CURRICULUM FRAMEWORK
ROCHESTER CITY SCHOOL DISTRICT
ELEMENTARY SCIENCE CURRICULUM
GRADE 3
Notes to the Teacher
• This document was based on New York State Core Curriculum K-4 Elementary Science and designed for teachers to use in their development of lessons for standards focused instruction.
• Collaboration in lesson design, instructional delivery, assessment development, and resource application is strongly encouraged across and through the grade levels to establish collegiality, consistency, and continuity.
• In a standards-based educational system lesson development should begin with the content and skills (major understandings and performance Objectives) and integrated with assessment. This framework should be used to articulate the design and activities of the lesson.
• This document should be used to design standards focused instruction that would increase students’ understanding and skills in science as well as improve student preparation and performance on state assessments.
CURRICULUM FRAMEWORK
This curriculum should be used as a lesson planning guide/instructional design for teachers.
The Key Ideas
The key ideas are broad, unifying, general statements that represent knowledge within a domain. They represent a thematic or conceptual body of knowledge of what students should know.
The Performance Objectives
The Performance Objectives are derived from the Key Ideas in the Core Curriculum. They are designed to match the Major Understandings and to focus assessment and instructional activities. Performance Objectives provide a general guideline for skill that students must demonstrate to provide evidence of the acquisition of the standard.
The Major Understanding
The Major Understandings are conceptual statements that make up the Content Standards within each Key Idea. They were taken from NYS Core Curriculum and the corresponding identification codes were also adopted. These statements should not be taught verbatim but developed conceptually through instructional activities and cognitive processes.
Suggested Assessments
These are stated as general categories based on the Major Understandings and Performance Objectives. They are designed to assess student understanding and acquisition of the standard. Teachers may develop items that focus on those assessment categories or design their own assessments that measure acquisition of the Major Understandings and Performance Objectives.
Vocabulary/Visuals
The essential vocabulary was listed in order to acquire the concepts of the Major Understanding. Students should be at the acquaintance or familiarity level with these terms. Visuals should be used to assist in model representations and reinforcement of the terms.
The Suggested Activities
The suggested activities are designed to enhance the understanding of the concepts and prepare students for the assessment. Other activities that support the development of the Major Understanding and Performance Objectives in addition to preparing students for the assessment may also be used.
The Conceptual Question
The focus question is based in the Performance Objectives and Major Understandings. It is conceptual in nature and is designed to focus the lesson. Teachers may elect to develop their own focus or conceptual question based on the Major Understandings and Performance Objectives.
SKILLS AND STRATEGIES FOR INTERDISCIPLINARY PROBLEM SOLVING
Working Effectively — contributing to the work of a brainstorming group, laboratory, partnership, cooperative learning group, or project team; planning procedures; identifying and managing responsibilities of team members; and staying on task, whether working alone or as part of group.
Gathering and Processing Information — accessing information from printed, media, electronic databases, and community resources using the information to develop a definition of the problem and to research possible solutions.
Generating and Analyzing Ideas — developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
Common Themes — observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.
Realizing Ideas — constructing components or models, arriving at a solution, and evaluating the results.
Presenting Results — using a variety of media to present the solution and to communicate the results.
General Science Process Skills
i. follow safety procedures in the classroom, laboratory, and field
ii. safely and accurately use the following tools:
• hand lens
• ruler (metric)
• balance
• gram weights
• spring scale
• thermometer (C(, F(()
• measuring cups
• graduated cylinder
• timepiece(s)
iii. develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.)
iv. manipulate materials through teacher direction and free discovery
v. use information systems appropriately
vi. select appropriate standard and nonstandard measurement tools for measurement activities
vii. estimate, find, and communicate measurements, using standard and nonstandard units
viii. use and record appropriate units for measured and calculated values
ix. order and sequence objects and/or events
x. classify objects according to an established scheme
xi. generate scheme for classification
xii. utilize senses optimally for making observations
xiii. observe, analyze, and report observations of objects and events
xiv. observe, identify, and communicate patterns
xv. observe, identify, and communicate cause-and-effect relationships
xvi. generate appropriate questions (teacher and student based) in response to observation events, and other experiences
xvii. observe, collect, organize, and appropriately record data, then accurately interpret results
xviii. collect and organize data, choosing the appropriate representation:
• journal entries
• graphic representations
• drawings/pictorial representations
xix. make predictions based on prior experiences and/or information
xx. compare and contrast organisms/objects/events in the living and physical environments
xxi. identify and control variables/factors
xxii. plan, design, and implement a short-term and long-term investigation based on a student-or teacher-posed problem
xxiii. communicate procedures and conclusions through oral and written presentations
SCIENCE PROCESSING SKILLS
Observing
• Using one or more of your senses to gather information about objects or events
• Seeing, hearing ,touching, smelling, or tasting or combinations of these
• Observations may be made with the use of some instruments like microscopes, magnifying glasses, etc.
• Scientific observations are always recorded
• Some observations may include measurements, color, shape, size taste, smell, texture, actions, etc.
Classifying
• Separating, arranging, grouping, or distributing objects or events or information representing objects or events into some criteria of common properties, methods, patterns, or systems.
• Based on an identification process objects or events can be grouped according to similarities and differences
• Objects or events are placed into categories based on their identifiable characteristics or attributes.
• Identification keys or characteristics are used to group objects, events or information. These identifiable keys are also used to retrieve information
Comparing and Contrasting
• Identifying observable or measurable similarities and differences between two or more objects, data, events or systems
• Using specific criteria to establish similarities and /or differences between two or more objects or events.
• Showing what is common and what is uncommon between two objects, events, conditions, data, etc.
Inferring
• A statement, reasonable judgment or explanation based on an observation or set of observations
• Drawing a conclusion based on past experiences and observations
• Inferences are influenced by past experiences
• Inferences often lead to predictions
• Taking previous knowledge and linking it to an observation
• An untested explanation
Predicting
• Making a forecast of future events or conditions expected to exist
• Forecasting an expected result based on past observations, patterns, trends, data, or evidence
• Reliable predictions depends on the accuracy of past observations, data, and the nature of the condition or event being predicted
• Using an inference to tell what will happen in the future
• Interpolated prediction is made between two known data points
• Extrapolated prediction is made outside or beyond known data points
Measuring
• Making direct and indirect comparisons to a standard unit
• Each measurement has a number and a unit
• Making quantitative observations or comparisons to conventional or non-conventional standards
• Instruments may be used to make reliable, precise, and accurate measurements
Communicating
• Verbal, graphic or written exchange of information
• Describing observations, procedures, results or methods
• Sharing information or observations with charts, graphs, diagrams, etc.
Hypothesizing
• Making a possible explanation based on previous knowledge and observations
• Making an “educated” guess
• Proposing a solution to a problem based on some pertinent information on the problem
• Constructing an explanation based on knowledge of the condition
• Tells how one variable will affect the other variable
• A logical explanation that can be tested
• Identifying variables and their relationship(s)
• Has three parts; IF( condition) THEN(predicted results) BECAUSE(explanation)
Testing a Hypothesis/ Experimenting
• Following a procedure to gather evidence to support or reject the hypothesis
• Applying the scientific method to gather supportive or non-supportive evidence
• Testing variables and drawing conclusions based on the results
• Designing investigations to test hypotheses
• Testing how one variable affects the other
• Following a precise method to test a hypothesis
• Forming conclusions based on information collected
• Controlling variables to isolate how one will affect the other.
