A Blueprint for Learning

 

Dynamic Science Curriculum

 

Format Code Explained

v      Grade K

v      Grade 1

v      Grade 2

v      Grade 3

v      Grade 4

v      Grade 5

v      Grade 6

 

 

 

A Blueprint for Learning

 

The Blueprint for Learning is a companion document for the Tennessee Curriculum Standards which are located at www.tennessee.gov/education.  Although the curriculum adopted by the State Board of Education in its entirety remains on the web for additional reference, this reformatted version makes the curriculum more accessible to classroom teachers.

 

Key features of the reformatted version are:

  • All grades for each content area are provided in the same manual.
  • The skills within each grade are identified as to whether they are introduced, developed, or have been mastered and are now being maintained at that level.
  • The skills correlating with the state criterion referenced test (CRT) are also identified for classroom instruction.
  • In the Language Arts section, the assessed skills (performance indicators) are identified not only for the state’s CRT in grades 3-8 but also for the writing assessment in grades 5 and 8.
  • This guide makes the planning of instruction for students with varying abilities easier to accomplish.
  • Teachers can plan and work together to improve school wide student achievement through curriculum integration across content areas and grade levels.
  • Teachers can identify current grade level skills as well as those needed to prepare students for the next year.

 

Skills are coded and identified as Introduced (I), Developing (D), State CRT and Writing Assessed (A), and Mastered and Maintained (M).

 

  • Introduced (I) skills are new skills presented at that grade level. Even though a skill is considered introduced at a grade level, some development would also occur.
  • Developing (D) skills are skills that have been introduced at a previous grade level.  At this stage of development the skills are being refined and expanded.
  • Assessed (A) skills are those skills that are correlated to the state performance indicators for the CRT portion of the achievement test (grades 3-8) and the writing assessment (grades 5 and 8).  The identified skills are formally assessed through the CRT; however, all skills are informally assessed in the classroom.

    • For the purpose of data reporting, assessed (A) skills are grouped into categories indicating related skills and knowledge.  For example, grammar, mechanics, and usage are grouped together under the grammar (G) category.  Each state assessed indicator included on the Blueprint carries a legend showing that it is assessed and indicating the category in which it will be reported (e.g., Assessed/Grammar=A/G).

  • Mastered and Maintained (M) indicates a skill that has been introduced, developed, and assessed.  Even though a skill may be formally assessed, the development and expansion of the skill still continues.

 

SCIENCE

Kindergarten

 

 

Life Science Standards

 

Cell Structure and Function

 

The student will investigate the structure and function of plant and animal cells.

 

Key

Reporting

Category

 

I

 

Assemble and take apart objects to determine that most things are made up of parts.

I

 

Observe and describe what happens when an object is missing a part.

 

Interactions Between Living Things and Their Environment

 

The student will investigate how living things interact with one another and with nonliving elements of their environment.

 

I

 

Recognize that humans have five senses and be able to discriminate among these.

 

Diversity and Adaptation Among Living Things

 

The student will understand that living things have characteristics that enable them to survive in their environment.

 

I

 

Know that different organisms tend to be found in different environments.

 

EARTH SCIENCE STANDARDS

 

Earth and Its Place in the Universe

 

The student will investigate the structure of the universe.

 

I

 

Identify objects that appear in the day and nighttime sky.

I

 

Classify pictures as representative of day or night.

 

Atmospheric Cycles

 

The student will investigate the relationships among atmospheric conditions, weather, and climate.

 

I

 

Identify daily weather conditions (e.g., hot, cool, sunny, snowy, and rainy).

I

 

Associate clothing and activity choices with various types of weather.

 

Earth Resources

 

The student will investigate the properties, uses, and conservation of earth’s resources.

 

I

 

Recognize a variety of earth materials (e.g., rocks, pebbles, and sand).

I

 

Classify objects as natural or manmade.

 

PHYSICAL SCIENCE STANDARDS

 

Forces and Motion

 

The student will investigate the effects of force on the movement of objects.

 

I

 

Recognize that objects can move in different directions and at different speeds.

 

Structure and Properties of Matter

 

The student will investigate the characteristic properties of matter.

 

I

 

Describe an object according to its simple properties.

 

Energy

 

The student will investigate energy and its uses.

 

I

 

Identify the sun as the source of earth’s heat and light energy.

I

 

Identify different sounds and their sources.

 

 

SCIENCE

First Grade

 

 

LIFE SCIENCE STANDARDS

 

Cell Structure and Function

 

The student will investigate the structure and function of plant and animal cells.

 

Key

Reporting

Category

 

I

 

Use magnifiers to observe smaller parts of larger objects.

http://www.iknowthat.com/com/L3?Area=Science%20Lab – Science Lab (Interactive cell identification tool and microscope)

http://www.bbc.co.uk/schools/ks2bitesize/science/activities/life_cycles.shtml - Science: Living Things – Life Cycles (Interactive site that has games and quiz to identify the parts of a flower or plant)

http://www.urbanext.uiuc.edu/gpe/case1/c1m1app.html - The Great Plant Escape (Interactive plant site with activities)

http://www.jmu.edu/biology/k12/garden/parts.htm - Part One-The Parts We Eat (A site that has real life pictures and explanations of the plant parts and how each is used differently)

 

D

 

Observe and describe what happens when an object loses a part.

 

 

Interactions Between Living Things and Their Environment

 

The student will investigate how living things interact with one another and with nonliving elements of their environment.

 

D

 

Use the senses to explore the environment.

I

 

Collect information about organisms that occupy specific environments.

I

 

Provide examples of pollutants in a specific environment.

 

Food Production and Energy for Life

 

The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.

 

I

 

Recognize the basic needs of living things (e.g., food, water, sunlight, and air).

 

Diversity and Adaptation Among Living Things

 

The student will understand that living things have characteristics that enable them to survive in their environment.

 

I

 

Observe and note differences among plants and animals of the same kind.

D

 

Recognize the environment in which an organism is typically found.

 

Earth and Its Place in the Universe

 

The student will investigate the structure of the universe.

 

D

 

Distinguish between objects that appear in the day and nighttime sky.

I

 

Recognize that the moon is the closest object in the sky.

I

 

Recognize that there are tools for observing objects in the day and nighttime sky.

D

 

Observe and illustrate the position of the sun at different times of the day.

I

 

Recognize that shadows change length and position during the course of a day.

 

Atmospheric Cycles

 

The student will investigate the relationships among atmospheric conditions, weather, and climate.

 

D

 

Recognize that weather conditions are constantly changing.

I

 

Describe weather patterns associated with the seasons.

D

 

Associate temperature, precipitation, and wind conditions with various types of weather.

I

 

Identify the appropriate tool for measuring temperature, precipitation, and wind speed/direction.

 

Earth Features

 

The student will understand that the earth has many geological features that are constantly changing.

 

I

 

Distinguish between land and water environments.

 

Earth Resources

 

The student will investigate the properties, uses, and conservation of earth’s resources.

 

D

 

Use observable properties to distinguish among a variety of earth materials.

Camp Explore

http://www.clydeaustin4hcenter.com/CampExplore/default.htm

This is a website that students can go to and sign up to go to Camp Explore. This is a camp hosted by the University of Tennessee in Knoxville. The camp is full of activities for students to learn about Earth Resources  Enrichment

D

 

Identify ways that earth resources benefit man.

 

PHYSICAL SCIENCE STANDARDS

 

Forces and Motion

 

The student will investigate the effects of force on the movement of objects.

 

D

Demonstration

Observe and describe how the movement of an object can be changed (e.g., push/pull, fast/slow).

Motion, Forces, Energy, and Electricity

http://school.discovery.com/lessonplans/programs/motionforces/

This is a lesson plan that can be used in the classroom to show force and motion.

I

Student Practice

Recognize objects that are balanced.

Math Cats Balance

http://www.mathcats.com/explore/balance/balance.html

This is a game where students place objects on a scale and balance them. This game integrates math as well as science.

 

Structure and Properties of Matter

 

The student will investigate the characteristic properties of matter.

 

D

 

Compare objects according to weight, length, and size.

