Kindergarten - Fourth Grade Curriculum Matrix

Organizational

Categories

National Science Standard
Outcomes
Instructional Sequences
Scoring Guide

Unifying Concepts and Processes

Systems, Order, and Organization

Systems units of investigation, an organized group of related objects or components that form a whole. (organisms, machines, fundamental particles, galaxies, ideas, numbers, transportation, and education. Systems have boundaries, components, resources flow (input and output), and feedback.

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  • System is a group of related objects that work together for a particular purpose (machines, organism).
  • Most things are made of parts
  • When parts are put together, they can do things that they couldn’t do by themselves.
  • Often a person can find out about a group of things by studying one or a few of them.
  • A group of objects may be sub classified in one or more ways.
  • The parts in a system interact with the other parts to cause the system to work
  • A system may not work if a part is missing, broken, worn out, mismatched, or misconnected.
  • A small part of something may be special in some way, yet not give an accurate picture of the whole.

 

  • Describe the parts that make up a system.
  • Relate how the parts of a system affect the whole system.
   

Unifying Concepts and Processes

Systems, Order, and Organization

Order is the behavior of units of matter, objects, organisms, or events in the universe. It can be described statistically. Probability is the relative certainty or uncertainty that individuals can assign to selected events happening or not happening in a specified space or time. In science reduction of uncertainty occurs through such processes as the development of knowledge about factors influencing objects, organisms, systems, or events; better and more observations; and better explanatory models.

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  • Objects can be ordered by their properties
  • Objects can be classified as either natural or of human design
  • Sort objects by their characteristics.
   

Unifying Concepts and Processes

Systems, Order, and Organization

Organization include different types and levels. Types include periodic table of elements, classification of organisms... Levels include matter - fundamental particles, atoms, molecules, and organism - cells, tissues, organs. organisms, populations, communities. Levels can change according to needs and interactions between the levels occur.

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  • Organization of objects, organisms, events, and systems help people understand similarities and differences that in turn help understand the world.
  • Objects have more than one property
  • Objects are classified by their properties.
  • Objects in a group may share some characteristics and differ in others.
  • Objects are identified and described by their properties.
  • Objects, organisms, events, and systems can be organized into groups with similar properties
   

Unifying Concepts and Processes

Evidence, models, and explanations

Evidence consists of observations and data on which to base scientific explanations. Use of evidence helps to understand interactions and predict changes in natural and designed systems.

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  • Evidence is something that is observed and can be used to understand what is happening and make predictions about future changes in natural and designed systems.
  • Observation helps us learn.
  • Observation helps understand interactions and predict changes.
  • We can use one or more of the five senses to observe and describe objects.
  • Practice helps us to be better observers.
  • Predictions are guesses based on what people know.
  • If people didn't have previous experiences, then there prediction is a "wild guess".
  • Pictures can be used to represent features of objects being described.
  • Recording observations helps remember specific information.
  • Observations are used to help make explanations.
  • When people disagree on observational data, they usually make more observations to increase the reliability of their observations.
  • Observation, creativity, and logical argument are used to explain how things work.
  • The more experience or data a person has the better prediction they are likely to make
  • The way a system works can be used to describe and explain what it is (operational definition).
  • Events can be classified as probable, improbable, possible, or impossible.
  • Records need to be kept during investigations and not created or altered later.
  • Use evidence gathered from an investigation to understand interactions and predict changes - develop a scientific explanation.

 

 

Unifying Concepts and Processes

Evidence, models, and explanations

Models are tentative schemes or structures that correspond to real objects, events, or classes of events, and that have explanatory power for how things work. (Physical objects, plans, mental constructs, mathematical equations, and computer simulations.

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  • Pictures and drawings can be used to represent features of objects being described.
  • Sketches can be usd to explain procedures and/or ideas.
  • An object’s motion can be described by tracing and measuring its position over time.
  • Models are structures that are similar to real objects in some ways.
  • Models may be missing detail, different size, or not able to do all of the same things.
  • A model though different from the real thing can be used to learn something about the real thing.
  • Seeing how a model changes may suggest how the real thing works if the same were done to it.
  • Geometric figures, number sequences graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world. Such representations can never be exact in every detail.
  • Create a model, graph, or illustration that represents an object, living thing, or an event.
  • Explain and answer questions about a model and how it represents an object, living thing, or an event.
  • Models are structures that correspond to real objects, events, or classes of events.
  • Data can be organized by time: before, during, and after an event/interaction.
  • Create a model, graph, or illustration that represents an object, living thing, or an.
  • Explain and answer questions about a model and how it represents an object, living thing, or an event.
  • Explain procedures or ideas in more than one way (e.g., sketches, charts, and graphs).
   