• Answering a research question
Making Models
• Creating representations of objects, ideas or events to demonstrate how something looks or works
• Models may be physical or mental representations
• Models can be computer generated
• Displaying information, using multi-sensory representations
Constructing graphs
• Identifying dependent and independent variables and showing relationships
• Showing comparisons between two or more , objects or events
• Distribution of percentages
• Producing a visual representative of data that shows relationships, comparisons or distribution
• Labeling and scaling the axis
• Descriptive data – bar graph
• Continuous data – line graph
• Converting discreet data into pictures
Collecting and Organizing Data
• Gathering raw information, qualitative and quantitative observations and measurements using approved methods or systems
• Categorizing and tabulating the information to illustrate patterns or trends
• Recording measurements, male drawings, diagrams, lists or descriptions
• Observing, sampling, estimating, and measuring items or events and putting the information in an ordered or tabulated format.
• Sorting, organizing and presenting information to better display the results
• Using titles, tables, and units for columns
Analyzing and Interpreting Data
• Looking for patterns, trends or relationships in the arrangement of data
• Deciding what the collection of information means
• Looking at pieces of data to understand the whole
• Looking at the independent and dependent variables and their relationship
• Looking for consistency and discrepancies in the data
• Making sense of the observations, data, etc.
Forming Conclusions
• Making final statements based on the interpretation of data
• Making a decision or generalization based on evidence supported by the data
• Telling whether the data supports the hypothesis or not
• A factual summary of the data
Researching Information
• Asking questions and looking for relevant information to answer it
• Using various methods and sources to find information
• Identifying variables and asking questions about it followed by gathering relevant information.
• Research questions may focus on one variable or the relationship between two variables.
• Asking relevant questions to a specific problem and identify resources to gather information and answer the problem
Formulating Questions
• Asking the who, what, where, when, why, how, what if, of the problem, information, or even
• Using the given information to search for further understanding
• Asking textually explicit questions that can be answered by the text.
• Asking textually implicit questions that are inferential and cannot be answered by the text alone
Estimating
• Making a judgment about the size or number of an item, or attribute without actually measuring it
• Making a judgment based on past experiences or familiarity
Identifying Variables
• Stating and explaining the independent(manipulated) and dependent(responding) variables and their relationships
• Showing the cause and effect relationship in respect to the variables
• Any factor, condition, or relationship that can affect the outcome of an experiment, event or system.
• There are three types of variables in an experiment, manipulated (independent), responding (dependent) controlled (other variables that are held constant).
Controlling Variables
• Keeping variables consistent or constant throughout and experiment
• Controlling the effect or factors that influence the investigation
Forming Operational Definitions
• Tell how an object, item, idea, or model functions works or behaves
• Tells the purpose or the use of the object or model
• Tells what the term means and how to recognize it
Reading scales and instruments
• Identifying the intervals and scales
• Reading or counting the total number of scales , graduations or points
• Identifying initial and final measurements, counts or increments
Calibrating instruments
• Setting the instrument to zero before beginning to use it
• Adjusting the instrument to measure exact with known copies
• Setting the instrument measures to a known standard
Following procedures
• Following a given set of oral or written directions to accomplish a specific task to obtain desired results
Applying formulas
• Using theoretical formulas to a concrete or abstract situation
• Applying a theoretical measurement to a model
• Gathering information from a known condition or situation and substituting the elements or variables into a formula.
Interpreting scientific illustrations
• Looking for connections, sequences and relationships amongst the components
• Identifying individual and multiple relationships
• Categorizing groups and individual entities
• Reading the label or description of the illustration
Sequencing
• Ordering, listing or organizing steps, pieces, attributes or entities according to a set of criteria
• Identifying the elements and organizing them chronologically
Conduct an Investigation
• Identify the question or problem
• Conduct some preliminary research
• Identify the variables
• Develop and follow the procedures
• Make observations and collect data
• Analyze the information and report the results
Identifying Properties
• Selecting items, conditions or events based on specific attributes or features
Evaluating
• Making a judgment of worth or merit based on a set of criteria
• Deciding to approve or disapprove a based on some standard
• Asking how the data was obtained or how the information was collected
• Asking how the investigation was done
Seeking and Providing Evidence
• Searching for and sharing factual information
• Identifying relationships or proofs that support an argument
• Stating specific and significant or relevant information to support an idea, decision or argument
Making decisions
• Gathering relevant information, or evidence to support a choice between alternatives
Manipulating materials
• Handling materials and equipment in a safe, skillfully and in an appropriate manner
Generalizing
• Making a general statements from specifics, particulars, or components
Identifying cause and effect relationships
• Recognizing the influence of the independent variable on the dependent variable
• Identifying controlled variables in an experiment and the influence of the experimental variable on the outcome
Constructing tables
• Placing similar information into categories
• Ordering discrete information into groups to develop patterns, trends, etc
• Using columns and rows to distinguish elements and components of the information
Analyzing Results
• Determine the meaning of the data collected
• Identifying specific patterns from the information or effects
• Separating the information to understand the components
Interpreting Graphs
• Identify the variables and categories
• Look for relationships and patterns
• Look for sources of errors
• Asking what is evident from the information
• Can interpolations and extrapolations be made from the data
Interpreting Diagrams
• Tell what the objects, or items represents
• Tell what the diagram is a model of, or represents
• Tell how the diagram illustrates relationships, operational definitions, functions, concepts or schemes
• Tell the sequence of events or the chronology of the elements
• Construct an explanation from the interrelated parts or components
STANDARD 1
ANALYSIS, INQUIRY, AND DESIGN
Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose
questions, seek answers, and develop solutions.
ELEMENTARY SCIENCE
3rd Grade
RCSD CURRICULUM
Standard 1: Analysis, Inquiry, and Design
Key Idea 1: The abstractions and symbolic representations are used to communicate mathematically.
|Major Understanding |Performance Objectives |Suggested Assessment |
|M1.1 Extend mathematically notation and symbolism to include |Identify independent and dependent variables. |Label and describe the dependent and independent variables. |
|variables and algebraic expressions in order to describe and compare |Identify relationships among variables including: direct, indirect, |Identify and describe the relationship among variables. |
|quantities and express mathematical relationships |cyclic, constant; identify non related material |Apply mathematical equations to represent the relationship among |
| |Apply mathematical equations to describe relationships among variables |variables. |
| |in the natural world | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
| |Practice developing scientific explanation using mathematical equations|How can scientific information or relationships be represented |
|Dependent variable |and values. |mathematically. |
|Independent variable |Use graphs to display relationships among variables. | |
|Direct relationship |Construct and analyze graphs that represent scientific data. | |
|Indirect relationship | | |
|Equation | | |
|Symbolic representation | | |
|Mathematical representation | | |
Standard 1: Analysis, Inquiry, and Design
Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions.
|Major Understanding |Performance Objectives |Suggested Assessment |
|M2.1 Use inductive reasoning to construct, evaluate, and validate |Interpolate and extrapolate from data. |Predict quantifiable patterns or trends from data. |
|conjectures and arguments, recognizing that patterns and |Quantify patterns and trends. |Determine unknown values from given known values. |
|relationships can assist in explaining and extending mathematical | |Explain patterns, trends, causes and effects using data. |
|phenomena. | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Analyze case studies, graphs, charts, and tables to determine trends |Why is it important to organize information into charts, graphs, |
|Inductive reasoning |and make predictions. |tables, etc.? |
|Deductive reasoning | | |
|Generalization | | |
|Evaluate | | |
|Validate | | |
|Extrapolate | | |
|Interpolate | | |
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Standard 1: Analysis, Inquiry, and Design
Key Idea 3: Critical thinking skills are used in the solution of mathematical problems.
