Science Curriculum

Kindergarten Science Objectives 2009 - 2010

Nature of Science Formulating Questions & Hypothesizing; Planning & Critiquing Investigations; Conducting Investigations; Developing & Evaluating Explanations (S PK-K: 1; S PK-K: 2; S PK-K: 3; S PK-K: 4; S PK-K: 5-8)

1. Student sustains curiosity and focus during explorations.

2. Student develops a question by completing the prompt, “I wonder.. .?”

3. Student uses picture cues, prior knowledge, and observations to make predictions.

4. Works with others to generate simple testable questions (does it sink?)

5. Works with others to plan how to answer simple testable questions: What tools/materials to use, how to “collect” data, where/how to record data, safety rules. (e.g., “on the job” planning, investigating, and explaining can happen simultaneously).

6. Uses multiple senses to collect data/make observations with teacher guidance.

7. Uses simple tools (e.g. magnifier, scale)to gather data with teacher guidance.

8. Uses non-standard units, numbers, words, drawings to record observations.

9. Identifies similarities and differences in observable characteristics of materials or events.

10. Drawings show some details (size, color). Uses some letters or words to label drawings.

10. Nonverbally (drawing, movement, demonstrate with objects) and verbally conveys ideas investigated

11. Organizes data (e.g. makes pictograph, colors in bar graph, fills in chart, sorts objects)

12. Sorts objects based upon current observations and justifies groupings.

13. Communicates observations with the support of material props, photographs, drawings, or diagrams

Physical Science Magnetism: Magnets can move some objects without touching them. (S PK-K:25)

1. Student demonstrates their understanding of magnetism by investigating, observing and describing how magnets can make some things move without touching (e.g., determining the distance needed for a magnet to attract an object).

Life Science (S PK-K: 30, S 1-2: 30, S PK-K: 38, S PK-K: 34; S 1-2: 31; S PK-K: 41)

There are differences between living and non-living things. Living things (plants and animals) are made of parts that enable survival. Plants and animals have needs.

1. Student demonstrates understanding of Structure and Function–Survival Requirements by observing and recording what happens when food and water are given to living and non-living things.

2. Student demonstrates understanding of Structure and Function–Survival Requirements observing and recording the parts that make up living things (i.e. roots, stems, leaves, flowers, legs, antennae, tail, shell.

3. Student demonstrates understanding of classification by sorting and identifying examples of plants and animals.

4. Student demonstrates understanding of needs of living things by caring for plants and animals by identifying and providing for their needs. (Plants and animals both need water, food and air.)

5. Student demonstrates understanding of reproduction by drawing and labeling the stages of development in the life of a familiar plant or animal.

6. Student demonstrates understanding of Human Body Systems by identifying the five senses and using the senses to identify objects in their environment.

Astronomy and Earth Science Earth materials (S PK-K:46; S PK-K:48)

1. Student demonstrates understanding of Earth Materials by sorting and recognizing similarities and differences in a variety of earth materials (rocks, sand, wood, soil, etc.).

2. Student demonstrates understanding of Earth Materials by identifying natural resources from the living or non-living environment.

3. Student demonstrates t understanding of Processes and Change over Time within Earth Systems by observing and describing weather daily throughout the school year

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First Grade Science Objectives 2009 – 2010

Nature of Science Formulating Questions & Hypothesizing Planning & Critiquing Investigations; Conducting Investigations Developing & Evaluating Explanations (S 1-2: 1; S 1-2: 2; S 1-2: 3; S 1-2: 4; S 1-2: 5-8)

1. Student asks questions abut things that can be observed or manipulated (How far…?).

2. Student connects prior knowledge/evidence to observations and predictions.

3. Student identifies variable to change/test (e.g. What if…more or less water?)

4. Student works with others to generate simple testable questions.

5. Student identifies potential data to collect and tools and materials needed/

6. Student works with others to develop major steps to follow to collect and record data.

7. Student follows steps of a plan with guidance.

8. Student uses tools and senses(rather than feelings) to make observations.

9. Student drawings show detail of “target” features (size, color, shape, numbers, proportions).

10. Student records data and similarities and differences in teacher-provided tables/charts/templates.

11. Student writes a coherent message (1-2 sentences) to describe observations (I saw…I found out..)

12. Student organizes data (e.g. pictograph, diagram, bar graph, chart).

13. Student sorts/classifies objects and explains groupings. Student describes results (in table, diagram, drawing).

Physical Science States of Matter; Force and Motion (S 1-2:9; S1-2:12; S1-2:14; S PK-K :19, S1-2 19,S1-2:21, S1-2:22)