Unifying Concepts and Processes

Evidence, models, and explanations

Scientific explanations incorporate scientific knowledge and new evidence from observation, experiments, or models into internally consistent, logical statements. (hypothesis, model, law, principle, theory, and paradigm are used to describe various types of scientific explanations.

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  • Explanations are based on observation derived from experience or experimentation and are understandable.
  • Good explanations are based on evidence from systematic scientific investigations.
  • Scientists raise questions about the world around them and seek answers to some of them by combining observation and trying things out.
  • Evidence gathered from an investigation is used to develop a scientific explanation.
  • Collecting data helps create explanations.
  • An inference is an explanation based on observation.
  • Observation and inference are different.
  • Observations are used to help make explanations.
  • Objects are located relative to other objects.
  • Objects can be compared to other objects.
  • Explanations tell how something does what it does
  • People are more likely to believe your ideas if you give good reasons for them.
  • One way to understand something is to think how it is like something else.
  • One way to describe something is to say how it is like something else.
  • Strong feelings can affect a person's reasoning.
  • How do I know is a good question to ask to try and understand what is or has happened.
  • Sometimes people aren’t sure what will happen because they don’t know everything that might be having an effect on the event.
  • Some events are more likely to happen than others.
  • Some events can be predicted more accurately than others.
  • To create a better communicate an explanation, procedures or ideas it is helpful to include a variety of media (written words, oral explanations, sketches, charts, graphs, ...).
  • Reasonable conclusions can be made when a rule that always holds is related to good information about a particular situation. If then logic. (If plants are green and this is green, then it is a plant. If John is not a plant and he paints himself green he will not be a plant.)
  • Reasoning by similarities can suggest ideas but can't prove them.
  • Practical reasoning may require several steps.
  • Often a person can find out about a group of things by studying just a few of them.
  • When people disagree on explanations for an observation they usually make more observations to refine their explanations.
  • Observation, creativity, and logical argument are used to explain how things work.
  • The more experience or data a person has the better prediction they are likely to make
  • The way a system works can be used to describe and explain what it is (operational definition).
  • Sketches can be useful in explaining procedures or ideas.
  • Evidence is something that is observed and can be used to understand what is happening and make predictions about future changes.
  • Finding out what the biggest and smallest possible value of something is often as revealing as knowing the average value.
  • Numerical data can be useful in describing and comparing objects and events.
   

Unifying Concepts and Processes

Constancy, Change, and Measurement

Constancy is uniformity in nature, value, and extent .(speed of light, charge of electron, mass plus energy in the universe).

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  • Object permanency - an object will stay the same if its position is changed.
  • Length of an object is constant when its position is changed or its shape is altered by bending.
  • The number of objects remains constant as the position of the objects is varied.
  • Objects can be compared to other objects.
  • Most of the time certain events happen in a similar manner.
  • Some things stay the same.
  • Properties can be counted.
  • Mass remains the same when the shape or position of an object is changed.
  • Volume of a substance remains the same when its shape is changed.
  • Objects, properties, and events stay the same or happen in similar ways.
  • Constancy enables people to understand the universe.
  • Some features of things may stay the same even when other features change.
  • Some patterns look the same when they are shifted, turned, reflected, or seen from a different direction.

 

   

Unifying Concepts and Processes

Constancy, Change, and Measurement

Change (Properties of matter, position of objects, motion, form and function of systems.) Changes also vary in rate, scale, and pattern, including trends and cycles. Energy can be transferred and matter can be changed, however the sum of matter and energy in systems remains the same.

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  • Objects can change and stay the same.
  • Some things can be observed to move from place to place while other things stay in one location.
  • Some things may have properties that change and properties that don't change.
  • Some predictions can be made based on what is known about the past, assuming that conditions are pretty much the same now.
  • Observations can be compared through communication of properties.
  • Change causes differences (size, weight, color, and movement).
  • Objects can change in different ways (size, shape, weight, color, and position)
  • Properties of matter change: position of objects, motion, form, function of systems all change..
  • Objects can be compared to other objects.
  • People can keep track of change by noticing before and after.
  • People can keep track of change by noticing before, during, and after.
  • Some changes are so slow or fast that they are hard to observe.
  • Things in nature and things people make have different properties (sizes, weights, speed, and ages).
  • Measurement is a way of detecting change.
  • Some predictions can be made based on what is known about the past, assuming that conditions are pretty much the same now.
  • Properties of matter can be measured using tools such as rulers, balances, and thermometers.
  • Almost anything has limits on how big or small it can be.
  • Change varies in rate, scale, and pattern.
  • Some changes occur in patterns when the changes are looked at in different directions, flipped, or reflected.
  • Things change in steady repetitive or irregular ways. Sometimes in more than one way at a time.
  • Drawing pictures, making charts, graphs, or taking measurements helps to see change.
  • Some things may have properties that change and properties that don't change.
  • Properties and change of properties can be quantified.
  • Describe observable changes (e.g., speed, pattern, shape, position, and size).
   

