| Science | Essential Questions | Resources |
| Work
and Simple Machines |
||
|
Strand 2 Work and Simple Machines a. Identify the forces acting on a load and use a spring scale to measure the weight (resistance force) of the load |
1.
How is a rocket affected by Newton's third law of motion? |
|
| Strand 2 2D Simple Machines a. Describe how friction affects the amount of force needed to do work over different surfaces or through different media | ||
|
Strand
2 2F Work and Simple Machines a. Explain how work can be done on an object
(force applied and distance moved) |
1.
How can the three laws of motion be applied to everyday occurrences? |
Simple
Machine Overview Newton's Law Forces and Motion |
| Strand 8 1A Work and Simple Machines a. Design and construct a machine, using materials and/or existing objects, that can be used to perform a task (assess locally) | 1. How can simple machines combine to make more complex machines? | |
| Strand
8 1B Work and Simple Machines/Water Cycle and Weather/Solar System/Classification
of Plants and Animals a. Describe how new technologies have helped scientists
make better observations and measurements for investigations (e.g., telescopes,
electronic balances, electronic microscopes, x-ray technology, computers,
ultrasounds, computer probes such as thermometers) |
||
| Strand 8 1C Work and Simple Machines/Water Cycle and Weather/Solar System/Classification of Plants and Animals a. Identify how the effects of inventions or technological advances (e.g. complex machinery, technologies used in space exploration, satellite imagery, weather observation and prediction, communication, transportation, robotics, tracking devices) may be helpful, harmful, or both (assess locally) |
Professor Garfield | |
| Strand 8 2A. All units a. Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology (assess locally) |
||
| Strand
8 3A.All units a. Identify a question that was asked, or could be asked,
or a problem that needed to be solved when given a brief scenario (fiction
or nonfiction of people working alone or in groups solving everyday problems
or learning through discovery) b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (assess locally) |
Which simple machine idea is most valuable in your life? | |
| Solar System | ||
| Strand
1 2. A. Solar System a. (Recognize) Observe and explain
light being transferred from the source to
the receiver (eye) through space in straight lines b. (Recognize) Observe and explain how an object (e.g. moon, mirror, objects in a room) can only be seen when light is reflected from that object to the receiver (eye) |
How can the moon be visible during the day? | |
| Strand
6 1ASolar System a. (Recognize) Observe and identify
the Earth is one of several planets within a solar system that orbits
the Sun. b. (Recognize Observe and identify the moon orbits the Earth in about a month. c. (Recognize) Identify that planets look like stars and appear to move across the sky among the stars |
How does the moving earth affect the way we live? | |
| Strand 6 1B a. Describe physical features of the planet Earth that allows life to exist(e.g., air, water, temperature) and compare these to the physical features of the Sun, the moon, and other planets | 1. How does the air, water, and land work together? |
|
| Strand 6 2B Solar System a. Sequence images of the lit portion of the moon seen from Earth as it cycles day-to-day in about a month in order of occurrence (do not assess cause of moon phases) | 1. How does the moving Earth affect the way we live? | |
Strand
6 2C Solar System a. (Recognize) Identify that the
Earth rotates once every 24 hours |
1. How does the moving Earth affect the way we live? | |
| Processes of Scientific Inquiry - Strand 7 | ||
| Strand
7 1A a. Formulate testable questions and explanations (hypothesis). b. Recognize the characteristics of a fair and unbiased test c. Conduct a fair test to answer a question d. Make suggestions for reasonable improvements or extension of a fair test |
||
|
Strand
7 1Ba. Make qualitative observations using the five senses |
||
| Strand
7 1B a. Use a variety of tools and equipment to gather data b. Measure length to the nearest centimeter c. Measure mass to the nearest gram d. Measure volume to the nearest millimeter e. Measure temperature to the nearest degree Celsius f. Determine the appropriate tools and techniques to collect data |
||
| Strand
71C a. Use quantitative and qualitative data as support for reasonable
explanations |
||
| Strand
7 1C c. Evaluate the reasonableness of an explanation d . Analyze whether evidence and scientific principles support proposed explanations |
||
| Strand 7 1D a. Communicate the procedures and results of investigations and explanations through: oral presentations, drawings and maps, data tables, graphs(bar, single line, pictographs), writings | ||
| Classifying Plants and Animals | ||
|
Strand
3 1D.Classification of Plants and Animals a. Compare structures (e.g.
wings vs. fins vs. legs; gills vs. lungs; feathers vs. hair vs. scales)
that serve similar functions for animals belonging to different vertebrate
classes. |
1.