Light, Lighter, Lightest and Heavy, Heavier and Heaviest

http://www.kidport.com/Grade1/Math/MeasureGeo/G1-M-MG1-1-3.html

This is fun interactive website that students can go to. It has information about properties of matter and also the students get to click on different things to decide what is the heaviest of lightest objects.

I

Student Practice

Distinguish between solids and liquids.

School Science Clips

http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_state.shtml

This is a fun game that will introduce students to what happens when ice is heated or water is frozen, (any changes in matter).

 

Interactions of Matter

 

The student will investigate the interactions of matter.

 

I

Introduction

Observe and describe changes that can occur when two materials interact.

Matter is the Stuff Around You

http://www.chem4kids.com/files/matter_intro.html

This site is designed to help students relate matter to different things that they already know about. It helps them to be able to understand the relationships between two materials.

 

Energy

 

The student will investigate energy and its uses.

 

D

Demonstration

Describe the effect of the sun’s energy on different materials.

Sun or Shade

http://www.need.org/needpdf/PriSunorShade.pdf

This site gives you ideas to use for science fair projects.

D

Student Practice

 

Assessment

Classify sounds according to their basic characteristics (e.g., loud/soft, natural/man/made).

School Science Clips

http://www.bbc.co.uk/schools/ks2bitesize/science/activities/changing_sounds.shtml

This is a game that students can play that will show them how sounds change.

The Phenomenon of Waves: Sound

http://school.discovery.com/lessonplans/programs/soundwaves/

This is a lesson plan that teachers can use that describes sound waves and energy.

 

 

Energy

 

The student will investigate energy and its uses.

 

D

 

Describe the effect of the sun’s energy on different materials.

D

 

Classify sounds according to their basic characteristics (e.g., loud/soft, natural/man/made).

SCIENCE

Second Grade

 

 

LIFE SCIENCE STANDARDS

 

Cell Structure and Function

 

The student will investigate the structure and function of plant and animal cells.

 

Key

Reporting

Category

 

D

 

Use magnifiers to study smaller parts of animals and identify their functions.

BBC Schools:  http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

D

 

Use magnifiers to observe and describe what occurs when a plant or an animal loses a specific part.

BBC Schools:  http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

 

Interactions Between Living Things and Their Environment

 

The student will investigate how living things interact with one another and with nonliving elements of their environment.

 

I

 

Categorize objects as living or nonliving.

BBC Schools:  http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

D

 

Determine how animals interact with the living and nonliving elements in their environment through the senses.

BBC Schools:  http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

I

 

Determine how organisms interact with the nonliving elements of their environment.

BBC Schools:  http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

D

 

Recognize different types of pollutants.

 

 

 

Food Production and Energy for Life

 

The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.

 

D

 

Compare how plants and animals satisfy their basic requirements for life.

BBC Schools:  http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

 

Heredity and Reproduction

 

The student will understand the basic principles of inheritance.

 

I

 

Recognize that all living things come from other living things.

BBC Schools:  http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

I

 

Match offspring with their parents.

BBC Schools:  http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

I

 

Recognize that as an organism grows, its appearance may change.

BBC Schools:  http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

 

Diversity and Adaptation Among Living Things

 

The student will understand that living things have characteristics that enable them to survive in their environment.

 

D

 

Provide specific examples of differences among animals of the same kind.

BBC Schools:  http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

D

 

Classify an organism according to the environment in which it can best survive.

BBC Schools:  http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

 

Biological Change

 

The student will understand that living things have changed over time.

 

I

 

Recognize that some plants and animals that formerly inhabited the earth are no longer present on earth

.

 

EARTH SCIENCE STANDARDS

 

Earth and Its Place in the Universe

 

The student will investigate the structure of the universe.

 

D

 

Recognize that there are innumerable stars in the nighttime sky that vary in brightness, color, and location.

BBC Schools:  http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

Space Weather:  http://www.spaceweather.com/

 

D

 

Recognize that the sun is the brightest object in the sky and earth’s closest star.

 

D

 

Determine the approximate time of day from the position of the sun in the sky.

I

 

Recognize that the phases of the moon occur in a predictable pattern.

BBC Schools:  http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

 

Earth Features

 

The student will understand that the earth has many geological features that are constantly changing.

 

D

 

Recognize the earth’s major geological features (e.g., mountains, oceans, and lakes).

BBC Schools:  http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

 

Earth Resources

 

The student will investigate the properties, uses, and conservation of earth’s resources.

 

I

 

Recognize the components of soil and sand.

BBC Schools:  http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

I

 

Observe the properties of sand and soil.

BBC Schools:  http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

D

 

Identify various methods to conserve earth resources (e.g., soil, trees, and water).

BBC Schools:  http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

 

PHYSICAL SCIENCE STANDARDS

 

Forces and Motion

 

The student will investigate the effects of force on the movement of objects.

 

D

 

Recognize that objects fall unless supported.

I

 

Identify materials that are attracted to magnets.

D

 

Observe how changing the amount of weight affects a balanced system.

 

Structure and Properties of Matter

 

The student will investigate the characteristic properties of matter.

 

D

 

Identify physical properties that can be used to describe a material.

D

 

Describe ways in which a material can be changed.

 

Interactions of Matter

 

The student will investigate the interactions of matter.

 

D

 

Recognize that when substances combine they may retain their individual properties (e.g., salt and pepper).

D

 

Recognize that when substances combine they may lose their individual properties (e.g., powdered drink mix with water).

 

Energy

 

The student will investigate energy and its uses.

 

D

 

Compare the heating and cooling rates of land, air, and water.

 

SCIENCE

Third Grade

 

 

LIFE SCIENCE STANDARDS

 

Cell Structure and Function

 

The student will investigate the structure and function of plant and animal cells.

 

M

 

Use magnifiers to study the smaller parts of plants and identify their functions.

http://www.iknowthat.com/com/L3?Area=Science%20Lab – Science Lab (Interactive cell identification tool and microscope)

http://www.bbc.co.uk/schools/ks2bitesize/science/activities/life_cycles.shtml - Science: Living Things – Life Cycles (Interactive site that has games and quiz to identify the parts of a flower or plant)

http://www.urbanext.uiuc.edu/gpe/case1/c1m1app.html - The Great Plant Escape (Interactive plant site with activities)

http://www.jmu.edu/biology/k12/garden/parts.htm - Part One-The Parts We Eat (A site that has real life pictures and explanations of the plant parts and how each is used differently)

 

A

SF

Identify the part that belongs to a specific plant or animal.

http://www.hhmi.org/coolscience/vegquiz/plantparts.html - Howard Hughes Medical Institute (interactive identification of plant parts)

http://www.internet4classrooms.com/skills_3rd_science.htm - Parts is Parts A Plant's Part WebQuest for Primary Grades

http://www.hhmi.org/coolscience/vegquiz/plantparts.html - BBC Schools Science Clips (An interactive lesson identifying the parts of a plant)

http://www.bbc.co.uk/schools/ks2bitesize/science/activities/life_cycles.shtml - Science: Living Things – Life Cycles (Interactive site that has games and quiz to identify the parts of a flower or plant)

http://www.urbanext.uiuc.edu/gpe/case1/c1m1app.html - The Great Plant Escape (Interactive plant site with activities)

 

M

 

Use magnifiers to observe and describe what occurs when a plant loses a specific part (e.g., leaves, roots).

http://www.hhmi.org/coolscience/vegquiz/plantparts.html - Howard Hughes Medical Institute (interactive identification of plant parts)

http://www.internet4classrooms.com/skills_3rd_science.htm - Parts is Parts A Plant's Part WebQuest for Primary Grades

http://www.hhmi.org/coolscience/vegquiz/plantparts.html - BBC Schools Science Clips (An interactive lesson identifying the parts of a plant)

http://www.bbc.co.uk/schools/ks2bitesize/science/activities/life_cycles.shtml - Science: Living Things – Life Cycles (Interactive site that has games and quiz to identify the parts of a flower or plant)

http://www.urbanext.uiuc.edu/gpe/case1/c1m1app.html - The Great Plant Escape (Interactive plant site with activities)

 

A

SF

Identify the part that is missing from a specific plant or animal.

http://www.mhschool.com/science/2005/student/ejournal/rc_base.php?vGrade=002281213X&vUnit=A&vChapter=1&vLesson=3&vAnswered=no&vLang=0&reportID=572 – Macmillan/McGraw-Hill Science Textbook article with links to The Great Plant Escape (which has games and interactive information for 3rd graders), My First Garden (a website that talks about planning and growing your own garden) and Wildflowers in Bloom (information about growing a garden and pictures of flowers blooming in nature).