Unifying Concepts and Processes

Constancy, Change, and Measurement

Measurement Changes can be quantified. Evidence for interactions and subsequent change and the formulation of scientific explanations are often clarified through quantitative distinctions - measurement. Scale includes understanding that different characteristics, properties, or relationships within a system might change as its dimensions are increased or decreased. Rate involves comparing one measured quantity with another measure quantity (50 meters per second). Rate is also a measure of change for a part relative to the whole, (birth rate as part of population growth).

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  • Objects can be used to compare other objects.
  • Measurements can be compared.
  • Measurement is used in everyday life (recipes, plans, designing, building)
  • All measurement is relative to a unit, usually a standard unit.
  • Measurement helps in making more accurate observation.
  • Properties and change of properties can be quantified.
  • Measurement is a way of detecting change.
  • Measurement helps in making better observations.
  • A standard unit of measurement helps communication.
  • Properties of matter can be measured using tools such as rulers, balances, and thermometers.
  • Quantitative estimates of familiar lengths, weights, and time intervals can be confirmed by measurement.
  • Linear measurement is the distance between two points. Common sandard units of linear measurement include: cm, m, km, inch, foot, yard, mile.
  • Rulers are used to measure linear measurement.
  • Time is the measurement of years divided into seconds, minutes, hours, days, weeks, months, decades, centuries.
  • Common standard units of time include: seconds, minutes, hours, days, weeks, months, years, decades, centuries.
  • Volume is the measurement of space an object occupies. Common standard units of volume include: ml, l, cup, pint, quart, gallon.
  • Measuring cups measure volume
  • Volume can be calculated from linear measurements.
  • Volume can be calculated from area and linear measurements.
  • Area measures the surface of an object. Common standard units of area are square cm, m, km, ft. yds. miles
  • Mass is the measure of how much matter is in a particular object or particular space. Common standard units of mass include: g, kg, pounds, ounces, tons.
  • Scales measure mass and weight.
  • When the thermometer goes up the temperature is hotter.
  • Temperature is the measure of how hot or cold an object is. Common standar units of temperature are degrees Celsius and Fahrenheit
  • Rate is based on time
  • Measure a change using appropriate tools and units of measurement.
   

Unifying Concepts and Processes

Evolution and Equilibrium

Evolution is a series of changes, some gradual and some sporadic, that accounts for the present form and function of objects, organisms, and natural and designed systems. The general idea of evolution is that the present arises from materials and forms of the past.

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  • Present conditions such as the salt in the oceans, continental drift, erosion of land forms, changes in organisms... can be explained as gradual and sporadic.
  • Evolution is the idea of the present arising from materials and forms of the past.
  • Some things change slow and others fast.
  • Change can be fast or slow.
  • An organism's form is related to its environment.
  • Modern organisms may resemble extinct organisms.
  • Objects and organisms can be changed to function for better or worse.
  • Changes may not be noticed on a scale of a human's lifetime. However, these changes become large as the number of lifetimes become large.
  • The goal is for students to recognize that objects and systems change over time.
   

Unifying Concepts and Processes

Evolution and Equilibrium

Equilibrium is a physical state in which forces and changes occur in opposite and off-setting directions. Opposite forces are of the same magnitude, or off-seting changes occur at equal rates. Steady state, balance, or homeostasis also describe equilibrium states. Interacting units of matte tend toward equilibrium states in which the energy is distributed as randomly and uniformly as possible.

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  • Objects and events move toward equilibrium (sugar in water disperses throughout the liquid, pendulum swings until it stops at the lowest point, water flows…
  • The goal is for students to recognize systems that are in equilibrium.
   

Unifying Concepts and Processes

Form and function

Form shape of an object or system.

Function use or operation of an object or system.

Form and function are complementary aspects of objects, organisms, and systems in the natural and designed world. The form or shape of an object or system is frequently related to use, operation, or function. Function frequently relies on form. Understanding of form and function applies to different levels of organization Students should be able to explain form by referring to function and explain function by referring to form.

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  • The shape of an object is frequently related to its use.
  • Almost everything has limits on how big or small it can be.
  • Form is related to function.
  • Function is related to form.
  • Shapes of objects affect how they work.
  • Objects have a shape.
  • An organism's form is related to its environment.
  • Most objects can be used for something.
  • Construct a device to perform a simple task and explain how it works.
   

Science as Inquiry

Science as inquiry requires students to combine processes and scientific knowledge with scientific reasoning and critical thinking to develop their understanding of science.