1. Student demonstrates understanding of Properties of Matter by identifying, comparing and describing solids and liquids.

2. Student demonstrates understanding of Properties of Matter and describing the change in properties when heat is applied to a solid or when heat leaves a liquid.

3. The sun is a source of heat energy.

4. Student demonstrates understanding of force and motion by investigating and describing how objects move in different ways .

5. Student demonstrates understanding of force and motion by investigating and identifying how pushing or pulling moves or does not move an object.

Life Science Structure Function Survival Requirements (S 1-2:30, S 1-2:41, S 1-2:42, S 1-2:43)

1. Student demonstrates understanding of structure function survival requirements by observing and recording the parts that make up living things (i.e. roots, stems leaves, flowers, legs, antennae).

2. Student demonstrates understanding of structure function survival requirements by identifying the senses needed to meet survival needs for a given scenario.

3. Student demonstrates understanding of structure function survival requirements by explaining where babies grow and develop.

Astronomy and Earth Science Process and Change over Time within Earth Systems (S 1-2:47, S1-2: 48)

1. Student demonstrate their understanding of Processes and Change over Time within Earth Systems by creating categories of “things that change” and keeping a record of them over the school year.

2. Student demonstrate their understanding of Processes and Change over Time within Earth Systems by observing and recording weather data through the seasons and identifying and drawing conclusions based on the patterns in the data collected

Environmental Science Natural Resources (S1-2:49)

1. Student demonstrates understanding of the natural resources by identifying the natural sources of the food that is consumed on a daily basis (e.g., Bread-- wheat—flour; Sap— maple syrup; Pasture—meat and dairy). and describing ways to reduce the accumulation of waste.

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Second Grade Science Objectives 2009 – 2010

Nature of Science Formulating Questions & Hypothesizing Planning & Critiquing Investigations; Conducting Investigations Developing & Evaluating Explanations (S 1-2: 1; S 1-2: 2; S 1-2: 3; S 1-2: 4; S 1-2: 5-8)

1. Student poses observational questions (e.g. compares differences in speed).

2. Student uses prior knowledge/evidence to explain logical predictions.

3. Student identifies variable to change/test (e.g. what if…more or less water?).

4. Student generates new inquiry questions.

5. Student works with others to write a plan to answer observational questions.

6. Student identifies data to collect and tools and materials needed.

7. Student explains safety rules and procedure for data collection.

8. Student follows a plan to conduct investigation.

9. Student uses tools and senses to collect data.

10. Student’s drawings show detail and completeness (relative proportions, key features, labels).

11. Student explains similarities and differences.

12. Student organizes, labels, and titles graphs/charts.

13. Student describes or writes about a sequence of observed events using some details/evidence.

14. Student organizes data (e.g. pictograph, diagram, bar graph, chart, model) and identifies patterns.

15. Student sorts/classifies objects and materials and justifies groupings (e.g. with evidence, definitions).

Physical Science Heat Energy (S 1-2:23)

1. Student demonstrates understanding of Heat Energy by experimenting, observing, and describing how heat moving from one object to another can cause temperature changes.

Life Science Ecosystems and Life Cycles (S 1-2:31, S1-2:34, S1-2:31, S 1-2:35, S 1-2:39)

1. Student demonstrates understanding ecosystems and life cycles by experimenting with plant growth under different conditions, including light and no light.

2. Student demonstrates understanding of ecosystems and life cycles by investigating and describing a variety of plant and animal life cycles.

3. Student demonstrates understanding of ecosystems and life cycles by acting out or constructing simple diagrams, pictures or words that show what eats what.