D

 

Recognize that smaller parts of organisms are essential to their well being.

http://www.howstuffworks.com/cell.htm - How Cells Work (A site with interactive links to research the parts of a cell and how they work)

http://www.iknowthat.com/com/L3?Area=Science%20Lab – Science Lab (Interactive cell identification tool and microscope)

 

A

SF

Identify the function of specific plant and animal parts.

http://www.hcs.ohio-state.edu/mgonline/Botany/pla01/00pla01.htm - Plant Parts - Structure and Function (Interactive resource with links to choose and explain the parts of a plant)

http://www.bbc.co.uk/schools/ks2bitesize/science/activities/life_cycles.shtml - Science: Living Things – Life Cycles (Interactive site that has games and quiz to identify the parts of a flower or plant)

http://library.thinkquest.org/3715/ - Plants and Our Environment (A website for students to research and do interactive learning through searching the website)

 

 

Interactions Between Living Things and Their Environment

 

The student will investigate how living things interact with one another and with nonliving elements of their environment.

 

D

 

Examine an object’s characteristics to determine if the object is living or nonliving.

A

E

Distinguish between living and nonliving things in an illustration.

D

 

Explain how plants and animals depend upon each other and the nonliving elements of an environment to meet basic needs.

A

E

Select the plants and animals found in a specific environment.

A

E

Identify the sense used to collect specific information.

D

 

Describe how environments are affected by various kinds of pollution.

A

E

Identify the environment that has been impacted by pollutants.

 

Food Production and Energy for Life

 

The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.

 

D

 

Explain how animals depend on plants to meet their need for energy.

A

SF

Identify the basic needs of plants and animals.

The Great Plant Escape http://www.urbanext.uiuc.edu/gpe/case1/c1facts3a.html

A

SF

Recognize that animals obtain their food by eating plants or other animals.

Bitesize Revision http://www.bbc.co.uk/schools/ks2bitesize/science/activities/food_chains.shtml

I

 

Examine the major parts of plants and determine their functions.

A

SF

Recognize that plants use sunlight, water, and air for photosynthesis.

 

Heredity and Reproduction

 

The student will understand the basic principles of inheritance.

 

D

 

Recognize that organisms develop the ability to reproduce as they mature.

D

 

Note similarities and differences between parents and offspring.

A

LC

Choose the diagram that depicts a parent with its offspring.

A

LC

Select the illustration that shows an adult organism.

D

 

Describe how an organism (e.g., frog, butterfly) changes as it matures.

A

LC

Select the illustration that shows how an organism changes as it matures.

 

Diversity and Adaptation Among Living Things

 

The student will understand that living things have characteristics that enable them to survive in their environment.

 

D

 

Provide specific examples of differences among plants of the same kind.

A

E

Identify groups of similar organisms (i.e., plants and animals).

D

 

Specify the features that enable a plant or animal to survive in its environment.

A

E

Identify an organism that belongs in a specific environment.

A

E

Identify the characteristics that enable a specific plant and/or animal to survive in its environment.

 

Biological Change

 

The student will understand that living things have changed over time.

 

A

LC

Identify an example, other than a dinosaur, of an extinct organism.

A

LC

Identify evidence used to determine that an organism previously existed.

A

LC

Match the organism to the evidence for its former existence.

 

EARTH SCIENCE STANDARDS

 

Earth and Its Place in the Universe

 

The student will investigate the structure of the universe.

 

A

SC

Choose the appropriate tool for observing a specific distant object.

D

 

Recognize that planets are major features of the universe.

A

SC

Identify the components of the solar system (e.g., planets, moon).

D

 

Explain how day and night result from the rotation of the Earth relative to the sun.

Science Clips http://www.bbc.co.uk/schools/scienceclips/ages/9_10/science_9_10.shtml

A

SC

Identify objects found in the day or nighttime sky.

A

SC

Identify the approximate time of day from a picture of the sun’s position in the sky.

Number Nut http://numbernut.com/basic/activities/dates_4bar_daynight.shtml

A

SC

Identify the four basic phases of the moon.

Number Nut http://numbernut.com/basic/activities/dates_4card_moonphase.shtml

 

Atmospheric Cycles

 

The student will investigate the relationships among atmospheric conditions, weather, and climate.

 

A

SC

Select appropriate clothing for a given weather condition.

What is Weather? http://www.bbc.co.uk/schools/whatisweather/weatherandpeople/index.shtml

What’s the Weather http://www.fossweb.com/modulesK-2/AirandWeather/activities/whatstheweather.swf

A

SC

Match the cloud type to a specific kind of weather.

Cloud Clues http://www.northcanton.sparcc.org/~elem/interactivities/clouds/cloudsread.html

 

D

 

Explain how changes in temperature, precipitation, wind speed/direction result in different weather conditions.

The Weather Game http://www.cotf.edu/ete/modules/k4/online/Wonline1.html

What is Weather? http://www.bbc.co.uk/schools/whatisweather/aboutweather/index.shtml

A

SC

Identify the season when given a description of weather, plants, and animals.

A

SC

Match temperature, precipitation, wind speed and direction, and cloud conditions with different weather conditions.

Weather Wiz Kids http://www.weatherwizkids.com/cloud.htm

A

SC

Identify the appropriate tools to measure temperature and precipitation.

WeatherInstruments http://oncampus.richmond.edu/academics/education/projects/webunits/weather/instruments.html

D

 

Use data to prepare an illustration of a specific day’s weather.

 

Earth Features

 

The student will understand that the earth has many geological features that are constantly changing.

 

D

 

Compare and contrast a variety of different landforms and bodies of water.

A

ER

Identify the labeled part of a map or illustration as a continent, ocean, lake, river, mountain, or island.

Play Kids Games http://www.playkidsgames.com/games/findContinent/default.htm#

A

ER

Select the illustration that identifies a specific geological feature.

Harcourt School Types of Land http://www.harcourtschool.com/activity/typesofland/typesofland.html

Landforms http://www.edu.pe.ca/southernkings/landforms.htm

A

ER

Identify a geological feature given specific information.

Landforms http://www.edu.pe.ca/southernkings/landforms.htm

 

Earth Resources

 

The student will investigate the properties, uses, and conservation of earth’s resources.

 

I

 

Explain the relationship between rocks and minerals.

D

 

Identify common types of rocks.

Bitesize Revision http://www.bbc.co.uk/schools/ks2bitesize/science/activities/rocks_soils.shtml

Name That Rock http://www.edu.pe.ca/southernkings/facegame3.htm

D

 

Identify materials and resources that can be reused.

A

ER

Identify an object as natural or man-made.

A

ER

Recognize the properties used to identify specific earth materials.

A

ER

Identify methods for conserving natural resources.

Natural Resources Kids Page http://www.metrokc.gov/DNR/Kidsweb/

 

PHYSICAL SCIENCE STANDARDS

 

Forces and Motion

 

The student will investigate the effects of force on the movement of objects.

 

I

 

Describe the relationship between the amount of force applied to an object and the distance the object moves.

Science Clips http://www.bbc.co.uk/schools/scienceclips/ages/10_11/science_10_11.shtml

EdHeads: Simple Machines http://www.edheads.org/activities/simple-machines/index.htm

A

ME

Identify that an unbalanced force is needed to change the direction of an object.

Science Clips http://www.bbc.co.uk/schools/scienceclips/ages/5_6/science_5_6.shtml

D

 

Recognize that objects move differently on different surfaces.

Science Clips http://www.bbc.co.uk/schools/scienceclips/ages/8_9/science_8_9.shtml

EdHeads: Simple Machines http://www.edheads.org/activities/simple-machines/index.htm

A

ME

Select how surface characteristics affect the movement of an object.