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  • Asks a question about objects, organisms, and events in their surroundings.
  • Plans and conduct a simple investigation.
  • Uses simple equipment and tools (e.g., thermometers and scales) to gather data and extend the senses.
  • Uses data develop reasonable explanations.
  • Communicates procedures, results, and explanations of an investigation.
  Rubric for Inquiry
 

Questioning and observing

  • Asking questions helps us learn.
  • Inquiry starts with observation.
  • Observations help collect information that can be used to answer questions.
  • Tools can be used to make better and more accurate observations (magnifiers).
  • Measurements help make more accurate observations.
  • People learn with careful observation.
  • People learn by observing interactions with objects.
  • When people report different observations they can take more observations to try and find agreement.
  • Tools help scientists make better observations, measurements, and equipment for investigations.
  • Some questions are better for creating experiments to collect and answer questions.
  • Observations can be compared through communication of properties.

 

     
 

Plan and investigate

  • Changing objects can help us answer questions and learn.
  • People can plan and carry out experiments.
  • Variables are conditions that change.
  • Variables need to be controlled for an experiment to be a fair comparison.
  • A control is an experiment with all the conditions the same except the one that is being tested.
  • Manipulating variables helps collect data.
  • Scientists use different kinds of investigations depending on the questions they are trying to answer.
  • Special care must be taken when using animals for research.
  • Investigation involves all kinds of people.

 

     
 

Use data and reasoning to construct explanations

  • Science experiments normally have reproducible results and work the same way in different places.
  • People can invent a rule to explain something by summarizing observations. People tend to overgeneralize (imagine general rules based on a few observations).
  • Sometimes people use incorrect logic when they make a statement such as If A is ture, then B is true. But A isn't true, therefore B isn't true.
  • A single example can never prove something true.
  • Sometimes a single example can prove something is not true.
  • An analogy has some likeness and some differences.
  • I can check my ideas in books and see if other people have the same ideas as I do.
  • Some tests are not fair if all variables are not kept the same.
  • Different reasons for what is happening have different degrees of accuracy.
  • A good way to know something is to try it out.
  • Collecting data helps create explanations.
  • Data and explanations from investigations can be compared with what different scientists published about what they found and think about the world.
  • Explanations are developed form observation and are based on what is already known about the world.

 

     
 

Communicate all aspects of investigating

  • Scientists make the results of their investigations public, communicating in ways that enable others to repeat the investigation.
  • Communication helps us learn from other people.
  • Pictures can be used to represent objects and events.
  • Communication helps us explain evidence and reasoning to each other.
  • Communication requires a message being sent and received.
  • Information can be communicated in many different ways each of which have advantages and disadvantages.
  • Recording observations helps remember specific information.
  • Objects can be described and compared by properties.
  • In science, it is helpful to work with a team and share findings with others.
  • Observations can be compared through communication of properties.
  • Before and after pictures can be used to represent change.
  • Clear communication gives other people information about your discoveries and ideas.
  • Communication allows other people to agree or disagree with a person's findings.
  • People have always tried to communicate with one another.
  • Diagrams, charts, pictures, and writing help communicate data.
  • Investigative discoveries can become available to everyone in the world.
  • Errors can occur when communicating.
  • Repeating messages is a way to avoid miscommunication.
  • Directions can be written so other people can try procedures.
  • Sketches can be used to explain procedures, events, or ideas to the creator and other people.
  • Numerical data can be used to describe and compare objects and events to the creator and other people.
  • Tables and charts can be used to represent objects and events.
     

Physical Science

       
 

Properties of objects and materials

Objects have many observable properties, including size, weight, shape, temperature, and the ability to react with other substances. Those properties can be measured using tools, such as rulers, balances, and thermometers.
Objects are made of one or more materials, such as paper, wood, and metal. Objects can be described by the properties of the materials from which they are made, and those properties can be used to separate or sort a group of objects or materials.
Materials can exist in different states- solids, liquids, and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling.

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  • Objects have many properties.
  • Objects are identified and described by their properties.
  • Magnets attract some metal objects.
  • Objects can be made of one or more materials.
  • Materials can exist in different states (solid, liquid, gas).
  • Properties of matter can be measured using tools such as rulers, balances, and thermometers
  • Materials may be made up of parts that are too small to be seen without magnification.
  • Classify objects by observable characteristics (shape, size, and color).
  • Compare and contrast characteristics of common materials using tools (e.g., rulers, scales, thermometers, microscopes, and hand lenses).
  • Demonstrate that materials can change from solid to liquid to gas by heating and from gas to liquid to solid by cooling.
  • Describe properties to include color, mass, volume, density, solid, liquid, gas, shape, material (wood aluminium, plastic...)
   