|Major Understanding |Performance Objectives |Suggested Assessment |
|M3.1 Apply mathematical knowledge to solve real-world problems and |Use appropriate scientific tools to solve problems about the natural |Design and explain flow charts that represent procedures. |
|problems that arise from investigation of mathematical ideas, using |world |Construct and explain graphic representation of collected |
|representations such as picture, charts, and tables. | |information. |
| | |Analyze charts, graphs and tables to explain relationships. |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Conduct activities that engage students in collecting information and |How can scientific information be represented to demonstrate |
|Chart |representing that information mathematically in graphic, tabular or |relationships? |
|Graph |chart form. | |
|Tabulate | | |
|Flow chart | | |
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SCIENCE
STANDARD 6
INTERCONNECTEDNESS
AND
THEMES
3rd GRADE
RCSD CURRICULLUM
Standard 6: Interconnectedness: Common Themes - Systems thinking
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.1 Through systems thinking, people can recognize the |Describe the difference between dynamic systems and organizational |Analyze systems and identify the role of each component. |
|commonalities that exist among all systems and how parts of a system |systems. |Identify and describe various types of systems. |
|interrelate and combine to perform specific functions |Describe the differences and similarities among engineering systems, |Describe how various sub systems interact with each other. |
| |natural systems, and social systems |Explain why systems are designed to operate and produce certain |
| |Describe the difference between open- and closed-loop systems. |results. |
| |Describe how the output from one part of a system (which can include | |
| |material, energy, or information) can become the input to other parts. | |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Observe the operation of various systems. |Why are systems developed? |
|Dynamic systems |Compare and contrast a living system with a non-living system. |What makes a system efficient? |
|Organizational systems |Construct a diagram that represents a system. | |
|Open system | | |
|Closed-loop-system | | |
|Input | | |
|Output | | |
|Process | | |
|Systems | | |
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Standard 6: Interconnectedness: Common Themes – Models
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.2 Models are simplified representations of objects, structures, |Select appropriate model to begin the search for answers or solutions |Design various models to represent and explain natural phenomena |
|or systems used in analysis, explanation, interpretation, or design. |to a question or problem. |or systems. |
| |Use models to study processes that cannot directly (e.g., when real |Analyze various models to determine how well they represent |
| |process is too slow, too fast, or too dangerous for direct |natural phenomena. |
| |observation). | |
| |Demonstrate the effectiveness of different models to represent the same| |
| |thing and the same model to represent different things. | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
| |Design various models to represent and explain various phenomena. |Why do we construct and use models? |
|Models |Observe and analyze various models. | |
|Mental models | | |
|Physical models | | |
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Standard 6: Interconnectedness: Common Themes - Magnitude and scale
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.3 The grouping of magnitudes of size, time, frequency, and |Cite examples of how different aspects of natural and design systems |Convert values from standard notation to exponential notation and |
|pressures or other units of measurement into a series of relative |change at different rates with changes in scale. |vise versa |
|order provides a useful way to deal with the immense range and the |Use powers of ten notation to represent very small and very large |Describe the ratios and magnitude of changes using scales. |
|changes in scales that affect the behavior and design systems. |numbers. | |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Observe, record, and measure changes over time. Rank order the changes|How can changes be represented to show magnitudes? |
|Magnitude |and determine the ratios and magnitudes. | |
|Frequency |Observe changes over time and look for consistency and inconsistencies.| |
|Intensity | | |
|Duration | | |
|Rank order | | |
|Relative order | | |
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Standard 6: Interconnectedness: Common Themes - Equilibrium and stability
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.4 Equilibrium is a state of stability due either to a lack of |Describe how feedback mechanisms are used in both designed and natural |Describe positive and negative feedback |
|change (static equilibrium) or a balance between opposing forces |systems to keep changes within desired limits. |Explain why consistency or equilibrium is important in various |
|(dynamic equilibrium). |Describe changes within equilibrium cycles in terms of frequency or |systems. |
| |cycle length and determine the highest and lowest values and when they |Compare static equilibrium with dynamic equilibrium. |
| |occur. | |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Study positive and negative feedback systems and observe how they |What is equilibrium? |
|Equilibrium |function in maintaining equilibrium. |How is equilibrium achieved? |
|Stability |Observe how forces work against and with each other to maintain | |
|Static equilibrium |balance. | |
|Dynamic Equilibrium | | |
|Positive feedback | | |
|Negative feedback | | |
|Unbalanced force | | |
|Balanced Force | | |
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Standard 6: Interconnectedness: Common Themes - Patterns of change
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.5 Identifying patterns of change is necessary for making |Use simple linear equations to represent how a parameter changes with |Describe how various patterns are used to make inferences and |
|predictions about future behavior and conditions. |time. |predictions. |
| |Observe patterns of change in trends or cycles and make predictions on |Make inferences and predictions and observe data. |
| |what might happen in the future. |Analyze patterns of change in friends to understand behaviors. |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Collect information or changes in behavior and conditions to establish |How are predictions made? |
|Linear |patterns and trends. | |
|Cyclical |Observe changes in patterns and trends to determine causes and make | |
|One-way |predictions. | |
|Loop | | |
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Standard 6: Interconnectedness: Common Themes – Optimization
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.6 In order to arrive at the best solution that meets criteria |Determine the criteria and constraints and make trade-offs to determine|Develop various criteria for making decision. |
|within constraints, it is often necessary to make trade-offs. |the best decision. |List alternatives for specific choices under various conditions. |
| |Use graphs of information for decision-making problem to determine the |List advantages and disadvantages for making certain decisions. |
| |optimum solution. | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
| |Practice decision making based on specific criteria. |Why do we need criteria for making decisions? |
|Constraints |Practice developing criteria for making decisions under certain |Why is it important to know advantages and disadvantages before |
|Criteria |conditions. |making a decision/choice? |
|Alternatives | | |
|Disadvantages | | |
|Advantages | | |
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Standard 1: Analysis, Inquiry and Design
Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves testing of proposed explanations involving the use of
conventional techniques and procedures and usually requiring considerable ingenuity.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|S.2.1 Develop written plans for exploring phenomena or for evaluating |Design an experiment with materials, variables, and method for recording|List questions to ask prior an investigation or observation. |
|explanations guided by questions or proposed explanations they have |data in mind. | |
|helped formulate. | |Identify and list steps to planning an observation or investigation. |
| |Develop questions to plan an investigation. | |
| | |List a series of questions to formulate an explanation. |
| |Develop questions to help formulate explanations. | |
| | |List the materials needed to conduct an investigation. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|data |Conduct various investigations and have students ask "what if" |How do you set up an experiment? |