Astronomy and Earth Science ( S PK-K: 44; S 1-2: 44; S1-2: 45; S 1-2: 46; S1-2: 47; S 1-2:48)

1. Student demonstrates understanding of the solar system by observing and describing qualitatively how the sky looks at different times,

2. Student demonstrates understanding of the solar system by recognizing the pattern of moon.

3. Student demonstrates understanding of the solar system by recording patterns of change throughout the year.

4. Student demonstrates understanding of earth materials by observing, describing and comparing color and texture of different types of rocks and soils.

5. Student demonstrates understanding of the solar system by conducting tests on the properties of soils.

6. Student demonstrates understanding of the cyclical changes that happen throughout the seasons by observing and recording weather data through the seasons and identifying and drawing conclusions based on the patterns in the data collected.

Environmental Science Natural Resources

1. Students demonstrate their understanding of the natural resources by describing ways to reduce the accumulation of waste.

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Third Grade Science Objectives 2009 – 2010

Nature of Science (S 3-4: 1; S 3-4: 2, S 3-4: 3, S 3-4: 4, S 3-4: 5-8)

Formulating Questions & Hypothesizing

1. Student poses cause-effect questions.

2. Student uses observations and evidence to explain predictions (e.g. data patterns, cause-effect observations).

3. Student describes variables that affect systems using “if-then” statements.

Planning & Critiquing Investigations

1. Student develops a sequential plan to test a prediction/answer a question.

2. Student identifies tools, materials and equipment needed and data to collect.

3. Student explains how to ensure a “fair test” (e.g. variables to control, methods, and identifies potential design flaws).

Conducting Investigations

1. Student records and labels data (e.g. units of measure, labels and titles, trials, order).

2. Student’s drawings are detailed, complete.

3. Student selects appropriate representations to display data, graph, table) and observations.

4. Student follows and explains procedures.

5. Student interprets data: describes results, makes connections to predictions.

Developing & Evaluating Explanations

1. Student uses main points, details, and evidence to summarize results and conclusions.

2. Student uses labeled drawings and data tables to support interpretations (e.g. patterns, trends).

3. Student discusses possible errors in data.

4. Student relates data to prediction/question.

5. Student proposes new questions based on evidence.

Physical Science Electrical Energy, Magnetism (S3-4: 24, S3-4: 25)

1. Student demonstrates understanding of electrical energy and magnetism by building complete circuits, drawing diagrams of these electric circuits and predicting whether electricity flows or will not flow through the circuit.

2. Student demonstrates understanding of electrical energy and magnetism by using experimental data to classify different materials as conductors and insulators.

3. Student demonstrates understanding of electrical energy and magnetism by describing what happens when like and opposite poles of the magnet are placed near each other

• A complete loop is needed through which an electric charge can flow.
• Batteries are a source of electrical energy.
• Electric circuits can produce light, run motors, and create sounds.
• Certain materials are conductors of electricity. Non-conductors of electricity are called insulators
• Magnets have opposite charged poles. When the same poles of magnets are placed near each other, they repel. When the opposite poles of magnets are placed near each other, they attract.

Life Science Structure and Function, Habitats, Ecosystems, Classification (S 3-4: 30; S 3-4: 35, S 3-4: 35; S 3-4: 36; S3-4: 34,

S 3-4: 38)

1. Student demonstrates understanding of structure and function and habitats by explaining how the physical structures/characteristics of an organism allow it to survive and defend itself.

2. Student demonstrates understanding of structure and function and habitats by researching and designing a habitat and explaining how it meets the needs of the organisms that live there.

• Organisms can survive best only in habitats in which their needs are met.
• Organisms have physical characteristics that help them to survive in their environment. These structures enable an organism to: defend itself, obtain food, reproduce, and eliminate waste.

3. Student demonstrates understanding of ecosystems by recognizing the importance of plants in all food chains and explaining how one organism depends upon another organism to survive.