How do animals differ from each other? 2. How does an animal's structure help it to survive? 3. How does a change in the environment affect an animal species? |
|
|
Strand
3 1E a. Explain how similarities are the basis for classification |
1. How do animals
differ from each other? |
|
Strand 3 2C Structure and Classification of Life a. Recognize the major life processes carried out by the major systems of plants and animals (e.g., support, reproductive,digestive, transport/circulatory,excretory, response) Compare the major organs/organ systems (e.g. support, reproductie, digestive, tramsport/circulatory, excretory, response) that perform similar functions for animals belinging to different vertebrate classes. (Do not assess
naming of organs within each system or explanation of the processes carried
out by those systems). |
1. How do animals
differ from each other? 2. How does an animal's structure help it to survive? 3. How does a change in the environment affect an animal species? |
|
| Water Cycle and Weather | ||
| Strand
4 1B Water Cycle and Weather a. Classify major bodies of surface water (e.g.,
rivers, lakes, oceans, glaciers) as fresh or salt water, flowing or stationary,
large or small, solid or liquid, surface or groundwater. b. Relate the type of water body to the process by which it was formed. |
1. What causes
weather? 2. How does weather affect your life and the lives of people in all parts of the world? |
|
| Strand 5 1C a. Recognize the atmosphere is composed of a mixture of gases, water, and minute particles | 1. What causes
weather? 2. How does weather affect your life and the lives of people in all parts of the world? |
|
| Strand
5 2E.Water Cycle and Weather a. Describe and trace the path of water as
it cycles through the hydrosphere, geosphere, and atmosphere (i. e., the
water cycle: evaporation, condensation, precipitation, surface run-off/groundwater
flow) b. Identify the different forms water can take (e.g., snow, rain, sleet, fog, clouds, dew) as it moves through the water cycle |
1. What causes
weather? |
Thirstin's
Water Cycle
Follow a Drop through the water cycle |
| Strand
5 2F Water Cycle and Weather a. Identify and use appropriate tools (i.e.,
(satellite images, weather maps, barometers, thermometers, rain gauges,
anemometers, wind vanes, hygrometers) to collect weather data (i.e. temperature,
wind speed and direction, relative humidity, air pressure, precipitation,
cloud type, and cover) b.( Recognize) Identify and summarize relationships between weather data (e.g. temperature and time of day, cloud cover and temperature, wind directions and temperature) collected over a period of time. |
1. What causes
weather? 2. How does weather affect your life and the lives of people in all parts of the world? |
|
| Strand1
1C Water Cycle and Weather a. (Recognize) Describe
how changes in state (i.e., freezing/melting, condensation/evaporation)
provide evidence that matter is made of particles too small to be seen |
||
| Strand
1 1D Water Cycle and Weather a. Classify matter as a solid, liquid, or a
gas, as it exists at room temperature, using physical properties (i.e. volume,
shape, ability to flow) b. Predict the effect of heat (thermal energy) on the physical properties of water as it changes to and from a solid, liquid, or gas (i.e. freezes/melts, evaporates/condenses/ boils) |
How is energy related to phase changes? | |
| Strand
1 1I. Water Cycle and Weather a. (Recognize) Observe
the mass of water remains constant as it changes state (as evidenced in
a closed container) |
||
| Strand
1 2C Water Cycle and Weather a.( Recognize) Identify
the Sun as the primary source of energy for temperature change on
Earth |
||
| Strand
5 3A. Water Cycle and Weather a. Explain how major bodies of water are important
natural resources for human activity (e.g., food, recreation, habitat, irrigation,
solvent, transportation) b. Describe how human needs and activities (e.g. irrigation, damming of rivers, waste management, sources of drinking water) have affected the quantity and quality of major bodies of fresh water c. Propose solutions to problems related to water quality and availability that result from human activity |
1.
How can an environment affect living things? |
|
| Nutrition |
 |