|proposed explanation |questions. | |
|experiment | |How is data collected during an experiment? |
|investigation |Listen to an explanation and brainstorm questions the explanation | |
|variables |provided answers to. |How can questions guide a plan or explanation? |
|formulate | | |
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Standard 1: Analysis, Inquiry and Design
Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves testing of proposed explanations involving the use of
conventional techniques and procedures and usually requiring considerable ingenuity.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|S.2.2 Share their research plans with others and revise them based on |Explain the steps of a plan to others. |Develop a plan for an observation or investigation. |
|their suggestions. | | |
| |Actively listen to others' suggestions for possible modification of the |Identify a written plan for an observation or investigation. |
| |plan. | |
| | |Develop questions on a plan for clarification. |
| |Ask clarification, question to understand suggestions. | |
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| |Modify the plan where appropriate. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|research | | |
|modify |Create design teams of 3 or 4 and have each individual member write down|Why do we plan? |
|variables |a possible project design or experiment. Once everyone has had a chance| |
| |to formulate a possible solution/design/plan, have students share each |Why are following plans important? |
| |plan, and modify each plan to create one design all can agree on. | |
| | |What are important elements in planning an investigation? |
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Standard 1: Analysis, Inquiry and Design
Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves testing of proposed explanations involving the use of
conventional techniques and procedures and usually requiring considerable ingenuity.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | |Demonstrate that they can follow a written plan. |
|S.2.3 Carry out their plans for exploring phenomena through direct |Use appropriate "inquiry and process skills" to collect data. |Construct a list of questions to collect relevant information. |
|observation and through the use of simple instruments that permit | |Observe record and tabulate data accurately. |
|measurement of quantities, such as length, mass, volume, temperatures, |Record observations accurately and concisely. | |
|and time. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|properties |Conduct various demonstrations and investigations based on written |What tools can assist when recording observation? |
|observation |procedures and have students ask questions data they have collected. |How can you effectively collect data? |
|qualitative | | |
|quantitative | | |
|object observation | | |
|measurement | | |
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Standard 1: Analysis, Inquiry, and Design
Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provided new insights into phenomena.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|S.3.1 Organize observations and measurements of objects and events |Accurately transfer data from a science journal or notes to an |Construct a table chart from raw data. |
|through classification and the preparation of simple charts and tables. |appropriate graphic organizer. |Identify and label the information from a chart/table. |
| | |Explain how charts are constructed. |
| |Accurately construct and use a data chart or table to record the results|Transfer accumulated desegregated information onto a chart or table. |
| |of a scientific experiment. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|classification | | |
|data |Set up a simple classification activity (such as pasta, or buttons, or |Why are tables and charts important? |
|chart |shells). Have students sort the objects and record on a graphic |Why do we use tables and charts? |
|table |organizer and a simple chart. |How are tables/charts constructed? |
| |Using a thermometer, a cup of water, and some ice, set up an experiment | |
| |where students take the temperatures of water, add ice, and record the | |
| |change in temperature each minute. | |
| |Classify objects that sink and float. Record the results in a simple | |
| |chart. | |
| |Collect multiple pieces of information and sort them onto a table. | |
Standard 1: Analysis, Inquiry, and Design
Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provided new insights into phenomena.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|S.3.2 Interpret organized observations and measurements, recognizing |State, orally and in writing, any inferences or generalizations |Provide data charts and tables and ask students to identify and |
|simple patterns, sequences and relationships |indicated by the data collected. |explain any relationships. |
| | |Identify the variables on a chart or graph and explain their |
| |State, orally and in writing any patterns, sequences, or relationships |relationships. |
| |indicated by the data. | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|sequence |After conducting an experiment on objects that sink or float, have |What interpretations can be made based on information in charts and |
|inferences |students make inferences about what characteristics cause an object to |tables? |
|relationship |sink or float. |Why should information be organized into data tables/charts? |
|data |Set up a battery, bulb, and wires. Give students objects to test which | |
|patterns |either do or don't conduct electricity, having them record their results| |
| |in a simple chart. Have them infer what objects will conduct | |
| |electricity and why. | |
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STANDARD 4: Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1: Describe how the structures of plants and animals compliment the environment of the plant or animal.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1b Each plant has different structures that serve different functions |Describe how the structure of plants helps them to survive in the |List the parts of a plant and its functions. |
|in growth, survival, and reproduction. |environment. |Identify the plant structure and how it aids in the survival of the |
|roots help support the plant and take in water and nutrients |Describe how the structure of the plant helps it to grow and survive |plant. |
|leaves help plants utilize sunlight to make food for the plant |in the environment. |Identify the behavior of plants in the different seasons. |
|stems, stalks, trunks, and other similar structures provide support for |Explain how plants survive in different seasons. | |
|the plant | | |
|some plants have flowers | | |
|flowers are reproductive structures of plants that produce fruit which | | |
|contains seeds | | |
|seeds contain stored food that aids in germination and the growth of | | |
|young plants | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|roots |Observe the growth of plants under different conditions. |How do plants survive in their environment? |
|stems |Observe the germination of seeds under different conditions. | |
|leaves | | |
|flowers | | |
|stalk | | |
|trunk | | |
|nutrients | | |
|reproductive structure | | |
STANDARD 4: Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1: Describe how the structures of plants and animals compliment the environment of the plant or animal.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1c In order to survive in their environment, plants and animals must |Describe how adaptation leads to survival. |Identify adaptive traits different organisms. |
|be adapted to that environment. |Describe how the structures of plants and animals are adapted to |Explain how adaptive traits help the organism survive. |
|seeds disperse by a plant's own mechanism and/or in a variety of ways |their environment. |Match adaptive traits with the organism and the environment. |
|that can include wind, water, and animals |Explain how the survival of organisms depend on the structures they |Match the adaptive trait with the survival function. |
|leaf, flower, stem, and root adaptations may include variations in size,|possess. | |
|shape, thickness, color, smell and texture | | |
|animal adaptations include coloration for warning or attraction, | | |
|camouflage, defense mechanisms, movement, hibernation, and migration | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|survival |View videos on adaptation and survival. |What is an adaptive trait? |
|adaptive trait | |How is adaptation related to survival? |
|adaptation | | |
|variation | | |
|defense mechanism | | |
|reproductive mechanism | | |
|locomotion | | |
|coloration | | |
|camouflage | | |
STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.1: Describe basic life functions of common living specimens (e.g., guppies, mealworms, gerbils).
