Gateway Regional School District VERTICAL ARTICULATION OF SCIENCE STANDARDS Kindergarten Grade 4 KINDERGARTEN GRADE 1 GRADE 2 GRADE 3 GRADE 4

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1 Inquiry Skills for Grades PK-2 1. Ask questions about objects, organisms, and events in the environment. 2. Tell about why and what would happen if? 3. Make predictions based on observed patterns. 4. Name and use simple equipment and tools (e.g., rulers, meter sticks, thermometers, hand lenses, and balances) to gather data and extend the senses. 5. Record observations and data with pictures, numbers, or written statements. 6. Discuss observations with others. Inquiry Skills for Grades Ask questions and make predictions that can be tested. 2. Select and use appropriate tools and technology (e.g., calculators, computers, balances, scales, meter sticks, graduated cylinders) in order to extend observations. 3. Keep accurate records while conducting simple investigations or experiments. 4. Conduct multiple trials to test a prediction. Compare the result of an investigation or experiment with the prediction. 5. Recognize simple patterns in data and use data to create a reasonable explanation for the results of an investigation or experiment. 6. Record data and communicate findings to others using graphs, charts, maps, models, and oral and written reports. 1. Recognize that water, rocks, soil, and living organisms are found on the earth s surface. Standard not in due to focus on Life Science 1. Recognize that water, rocks, soil, and living organisms are found on the earth s surface. Water, rocks, soil, plants, and animals found on the earth s surface are examples of natural resources. Observe and record organisms, soil, rocks and water found on the earth s surface EARTH & SPACE SCIENCE 1. Recognize that water, rocks, soil, and living organisms are found on the earth s surface. Review Earth & Space Science from Grade 1 1. Give a simple explanation of what a mineral is and some examples, e.g., quartz, mica. 1. Give a simple explanation of what a mineral is and some examples, e.g., quartz, mica. Definition of mineral (what a mineral is) Some examples of minerals are quartz, mica, gold, silver, copper, and diamonds. Identify pictures or samples of at least six minerals. Observe and describe the characteristics of selected mineral samples. Use a classification key to identify rocks and minerals. Page 1 of 26

2 2. Understand that air is a mixture of gases that is all around us and that wind is moving air. Standard not in due to focus on Life Science 2. Understand that air is a mixture of gases that is all around us and that wind is moving air. Air is a mixture of gases that is all around us Wind is moving air Air is not nothing. Air takes up space. Observe the affects that wind has on things around them 2. Understand that air is a mixture of gases that is all around us and that wind is moving air. Review Earth & Space Science from Grade 1 2. Identify the physical properties of minerals (hardness, color, luster, cleavage, and streak), and explain how minerals can be tested for these different physical properties. 2. Identify the physical properties of minerals (hardness, color, luster, cleavage, and streak), and explain how minerals can be tested for these different physical properties. Physical properties of minerals include hardness, color, luster, cleavage, streak, heaviness, texture, and surface patterns. Process for simple mineral tests (Examples scratch, Moh s scale) Definition of physical properties Compare and contrast observed physical properties of several mineral samples. Interpret charts of mineral test data Apply inquiry skills to answer a teacher-posed question about minerals 3. Describe the weather changes from day to day and over the seasons. Standard not in due to focus on Life Science 3. Describe the weather changes from day to day and over the seasons. Weather differs in fall, winter, spring, summer. 3. Describe the weather changes from day to day and over the seasons. Review Earth & Space Science from Grade 1 3. Identify the three categories of rocks (metamorphic, igneous, and sedimentary) based on how they are formed, and explain the natural and physical processes that create these rocks. 3. Identify the three categories of rocks (metamorphic, igneous, and sedimentary) based on how they are formed, and explain the natural and physical processes that create these rocks. Igneous rock forms from the cooling of molten rock. Sedimentary rock forms when layers of sediment are placed Page 2 of 26