Science Clips http://www.bbc.co.uk/schools/scienceclips/ages/8_9/science_8_9.shtml

D

 

Recognize that magnets can move objects without touching them.

A

ME

Select an object that would be attracted by a magnet.

Science Clips http://www.bbc.co.uk/schools/scienceclips/ages/7_8/science_7_8.shtml

D

 

Describe how changing the position of an object affects a balanced system.

A

ME

Identify how weights affect a balanced scale.

Rainforest Maths http://www.teachers.ash.org.au/jeather/rainforestmaths/RFMD/RFMD.html

 

Structure and Properties of Matter

 

The student will investigate the characteristic properties of matter.

 

D

 

Classify materials according to their physical properties.

A

M

Select an object according to a particular property.

A

M

Order objects according to a specific property (e.g., longest to shortest, heaviest to lightest).

KidPort Think and Learn http://www.kidport.com/Grade1/TAL/G1-TAL-Ordering.htm

A

M

Identify an object when given its properties.

Science Clips http://www.bbc.co.uk/schools/scienceclips/ages/9_10/science_9_10.shtml

D

 

Select and use appropriate tools to observe and measure the physical properties of materials.

A

M

Identify appropriate tools for determining the weight or length of materials.

 

Interactions of Matter

 

The student will investigate the interactions of matter.

 

D

 

Explain how materials change their form, color, or texture when they are mixed, separated, or heated.

Science Clips http://www.bbc.co.uk/schools/scienceclips/ages/8_9/science_8_9.shtml

A

M

Identify the effects of mixing two types of materials (e.g., salt and pepper).

A

M

Choose features associated with physical changes.

Science Clips http://www.bbc.co.uk/schools/scienceclips/ages/8_9/science_8_9.shtml

 

A

M

Identify methods for separating mixtures.

Harcourt School Publishers: The Mixtures Lab http://www.harcourtschool.com/activity/mixture/mixture.html

 

Energy

 

The student will investigate energy and its uses.

 

D

 

Analyze data to explain the heating and cooling of land, air, and water.

A

ME

Identify the source of the Earth’s heat and light energy.

http://www.explorit.org/science/energy.html - Explorit Science Center (Introductory Q & A for students to get introduced to energy and light)

http://www.eia.doe.gov/kids/energyfacts/sources/renewable/solar.html - Energy Kid’s Page (A full webpage for students with information and games for the students to play)

 

A

ME

Identify the illustration that demonstrates the effects of the sun on various materials.

http://kids.nationalgeographic.com/Stories/AnimalsNature/Micetans - National Geographic (an article about a study performed by scientists to help protect against the sun’s UV rays)

http://magma.nationalgeographic.com/ngexplorer/0206/quickflicks/ - National Geographic (an information video clip and quiz regarding the sun and its UV rays)

http://www.quia.com/quiz/281597.html - Quia (an online quiz about the water cycle and how the sun causes evaporation to water)

 

I

 

Differentiate between pitch and volume.

A

ME

Identify how sounds are produced.

http://www.explorit.org/science/energy.html - Explorit Science Center (Introductory Q & A for students to get introduced to energy and light)

http://www.eia.doe.gov/kids/energyfacts/sources/renewable/solar.html - Energy Kid’s Page (A full webpage for students with information and games for the students to play)

Science Clips http://www.bbc.co.uk/schools/scienceclips/ages/9_10/science_9_10.shtml

 

 

 

SCIENCE

Fourth Grade

 

 

LIFE SCIENCE STANDARDS

 

Cell Structure and Function

 

The student will investigate the structure and function of plant and animal cells.

 

Key

Reporting

Category

 

I

 

Examine a variety of plant and animal cells.

Cells of plants and animals

A

SF

Identify the function of specific plant and animal parts.

The process of plants - Webquest

A

SF

Recognize the basic structure of plant and animal cells.

.Tour  of the cell

A

SF

Identify animal and plant cell structures and functions.

Plant Cell Structure

Parts of a plant

Life Cycle of a Plant

 

Interactions Between Living Things and Their Environment

 

The student will investigate how living things interact with one another and with nonliving elements of their environment.

 

I

 

Examine and relate how plants and animals interact with each other and their environment.

A

E

Select plants and animals found in a specific environment.

A

E

Recognize how plants and animals interact with each other in their environment.

I

 

Provide evidence and give examples of environmental changes caused by living things.

A

E

Identify ways that organisms affect their environment.

 

Food Production and Energy for Life

 

The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.

 

D

 

Explain that animals must obtain food and use food for energy.

A

SF

Compare how various animals obtain and use food for energy.

A

SF

Match the edible parts of plants with particular plant structures.

D

 

Compare how specific animals obtain oxygen (e.g., gills, lungs).

A

SF

Match the animal with their means of obtaining oxygen.

 

Heredity and Reproduction

 

The student will understand the basic principles of inheritance.

 

D

 

Compare the traits of offspring with those of the parent.

A

LC

Distinguish offspring from the parent.

A

LC

Recognize the relationship between reproduction and the survival of a species.

D

 

Describe the life cycle of an animal (i.e., frog, mealworm).

Hatching Baby Chicks

A

LC

Select the illustration that depicts the life cycle of a specific organism.

Animals’ Life Cycle - Webquest

 

Diversity and Adaptation Among Living Things

 

The student will understand that living things have characteristics that enable them to survive in their environment.

 

D

 

Classify animals according to their characteristics.

A

E

Match a plant or animal adaptation to a particular environmental condition.

Adaptation Quiz

A

E

Compare and contrast groups of organisms according to their major features.

A

E

Match the form of structures found in living things to their function.

 

Biological Change

 

The student will understand that living things have changed over time.

 

D

 

Examine fossils and explain how they provide information about the types of organisms that lived in the past.

If Rocks Could Talk

A

LC

Match fossil evidence with organisms that are alive today.

Endangered Species

A

LC

Identify animal and plant populations as thriving, threatened, endangered, or extinct.

A

LC

Infer possible causes of extinction.

Extinction

 

EARTH SCIENCE STANDARDS

 

Earth and Its Place in the Universe

 

The student will investigate the structure of the universe.

 

D

 

Identify and order the planets in the solar system by their distance from the sun.

Solar System

A

SC

Determine the order of the planets according to their distance from the sun.

Choose the appropriate use for an earth material.  http://www.education-world.com/a_lesson/lesson/lesson307.shtml “Education World” is a website that contains all of the information that you need to create a web quest for your students.  This standard is so broad it was hard to find activities and lesson plans that went along with it.  This web quest would allow you to address the basics of what material you wanted to cover in your classroom. 

A

SC

Recognize that the length and position of a shadow are related to the location of the sun.

Shadows and Sounds

D

 

Demonstrate how the earth rotates and revolves.

Earth’s Rotation

D

 

Simulate the changing shape of the moon.

Simulation of Moon Phases

A

SC

Identify the phases of the moon in the correct sequence.

Phases of the moon

 

Atmospheric Cycles

 

The student will investigate the relationships among atmospheric conditions, weather, and climate.

 

D

 

Identify and use the proper tools to measure atmospheric conditions (i.e., barometer, thermometer, anemometer, and rain gauge).

Air Pressure

A

SC

Identify the cloud type(s) associated with specific weather conditions.

Cloud Types – Power Point Presentation

Cloud Clues - Activity

A

SC

Choose the appropriate instrument for measuring a given atmospheric condition.

Weather Watch

I

 

Describe how oceans affect weather and climate.

Oceans

A

SC

Identify the basic features of the water cycle.

Water Cycle

 

Earth Features

 

The student will understand that the earth has many geological features that are constantly changing.

 

I

 

Observe and describe how wind and water change the earth’s geological features.

A

ER

Recognize specific geological features.

A

ER

Determine how wind and water change the earth’s geological features

I

 

Identify the earth’s layers.

Layers of the Earth

A

ER

Identify the layers of the earth.

 

Earth Resources

 

The student will investigate the properties, uses, and conservation of earth’s resources.

 

D

 

Classify earth materials according to their use.