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.1b An organism’s external physical features can enable it to carry |Explain how an organism’s physical features help it to survive. |Select two organisms and compare and contrast their physical features |
|out life functions in its particular environment. |Explain how an organism's structures help it to function in the |against their life functions. |
| |environment. |Match physical features with life functions. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|organism beak |Observe (nature, videos, etc.) organisms in their environment and record|How do physical features help organisms to live? |
|environment / habitat fins |how they use their physical features. | |
|adaptation webbed feet | | |
|camouflage blubber | | |
|ocean | | |
|forest | | |
|desert | | |
|swamp | | |
|pond | | |
|living thing | | |
|non-living thing | | |
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STANDARD 4: Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Describe the major stages in the cycles of selected plants and animals.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1a Plants and animals have life cycles. These may include beginning |Identify the life cycles of different organisms (plants and animals). |Identify and label the stages in the life cycles of organisms. |
|of a life, development into an adult, reproduction as an adult, and |Describe the sequence of development of specific organisms (plants and|List in order the stages of development for specific organisms. |
|eventually death. |animals). | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|life cycle |Observe the growth of organisms with short life cycles (fruit fly). |What is a life cycle? |
|reproduction | |What do all life cycles have in common? |
|development | | |
|stages | | |
|growth | | |
|death | | |
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STANDARD 4: Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Describe the major stages in the cycles of selected plants and animals.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1b Each kind of plant goes through its own stages of growth and |Describe the stages in the life cycle of plants. |List the stages of development in plants. |
|development that may include seed, young plant, and mature plant. | |Sequence the stages of development for plants. |
| | |Match the stages of development in a plant with the appropriate label|
| | |or explanation. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|seed |Observe the germination, growth and reproduction of plants (beans, |How are life cycles of plants similar? |
|mature |peas). | |
|stages of growth and development | | |
|seedling | | |
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STANDARD 4: Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Describe the major stages in the cycles of selected plants and animals.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1c The length of time from beginning of development to death of the |Describe the life span of selected plants. |Define life span. |
|plant is called its life span. |Compare the life spans of two different species of plants in terms of |Identify similarities in the life span of different/various plants. |
| |the length of time. |Identify the differences in the life span of different/various |
| | |plants. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|life span |Develop a table/chart of different life span of various plants. |How do we measure life span? |
| | |How do we define the life span of plants? |
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STANDARD 4: Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Describe the major stages in the cycles of selected plants and animals.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1d Life cycles of some plants include changes from seed to mature |Describe the events that occur to the development of plants. |Identify the stages in the development of plants. |
|plant. | |Sequence the development of plants seed from seedling, young plant to|
| | |mature plant. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|maturity |Observe and record the events that occur from seed to mature plant. |How does a plant grow and change? |
|seedling | | |
|young plant | | |
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STANDARD 4: Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Describe the major stages in the cycles of selected plants and animals.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1e Each generation of animals goes through changes in form from young |Describe the life cycle of various animals. |Identify the stages in the life cycle of various animals. |
|to adult. This completed sequence of changes in form is called a life |Sequence the stages in the life cycle of different/various organisms |Identify the stages in complete and incomplete metamorphosis. |
|cycle. Some insects change from egg to larva to pupa to adult. |(and insects). |Sequence and label the stages of the life cycle of various organisms.|
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|complete metamorphosis |Observe the life stages of various insects. |What is a life cycle? |
|incomplete metamorphosis |Label diagrams of the stages of development of various animals. |What event takes place in life cycles? |
|egg | | |
|larva | | |
|pupa | | |
|nymph | | |
|adult | | |
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STANDARD 4: Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Describe the major stages in the cycles of selected plants and animals.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1f Each kind of animal goes through its own stages of growth and |Select various animals and describe their life span in terms of |Identify the changes that occur in each stage in various animals as|
|development during its life span. |growth and development. |they grow and develop. |
| |Describe the stages and changes of growth and development of various |Identify the stages of growth and development in various animals. |
| |animals. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|growth |Observe the changes that occur in the growth and development of |What changes occur in the life span of an organism? |
|development |various animals. | |
|life span |Label the stages of growth and development of various animals. | |
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STANDARD 4: Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Describe the major stages in the cycles of selected plants and animals.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1g The length of time from an animal's birth to its death is called |Describe the life span of various animals. |Match the organism/species with their life span. |
|its life span. Life spans of different animals vary. |Compare the life span of different species of animals. |Identify the life span of various organisms. |
| | |Compare the life span of various animals. |
| | |Define life span. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|life span |Study charts of life spans for different organisms. |What is a life span? |
| |Based on the average years of specific organisms, determine the |How is life span measured? |
| |life span of various animals. | |
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STANDARD 4: Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.2: Describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.2a Growth is the process by which plants and animals increase in size.|Explain how growth occurs to plants and animals. |Identify the stages of growth in plants and animals based on size and|
| |Describe the growing process and how it results in an increase in |time. |
| |size. |Labeling the changes in the growth of plants and animals. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|growth |Observe through visual media or illustrations the growth of plants |What causes organisms to grow? |
|repair |and animals. |Why do organisms grow? |
|maintenance |Compare the growth of humans to other animals in years. | |
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STANDARD 4: Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.2: Describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.2b Food supplies the energy and materials necessary for growth and |Describe/explain why we need food for growth and repair. |List the essential elements for organisms to grow. |
|repair. |Explain the role of nutrients in growth and repair processes. |Identify various nutrients and their role in growth and repair |
| | |processes. |
| | |List the uses of food for organisms. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|energy |Conduct discussions on feeding newborn infants and their growth |Why is food essential for growing? |
|materials |rate. |How can an organism repair itself? |
|repair |Discuss healing of cuts and bruises. | |
|healing | | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.3: Describe the factors that help promote good health and growth in humans.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.3a Humans need a variety of healthy foods, exercise, and rest in |Explain the need for food, rest and exercise. |Identify sources of good nutrients for humans. |
|order to grow and maintain good health. |Explain why we need to maintain good health. |Explain why rest and exercise is necessary to maintain a healthy body.|
| | |Demonstrate the relationship between poor habits and illness. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|health |Experiment with exercise: Problem – How does exercise affect your heart|Why are nutrients important? |
|exercise |rate? |Why do we need to be healthy? |
|nutrition |Draw or cut/paste pictures of foods in the Food Guide Pyramid. Classify|Why is exercise important? |
|digestion |each picture into one of the Food Guide Pyramid categories. |What consists of a balanced diet? |
|saliva |Class keeps a record of all the foods eaten in one day. Tally the | |
|food guide pyramid |number of servings from each food group. Discuss findings. | |
|energy | | |
|pulse | | |
|portions | | |
|heart rate | | |
STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.3: Describe the factors that help promote good health and growth in humans.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|5.3b Good health habits include hand washing, personal cleanliness, |Explain how healthy habits lead to good health. |Identify five harmful substances. |
|avoiding harmful substances (including alcohol, tobacco, illicit drugs),|Compare and contrast healthy habits versus unhealthy habits. |Name four diseases caused by germs. |
|eating a balanced diet, and engaging in regular exercise | |Name the food groups in the Food Guide Pyramid. |
| | |Identify the body’s defenses against germs and disease. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|communicable nicotine |View a healthy lung. View an unhealthy lung. List what might be the |How can we live a healthy lifestyle? |
|immunization drug |causes of the unhealthy lung. List ways to keep lungs healthy. | |
|vaccine cells |Pictograph: Record the ways students in the class exercise during one | |