3 4. Recognize that the sun supplies heat and light to the earth and is necessary for life. Standard not in due to focus on Life Science Relate a temperature and precipitation chart to the corresponding season (daily or weekly). Compare and contrast spring, summer, fall (autumn) and winter in terms of temperature, light, and precipitation. Infer from people s dress, recreational activities, and work activities what the season is. 4. Recognize that the sun supplies heat and light to the earth and is necessary for life. The sun supplies heat and light to the earth and is necessary for life As the seasons change so do the animals we see. Conduct simple experiments to show sunlight changes the temperature of land, air, and water. Predict outcomes to simple experiments based on actual observations and evidence rather than random guesses. 4. Recognize that the sun supplies heat and light to the earth and is necessary for life. Review Earth & Space Science from Grade 1 4. Explain and give examples of the ways in which soil is formed (the weathering of rock by water and wind and from the decomposition of plant and animal remains). under pressure Metamorphic rock is formed when igneous or sedimentary rock is placed under intense heat or pressure deep under the earth s surface. Rock cycle shows the interrelationships among rock types Classify rocks collected from the schoolyard or a field trip location igneous, metamorphic, or sedimentary based on their physical properties. Interpret diagrams about rocks. 4. Explain and give examples of the ways in which soil is formed (the weathering of rock by water and wind and from the decomposition of plant and animal remains). Soil is formed when water or wind weather rock and by decomposition of plant and animal remains. Definition of weathering Obtain soil samples and using magnifying glasses try and find fragments, note differences Perform soil experiments for drainage etc Build a model which displays rock, wind, water, plant and animal remains. Page 3 of 26

4 5. Identify some events around us that have repeating patterns, including the seasons of the year, day and night. Standard not in due to focus on Life Science 5. Identify some events around us that have repeating patterns, including the seasons of the year, day and night. Day and night are a repeating pattern caused by the Earth s rotation. Position of the sun in morning, noon, and evening form a repeating pattern. Compare and contrast day and night by characteristic changes in temperature and light. 5. Identify some events around us that have repeating patterns, including the seasons of the year, day and night. Review Earth & Space Science from Grade 1 5. Recognize and discuss the different properties of soil, including color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. 6. Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time. 5. Recognize and discuss the different properties of soil, including color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants including those that supply human food. Design and carry out an experiment to find out if different soil samples retain different amounts of water. 6. Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time. Data about air temperature, moisture, wind speed and direction, and precipitation can be organized and represented in ways that reveal patterns needed for making predictions about the future. Weather is so complex that it cannot always be predicted beyond being more or less likely to occur How air temperature, moisture, wind speed, and direction, and precipitation make up weather in Page 4 of 26

5 a particular in their own area. 7. Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time. 8. Describe how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation. Analyze weather data to make predictions about future weather 7. Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time. Define precipitation Define and know difference between various forms of precipitation Research weather from a different area. Write a report comparing and contrasting local to non-local weather. 8. Describe how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation. Define weather and climate Weather changes day to day and over the seasons. Weather can be described by measurable quantities such as temperature, wind direction and speed, and precipitation. Keep charts of weather to Page 5 of 26

6 determine patterns and connect weather and climate Identify characteristics of different climate zones Analyze patterns in daily temperature and precipitation data collected from a few locations world-wide over a period of several weeks. Explain the difference between 9. Differentiate between weather and climate. weather and climate. 9. Differentiate between weather and climate. Define weather and climate Weather changes day to day and over the seasons. Weather can be described by measurable quantities such as temperature, wind direction and speed, and precipitation. 10. Describe how water on earth cycles in different forms and in different locations, including underground and in the Keep charts of weather to determine patterns and connect weather and climate Identify characteristics of different climate zones Analyze patterns in daily temperature and precipitation data collected from a few locations world-wide over a period of several weeks. Explain the difference between weather and climate. 10. Describe how water on earth cycles in different forms and in different locations, including underground and in the Page 6 of 26

7 atmosphere. atmosphere. Definition of atmosphere, water cycle condensation, evaporation Water covers most of the earth. Water cycle = water evaporating from earth s surface, rises into the atmosphere, cools and condenses into precipitation, falls to earth where it collects in lakes, oceans, soil, and underground. Draw a diagram of the water cycle. Label evaporation, condensation, and precipitation. Explain what happens during each process. 11. Give examples of how the cycling of water, both in and out of the atmosphere, has an effect on climate. 12. Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes. 11. Give examples of how the cycling of water, both in and out of the atmosphere, has an effect on climate. Clouds formed by condensation of water vapor affect weather and climate. Explain how the cycling of water affects climate. 12. Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes. Page 7 of 26

