|
1 |
Science as Inquiry |
|
The student will experience science as full inquiry. In the elementary grades, students begin to develop the physical and intellectual abilities of science inquiry. |
|
|
|
|
1.1 |
The student will develop the skills necessary to do full inquiry. Full inquiry involves asking a simple question, completing an investigation, answering the question, and sharing the results with others.
|
|
|
1.1.1
|
The student asks questions that he/she can answer by investigating.
|
|
|
1.1.2
|
The student plans and conducts a simple investigation.
|
|
|
1.1.3
|
The student employs appropriate equipment, tools, and safety procedures to gather data.
|
|
|
1.1.4
|
The student begins developing the abilities to communicate, critique, analyze his/her own investigations, and interprets the work of other students.
|
|
|
|
|
|
|
|
|
|
2 |
Physical Science |
|
The student will increase their understanding of the properties of objects and materials that they encounter on a daily basis. The student will compare, describe, and sort and classify these materials by observable properties. |
|
|
|
|
2.1 |
The student will develop skills to describe objects.
|
|
|
2.1.1
|
The student observes properties of objects and measures those properties using appropriate tools.
|
|
|
2.1.2
|
The student describes and classifies objects by more than one property.
|
|
|
2.1.3
|
The student observes and records how one object interacts with another object.
|
|
|
2.1.4
|
The student recognizes and describes the differences between solids, liquids, and gases.
|
|
|
|
|
2.2 |
The student will describe the motion of objects.
|
|
|
2.2.1
|
The student moves objects by pushing, pulling, throwing, spinning, dropping, and rolling; and describes the motion.
|
|
|
2.2.2
|
The student describes the change in position of objects when moved.
|
|
|
|
|
2.3 |
The student will recognize and demonstrate what makes sounds.
|
|
|
2.3.1
|
The student identifies that the source of sound is vibrations.
|
|
|
2.3.2
|
The student discriminates between sounds made by different objects.
|
|
|
2.3.3
|
The student discriminates between various pitches.
|
|
|
|
|
2.4 |
The student will experiment with electricity and magnetism.
|
|
|
2.4.1
|
The student demonstrates that magnets attract and repel.
|
|
|
2.4.2
|
The student designs a simple experiment to determine whether various objects will be attracted to magnets.
|
|
|
2.4.3
|
The student constructs a simple circuit.
|
|
|
|
|
|
|
|
|
|
3 |
Life Science |
|
The student will develop an understanding of biological concepts through direct experience with living things, their life cycles, and their habitats. |
|
|
|
|
3.1 |
The student will develop knowledge of organisms in their environment.
|
|
|
3.1.1
|
The student observes different organisms and compares and contrasts how similar functions are served by different structural characteristics.
|
|
|
3.1.2
|
The student compares basic needs of different organisms in their environment.
|
|
|
3.1.3
|
The student discusses ways organisms use their senses to survive in their environments.
|
|
|
|
|
3.2 |
The student will observe and illustrate the life cycles of various organisms.
|
|
|
3.2.1
|
The student compares, contrasts, and asks questions about life cycles of various organisms.
|
|
|
|
|
|
|
|
|
|
4 |
Earth and Space Science |
|
The student will observe objects, materials, and changes in their environment, note their properties, distinguish one from another, and develop their own explanations making sense of their observations. |
|
|
|
|
4.1 |
The student will develop an understanding of the properties of earth materials.
|
|
|
4.1.1
|
The student collects, observes properties, and classifies a variety of earth materials in his/her environment.
|
|
|
4.1.2
|
The student experiments with a variety of soil types (clay, silt, sand, and loam).
|
|
|
4.1.3
|
The student describes properties of water and process of the water cycle.
|
|
|
4.1.4
|
The student observes and records the properties of fossils and discusses what fossils are.
|
|
|
|
|
4.2 |
The student will observe and describe objects in the sky.
|
|
|
4.2.1
|
The student observes the moon and stars.
|
|
|
4.2.2
|
The student observes and compares the length of shadows.
|
|
|
4.2.3
|
The student discusses that the sun provides light and heat (electro-magnetic radiation) to maintain the temperature of the earth.
|
|
|
|
|
4.3 |
The student will develop skills necessary to describe changes in the earth and weather.
|
|
|
4.3.1
|
The student describes changes in the surface of the earth.
|
|
|
4.3.2
|
The student observes, describes, and records daily and seasonal weather changes.
|
|
|
|
|
|
|
|
|
|
5 |
Science and Technology |
|
The student will have a variety of educational experiences which involve science and technology. The student will begin to understand the design process. |
|
|
|
|
5.1 |
The student will work with a technology design.
|
|
|
5.1.1
|
The student identifies a simple design problem (designs a plan, implements the plan, evaluates the results, makes changes to improve the product, and communicates the results).
|
|
|
|
|
5.2 |
The student will apply their understanding about science and technology.
|
|
|
5.2.1
|
The student will understand that the design process produces knowledge that can be used to solve a problem and improve our world.
|
|
|
5.2.2
|
The student invents a product to solve problems.
|
|
|
5.2.3
|
The student works with others to solve problems.
|
|
|
5.2.4
|
The student develops an awareness that women and men of all ages, backgrounds, and ethnic groups engage in a variety of scientific and technological work.
|
|
|
5.2.5
|
The student investigates how scientists use tools to observe.
|
|
|
|
|
|
|
|
|
|
6 |
Science in Personal and Environmental Perspectives |
|
The student will demonstrate personal health and environmental practices. |
|
|
|
|
6.1 |
The student will develop an understanding of personal health.
|
|
|
6.1.1
|
The student discusses the nutritional value of various foods and their contribution to health.
|
|
|
6.1.2
|
The student discusses that safety involve preventing injury by avoiding inappropriate risks and dangers.
|
|
|
6.1.3
|
The student assumes some responsibility for his/her own health, and the health and well being of others.
|
|
|
|
|
6.2 |
The student will demonstrate an awareness of changes in the environment.
|
|
|
6.2.1
|
The student defines pollution.
|
|
|
6.2.2
|
The student develops personal actions to solve pollution problems in and around the neighborhood.
|
|
|
6.2.3
|
The student practices reducing, reusing, and recycling.
|
|
|
|
|
|
|
|
|
|
7 |
History and Nature of Science |
|
The student will experience some things about scientific inquiry and learn about people from history. |
|
|
|
|
7.1 |
The student will develop awareness that people practice science.
|
|
|
7.1.1
|
The student recognizes that students participate in science inquiry by asking questions.
|
|
|
7.1.2
|
The student studies the lives of people who made scientific contributions.
|
|
|
|
|
|
|
|
|
|