|disease bacteria |week. Make predictions. Discuss findings. | |
|germs infectious |Create a workout and eating guide. | |
|harmful substances microscope | | |
|alcohol drug abuse | | |
|illicit drugs pharmacist | | |
|balances diet nutrients | | |
|medicine virus | | |
|prescription mucus | | |
|over-the-counter drug | | |
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STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Describe how plants and animals, including humans, depend upon each other and the nonliving environment.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|6.1e An organism’s pattern of behavior is related to the nature of that|Describe factors that can influence the carrying capacity of an area. |Identify patterns of behavior in organisms in their habitat. |
|organism’s environment, including the kinds and numbers of other |Describe how exceeding the carrying capacity can affect the behavior of |Identify the physical characteristics of an organism habitat. |
|organisms present, the availability of food and other resources, and the|organisms. |Explain the relationship or influence of the environment on organisms.|
|physical characteristics of the environment. |Explain how the physical characteristics of an environment can affect an|Explain how plants and animals depend on each other. |
| |organism’s behavior. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|patterns of behavior |Observe the habitats of various organisms and how changes might affect |Why is the environment important to an organism's survival? |
|physical characteristics |them. | |
|habitat | | |
|carrying capacity | | |
|survival | | |
|resources | | |
|environment | | |
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STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.2: Describe the relationship of the Sun as an energy source for living and nonliving cycles
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.2c Heat energy from the Sun powers the water cycle. |Identify the Sun's role in the water cycle. |Create a diagram of the water cycle and explain each phase in the |
| |Describe what part evaporation plays in the water cycle. |cycle. |
| | |Are clouds more likely to form over a desert or over an ocean? Why? |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|water cycle |Create a water cycle chamber using 2 liter soda bottles, water, ice and |What is the Sun's role in the water cycle? |
|evaporation |a lamp. Observe and explain what is happening. | |
|condensation |Study diagrams of the water cycle and compare it to daily events. | |
|precipitation | | |
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STANDARD 4: Living Environment
Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.1: Identify ways in which humans have changed their environment and the effects of those changes.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|7.1a Humans depend on their natural and constructed environments. |Identify common items that come from plants or animals and tell which |Classify items according to whether they come from animals or |
| |plant or animal it is derived from. |plants. |
| |Explain how people depend on plants and animals for shelter, clothing, |List items other than food that come from plants or animals. |
| |food, medicines, and other products. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|animals |Look at a menu to determine what different plants and animals the food |What does the environment provide for people? |
|environment |served comes from. | |
|medicine |Cut pictures (food, shelter, med., clothes) from magazines illustrating| |
|plants |items that come from plants and animals and categorize the pictures. | |
|shelter |Bring items from home and explain its original source. | |
|construct | | |
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STANDARD 4: Living Environment
Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.1: Identify ways in which humans have changed their environment and the effects of those changes.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | |List ways farmers change the land to produce food. |
|7.1b Over time humans have changed their environment by cultivating |Explain how people change their environment to meet human needs. |Identify some reasons that people change land other than for |
|crops and raising animals, creating shelters, using energy, |Identify specific ways human changed their environments. |farming. |
|manufacturing goods, developing means of transportation, changing | | |
|populations, and carrying out other activities. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|adaptation |Have students observe and record all human-made changes to the |How can environments change? |
|environment |environment they see around the school yard. |How do people change environments? |
|habitat |Create a model of changes in the environment that are necessary to | |
|natural resources |build a city such as Rochester. Write captions to explain changes. | |
|population |Predict what Rochester may look like 100 years in the future. | |
|shelter | | |
|transportation | | |
|manufacturing | | |
|cultivating | | |
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STANDARD 4: Living Environment
Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.1: Identify ways in which humans have changed their environment and the effects of those changes.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|7.1c Humans as individuals or communities, change environments in |Explain how people can help or hurt the environment. |Create a chart or table identifying an environmental problem and |
|ways that can be either helpful or harmful for themselves and other |Explain sources of air, water and land pollution. |possible solution. |
|organisms. | |Write an essay on things people can do to protect habitats and |
| | |living things. |
| | |Predict all the things that could happen to a national forest if |
| | |people could build houses there. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|drought | | |
|endangered organisms |Investigate a method of cleaning polluted water. |How do the actions of people affect the environment? |
|extinct organisms |Observe a demonstration of how burning fuels produce pollution. |How can people protect habitats and living things? |
|flood |Involve students in a school-wide clean-up. | |
|harmful |Create a pictoral representation of how man made creations can | |
|helpful |negatively or positively impact the environment. | |
|litter | | |
|pollution | | |
|recycle | | |
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STANDARD 4: The Physical Setting
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator 1.1: Describe patterns of daily, monthly, and seasonal changes in their environment.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|1.1a Natural cycles and patterns include: |Describe the pattern of the moon as it goes through a complete cycle. |Arrange in order pictures of the moon phases as it goes through a |
|Earth spinning around once every 24 hours (rotation), resulting in day |Explain how the tilt of the Earth on its axis results in seasons. |complete cycle. |
|and night. |Explain how the Earth’s rotation on its axis causes day and night. |Demonstrate how the tilt of the Earth changes from fall to spring |
|Earth moving in a path around the Sun (revolution), resulting in one | |causing the seasons. |
|Earth year. | |Draw a picture of the Earth and label the day and night sides. |
|The length of daylight and darkness varying with the seasons. | |Label the day and night episodes on the Earth as it rotates. |
|Weather changing from day to day and through the seasons. | | |
|The appearance of the Moon changing as it moves in a path around Earth to| | |
|complete a single cycle. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|natural cycle winter |Observe and record how the shape of the moon changes over a month’s |Why does the weather change from season to season? |
|rotation spring |time. |Why is the daylight long in summer and short in winter? |
|axis summer |Observe how the weather changes over the course of a week, month, and |Why do we have day and night? |
|orbit fall/autumn |season. | |
|revolution |Chart the amount of daylight on the first day of each month. | |
|solar system |Use a globe and a flashlight to demonstrate: | |
|pattern |The rising and setting of the sun. | |
|weather |The rays of the sun striking the Earth during the four seasons. | |
|season | | |
|moon phases | | |
STANDARD 4: The Physical Setting
Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator 2.1: Describe the relationship among air, water, and land on Earth.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1c Water is recycled by natural processes on Earth. |Describe how water is exchanged between air and land. |Describe and give an example of the four types of precipitation. |
|Evaporation: changing of water (liquid) into water vapor (gas) |Explain the different phases of the water cycle. |Explain how the water cycle helps to maintain life on Earth. |
|Condensation: changing of water vapor (gas) into water (liquid) | |Identify and label the stages on the water cycle. |
|Precipitation: rain, sleet, snow, hail | | |
|Runoff: water flowing on Earth’s surface | | |
|Groundwater: water that moves downward into the ground. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Evaporation sleet |Demonstrate the water cycle using a plastic container (cup). |How does water move between land and air? |
|Condensation snow |Compare the condensation that occurs on a cold glass of water to the |Why does water condense? |
|Precipitation rain |condensation that occurs on a warm glass of water. |How does runoff effect the water cycle? |
|Runoff hail |Draw the water cycle occurring in Rochester. | |
|groundwater | | |
|recycle | | |
|water vapor | | |
|water cycle | | |
| | | |
STANDARD 4: The Physical Setting
Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator 2.1: Describe the relationship among air, water, and land on Earth.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1d Erosion and deposition result from the interaction among air, |Describe the relationship between air and water and the weathering of |Explain how air and water changes the Earth’s surface. |
|water, and land. |the Earth’s surface. |Identify the processes of erosion. |
|Interaction between air and water breaks down earth materials |Explain the process of erosion. |Label and sequence the process of erosion. |
|Pieces of earth material may be moved by air, water, wind, and | |Describe the composition of various soils. |
|gravity | | |
|Pieces of earth material will settle or | | |
|deposit on land or in the water in | | |
|different places | | |
|Soil is composed of broken-down | | |
|pieces of living and nonliving earth | | |
|material | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|interaction |Place a piece of sandstone and some water in a plastic container, shake,|How does air, water, gravity and wind affect the Earth’s surface? |
|soil composition |and observe the effects of weathering. | |
|precipitation |Have students construct islands of soil or sand and rock. Using a plant| |