8 13. Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons. The earth is the third planet from the sun in our solar system. Definition of erosion, weathering and mass destruction. The surface of the Earth is always changing through both fast and slow processes. These processes may be steady, repetitive or irregular. Describe and compare the processes, factors involved and consequences of slow changes to earth s surface (e.g., erosion and weathering) Describe and compare contributing factors and consequences of fast changes to earth s surface (e.g., landslides, earthquakes, floods 13. Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons. The earth is the third planet from the sun in our solar system. Definition of solar system, planet, lunar Earth is the third planet from the sun in our solar system. Earth is part of a solar system that includes the sun, eight planets, and many moons. The sun is an average-sized star and the largest body in the solar system. Page 8 of 26

9 Create a proportional model two or three-dimensional model 14. Recognize that the earth revolves around (orbits) the sun in a year s time and that the earth rotates on its axis once approximately every 24 hours. Make connections between the rotation of the earth and day/night, and the apparent movement of the sun, moon, and stars across the sky. of the solar system. 14. Recognize that the earth revolves around (orbits) the sun in a year s time and that the earth rotates on its axis once approximately every 24 hours. Make connections between the rotation of the earth and day/night, and the apparent movement of the sun, moon, and stars across the sky. Definition of orbit, revolution, rotation Most objects in the solar system are in regular, predictable motion. Regular motions explain day versus night, the year, phases of the moon, and eclipses. Explain the difference between revolution and rotation, and the connection between the orbit and the movement of the sun, moon, and stars. 15. Describe the changes that occur in the observable shape of the moon over the course of a month. 15. Describe the changes that occur in the observable shape of the moon over the course of a month. Definition of phases of moon Phases of the moon in correct sequence Page 9 of 26

10 The observable shape of the moon changes from day to day in a cycle that lasts about a month. 1. Recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water. Life needs of animals and plants are food, air, and water. A science article gives facts and information instead of telling a story. Some animals are pets and some live in the wild. Plants produce oxygen and food Details about an animal of the student s choice. Snakes shed their skins as they grow. Describe how animals and plants change as they grow Predict what will happen to animals and plants if life needs are not met. Read a non-fiction content story to gather facts and information about animals. Contribute to class stories about animals. 1. Recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water. Review Life Science from LIFE SCIENCE 1. Recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water. Standard not in Grade 2 due to focus on Physical Science 1. Classify plants and animals according to the physical characteristics that they share. Definition of amphibian, reptile, mammal Each plant or animal has physical characteristics or body structures that serve different functions in meeting its needs. Animals need air, water, and food (nutrients). Plants need air, water, nutrients, and light. Characteristics of living things can be used to sort them into various groups: the characteristics chosen to establish the grouping depend on the reason for the grouping. Sort plant and animal pictures based on physical characteristics and establish a classification scheme. Compare and contrast characteristics of plants and Observe the moon nightly for a month then create a chart that illustrates the changes. 1. Classify plants and animals according to the physical characteristics that they share. Review Life Science from Grade 3 Page 10 of 26