A

ER

Choose the appropriate use for an earth material.

I

 

Identify the different components of soil.

A

ER

Identify the basic characteristics of soil.

http://school.discovery.com/schooladventures/soil/ “Discovery World” is a very neat website that contains neat facts about soil.  This website is very kid friendly (with many interesting eye-catching pictures) and contains links to allow students to further explore about the many characteristics of soil.  (Down and Dirty (explore the many layers of soil) Field Guide (there’s something alive under your feet) and Soil Safari (micro-size yourself for this underground journey).  This website could be used as a hook/set, introduction, or enrichment activity for a lesson because it is so interesting. 

A

ER

Distinguish between renewable and nonrenewable resources.

http://www.urbanext.uiuc.edu/world/nres.html “Environmental Awareness” Knowing Your World” is an interactive website that gives a good explanation of renewable and nonrenewable resources with many interesting pictures and then it gives a link to a related activity that would be a great group project. This website could serve as a good introduction to a lesson/unit because it explains the concepts extremely well. 

 

PHYSICAL SCIENCE STANDARDS

 

Forces and Motion

 

The student will investigate the effects of force on the movement of objects.

 

The student will investigate the effects of force on the movement of objects

Key

Reporting Category

 

 

A

 

ME

Recognize the effects of gravity. http://www.iknowthat.com/com/L3?Area=Science+lab&COOK=   “I Know That” learning skills for life website, is an interactive website that allows students to point to different objects that they are familiar with and it explains how gravity affects those objects. This would be a good introduction to a unit on gravity. 

 

 

A

 

 

ME

Select factors that have the greatest effect on the motion of an object. http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml is an interactive website that allows students to test a toy truck with various objects to see which objects affect how far the truck travels the most.  After the students perform a test with all of the various objects they can take a quiz to access what they have learned.  This would be a good enrichment activity to use after students have some understanding of factors that affect the motion of an object. 

 

 

A

 

 

ME

Determine how speed affects distance traveled over time.

http://illuminations.nctm.org/LessonDetail.aspx?ID=L292 “Illuminations: Runner” is a website that helps students understand the relationships between distance, speed, and time relationships.  It includes an online activity with two distance runners, follow up questions, discussion section, and graphs.  This could be a good enrichment activity for students or advanced learners. 

 

 

 

A

 

 

ME

Recognize simple machines (i.e., inclined plane, lever, and pulley)

http://www.mikids.com/Smachines.htm  “Mi Kids” is a website that explains each of the simple machines and it follows up with an example and an activity for each one.  This website also gives you links to online activities and lesson plans involving simple machines.    (You also have the option to select the grade level that you want.)  This would be a good website to use as a web quest to start a lesson on simple machines.

 

 

I

 

Identify factors that affect the amount of friction.

http://school.discovery.com/lessonplans/programs/frictioninourlives/   “Discovery Education” contains a great experiment involving friction factors in our everyday lives.  This site contains the entire lesson plan.  This experiment is very inexpensive and it also contains a downloadable activity sheet for this lesson, and many adaptations and extensions for this lab.  (And it also has a great vocabulary lesson that could be used for review.)

 

 

The student will investigate the effects of force on the movement of objects

 

Structure and Properties of Matter

 

The student will investigate the characteristic properties of matter.

 

M

 

Describe and compare observations made of objects using the naked eye, magnifying glass, and microscope.

M

 

Describe matter by its observable physical properties (i.e., color, shape, texture, weight, volume, and length).

A

M

Select an object according to its observable physical properties.

A

M

Identify states of matter.

A

M

Determine how various types of matter change state.

 

Interactions of Matter

 

The student will investigate the interactions of matter.

 

A

M

Choose features associated with physical changes.

A

M

Identify characteristics of different types of mixtures.

A

M

Determine methods for separating mixtures.

 

Energy

 

The student will investigate energy and its uses.

 

A

ME

Identify different forms of energy.

·         Science NetLinks: Energy Sources and Uses – Lesson Plan http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=8&DocID=13

 

I

 

Describe how light behaves when it strikes different surfaces.

 

I

 

Explain how the volume and pitch of sound are controlled.

 

A

ME

Distinguish between the volume and the pitch of sound.

 

I

 

Construct and explain a simple electrical circuit.

A

ME

Select a simple electrical circuit.

I

 

Categorize materials as conductors or insulators.

A

ME

Recognize that various materials conduct heat.

 

SCIENCE

Fifth Grade

 

 

LIFE SCIENCE STANDARDS

 

Cell Structure and Function

 

The student will investigate the structure and function of plant and animal cells.

 

Key

Reporting

Category

 

D

 

Draw and label the basic structures of plant and animal cells (i.e., cell wall, cell membrane, cytoplasm, nucleus, and chloroplasts).

D

 

Compare and contrast the basic structures of plant and animal cells (i.e., cell membrane, cytoplasm, and nucleus)

A

SF

Identify basic structures of plant and animal cells.

I Know That: http://www.iknowthat.com/ScienceIllustrations/cell/science_desk.html

Beacon Learning Center: http://www.beaconlearningcenter.com/WebLessons/MixedUpCells/default.htm

Internet Resources:  http://www.caosclub.org/totalcaos/members/caosho27.html

http://myschoolhouse.com/courses/O/1/70.asp

 

A

SF

Compare and contrast basic structures and functions of plant and animal cells.

Internet resource:  http://www.caosclub.org/totalcaos/members/caosho27.html

A

SF

Distinguish between single cell and multicellular organisms.

Internet Resource:  http://www.teachersdomain.org/resources/tdc02/sci/life/stru/lp_cell/index.html  

I

 

Differentiate among cells, tissues, organs, and systems.

 

Interactions Between Living Things and Their Environment

 

The student will investigate how living things interact with one another and with nonliving elements of their environment.

 

D

 

Classify specific kinds of relationships among plants and animals within an ecosystem.

A

E

Determine various types of plant and animal relationships within an ecosystem.

Ecokids online: http://www.ecokidsonline.com/pub/eco_info/topics/frogs/chain_reaction/index.cfm#

NASA Biomes: http://earthobservatory.nasa.gov/Laboratory/Biome/plantindex.html

Internet Resource:  http://www.nationalgeographic.com/xpeditions/lessons/08/g35/  

 

D

 

Predict the consequences of a human action on the environment.

A

E

Identify environmental changes caused by living things.

Internet Resource:  http://www.nationalgeographic.com/xpeditions/lessons/14/g35/

A

E

Predict the effects of human actions and/or natural disasters on the environment.

Tiki the Penguin: http://tiki.oneworld.net/penguin/pollution/pollution_home.html

EPA Kids Page: http://www.epa.gov/kids/

Internet Resource:  http://www.nationalgeographic.com/xpeditions/lessons/15/g35/living.html 

 

 

Food Production and Energy for Life

 

The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.

 

I

 

Describe how various plant structures are associated with food production (i.e., stems, leaves, and stomata).

A

SF

Match plant structures with their functions.

The Great Plant Escape: http://www.urbanext.uiuc.edu/gpe/gpe.html

Internet Resources:  http://www.iit.edu/~smile/bi9702.html

http://www.urbanext.uiuc.edu/gpe/case1/c1facts2a.html

http://www.urbanext.uiuc.edu/gpe/case1/c1m1app.html

 

A

SF

Identify photosynthesis as the food manufacturing process in plants.

Photosynthesis: http://library.thinkquest.org/3715/photo3.html

Magic School Bus : http://www.scholastic.com/magicschoolbus/games/frizfreshfacts/index.htm

UAlbertaAnimateddiagramofphotosynthesis: http://www.biology.ualberta.ca/facilities/multimedia/uploads/alberta/Photo.html

Internet Resource:  http://www.pbs.org/wgbh/nova/methuselah/photosynthesis.html#

 

A

SF

Identify what plants need (i.e., water, sunlight, and carbon dioxide) to manufacture food.

Science made simple: http://www.sciencemadesimple.com/leaves.html

ThinkQuest: http://library.thinkquest.org/3715/photo3.html

Internet Resource:  http://www.instructorweb.com/lesson/photosynthesis.asp

 

 

Heredity and Reproduction

 

The student will understand the basic principles of inheritance.