• Food for animals can be traced back to plants.
• Organisms interact with one another in various ways besides providing food (e.g., Many plants depend on animals for carrying their pollen to other plants for fertilizing their flowers).
• Energy derived from food is needed for all organisms (plants and animals) to stay alive and grow.

4. Student demonstrates understanding of classification by describing and sorting plants and animals into groups based on structural similarities and identifying differences in characteristics of a certain type of organism

• The great variety of living things can be sorted into groups in many ways using various characteristics to decide which things belong to which group.
• Organisms of the same kind differ in their individual characteristics/traits (e.g., Even though all dogs are of the same species, they can have very different traits).

Astronomy and Earth Science Solar System, Weather (S 3-4: 44, S 3-4: 48)

1. Student demonstrates understanding characteristics of the solar system by creating a model of the planets and their correct order from the sun.

2. Student demonstrates understanding characteristics of the solar system by modeling how the earth rotating on its axis in relation to the sun and moon (i.e., day and night).

3. Student demonstrates understanding characteristics of the solar system by identifying similar star patterns/or groups from night photographs of the same location at different times of the years.

• The earth is one of several planets that orbit the sun, and the moon orbits the earth
• Like all planets and stars, the earth is approximately spherical in shape. The rotation of the earth on its axis every 24 hours produces the night and day cycle.
• Stars are like the sun, but so far away that they look like points of light. Some are smaller; some are larger than the sun. The patterns of the stars stay the same, although they appear to move across the sky.

4. Student demonstrates understanding of weather as it changes over time by observing, recording and analyzing local weather data and making predictions based on that data. (Everyday Math)

• Weather changes from day to day and over the seasons.
• Weather can be described by measurable quantities (such as temperature, wind direction and speed, precipitation and air pressure

Environmental Science

1. Student demonstrates understanding of the environment by evaluating the impact that one’s choices have on the environment.

• Human activity impacts the environment

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Fourth Grade Science Objectives 2009 – 2010

Nature of Science (S 3-4: 1; S 3-4: 2, S 3-4: 3, S 3-4: 4, S 3-4: 5-8)

Formulating Questions & Hypothesizing

1. Student connects observations to a question and to a prediction.

2. Student makes reasonable predictions based on available evidence.

3. Student supports prediction or question with an explanation.

4. Student analyzes scientific data about systems to generate questions or predictions (showing cause-effect relationships).

Planning & Critiquing Investigations

1. Student identifies types of evidence that answer a question or tests a prediction. Student develops a step-by-step plan to answer a question/test a prediction.

2. Student explains why a procedure is/is not a “fair test” (e.g. control of variables, multiple trials, data collection method)

3. Student explains appropriateness of use of tools, materials, and procedures.

4. Student determines how to collect and record data (e.g. use of table, drawing)

5. Student redesigns investigation based on design flaws or designs new investigation using new evidence.

Conducting Investigations

1. Student uses tools correctly; collects accurate data; measures precisely.

2. Student records and labels all relevant data (e.g. observations, measurement units).

3. Student uses appropriate representations and accurately organizes/displays data (scale for graph, labels table) and observations, (e.g. keys, scale and details in drawings).

4. Student follows and can explain procedures (e.g. multiple trials, control variables)

5. Student interprets all data: summarizes results using key ideas; identifies patterns; connects data to prediction (support/refute); show relationships between variables.

Developing & Evaluating Explanations

1. Student identifies data relevant to task/question.

2. Student classifies data into meaningful categories.

3. Student interprets/analyzes data: Uses evidence to explain interpretations of data trends, justify conclusions, and evaluate significance of data.

4. Student connects task/model to real world example.

5. Student identifies possible experimental error.

6. Student proposes new questions, new predictions, or modified procedures based on results.

Physical Science Properties of Matter, States of Matter (S3-4:9, S 3-4:12, S3-4:13, S 3-4:14, (S3-4:14, S 3-4:48)

1. Student demonstrates understanding of the properties of matter by describing and comparing the properties of selected solids, liquids and gases and experimenting with gases to understand that gases takes up space and have mass.

2. Student demonstrates understanding of the properties of matter by investigating and measuring how the total weight of the parts of a substance, no matter how they are combined, remains the same and drawing conclusions from these data.