11 Write about animals in nature animals. 2. Differentiate between living and nonliving things. Group both living and nonliving things according to the characteristics that they share. Living things breathe, eat, drink, grow, and reproduce. Non-living things do none of these things. Identify and chart simple characteristics by which animals can be classified, including body coverings (hair, fur, feathers, scales, and shells), body shape, appendages (arms, legs, wings, fins, and tails), methods of movement (walking, crawling, flying, and swimming), wild or tame, and water homes or land homes. Distinguish between wild animals (raccoon, hawk, squirrel, shark) and tame animals (dog, cat, sheep) and recognize examples of each. Classify objects as to whether they are living or nonliving Describe the nonliving components of an organism s surroundings, including water, space, and shelter. Categorize the birds, fish, mammals, and retiles that live 2. Differentiate between living and nonliving things. Group both living and nonliving things according to the characteristics that they share. Review Life Science from 2. Differentiate between living and nonliving things. Group both living and nonliving things according to the characteristics that they share. Standard not in Grade 2 due to focus on Physical Science 2. Identify the structures in plants (leaves, roots, flowers, stem, bark, wood) that are responsible for food production, support, water transport, reproduction, growth, and protection. Which plant structures are responsible for food production, support, water transport, reproduction, growth, and protection. Label and identify the purpose of each plant structure leaf, stem, root, flower, bark, wood. 2. Identify the structures in plants (leaves, roots, flowers, stem, bark, wood) that are responsible for food production, support, water transport, reproduction, growth, and protection. Review Life Science from Grade 3 Page 11 of 26

12 near a pond. 3. Recognize that plants and animals have life cycles, and that life cycles vary for different living things. Stages in the life cycle of a butterfly Examples of animals that hatch from eggs. Stages in the life cycle of a plant from flower to fruit. Describe some simple changes animals and plants undergo during the life cycle. For animals this may include changes in color, body covering, and overall size. For plants this may include size, presence of leaves and branches and ability to produce flowers and fruits. Draw and label the stages in the life cycle of a plant or animal. 3. Recognize that plants and animals have life cycles, and that life cycles vary for different living things. Review Life Science from 3. Recognize that plants and animals have life cycles, and that life cycles vary for different living things. Standard not in Grade 2 due to focus on Physical Science 3. Recognize that plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death. That plants and animals go through predictable life cycles. Students will be able to draw, label, and identify the function of each stage in the life cycles for a plant and an animal. 3. Recognize that plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death. Review Life Science from Grade 3 4. Describe ways in which many plants and animals closely resemble their parents in observed appearance. 1. Students will KNOW: Many plants and animals closely resemble their parents in observed appearance Family resemblances can be 4. Describe ways in which many plants and animals closely resemble their parents in observed appearance. Review Life Science from 4. Describe ways in which many plants and animals closely resemble their parents in observed appearance. Standard not in Grade 2 due to focus on Physical Science 4. Describe the major stages that characterize the life cycle of the frog and butterfly as they go through metamorphosis. The major stages of a frog and butterfly life cycle The vocabulary associated with the life cycle of the frog and butterfly. 4. Describe the major stages that characterize the life cycle of the frog and butterfly as they go through metamorphosis. Review Life Science from Grade 3 Page 12 of 26

13 appearance, mannerisms, or favorite activities. Animals have both similarities and differences. 2. Students will be able to DO: Draw pictures of family members they resemble in some way then tell a friend about the family member. Compare and contrast young animals with their parents, using pictures and/or live organisms. Compare and contrast young plants with their parents, using pictures and/or live organisms. Observe, draw, and label the major life cycles of the frog and butterfly. 5. Recognize that fossils provide us with information about living things that inhabited the earth years ago. A fossil is plant or animal remains that have turned to stone. Draw and write about fossils. 5. Recognize that fossils provide us with information about living things that inhabited the earth years ago. Review Life Science from 5. Recognize that fossils provide us with information about living things that inhabited the earth years ago. Standard not in Grade 2 due to focus on Physical Science 5. Differentiate between observed characteristics of plants and animals that are fully inherited (e.g., color of flower, shape of leaves, color of eyes, number of appendages) and characteristics that are affected by the climate or environment (e.g., browning of leaves due to too much sun, language spoken). That some characteristics of plants and animals are fully inherited. That some characteristics of plants and animals are affected by climate. 5. Differentiate between observed characteristics of plants and animals that are fully inherited (e.g., color of flower, shape of leaves, color of eyes, number of appendages) and characteristics that are affected by the climate or environment (e.g., browning of leaves due to too much sun, language spoken). Review Life Science from Grade 3 Differentiate between Page 13 of 26