 

I

 

Explain the function of the flower in plant reproduction.

I

 

Observe specific plants and explain how they grow from and produce seeds (i.e., sunflowers, and beans).

I

 

Compare and contrast how different plants reproduce (i.e., flowers and spores).

D

 

Recognize that new generations of living things arise through reproduction.

A

LC

Compare the traits of parents and their offspring.

Powerpoint JCS: http://jc-schools.net/write/sci/Heredity_files/frame.htm

Heredity Family Level: http://www.genetics.gsk.com/kids/heredity01.htm

Internet Resources:  http://classroom.jc-schools.net/sci-units/games/Sunkenanimalgrowth-lesson.ppt

http://www.sln.org/guide/knox/Traits/traitsexamples.pdf

 

A

LC

Infer the importance of reproduction to the survival of a species.

D

 

Describe the life cycle of a fast growing plant.

A

LC

Recognize the difference between complete and incomplete metamorphosis.

PBS: Japan’s Secret Garden : http://www.pbs.org/wgbh/nova/satoyama/transform.html

Internet Resources:  http://www.enchantedlearning.com/coloring/lifecycles.shtml

http://www.naturegrid.org.uk/biodiversity/invert/glossary.html#complete

http://www.naturegrid.org.uk/biodiversity/invert/glossary.html#incomplete

Ivy Hall: http://www.ivyhall.district96.k12.il.us/4th/kkhp/1insects/buginfo.html

 

 

Diversity and Adaptation Among Living Things

 

The student will understand that living things have characteristics that enable them to survive in their environment.

 

D

 

Classify plants according to their characteristics.

A

E

Match the form with the function of structures in living things.

Internet Resource:  http://www.cotf.edu/ete/modules/msese/earthsysflr/physical.html

D

 

Compare how plants are adapted to different environments (e.g., palm tree, fir tree, and cactus).

Internet Resource:  http://www.cwnp.org/adaptations.html

A

E

Compare how organisms adapt to different environments.

PBS: http://www.pbs.org/wnet/nature/fun/deepjungle_flash.html

Spot the Arctic Hare: http://nature.ca/ukaliq/030act/013_spt_e.cfm

 

A

E

Identify adaptations that enhance the survival of organisms in an environment.

Spot the Arctic Hare: http://nature.ca/ukaliq/030act/013_spt_e.cfm

Ecokids: http://www.ecokids.ca/pub/eco_info/topics/climate/adaptations/index.cfm

Internet Resource:  http://www.woodlands-junior.kent.sch.uk/Homework/adaptation.htm

 

A

E

Determine which organisms are likely to survive in a particular environment.

Shedd Aquarium: http://www.sheddaquarium.org/sea/interactive_module.cfm?id=7

Internet Resources:  http://www.woodlands-junior.kent.sch.uk/Homework/adaptation.htm

http://www.makalapa.k12.hi.us/Makalapa_Folder/HTML/adapt&survive/adapt&survive.html

 

Biological Change

 

The student will understand that living things have characteristics that enable them to survive in their environment.

 

D

 

Explain how fossils provide information about the past.

A

LC

Compare the causes that led to the extinction of various organisms.

Amer. Museum of Nat. History: http://ology.amnh.org/biodiversity/goinggoinggone/index.html

Internet Resources:  http://darwin.eeb.uconn.edu/eeb310/lecture-notes/extinctions/node3.html

http://www.grinningplanet.com/2004/07-13-2x/endangered-species-conservation-article.htm

A

LC

Analyze how fossils provide information about the past.

Amer. Museum of Nat. History: http://www.ology.amnh.org/paleontology/stuff/findfossils.html

JCSchools Powerpoint: http://jc-schools.net/write/sci/Fossils_files/frame.htm

Internet Resource:  http://www.canteach.ca/elementary/life19.html

 

A

LC

Compare the relative age of fossils in rock layers.

Earth Floor Geologic Time: http://www.cotf.edu/ete/modules/msese/earthsysflr/geotime.html

Internet Resources:  http://pubs.usgs.gov/gip/geotime/relative.html

http://www.dnr.state.mn.us/education/geology/digging/fossils.html

 

 

EARTH SCIENCE STANDARDS

 

Earth and Its Place in the Universe

 

The student will investigate the structure of the universe.

 

A

SC

Distinguish among the planets according to specific characteristics.

NASM: http://www.nasm.si.edu/research/ceps/etp/etp.htm

Internet Resource:  http://www.kidsastronomy.com/solar_system.htm

 

M

 

Demonstrate how moon phases occur.

D

 

Explain why the moon appears to change shape.

A

SC

Identify and arrange the phases of the moon in the correct sequence.

Chabotspace: http://www.chabotspace.org/vsc/planetarium/themoon/moonphases/default.asp

Internet Resources:  http://www.stardate.org/nightsky/moon/

http://www.wonderville.ca/v1/activities/phases/phases.html   

 

D

 

Explain the difference between rotation and revolution in the solar system.

A

SC

Identify the force that pulls objects toward the Earth.

Amer. Mus. Of Nat. History: http://www.ology.amnh.org/astronomy/gravity/index.htm

Internet Resources:  http://www.schoolhouserock.tv/Victim.html

http://www.bbc.co.uk/schools/gcsebitesize/physics/forces/fallingobjectsrev2.shtml

A

SC

Differentiate between the Earth’s rotation and its revolution.

Internet Resource:  http://www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml

A

SC

Recognize that the appearance of an object in the sky is affected by its size, motion, and distance from the Earth.

Internet Resource:  http://www.bbc.co.uk/schools/ks2bitesize/science/activities/earth_sun_moon.shtml

 

Atmospheric Cycles

 

The student will investigate the relationships among atmospheric conditions, weather, and climate.

 

I

 

Analyze data obtained from studies of atmospheric conditions (i.e., air pressure, wind speed, and precipitation).

A

SC

Distinguish between weather and climate.

EPA for Kids: http://epa.gov/climatechange/kids/climateweather.html

Internet Resource:  http://www.bbc.co.uk/schools/whatisweather/

A

SC

Predict weather conditions based on an analysis of atmospheric data.

Internet Resources:  http://teachers.net/lessons/posts/21.html

http://www.readwritethink.org/lessons/lesson_view.asp?id=775

I

 

Explain the effects of landforms on weather and climate.

A

SC

Identify how various geographic features affect weather and climate.

Internet Resource:  http://www.nationalgeographic.com/xpeditions/lessons/08/g35/extremeweather.html

D

 

Demonstrate the components and processes of the water cycle.

A

SC

Identify the basic features of the water cycle.

Internet Resource:  http://www.kidzone.ws/water/

I

 

Analyze how temperature affects evaporation, condensation and precipitation.

 

Earth Features

 

The student will understand that the earth has many geological features that are constantly changing.

 

D

 

Explain how certain forces cause changes in the earth’s geological features (i.e., wind, water, and plate tectonics).

TheEducator’sReferenceDesk: http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Geology/GLG0011.html

 

A

ER

Identify forces that cause geological change.

Internet Resource:  http://www.cotf.edu/ete/modules/msese/earthsysflr/geotime.html

D

 

Construct a model that depicts the layers of the earth.

A

ER

Recognize that the age of Earth materials can be determined by their position in rock layers.

Internet Resource:  http://volcano.und.nodak.edu/vwdocs/vwlessons/lessons/Earths_layers/Earths_layers1.html

A

ER

Identify characteristics of the earth’s layers.

TheEducator’sReferenceDesk: http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Geology/GLG0011.html

Internet Resource:  http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Inside.shtml

 

 

Earth Resources

 

The student will investigate the properties, uses, and conservation of earth’s resources.

 

D

 

Choose the appropriate use for an earth material (e.g., fuel, monument, and house foundation).

A

ER

Select a diagram that illustrates the most appropriate use of an earth material.

Internet Resource:  http://www.urbanext.uiuc.edu/world/nres.html

D

 

Describe the process of soil formation.

A

ER

Select the soil characteristics that best support plant growth.