|runoff |watering canister, sprinkle water to simulate precipitation and the | |
|groundwater |effects of erosion. | |
|erosion |Compare and contrast two soil samples taken from different locations. | |
|weathering | | |
|deposit | | |
| | | |
| | | |
STANDARD 4: The Physical Setting
Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator 2.1: Describe the relationship among air, water, and land on Earth.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1e Extreme natural events (floods, fires, earthquakes, volcanic |Explain how natural events cause damage to the environment. |Pick one type of severe storm and explain: |
|eruptions, hurricanes, tornadoes, and other severe storms may have |Describe the positive effects that might follow after a severe storm. |How it might affect living things? |
|positive or negative impacts on living things. | | |
| | |List some positive/negative impacts that natural events have on living|
| | |things. |
| | |Distinguish between earthquakes, volcanic eruptions, floods, fires, |
| | |hurricanes, and tornadoes. |
| | |Define natural disaster. |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|hurricane |Make a model of a tornado in a bottle. |How do severe storms form? |
|tornado |Show videos on natural events and identify the impacts on the |How can a hurricane or a tornado impact a city? |
|earthquake |environment. |How could a wildfire have positive and negative impacts on living |
|blizzard | |things? |
|natural disaster | |How do natural disasters affect living arrangements? |
|positive impact | | |
|negative impact | | |
|volcano | | |
|flood | | |
|wildfire | | |
|severe storm | | |
| | | |
STANDARD 4: The Physical Setting
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Observe and describe properties of materials, using appropriate tools.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1b Matter has properties (color, hardness, odor, sound, taste, etc.) |Describe an object using the different senses. |Explain how a pickle is similar to and different from a piece of |
|that can be observed through the senses. |Compare and contrast two given objects. |celery. |
| |Categorize a group of objects based on their physical properties. |Classify eight objects based on their (color, hardness, texture, |
| | |shape, etc.). |
| | |Identify the properties that can be observed through the senses. |
| | |List the properties we use to classify matter. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|hard |size | |How can we describe matter? |
|soft |color |Separate a group of objects based on different characteristics: color, |Identify and apply properties to classify various objects. |
|odor |solid |size, shape, odor, hardness, etc. | |
|properties |liquid |Describe the properties of a plant using the 5 senses. | |
|heavy |gas |Compare and contrast a sponge to a chalkboard eraser. | |
|light |categorize | | |
|parts |sort | | |
|pieces |hardness | | |
|whole |sound | | |
|rough |texture | | |
|smooth |smell | | |
STANDARD 4: The Physical Setting
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Observe and describe properties of materials, using appropriate tools.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1g Some properties of an object are dependent on the conditions of |Describe the change in color that occurs when little or no light is |Pair together pictures of the same objects taken in bright and low |
|the present surroundings in which the object exists. For example: |present compared to a brightly lit room. |light. |
|Temperature – hot or cold |Describe how the properties of a liquid change when heat is added or |Explain how snow is different from water. |
|Lighting – shadows, color |removed. |Compare and contrast the characteristics of items when they are wet |
|Moisture – wet or dry | |and when they are dry. |
| | | |
| | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|reflectiveness of light |Match descriptions of various objects taken with and without the lights |How can lighting change the way an object looks? |
|moisture |on to the appropriate items. |How do the properties of water change as it goes from a solid to a |
|states of matter |Compare and contrast ice and liquid water. |liquid to a gas? |
|dependent |Demonstrate how to change states of water from one stage to another. | |
|independent |Demonstrate how water changes from one state to another. | |
|solid | | |
|gas | | |
|liquid | | |
|heat | | |
|cool | | |
| | | |
| | | |
STANDARD 4: The Physical Setting
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Describe chemical and physical changes, including changes in states of matter.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.2a Matter exists in three states: solid, liquid, gas. |Explain the differences between solids, liquids, and gases. |What is a gas, liquid, solid? |
|Solids have a definite shape and |Identify materials as solids, liquids, or gases based on their |Identify objects that are solids, liquids, and gases. Describe the |
|volume |properties. |clues that helped you decide which ones were solids, liquids, and |
|Liquids do not have a definite shape | |gases. |
|but have a definite volume. | |Summarize how a solid and a liquid are the same and how they are |
|Gases do not hold their shape or | |different. |
|volume. | | |
| | | |
| | | |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|states of matter |List several examples of solids, liquids, and gases. |What properties can be used to identify a material as a solid, a |
|solid |Examine several different examples of solid, liquids, and gases. |liquid, or a gas? |
|liquid |Describe the properties of each state of matter. | |
|gas |Classify a group of objects based on their states of matter. | |
|volume | | |
|properties | | |
|shape | | |
| | | |
| | | |
| | | |
| | | |
| | | |
STANDARD 4: The Physical Setting
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Describe chemical and physical changes, including changes in states of matter.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.2b Temperature can affect the state of matter of a substance. |Describe how increasing/decreasing the temperature might change the |Record the temperature at which the melting of water occurs. |
| |state of matter of a substance. |Indicate on a thermometer where water would be a solid, a liquid, and |
| | |a gas. |
| |Explain the effects of heat (gain and loss) on various objects. |Explain why ice melts in a glass of water. |
| | |Explain how substances change as their temperature changes. |
| | | |
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| | | |
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| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Celsius |Melt ice and boil water. Record the temperatures at which water becomes|How does temperature affect the state of matter of a substance? |
|thermometer |a liquid and a gas. |What happens to an object or substance when heat is added or removed? |
|states of matter |Investigate the effects of heat on ice and water. | |
|increase |Create a flowchart that demonstrates the change in properties based on | |
|decrease |the increase or decrease of heat. | |
|solid | | |
|liquid | | |
|gas | | |
|temperature | | |
|degrees | | |
|melt | | |
|boil | | |
| | | |
STANDARD 4: The Physical Setting
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1a Energy exists in various forms: heat, electric, sound, chemical, |Describe the different forms of energy. |List five different types of energy. |
|mechanical, light. |Compare and contrast different forms of energy. |Give examples of the different types of energy. |
| | |Explain the differences in the various types of energy. |
| | |Identify and label various forms of energy. |
| | |Define energy. |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|energy |Develop a list of the different types of energy that students have |What are some forms of energy? |
|heat energy |encountered from the time that they woke up until they are in science |How can we identify different forms of energy? |
|electricity |class. | |
|stored energy |Describe the different forms of energy used when driving a car. | |
|chemical energy | | |
|energy of motion | | |
|mechanical energy | | |
|solar energy | | |
|forms of energy | | |
|electrical energy | | |
|sound energy | | |
|light energy | | |
STANDARD 4: The Physical Setting
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1b Energy can be transferred from one place to another. |Explain how energy can change forms but the total amount still remains |List all of the energy forms around you and where they are occurring. |
| |the same. |Describe how light energy can change into heat energy. |
| |Explain how energy is converted from one form to another. |Identify an activity and sequence the conversion of energy through the|
| | |different forms. |
| | | |
| | | |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|source |Demonstrate different forms of energy to students (lights, holding |How does energy change forms? |
|conservation of energy |textbooks, using sandpaper to sand wood, food, lights – electrical, |How can we identify the change in forms of energy? |
|transfer |etc.) |What is the difference between potential and kinetic energy? |
|energy at work |Have students write down the type of energy involved in each example. | |
|potential energy (stored energy) |Organize the different forms of energy into categories based on the | |
|kinetic energy (energy in motion) |ability to be transferred between different forms. | |
| |Balls and Ramp Performance Task (Stored energy turning into kinetic | |
| |energy) | |
| |Investigate the conversion of one form of energy to the next and how the| |
| |total amount always remain the same. | |
| | | |
| | | |
| | | |
| | | |
STANDARD 4: The Physical Setting
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1c Some materials transfer energy better than others (heat and |Classify different materials based on their ability to easily conduct |Identify the characteristics of good conductors and good insulators. |
|electricity). |heat and electricity. |Identify insulation and conduction from various items. |
| | |Describe the properties of a good insulator/conductor. |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|metals |Have students suggest ways that they protect themselves from severe cold|What types of materials allow heat and electricity to pass through |
|nonmetals |or hot temperatures. |them easily? |
|conductor |Make a list of the different materials that make good insulators. |How are conductors different from insulators? |
|insulator |Investigate the effect of different container materials on heat | |
|transfer |transfer. | |
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| | | |
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| | | |
STANDARD 4: The Physical Setting
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.2: Observe the way one form of energy can be transferred into another form of energy present in common situations (e.g., mechanical to heat energy, mechanical to electrical energy, chemical to heat energy).