 

Position and motion of objects

The position of an object can be described by locating it relative to another object or the background.
An object’s motion can be described by tracing and measuring its position over time.
The position and motion of objects can be changed by pushing or pulling. The size of the change is related to the strength of the push or pull.
Sound is produced by vibrating objects. The pitch of the sound can be varied by changing the rate of vibrations.

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  • The position and motion of objects can be changed by pushing or pulling.
  • Graphing positions fit math cur. and achievement tests....
  • Position - graphing relative position and motion.... SCIS stuff...
  • reference object
  • motion is change relative to a reference object
  • Use reference points to describe the position of an object.
  • Describe an object’s motion by tracing its position over time.
  • Demonstrate that the position and motion of objects can be changed by pushing or pulling.
  • Demonstrate how sound is produced when objects vibrate.
  • Change the pitch of sound by changing the rate of vibration

 

 

 

 

Light, heat, electricity, and magnetism

Light travels in a straight line until it strikes an object. Light can be reflected by a mirror, refracted by a lens, or absorbed by the object.
Heat can be produced in many ways, such as burning, rubbing, or mixing one substance with another. Heat can move from one object to another by conduction.
Electricity in circuits can produce light, hear, sound, and magnetic effects. Electrical circuits require a complete loop through which an electrical current can pass.
Magnets attract and repel each other and certain kinds of other materials.

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  • force causes motion
  • force change motion
  • force is a push or pull
  • Light travels in a straight line until it strikes an object.
  • Light can be reflected by a mirror, refracted by a lens, or absorbed by an object.
  • Heat can move form one object to another by conduction.
  • Heat can be produced in many ways (burning, rubbing, mixing).
  • Materials change states (solid, liquid, gas) when their heat energy increases or decreases to a certain degree.
  • Vibrating objects produce sound.
  • Things near the earth fall to the ground unless something holds them up.
  • Magnets attract and repel certain kinds of materials
  • Vibrating objects produce sound.
  • A faster vibration makes a lower pitch.
  • Pulling down on a pulley system will change the flags position.
  • If you push a swing it will go up and down.
  • Distinguish between reflection and refraction of light.
  • Identify ways in which heat can be produced (e.g., burning, rubbing, or mixing one substance with another).
  • Demonstrate heat can flow from one object to another by conduction.
  • Use electricity to produce heat, sound or magnetic effects.
  • Demonstrate electrical circuits require a complete loop through which an electrical current can pass.
  • Describe the physical properties of magnets.
 

 

Life Science

 

     

The characteristics of organisms

Organisms have basic needs, For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.
Each plant of animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking.
The behavior of individual organisms is influenced by internal cues (such as hunger) and external cues (such as changes in the environment). Humans and other organisms have senses that help them detect internal and external cues.

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  • Plants and animals are grouped by their features.
  • Modern organisms may resemble extinct organisms.
  • An organism’s patterns of behavior is related to its environment.
  • Environmental change influences the life and death of plants and animals.
  • Internal and external cues influence behavior
  • plants - structure (root, leaf, stem, flower (pistil stamen seeds petals anther filament) survival seeds
  • reproduction
  • animals food


  • Describe the differences between plants and animals.
  • Describe the various structures of plants and animals necessary for survival and reproduction.
  • Describe how internal stimuli (e.g., hunger) and external stimuli (e.g., changes in the environment) affect behavior of living things.
 

 

 

Life cycles of organisms

Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms.
Plants and animals closely resemble their parents.

Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual’s interactions with the environment. Inherited characteristics include the color of flowers and the number of limbs of an animal. Other features, such as the ability to ride a bicycle, are learned through interactions with the environment and cannot be passes on to the next generation.

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  • Organisms have needs.
  • Different organisms live in different places.
  • Organisms reproduce similar organisms.
  • Water is needed to support the growth of plants in our food supply
  • Each plant and animal has different structures they serve different functions in growth, survival, and reproduction.
  • Plants and animals have life cycles that include birth, growth, reproduction, and death.
  • Describe the life cycle of an organism (frog, butterfly life cycle/
  • Identify inherited characteristics of living things (e.g., color and number of eyes).
  • Identify learned characteristics of living things (e.g., language or hunting for food).
  • put in order
  • label stages of life cycle
  • plant seed pollination fertilization seed (embryo, cotyledon, seed coat) flower
 

 

 

 

Organisms and environments

All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.
An organism’s [patterns of behavior are related to the nature of that organism’s environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment. When the environment changes, some plants and animals survive and reproduce, and others die or move into new locations.
All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, where as others are beneficial.
Humans depend on their natural and constructed environments. Humans change environments in ways that can be either beneficial or detrimental for themselves and other organisms.