Kid’s Valley Soil: http://www.copper-tree.ca/garden/soil.html

Internet Resource:  http://www.nrcs.usda.gov/feature/education/squirm/skworm.html

 

A

ER

Recognize the impact of society's use of nonrenewable resources over time.

Internet Resources:  http://www.dltk-kids.com/crafts/earth/tictactoe/index.htm

http://www.eia.doe.gov/kids/energyfacts/index.html

 

PHYSICAL SCIENCE STANDARDS

 

Forces and Motion

 

The student will investigate the effects of force on the movement of objects.

 

D

 

Explain the effect that gravity has on objects found on earth.

Website Name: Projectshum- Gravity.

Website Link: http://www.projectshum.org/Gravity/ 

Introduction and enrichment to Gravity and its effects on objects.

A

ME

Identify the effect that gravity has on objects found on or near the earth’s surface.

Website Name: The Physics Classroom

Website Link: http://www.physicsclassroom.com/Class/circles/U6L3a.html

Website Name: American Museum of History

Website Link: http://www.ology.amnh.org/astronomy/gravity/pages/gravitydo.htm

Website Name: American Museum of History

Website Link: http://ology.amnh.org/einstein/thoughtexperiment/newtonsball.html

Investigating the effect that gravity has on objects found on or near the earth’s surface.

Internet Resource:  http://www.eia.doe.gov/kids/history/people/secondlaw.html

D

 

Explain the relationships among mass, force, and distance traveled.

Website Name:  Louisiana Tech University

Website Link: http://www.latech.edu/ideaplace/nerc/rockets/newton_car.pdf

Website Name:  CSIRO

Website Link: http://www.csiro.au/resources/ps20o.html#Experiment2

Demonstration/Activity in further development of the relationship among mass, force, and distance traveled.

I

 

Explain the relationship between slope and the amount of force.

Website Name: Reeko’s Mad Scientist Lab

Website Link: http://www.spartechsoftware.com/reeko/Experiments/momentum.htm

Website Name: Bang! Boing! Pop!- Thinkquest

Website Link: http://library.thinkquest.org/3042/java/linear_demo.html?tqskip1=1

Website Name: Exploritorium

Website Link: http://www.exploratorium.edu/skateboarding/index.html Online activities to help students develop a greater understanding of content knowledge of slope and amount of force.

A

ME

Determine the effect of slope and friction on the speed of an object.

Website Name: BBC

Website Link: http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml

Website Name: Annenberg Media Learner – Amusement Park Physics

Website Link: http://www.learner.org/exhibits/parkphysics/coaster/

Website Name: BBC

Website Link:http://www.bbc.co.uk/schools/gcsebitesize/physics/forces/forcesandobjectsfhrev2.shtml

Activities to help students develop a deeper understanding of slope and friction by allowing students to develop their own roller coaster.

Internet Resource:  http://www.bbc.co.uk/schools/ks2bitesize/science/activities/friction.shtml

D

 

Explore and explain the use of simple machines.

Website Name: MIKIDS

Website Link: http://www.mikids.com/Smachines.htm

Website Name: Utah State Office of Education

Website Link: http://www.usoe.k12.ut.us/curr/science/sciber00/8th/machines/sciber/intro.htm

Online sources exploring simple machines by giving a definition for each, providing examples, and additional activities for further enrichment and content knowledge development.

A

ME

Match simple machines with their uses.

Website Name: Edheads

Website Link: http://www.edheads.org/activities/simple-machines/

Website Name: The Franklin Institute

Website Link: http://www.fi.edu/qa97/spotlight3/spotlight3.html

Online activities can be used to help students further their knowledge by providing students with everyday examples of simple machines.  Each item gives a detailed description of the simple machine and what kind it is.

Edheads Simple Machines: http://www.edheads.org/activities/simple-machines/index.htm

Simple Machines Learning Site: http://www.coe.uh.edu/archive/science/science_lessons/scienceles1/finalhome.htm

Internet Resources:  http://www.bbc.co.uk/schools/ks2bitesize/science/activities/forces_action.shtml

Simple Machines

 

D

 

Explore and explain how friction affects motion.

Website Name: Discovery Education

Website Link: http://school.discovery.com/lessonplans/programs/frictioninourlives/

Website Name: Discovery Education

Website Link: http://school.discovery.com/lessonplans/programs/rulesforces/

Lesson Plans which include activities involving motion and friction that will be used as a demonstration for further content knowledge development.

 

Structure and Properties of Matter

 

The student will investigate the characteristic properties of matter.

 

A

M

Select a material according to a description of its physical properties.

Internet Resource:  http://www.chem4kids.com/files/matter_intro.html

A

M

Determine the appropriate metric unit of measurement for specific properties of matter.

Internet Resource:  http://www.chem4kids.com/files/matter_intro.html

A

M

Recognize the law of conservation of matter.

Internet Resource:  http://www.iit.edu/~smile/guests/chgstate.htm

D

 

Describe how evaporation and condensation occur as a result of temperature change.

D

 

Explain why different types of matter freeze, melt, and/or evaporate at different rates.

A

M

Recognize how heat loss or gain is associated with a change in the state of matter.

Internet Resource:  http://www.chem4kids.com/files/matter_states.html

 

Interactions of Matter

 

The student will investigate the interactions of matter.

 

 

I

 

Identify conditions associated with a chemical change.

A

M

Distinguish between physical and chemical changes.

JCS Powerpoint: http://jc-schools.net/write/sci/physchem_files/frame.htm

Internet Resource:  http://www.chem4kids.com/files/matter_changes.html

 

A

M

Compare the effect of physical and chemical changes on matter.

Internet Resource:  http://www.chem4kids.com/files/matter_changes.html

A

M

Identify a substance as an acid (i.e., vinegar or lemon juice) or a base (i.e., soap or baking soda).

Internet Resource:  http://www.chem4kids.com/files/react_acidbase.html

 

Energy

 

The student will investigate energy and its uses.

 

A

ME

Recognize how various materials conduct heat.

Conduction (Wood vs. Copper)- http://demo.physics.uiuc.edu/lectdemo/scripts/demo_descript.idc?DemoID=503

Introduction to the Atmosphere-http://www.ucar.edu/learn/1_1_2_6t.htm

Hot Chalks-http://www.lessonplanspage.com/ScienceObjectsConductHeatContainHeat56.htm

Roger Frost-Conduction-http://www.rogerfrost.com/exp/conduct.htm

Internet Resource:  http://www.chem4kids.com/files/react_thermo.html

D

 

Demonstrate and explain how energy can change form.

Jefferson Lab PowerPoint-http://education.jlab.org/jsat/powerpoint/energy_forms_and_changes.ppt

Internet Resource:  http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action_fs.shtml

A

ME

Differentiate between potential and kinetic energy.

Kids Know it

-http://www.kidsknowit.com/educational-songs/play-educational-song.php?song=Kinetic%20And%20Potential%20Energy- a song about kinetic and potential energy.

The Tech Musuem of Innovation- Energy At Play-http://www.thetech.org/education/downloads/dconline/Energy_at_Play.pdf

The Ultimate Roller Coaster Contest-http://school.discovery.com/lessonplans/programs/rollercoaster/

Questacon- Make a virtual roller coaster-http://virtual.questacon.edu.au/rollercoaster/

Teachers’ Domain: http://www.teachersdomain.org/resources/phy03/sci/phys/mfe/zsplcar/index.html

 

 

A

ME

Identify ways that energy is transferred.

Reeko’s Mad Scientist Lab-http://www.spartechsoftware.com/reeko/Experiments/ExpChargeLightBulb.htm

EdVentures Term Browser-http://discover.edventures.com/functions/termlib.php?action=&termid=354&alpha=h&searchString=

Internet Resource:  http://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_4.shtml

 

D

 

Observe and describe how lenses affect a beam of light.

 

A

ME

Select the illustration that depicts how lenses refract light.

Internet Resource:  http://www.bbc.co.uk/schools/ks3bitesize/science/physics/light_3.shtml

D

 

Explore and describe the uses of magnets.