14 characteristics that are either inherited or affected by climate or environment. Give examples for each category for both plants and animals. 6. Recognize that people and other animals interact with the environment through their senses of sight, hearing, touch, smell, and taste. Definition of environment Identify and describe the five senses: taste, touch, smell, hearing, and sight. People and other animals use their senses of sight, hearing, touch, smell, and taste to interact with the environment Match sensing organs (eyes, ears, nose, tongue, and skin) with associated sense. Match sensory descriptors with the senses (taste: sweet, sour, bitter, salty; touch: smooth, hard, soft, cold, warm, hot; hearing: loud, soft, high, low; sight: bright, dull, color, black, and white.) Use sight, hearing, touch, 6 Recognize that people and other animals interact with the environment through their senses of sight, hearing, touch, smell, and taste. Review Life Science from 6. Recognize that people and other animals interact with the environment through their senses of sight, hearing, touch, smell, and taste. Standard not in Grade 2 due to focus on Physical Science 6. Give examples of how inherited characteristics may change over time as adaptations to changes in the environment that enable organisms to survive, e.g., shape of beak or feet, placement of eyes on head, length of neck, shape of teeth, color. That inherited characteristics may change over time as adaptations to changes in the environment enable organisms to survive. Give examples of how inherited characteristics may change over time as adaptations to changes in the environment enable organisms to survive. 6. Give examples of how inherited characteristics may change over time as adaptations to changes in the environment that enable organisms to survive, e.g., shape of beak or feet, placement of eyes on head, length of neck, shape of teeth, color. Review Life Science from Grade 3 Page 14 of 26

15 smell, and taste to make observations of the environment 7. Recognize changes in appearance that animals and plants go through as the seasons change. Seasons mean a time of year spring, summer, fall, or winter. Identify some changes that people experience over time growth in height and weight, color of hair. Describe how things change naturally (examples - seasonal changes, the growth in seeds and common plants, weather) As the seasons change so do the animals we see. Migration and hibernation are ways animals respond to seasonal changes. Plants change as the seasons change. Draw/write to describe the seasons of the year. Predict how an animal or plant will respond to changes in the seasons. Compare and contrast the activities of some common animals (e.g., squirrels, chipmunks, butterflies, bees, ants, bats, and frogs) during summer and winter by describing changes in their behaviors and 7. Recognize changes in appearance that animals and plants go through as the seasons change. Review Life Science from 7. Recognize changes in appearance that animals and plants go through as the seasons change. Standard not in Grade 2 due to focus on Physical Science 7. Give examples of how changes in the environment (drought, cold) have caused some plants and animals to die or move to new locations (migration). Changes in the environment (drought, cold) have caused some plants and animals to die or move to new locations (migration). Give examples of how changes in the environment (drought, cold) have caused some plants and animals to die or move to new locations (migration). 7. Give examples of how changes in the environment (drought, cold) have caused some plants and animals to die or move to new locations (migration). Review Life Science from Grade 3 Page 15 of 26

16 body covering. Identify animals that migrate, hibernate, or show other changes throughout the seasons or in the presence of adverse environmental conditions. 8. Identify the ways in which an organism s habitat provides for its basic needs (plants require air, water, nutrients, and light; animals require food, water, air, and shelter). A habitat is an organism s surroundings including water, space, and shelter. Animals need a habitat that provides basic needs - air, food, water, and a suitable place to live Plants need a habitat that provides basic needs - air, nutrients, water, and light. Classify animals by where they live (their homes). Infer types of animal homes (water or land), using the physical characteristics of the animals, such as scales and fins that allow fish to live and move in water or fur and legs that 8. Identify the ways in which an organism s habitat provides for its basic needs (plants require air, water, nutrients, and light; animals require food, water, air, and shelter). Review Life Science from 8. Identify the ways in which an organism s habitat provides for its basic needs (plants require air, water, nutrients, and light; animals require food, water, air, and shelter). Standard not in Grade 2 due to focus on Physical Science 8. Describe how organisms meet some of their needs in an environment by using behaviors (patterns of activities) in response to information (stimuli) received from the environment. Recognize that some animal behaviors are instinctive (e.g., turtles burying their eggs), and others are learned (e.g., humans building fires for warmth, chimpanzees learning how to use tools). Examples of instinctive behaviors in organisms Examples of learned behaviors in organisms Examples of a response to stimuli in organisms. Compare and contrast instinctive and learned behaviors Give examples of responses to stimuli. 8. Describe how organisms meet some of their needs in an environment by using behaviors (patterns of activities) in response to information (stimuli) received from the environment. Recognize that some animal behaviors are instinctive (e.g., turtles burying their eggs), and others are learned (e.g., humans building fires for warmth, chimpanzees learning how to use tools). Review Life Science from Grade 3 Page 16 of 26

