.1.6, and SC.5.N.2.1.


Sample Test Items (1)

Test Item # Question Difficulty Type
Sample Item 1 Scientific knowledge may change as new evidence or information is discovered. Which of the following would NOT be a result of new scientific research and information? N/A MC: Multiple Choice


Related Courses

Course Number1111 Course Title222
2002040: M/J Comprehensive Science 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
2002050: M/J Comprehensive Science 1, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
2001010: M/J Earth/Space Science (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
2000010: M/J Life Science (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
2000020: M/J Life Science, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
2003010: M/J Physical Science (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7820015: Access M/J Comprehensive Science 1 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))
2002055: M/J Comprehensive Science 1 Accelerated Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
2003030: M/J STEM Physical Science (Specifically in versions: 2015 - 2022, 2022 and beyond (current))
2002200: M/J STEM Environmental Science (Specifically in versions: 2015 - 2022, 2022 and beyond (current))
2001025: M/J STEM Astronomy and Space Science (Specifically in versions: 2015 - 2022, 2022 and beyond (current))
2000025: M/J STEM Life Science (Specifically in versions: 2015 - 2022, 2022 and beyond (current))


Related Access Points

Access Point Number Access Point Title
SC.6.N.2.Pa.1 Recognize objects and pictures related to science.
SC.6.N.2.In.2 Identify that scientific knowledge changes with new evidence or new interpretations.
SC.6.N.2.Su.2 Recognize that scientific knowledge changes when new things are discovered.


Related Resources

Lesson Plans

Name Description
Think Like a Scientist

Students will read a fun article about a caveman named Fred and his journey to discover gravity. They will trace the evidence and then conflicting evidence as he explores the world around him. Students will then research obsolete scientific theories to discover the conflicting evidence that led to changes in real scientific knowledge.

Fossil DNA

This is a lesson designed to help students explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered and site examples from the article that support that the history of science has changed due to new evidence or new interpretations being encountered through reading nonfiction text. This lesson follows the Comprehension Instructional Sequence (CIS) Model through a 5E lesson plan.

Lesson Study Resource Kit

Name Description
Exploring Diversity and Evolution grades 6-8

This toolkit is designed to assist lesson study teams as they work to develop a unit on natural selection that conforms to the state academic standards for science mathematics and English language arts.

Original Student Tutorials

Name Description
Math Models and Social Distancing

Learn how math models can show why social distancing during a epidemic or pandemic is important in this interactive tutorial.

Expedition of the Earth

Learn how scientific knowledge is open to change and how the knowledge about the Earth's surface has changed in the past 100 years as you complete this interactive tutorial.

Science Changes

Explore the processes of science and how it changes over time. This interactive tutorial uses the historical development of The Cell Theory to illustrate these ideas.

Presentation/Slideshow

Name Description
What is Science?

Resource provides a succinct overview of the nature of science; what science is and is not. Information includes the aims of scientific pursuits, principles, process and thinking.

Professional Development

Name Description
The Nature of Science: Presenting Lessons for Maximum Effect & Dispelling Popular Myths The webmaster for the ENSI web site (), a popular repository for Nature of Science Lessons, describes some educational philosophy about teaching the Nature of Science, including dispelling some teacher-held misconceptions.

Student Resources

Original Student Tutorials

Name Description
Math Models and Social Distancing:

Learn how math models can show why social distancing during a epidemic or pandemic is important in this interactive tutorial.

Expedition of the Earth:

Learn how scientific knowledge is open to change and how the knowledge about the Earth's surface has changed in the past 100 years as you complete this interactive tutorial.

Science Changes:

Explore the processes of science and how it changes over time. This interactive tutorial uses the historical development of The Cell Theory to illustrate these ideas.

Presentation/Slideshow

Name Description
What is Science?:

Resource provides a succinct overview of the nature of science; what science is and is not. Information includes the aims of scientific pursuits, principles, process and thinking.



Printed On:9/30/2022 2:34:55 AM
Print Page | Close this window