BOAST: Hands on Science Lessons-http://www.life.uiuc.edu/boast1/sciencelessons/compass.htm

Magnets Alive-Magnet and  Magnetism FAQ-http://wondermagnet.com/magfaq.html

The Tech Museum of Innovation-Magnet Circus-http://www.thetech.org/education/downloads/dconline/magnetCircus.pdf

A

ME

Identify the poles of a magnet.

MySchoolHouse.com-http://myschoolhouse.com/courses/O/1/33.asp

WNetSchools-Magnets:  They are Totally Attractive-http://www.thirteen.org/edonline/nttidb/lessons/ut/utmagnets.html

Internet Resource:  http://www.bbc.co.uk/schools/ks3bitesize/science/physics/magnetism_1.shtml

 

A

ME

Identify the description of a magnetic field.

Edventures Term Browser-http://discover.edventures.com/functions/termlib.php?action=&termid=543&alpha=m&searchString=

Internet Resource:  http://www.bbc.co.uk/schools/ks3bitesize/science/physics/magnetism_1.shtml

I

 

Construct and explain a parallel circuit.

Make and Electrical Circuit-http://gwydir.demon.co.uk/jo/elect/index.htm

Learn- OhmZone-http://www.article19.com/shockwave/oz.htm

A

ME

Distinguish between series and parallel circuits.

The Online Teacher Resource-http://www.iit.edu/~smile/phma9921.htm

EdVentures Term Browser-http://discover.edventures.com/functions/termlib.php?action=&termid=449&alpha=p&searchString=

EdVentures Term Browser-http://discover.edventures.com/functions/termlib.php?action=&termid=448&alpha=s&searchString=

Msnuclues.org-Comparing Series and Parallel Circuits-http://msnucleus.org/membership/html/k-6/as/technology/3/ast3_2a.html

Discoveryschool.com-Earth’s Energy-http://school.discovery.com/lessonplans/programs/earthsenergy/

Internet Resources:  http://www.bbc.co.uk/schools/ks3bitesize/science/physics/magnetism_1.shtml

http://www.bbc.co.uk/schools/ks3bitesize/science/physics/electricity_4.shtml

 

D

 

Explain the use of a specific type of electrical circuit.

SCIENCE

Sixth Grade

 

 

LIFE SCIENCE STANDARDS

 

Interactions Between Living Things and Their Environment

 

The student will investigate how living things interact with one another and with nonliving elements of their environment.

 

Key

Reporting

Category

 

A

IL

Distinguish between commensalism, parasitism, and mutualism.

D

 

Distinguish between predators and prey.

A

IL

Recognize how animals and plants are interdependent.

A

IL

Predict whether an organism can survive in a particular ecosystem.

D

 

Interpret how humans impact ecosystems.

 

Food Production and Energy for Life

 

The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.

 

D

 

Classify organisms as producers, consumers, or decomposers.

A

FP

Identify how organisms obtain food for energy.

A

FP

Classify organisms as producers, consumers, or decomposers in a food chain or food web.

D

 

Demonstrate interrelationships among organisms in a food chain or food web.

A

FP

Infer the consequences of a change in the population size of an organism in a food chain or food web.

 

Diversity and Adaptation Among Living Things

 

The student will understand that living things have characteristics that enable them to survive in their environment.

 

D

 

Explain how the relationship between the form and function of an organism is associated with survival in a given environment.

A

DA

Identify adaptations that enhance the survival of organisms in an environment.

A

DA

Determine which organisms are likely to survive in a particular environment.

A

DA

Classify plants and animals according to their features.

 

Biological Change

 

The student will understand that living things have changed over time.

 

A

BC

Analyze how fossils provide information about the past.

A

BC

Differentiate between the relative age of fossils in a sedimentary rock diagram.

I

 

Determine the geologic age of an object using a diagram or a time line.

D

 

Identify additional lines of scientific evidence, other than fossils, that support the idea of change over time.

A

BC

Select additional lines of scientific evidence, other than fossils, that illustrate change over time.

D

 

Predict how a specific environmental change might affect the survival of a plant or animal species.

D

 

Evaluate possible causes of extinction.

A

BC

Identify factors that contribute to extinction.

 

EARTH SCIENCE STANDARDS

 

Earth and Its Place in the Universe

 

The student will investigate the structure of the universe.

 

D

 

Differentiate among the components of the universe.

Sports in Space                                              

http://www.units.muohio.edu/dragonfly/sports/

 

A

EU

Categorize the components of the universe (i.e., stars, planets, comets, asteroids, and meteors).

Component of the Universe, Introduction

http://library.thinkquest.org/04oct/00117/

A

EU

Differentiate between planets according to specific characteristics.

Components of the Universe Activities

http://starchild.gsfc.nasa.gov/docs/StarChild/universe_level2/activity.html

D

 

Construct a model of the solar system.

D

 

Illustrate the positions of the Earth, moon, and sun during solar and lunar eclipses.

D

 

Use a model to explain how the tilt of the Earth and its revolution around the sun causes the seasons.

A

EU

Distinguish between a day, month, and year based on the movements of the Earth, sun, and moon.

A

EU

Differentiate between a solar and a lunar eclipse.

A

EU

Select the diagram that reflects the Earth/sun relationship that accounts for the four seasons.

D

 

Identify the pull of gravity as the force that holds the planets and their moons in orbit.

A

EU

Identify the force that pulls objects toward the Earth.

I

 

Relate tidal conditions with the position of the moon.

A

EU

.Predict the type of tide produced by the different positions of the Earth and moon system.

I

 

Make use of available resources (internet, library, interviews, etc.) to research careers associated with technology and space exploration.

 

PHYSICAL SCIENCE STANDARDS

 

Energy

 

The student will investigate energy and its uses.

 

D

 

Recognize the basic parts of a wave.
Teachnology http://www.iit.edu/~smile/ph8813.html
Adventure Science Center http://www.adventuresci.com/fieldtrip/programs/guides06/soundlight06.pdf

A

E

Identify the wavelength, frequency, and amplitude of a wave.  
Physics   http://home.att.net/~cat4a/wave-I.htm
Radio                                                                          http://www.bro.lsu.edu/radio/Classroom/08.The%20Wave/wave_lesson.html

D

 

Explain how the properties of sound are related to wavelength, frequency, and amplitude.
The Method Behind the Music http://numbera.com/musictheory/mechanics/physics.aspx

A

E

Predict the direction of heat flow between objects.
Cool Cosmos http://coolcosmos.ipac.caltech.edu/cosmic_classroom/light_lessons/thermal/transfer.html       Qualitative Reasoning Group Northwestern University http://www.qrg.northwestern.edu/projects/vss/docs/thermal/1-how-does-heat-move.html

I

 

Explain the difference between the Fahrenheit and Celsius temperature scales.
Athena, Earth and Space Science for K-12 http://vathena.arc.nasa.gov/curric/weather/fahrcels.html

D

 

Explain how magnets are involved in the production of electricity.
Southern Company http://www.southernco.com/learningpower/pdf/Magical%20Magnets%20Make%20Electricity.pdf

D

 

Distinguish among heat, chemical, electrical, and mechanical energy.
The Physics Classroom http://www.physicsclassroom.com/Class/sound/U11L4a.html

I

 

Understand the law of conservation of energy.
Oracle Think Quest http://library.thinkquest.org/2745/data/lawce1.htm

A

E

Recognize a variety of energy transformations.

Energy Quiz http://www.iknowthat.com/com/L3?Area=QuizTaker&Topic=Science

A

E

Infer the impact of nuclear power on humans and the environment.

Lesson Plan for effects of nuclear power

http://archives.cnn.com/2001/fyi/lesson.plans/12/20/nuke.pills/index.html?related

D

 

Describe the electromagnetic spectrum.

Changing the Wavelengths and frequency

http://www.lon-capa.org/~mmp/applist/Spectrum/s.htm

A

E

Select examples of refraction, reflection, and absorption of light.

Make your Own Light Show

http://www.iknowthat.com/com/L3?Area=OpticsWorkbench

I

 

Compare incandescent and fluorescent light with respect to production and efficiency

Lesson Plan for Class Experiment

http://www.themosh.org/psd2002/athome/lesson_one.asp