17 allow dogs to live and move on land. 9. Recognize plant behaviors, such as the way seedlings stems grow toward light and their roots grow downward in response to gravity. Recognize that many plants and animals can survive harsh environments because of seasonal behaviors, e.g., in winter, some trees shed leaves, some animals hibernate, and other animals migrate. 9. Recognize plant behaviors, such as the way seedlings stems grow toward light and their roots grow downward in response to gravity. Recognize that many plants and animals can survive harsh environments because of seasonal behaviors, e.g., in winter, some trees shed leaves, some animals hibernate, and other animals migrate. Definition of gravity That plant stems and leaves grow toward light. That plant roots grow down in response to gravity. That plants and animals use varied behaviors to survive harsh seasonal conditions. Plant a seed and observe and record data about light and gravity. Design and carry out an investigation to learn about plant or animal behaviors in response to harsh environment. 10. Give examples of how organisms can cause changes in their environment to ensure survival. Explain how some of these changes may affect the ecosystem. Review Life Science from Grade Give examples of how organisms can cause changes in their environment to ensure survival. Explain how some of these changes may affect the ecosystem. Page 17 of 26

18 Organisms can cause changes in their environment. Identify adaptations to their environment to ensure survival. Identify changes made by an organism to its environment. Review Life Science from Grade Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers. Vocabulary photosynthesis, food chain, producer, consumer, decomposer. That energy derived from the sun is used by plants to produce sugars (photosynthesis). and is transferred within a food chain from producers (plants) to consumers to decomposers. That energy is transferred within a food chain from producers (plants) to consumers to decomposers. 11. Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers. Review Life Science from Grade 3 Draw and explain a food chain using the words photosynthesis, Page 18 of 26

19 food chain, producer, consumer, decomposer. 1. Sort objects by observable properties such as size, shape, color, weight, and texture. 1. Sort objects by observable properties such as size, shape, color, weight, and texture. PHYSICAL SCIENCES (Chemistry and Physics) 1. Sort objects by observable properties such as size, shape, color, weight, and texture. Definition of size, shape, color, weight, and texture. A magnifying glass, ruler, and thermometer can be used to enhance observations of physical properties 1. Differentiate between properties of objects (e.g., size, shape, weight) and properties of materials (e.g., color, texture, hardness). 1. Differentiate between properties of objects (e.g., size, shape, weight) and properties of materials (e.g., color, texture, hardness). Standard not in due to focus on Life Science 2. Identify objects and materials as solid, liquid, or gas. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Standard not in Grade 1 due to focus on Earth & Space Science 2. Identify objects and materials as solid, liquid, or gas. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Use the senses and simple tools, such as a magnifying glass, ruler, and thermometer, to enhance observations of physical properties Classify and arrange objects or events according to at least two attributes or properties so that similarities and differences become apparent. Communicate observations made and data collected orally and with simple graphs, pictures, written statements, and numbers. 2. Identify objects and materials as solid, liquid, or gas. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. 2. Compare and contrast solids, liquids, and gases based on the basic properties of each of these states of matter. 2. Compare and contrast solids, liquids, and gases based on the basic properties of each of these states of matter. Page 19 of 26