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.2a Everyday events involve one form of energy being changed to |Identify situations where energy conversions impact your daily life. |Identify different examples where energy changes form. |
|another. | |Describe two of examples that impact your life on a daily basis. |
|Animals convert food to heat and | |State the types of energy that food can be changed into in your body. |
|motion. | | |
|The sun’s energy warms the air and | | |
|water. | | |
| | | |
| | | |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|conversion |Brainstorm different ways that sunlight, food, and electrical energy |How do energy conversions affect your life? |
|transformation |impact your life. | |
| |Make lists of the different ways that sunlight, food, and electrical | |
| |energy are converted to other forms of useful energy. | |
| | | |
| | | |
| | | |
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| | | |
| | | |
| | | |
| | | |
STANDARD 4: The Physical Setting
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1d Energy and matter interact: water is evaporated by the Sun’s heat;|Explain the ways that energy can interact and change matter. |Explain how sounds are made. |
|a bulb is lighted by means of electrical current; a musical instrument |Explain why energy is needed to convert matter into a different form. |Describe the effect of sound on objects. |
|is played to produce sound; dark colors may absorb light, light colors | |Tell how adding heat to an ice cube would change the ice. |
|may reflect light. | |Explain how the water would be effected if you continue to add heat |
| | |energy. |
| | |Describe the difference between colors in the dark and in bright |
| | |light. |
| | |Infer why the colors look different in the light than in the dark. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|evaporation |Have students make sounds |How does energy interact with matter? |
|solar energy |(using rubber bands and a tissue box, bottles with different amounts of | |
|change of state |water, drumming on different materials, etc.) while a partner feels the | |
|vibration |objects for the vibrations that will be made. | |
|reflection |Have students explain how the sounds that they are making are affecting | |
|absorb |the sound making objects. | |
| |Apply heat to ice cubes and observe the results. | |
| |Have students predict what would happen if you continue to add more heat| |
| |to the water. | |
| |Continued on next page | |
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STANDARD 4: The Physical Setting
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Continued
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Have students describe a colorful object in a dimly lit place. Bring | |
| |the object into regular light and ask students to once again observe the| |
| |object. Compare and contrast the descriptions. | |
STANDARD 4: The Physical Setting
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.2: Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.2b Humans utilize interactions between matter and energy. |Identify the initial energy form and the transformation into a different|List examples of mechanical, chemical, electrical, and light energy. |
|Chemical to electrical, light, and heat: battery and bulb |form of energy in a given situation/condition. |Identify how humans rely on different sources of energy. |
|Electrical to sound (e.g., doorbell buzzer) | |Explain how one form of energy can be transformed into a different |
|Mechanical to sound (e.g., musical instruments, clapping) | |form of energy. |
|Light to electrical (e.g., solar-powered calculator) | |Trace the path of energy from sources of heat. |
| | | |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|solar-powered |Show students examples of a flashlight, solar-powered calculator, |How do humans rely on energy changing forms? |
|transfer |battery-powered calculator, drum, etc. Have students identify how each | |
|chemical energy |piece of equipment works. Ask students to name the type of energy | |
|electrical energy |transformation that has taken place. | |
|mechanical energy |Have students build a flashlight. Then have students identify the | |
|light energy |energy transformation that takes place when the flashlight is turned on.| |
|sound energy | | |
| | | |
| | | |
| | | |
STANDARD 4: The Physical Setting
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and the mechanical forces.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | |Identify forces as pushes and pulls. |
|5.1b. The position or direction of an object can be changed by |Describe how objects move. |Explain why force is necessary to change locations. |
|pushing or pulling. |Compare the force it takes to move various objects various distances. | |
| |Explain how force is used to change locations. | |
| | | |
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| | | |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|right matter |Put marble on the floor. Blow up balloon. Expel air in balloon near |Why is a force necessary to change the location of an object? |
|left observe |marble. Observe change in position of marble from push of air. (This | |
|north position |could be done on enlarged graph paper and plotted.) | |
|south perpendicular |Attach washer to large rubber band using large paper clip. Tape ruler | |
|east force |to table. Line up washer with "0" point on ruler. Put finger on | |
|west |rubber band without pulling. Now pull washer forward 1 inch. Let go | |
|diagonal |of ruler band. How far does washer move? Try 2 inches. Chart | |
|parallel |results. | |
|mass | | |
| | | |
STANDARD 4: The Physical Setting
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and the mechanical forces.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.1c The force of gravity pulls objects towards the center of the |Explain how gravity affects objects close to Earth. |Define the concept of gravity. |
|earth. |Describe the effects of gravity on large and small objects. |Explain how gravity works. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|gravity |Drop various objects from different heights and determine the rate at |How does gravity affect objects close to the Earth? |
|center |which they fall. | |
|Earth | | |
|force | | |
|float | | |
|observe | | |
|measure | | |
|toward | | |
| | | |
| | | |
| | | |
STANDARD 4: The Physical Setting
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Describe how forces can operate across distances.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.2a The forces of gravity and magnetism can affect objects through |Describe how forces operate in solids, liquids gases across distances. |List the effects of increased distance on the forces of gravity and |
|gases, liquids and solids | |magnetism through gases, liquids and solids. |
| | |Describe the effects of distance on gravity and magnetism. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|force |Experiment with gravity and magnetism, observing how distance can affect|How does distance affect the forces of gravity and negativism through |
|gravity |them. |gases, solids and liquids? |
|solid |Explore different effects of states of matter when using gravity and | |
|liquid |magnetism. | |
|gas | | |
|distance | | |
|magnetism | | |
| | | |
| | | |
| | | |
| | | |
| | | |
STANDARD 4: The Physical Setting
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and the mechanical forces.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.1d. The amount of change in motion is affected by friction. |Explain the effects of friction on movement. |Identify the effects friction has on moving objects. |
| | |Explain how friction reduces the movement. |
| | |Identify surfaces that will produce greater friction when compared|
| | |to others. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|friction |Roll marbles over carpet, wood, plastic from a ramp made with a ruler 4|Why do machines need to be greased? |
|motion |inches from the floor. Chart the distances. Write a statement |What does friction have on the movement of an object. |
|affected |explaining differences. Now cover marble in peanut butter and repeat | |
|amount |experiment. Why the difference? | |
|measure |Use force of air from balloon to move ping pong ball in pan of water or| |
|compare |pan of popcorn. Compare. Write statement explaining. | |
|greater |Investigate the effects of friction on the movement of objects using | |
|less |various surfaces. | |
|ramp | | |
|ruler | | |
|distance | | |
|repeat | | |
|reduce | | |
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