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  • All animals depend on plants.
  • All organisms cause changes in their environments.
  • Diagram a food chain.
  • Explain how environmental changes affect behavior and survival of living things.
  • Describe how humans and other living things cause both positive and negative changes in their environment.
  • circle of life
  • food chain
 

 

Earth Science

 

     

Properties of earth materials

Earth materials are solid rocks and soils, water, and gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use.
Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply.
Fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time.

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  • Water is a material of the earth.
  • Soils vary in their ability to support the growth of plants.
  • Soil is important for plants.
  • Different soils have different properties.
  • Soils differ in their capacity to retain water.
  • Soil contains many living things.
  • Rocks and soil make up the Earth.
  • Rocks come in all sizes from boulders to grains of sand.
  • Smaller rocks come form breakage and the weathering of bedrock and larger rocks.
  • Animals and plants sometimes cause changes in their surroundings.
  • Landslides, volcanic eruptions, and earthquakes change the surface of the earth rapidly.
  • Earth materials are useful in industry and as sources of fuel.
  • Erosion and weathering change the surface of the earth slowly
  • Identify characteristics of soils, minerals, rocks, water, and the atmosphere.
  • List earth materials that are used by humans (e.g., water, fossil fuels, ores, soils).
  • Select the best earth material for a specific human use (e.g., marble­buildings, clay­pottery, coal­heat).
  • Describe an ancient environment based on fossil evidence.
 

 

 

 

Objects in the sky

The sun, moon, stars, clouds, birds, and airplanes all have properties, locations, and movements that can be observed and described.
The sun provides the light and hear necessary to maintain the temperature of the earth.

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  • The moon, sun, and stars are objects in the sky.
  • The sun’s properties and location can be observed and described.
  • The sun provides light.
  • The sun has a pattern of movement.
  • The sun provides light.
  • The sun provides heat.
  • The pattern of the sun’s movement changes slowly over the seasons.
  • Stars are innumerable, unevenly dispersed, and of unequal brightness.
  • The moon and stars have properties, locations, and movements that can be observed and described.
  • The observable shape of the moon changes form day to day in a cycle that lasts about a month.
  • Observe and describe how objects move in patterns (e.g., sun, moon, stars, and clouds).
  • Describe where the sun is in the - morning, noon night)
  • Describe the positions movement patterns of the moon phases, Earth day night, Earth year, Earth seasons
 

 

 

 

Change in earth and sky

The surface of the earth changes. Some changes are due to slow processes, such s erosion and weathering, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.
Weather changes from day to day and over the seasons. Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipitation.
Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The moon moves across the sky on a daily basis much like the sun. The observable shape of the moon changes from day to day in a cycle that lasts about a month.

Related - Concepts, Facts, and Generalizations
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  • Gases in the atmosphere are materials of the earth.
  • Weather changes from day to day and season to season.
  • Describe how slow processes (e.g., erosion) and rapid processes (e.g., earthquakes), change the earth’s surface.
  • Describe and measure changes in weather (e.g., temperature, precipitation, and wind direction and speed).
 

 

Technology

 

     

Abilities of technological design

Identify a simple problem. Explain a problem in their own words, identify a specific task and solution related to the problem.
Propose a solution. Make proposals to build or improve something. They should be able to communicate their ideas. Students should recognize that designing a solution might have constraints, such as cost, materials, time, space. or safety.
Implement proposed solutions. Work individually and collaboratively and to use suitable tools, techniques, and quantitative measurements when appropriate. Should demonstrate the ability to balance simple constraints in problem solving. Evaluate a product or design. Student should evaluate their own results or solutions to problems, as well as those of other children, by considering how well a product or design met the challenge to solve a problem. When possible, students should use measurements and include constraints and other criteria in their evaluations. They should modify designs based on the results of evaluations.
Communicate a problem, design, and solution. Student abilities should include oral, written, and pictorial commun ication of the design process and product. The communication might be show and ell, group discussions, short written reports, or pictures, depending on the students’ abilities and the design project.

Related - Concepts, Facts, and Generalizations
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  • Engineers and scientists work together, using technology to help explain and solve today’s problems
  • Drawings and simple models can be used to plan technology.
  • Steps are usually involved in making things.
  • People use objects and ideas to solve problems.
  • People help other people to make and improve things.
  • People use objects and ideas to solve problems.
  • People can't always make what they design.
  • A variety of different materials (paper, cardboard, wood, plastic, metal) can be used with a variety of tools (hammers, screwdrivers, clamps, rulers, scissors, hand lenses, and audio-visual equipment) to make simple constructions.
  • Some materials are better than others for making particular things.
  • Materials that are better in some ways (stronger, cheaper) may be worse in other ways (heavier, harder to form).
  • People alone or in groups are always inventing new ways to solve problems and do work.


Identify a simple problem.

Propose a solution to a simple problem.