20 Water can be solid, liquid, or gas. Some materials will dissolve in water and some will not. Solids have a definite shape Liquids and gases take the shape of their container Materials can change from one state of matter to another. Example is water to gas (steam), liquid, or solid (ice). Standard not in due to focus on Life Science Standard not in Grade 1 due to focus on Earth & Space Science Identify examples of the different states of water (solid, liquid, and gas). Classify examples of different states of matter as solid, liquid, or gas. Predict and describe how various materials (vinegar, milk, baking soda, powdered drink mix, sugar, salt, sand, oil, soil, rocks) act when mixed with water. Classify liquids and solids into those that will dissolve in water and those that will not. Use picture graphs, tables, and/or charts to record and display the information. Infer that some substances will dissolve more easily in hot water than in cold water by conducting investigations using water at different temperatures. Communicate observations made and data collected orally Page 20 of 26

21 and with simple graphs, pictures, written statements, and numbers. Answer questions by conducting simple experiments - one that changes only one thing at a time (tests only one variable), gives quick results, and provides easily observable changes. Classify materials as to whether they are liquids, solids, or gases. Design an investigation to determine basic factors that affect evaporation of water. Conduct an investigation to observe the condensation, evaporation, melting, or freezing of water. 3. Describe the various ways that objects can move, such as in a straight line, zigzag, back-andforth, round-and-round, fast, and slow. Standard not in due to focus on Life Science 3. Describe the various ways that objects can move, such as in a straight line, zigzag, back-andforth, round-and-round, fast, and slow. Standard not in Grade 1 due to focus on Earth & Space Science 3. Describe the various ways that objects can move, such as in a straight line, zigzag, back-andforth, round-and-round, fast, and slow. Living things and objects can move in various ways. The movement of objects can be described as in a straight line, zigzag, back-and-forth, roundand-round, fast, and slow 3. Describe how water can be changed from one state to another by adding or taking away heat. 3. Describe how water can be changed from one state to another by adding or taking away heat. Group objects according to their speed fast or slow. Page 21 of 26

22 Respond accurately to a verbal command to move in a straight line, zigzag, back-and-forth, round-and-round, fast, and slow. Make and communicate observations about moving objects. Examples should include balls, objects with wheels, windup toys, tops, rubber bands, and playground equipment. Predict an object s movement using its size, shape, and the force of the push or pull on it. Conduct a simple experiment to determine an object s movement. Record observations of movement (length/distance) using standard (English/metric) and nonstandard units. Compare the movement of objects using graphs, pictures, 4. Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object. Standard not in due to focus on Life Science 4. Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object. Standard not in Grade 1 due to focus on Earth & Space Science and/or numbers. 4. Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object. What force is Apply force to objects and watch the change in movement Explore cause and effect Identify examples of fast changes and slow changes. 4. Identify the basic forms of energy (light, sound, heat, electrical, and magnetic). Recognize that energy is the ability to cause motion or create change. 4. Identify the basic forms of energy (light, sound, heat, electrical, and magnetic). Recognize that energy is the ability to cause motion or create change. 5. Recognize that under some 5. Recognize that under some 5. Recognize that under some 5. Give examples of how energy 5. Give examples of how energy Page 22 of 26

23 conditions, objects can be balanced. Standard not in due to focus on Life Science conditions, objects can be balanced. Standard not in Grade 1 due to focus on Earth & Space Science conditions, objects can be balanced. Under some conditions, objects can be balanced. Use blocks, and scales to balance objects can be transferred from one form to another. 6. Recognize that electricity in circuits requires a complete loop through which an electrical current can pass, and that electricity can produce light, heat, and sound. can be transferred from one form to another. 6. Recognize that electricity in circuits requires a complete loop through which an electrical current can pass, and that electricity can produce light, heat, and sound. 7. Identify and classify objects and materials that conduct electricity and objects and materials that are insulators of electricity. 7. Identify and classify objects and materials that conduct electricity and objects and materials that are insulators of electricity. 8. Explain how electromagnets can be made, and give examples of how they can be used. 8. Explain how electromagnets can be made, and give examples of how they can be used. 1.1 Identify and describe characteristics of natural 1.1 Identify and describe characteristics of natural TECHNOLOGY / ENGINEERING 1.1 Identify and describe characteristics of natural 1.1 Identify materials used to accomplish a design task based 1.1 Identify materials used to accomplish a design task based Page 23 of 26