Implement the proposed solution.

Evaluate the implementation.

Communicate the problem, design, and solution.

   
 

Understanding about science and technology

People have always had questions about their world. Science is one way of answering questions and explaining the natural world.
People have always had problems and invented tools and techniques (ways of doing something) to solve problems.
Trying to determine the effects of solutions helps people avoid some new problems.
Scientists and engineers often work in teams with different individuals doing different things that contribute to the results. This understanding focuses primarily on teams working together and secondarily, on the combination of scientist and engineer teams.
Women and men of all ages, backgrounds, and groups engage in a variety of scientific and technological work.
Tools help scientists make better observations, measurements, and equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure, and do.
Abilities to distinguish between natural objects and objects made by humans.
Some objects occur in nature; others have been designed and made by people to solve human problems and enhance the quality of life.
Objects can be categorized into two groups, natural and designed.

Related - Concepts, Facts, and Generalizations
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  • Tools and ideas are technology.
  • Technology can be used to build or improve something.
  • Tools are a part of technology and they are used to do things better, easier, and things that could not be done otherwise.
  • A tools design and the purpose of the tool are closely related.
  • Tools are helpful when making things.
  • Some things can't be made with out tools.
  • Each kind of tool has a special purpose.
  • Tools are used to make better observations and measurements.
  • Scientists use tools for better observations.
  • Balance can compare the mass of objects.
  • Thermometers measure temperature.
  • Magnifying glasses make objects appear larger.
  • Tools and the ways people do things affect all aspects of life.
  • When people want to build something new they should consider how it might affect people.
  • Men and women have made a variety of contributions throughout the history of science and technology.
  • Science and technology have been practiced by people for a long time.
  • New ideas and inventions continue to affect people.
  • Some objects occur in nature (natural objects); others have been designed and made by people to solve human problems and enhance the quality of life (designed or man made).
  • Identify tools or techniques that use scientific knowledge to solve problems.
  • Identify, investigate, and solve a problem in the home or school.
  • Classify an object as natural or designed
   
Personal and Social

 

     

Personal health

Safety and security are basic needs of humans. Safety involves freedom from danger, risk, or injury. Security involves feelings of confidence and lack of anxiety and fear. Student understandings include following safety rules for home and school, preventing abuse and neglect, avoiding injury, knowing whom to ask for help, and when and how to say no.
Individuals have some responsibility for their own health. Students should engage in personal care-dental hygiene, cleanliness, and exercise-that will maintain and improve health. Understandings include how communicable diseases, such as colds, are transmitted and some of the body’s defense mechanisms that prevent or overcome illness.
Nutrition is essential to health, Students should understand how the body uses food and how various foods contribute to health. Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat.
Different substances can damage the body and how it functions. Such substances include tobacco, alcohol, over the counter medicines, and illicit drugs. Students should understand that some substances, such as prescription drugs, can be beneficial, but that any substance can be harmful if used inappropriately.

Related - Concepts, Facts, and Generalizations
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  • Individuals have some responsibility for their own health.
  • People need to take care of themselves.
  • People help other people to make and improve things.
  • Environments are the space, conditions, and factors that affect an individual’s and a population’s quality of life and ability to survive.
  • Safety and security are basic needs of humans.
  • Safety involves freedom from danger, risk, or injury.
  • Security involves feelings of confidence and lack of anxiety and fear.
  • Ideas and inventions affect people.
  • Following safety rules at home and school prevent injury.
  • Knowing when and whom to ask for help reduces risk.
  • Knowing when and how to say no reduces risk.
  • Some diseases are communicable, such as colds, can be prevented with hygiene.
  • The body’s defense mechanisms can prevent or overcome illness.
  • Balanced nutrition is essential to health
  • Earth system cause natural hazards, events that change or destroy human and wildlife habitats, damage property, and harm or kill humans.
  • Natural hazards include earthquakes, landslides, wildfires, volcanic eruptions, floods, storms, and even possible impacts of asteroids.
  • Safety and security are basic needs of humans.
  • Safety involves freedom from danger, risk, or injury.
  • Security involves feelings of confidence and lack of anxiety and fear.
  • Following safety rules at home and school prevent injury.
  • Knowing when and whom to ask for help reduces risk.
  • Knowing when and how to say no reduces risk.
  • Different substance can damage the body and how it functions.
  • Regular exercise is important to the maintenance and improvement of health.
  • Tobacco increases the risk of illness.
  • Alcohol and other drugs are often abused substances.
  • Food provides energy and nutrients for growth and development.


Explain how the body uses food and how various foods contribute to health.

Describe how different substances (e.g., tobacco, alcohol, and drugs) can damage the body and alter how it functions.

   
 

Characteristics and changes in human populations

Human populations include groups of individuals living in a particular location. One important characteristic of a human population is the population density-the number of individuals of a particular population that lives in a given amount of space.
The size of a human population can increase or decrease. Populations will increase unless other factors such as disease or famine decreases the population.

Related - Concepts, Facts, and Generalizations
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Types of human resources

Resources are things that we get from the living and nonliving environment to meet the needs and wants of a population.
Some resources are basic materials, such as air, water, and soil’ some are produced from basic resources, such as food, fuel, and building materials; and some resources are nonmaterial, such as quiet places, beauty, security, and safety.
The supply of many resources is limited. If used, resources can be extended through recycling and decreased use.

Related - Concepts, Facts, and Generalizations
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  • Resources are things that we get from the living and non living environment to meet the needs and wants of a population.
  • Earth system cause natural hazards, events that change or destroy human and wildlife habitats, damage property, and harm or kill humans.
  • Some resources are basic materials, such as air and water; some are produced from basic resources, such as food and fuel; and some resources are non material, such as beauty and security.
  • The supply of many resources is limited.


List examples of resources which are basic materials (e.g., air, water, and soil).

List examples of resources produced from basic materials (e.g., food, fuel, and building materials).

List examples of resources which are intangible materials (e.g., beauty, security, and quiet places).

Research and report on the supply of various resources.

   
 

Changes in human environments

Environments are the space, conditions, and factors that affect an individual’s and a population’s ability to survive and their quality of life.
Changes in environments can be natural or influenced by humans. Some changes are good, some are bad, and some are neither good nor bad. Pollution is a change in the environment that can influence the health, survival, or activities of organisms, including humans.
Some environmental changes occur slowly. and others occur rapidly. Students should understand the different consequences of changing environments in small increments over long periods as compared with changing environments in large increments over short periods.

Related - Concepts, Facts, and Generalizations
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  • Human populations include groups of individuals living in particular locations.
  • Environments are the space, conditions, and factors that affect an individual’s and a population’s quality of life and ability to survive.
  • The size of a population can increase or decrease.
  • Changes in environments can be natural or influenced by humans.
  • Different consequences result form environmental changes occurring at different rates.
  • Earth system cause natural hazards, events that change or destroy human and wildlife habitats, damage property, and harm or kill humans.
Distinguish between natural environmental changes and human influenced environmental changes.    
 

Science and technology in local challenges

People continue inventing new ways of doing things, solving problems, and getting work done. New ideas and inventions often affect other people’ sometimes the effects are good and sometimes they are bad . It is helpful to try to determine in advance how ideas and inventions will affect other people.
Science and technology have greatly improved food quality and quantity, transportation, health, sanitation, and communication. These benefits of science and technology are not available to all of the people in the world.

Related - Concepts, Facts, and Generalizations
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  • People help other people to make and improve things.
  • Ideas and inventions affect people.
  • Science and technology have greatly improved the quality of life for most people.
Research and explain how science and technology affect the quality of life.    
History and Nature of Science

 

     

Science as a human endeavor

Science and technology have been practiced by people for a long time.
Men and women have made a variety of contributions throughout the history of science and technology.
Although men and women using scientific inquiry have learned much about the objects, events, and phenomena in nature, much more remains to be understood. Science will never be finished.
Many people choose science as a career and devote their entire lives to studying it. Many people derive great pleasure from doing science.

Related - Concepts, Facts, and Generalizations
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  • Science is a way of answering questions and explaining the natural world.
  • Men and women from all cultures have made a variety of contributions throughout the history of science and technology.
  • Science and technology have been practiced by people for a long time.
  • People choose science as a career or hobby.
  • Scientific understanding is continuously changing.
  • Investigative discoveries can become available to everyone in the world.
  • Scientists are employed by colleges, universities, businesses, industries, hospitals, and government agencies.
  • Scientists work in offices, classrooms, laboratories, farms, factories, and in natural settings from space to the ocean floor.

Research and report on the contributions to science and technology throughout history by men and women scientists of diverse cultures.

Research and report on how science is used in different careers.

Research and report on how current scientific discoveries illustrate that science is an ongoing process.

   

Attitudes

 

Related - Concepts, Facts, and Generalizations
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  • It's okay for people to have different ideas.
  • I can learn about the world around me by asking questions, making careful observations, and trying things.
  • It's fun to share what you know with other people.
  • I can remember and understand better if I record information by writing, drawing, or using technology to record information.
  • I learn from others when I keep an open mind and listen to others ideas.
  • Experiments that do not turn out the way that was predicted can still provide useful information.
  • Investigation is an adventure that has been enjoyed by people everywhere and for all time.
  • Different explanations can be given for the same information and you can't tell which is correct.
     

Dr. Robert Sweetland's Notes ©