24 materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam). materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam). Difference between natural and human-made materials materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam). on a specific property, e.g., strength, hardness, and flexibility. on a specific property, e.g., strength, hardness, and flexibility. Standard not in Use the senses and simple tools, such as a magnifying glass, ruler, and thermometer, to enhance observations of natural materials. Communicate observations made and data collected orally and with simple graphs, pictures, written statements, and numbers. Predict whether items such as wood, metal, fruits, paper, and plastics will float or sink when placed in water Standard not in grade 2 standard is in Grade 5 standard is in Grade Identify and explain some possible uses for natural materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam). Standard not in 1.2 Identify and explain some possible uses for natural materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam). Difference between natural and human-made materials (standard 1.1) 1.2 Identify and explain some possible uses for natural materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam). Standard not in grade Identify and explain the appropriate materials and tools (e.g., hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to construct a given prototype safely. standard is in Grade Identify and explain the appropriate materials and tools (e.g., hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to construct a given prototype safely. standard is in Grade 5 Suggest uses for varied natural and human-made materials Page 24 of 26

25 1.3 Identify and describe the safe and proper use of tools and materials (e.g., glue, scissors, tape, ruler, paper, toothpicks, straws, spools) to construct simple structures. Standard not in 2.1 Identify tools and simple machines used for a specific purpose, e.g., ramp, wheel, pulley, lever. 1.3 Identify and describe the safe and proper use of tools and materials (e.g., glue, scissors, tape, ruler, paper, toothpicks, straws, spools) to construct simple structures. Standard not in grade Identify tools and simple machines used for a specific purpose, e.g., ramp, wheel, pulley, lever. 1.3 Identify and describe the safe and proper use of tools and materials (e.g., glue, scissors, tape, ruler, paper, toothpicks, straws, spools) to construct simple structures. Safe procedures for using simple tools Use simple tools such as magnifying glass, ruler, and thermometer to enhance observations. 2.1 Identify tools and simple machines used for a specific purpose, e.g., ramp, wheel, pulley, lever. Definition of machine A wheel, ramp, lever and pulley are simple machines 1.3 Identify and explain the difference between simple and complex machines, e.g., hand can opener that includes multiple gears, wheel, wedge, gear, and lever. standard is in Grade Identify a problem that reflects the need for shelter, storage, or convenience. 1.3 Identify and explain the difference between simple and complex machines, e.g., hand can opener that includes multiple gears, wheel, wedge, gear, and lever. standard is in Grade Identify a problem that reflects the need for shelter, storage, or convenience. Standard not in 2.2 Describe how human beings use parts of the body as tools (e.g., teeth for cutting, hands for grasping and catching), and compare their use with the ways Standard not in grade Describe how human beings use parts of the body as tools (e.g., teeth for cutting, hands for grasping and catching), and compare their use with the ways Demonstrate how simple machines make work easier Label examples of simple machines in their daily environment Identify appropriate tools for a task Design an experiment exploring simple machines 2.2 Describe how human beings use parts of the body as tools (e.g., teeth for cutting, hands for grasping and catching), and compare their use with the ways standard is in Grade Describe different ways in which a problem can be represented, e.g., sketches, diagrams, graphic organizers, and lists. standard is in Grade Describe different ways in which a problem can be represented, e.g., sketches, diagrams, graphic organizers, and lists. Page 25 of 26

26 in which animals use those parts of their bodies. Humans use tools to extend the body s capacities in which animals use those parts of their bodies. in which animals use those parts of their bodies. Compare and contrast how humans and animals use their body parts as tools to eat, drink, hunt, and move. Compare how humans and animals use the tools of their body and external tools to create a home Standard not in grade 1 Standard not in grade 2 standard is in Grade Identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem. standard is in Grade 5 standard is in Grade Identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem. standard is in Grade Compare natural systems with mechanical systems that are designed to serve similar purposes, e.g., a bird s wings as compared to an airplane s wings. standard is in Grade Compare natural systems with mechanical systems that are designed to serve similar purposes, e.g., a bird s wings as compared to an airplane s wings. standard is in Grade 5 Page 26 of 26