• Solids, liquids and gases are states of matter that can be observed, described, and measured.
• Gas is a state of matter that takes up space. Gases take up as much space as you give them.
• Gas is a state of matter that has mass.
• All matter has weight that can be measured. The weight of the whole is the same as the sum of the parts. Most objects/substances are made of smaller parts.

3. Student demonstrates understanding of the states of matter by investigating and explaining what happens to matter as it changes state. Student demonstrates understanding of the states of matter by including describing water as it changes into vapor in the air and reappears as a liquid when it is cooled and explaining how this cycle of water relates to weather and the formation of clouds.

• Adding heat can change a substance from a solid, to a liquid, to a gas.
• Air is a substance that surrounds us, takes up space and whose movement we feel as wind.
• Liquid water is changed by heat from the sun to gas (vapor) and returns to a liquid or solid state when cooled to the freezing point.
• Clouds and fog are made of small drops of water.

Astronomy and Earth Science Earth Materials, Processes and Change Over Time (S 3-4: 46, S3-4: 47, S 3-4: 48, (S 3-4: 47)

1. Student demonstrates understanding of earth materials by observing, identifying, and describing components of soils and rocks.

• Soil is made partly from rock, partly from plant remains and also contains many living organisms.
• Earth materials are solid rocks, soils, water and the gases of the atmosphere.
• Rock is composed of different combinations of minerals. Large rocks can be broken down into small rocks.
• Rocks have properties of color, texture and hardness. Rocks can be classified by their physical properties.

2. Student demonstrates understanding of processes and change over time within earth systems by building models that simulate deposits of sediments (e.g., a stream table) investigating local landforms and comparing them with models created in the classroom.

• Waves, wind, water and ice shape and reshape the earth’s land surface by eroding rock and soil in some areas and depositing them in other areas.

Environmental Science Environment/Sustainability (S 3-4: 49)

1. Student demonstrates understanding of environment/sustainability by evaluating the impact that one’s choices have on our environment and explaining helpful and harmful activities in our society.

• Discarded products contribute to the problem of waste disposal.
• Materials differ widely in the ease with which they can be recycled.
• Human actions that affect the environment have potential benefits and drawbacks.
• The varied earth materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, for growing the plants we use as food, or supporting animal life. Earth materials provide many of the resources that humans use.
• Earth materials have chemical and physical properties that make them useful as building materials, or for growing plants or for fuel.

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Fifth Grade Science Objectives 2009 – 2010

Nature of Science (S 5-6: 1; S 5-6: 2, S 5-6: 3, S5-6: 4, S 5-6: 5-8)

Formulating Questions & Hypothesizing

1. Student identifies variables to generate questions.

2. Student distinguishes between observational, experimental, and research questions.

3. Student develops a logical hypothesis and provides an explanation based on evidence.

Planning & Critiquing Investigations

1. Student designs investigations, identifying variables and constants (fair test) and conducts multiple trials.

2. Student identifies problems/flaws with the experimental design.

3. Student determines how to collect and record data (e.g. use of table, drawing)

Conducting Investigations

1. Student collects and records accurate data from multiple trials.

2. Student determines an appropriate representation including scale, clearly labeled keys, and correct scientific terminology.

Developing & Evaluating Explanations

1. Student analyzes data and identifies relationships of variables based upon evidence.

2. Student prepares a conclusion statement/summary that considers all data.

3. Student explains how experimental findings can be generalized.

4. Student compares own data to other sources.

5. Student interprets/analyzes data: uses evidence to explain interpretations of data trends, justifies conclusions, and evaluates significance of data.

6. Student identifies flaws/problems with experimental design.

Physical Science Motion, Force, Properties of Matter (S 5-6: 19, S5-6: 20, S 3-4: 21, S5-6: 21, S5-6: 22, S 5-6: 9)

1. Student demonstrates understanding of motion by measuring and calculating speed (the distance an object moves over a measured amount of time).

2. Student demonstrates understanding of motion by investigating and identifying evidence of an object’s inertia and explaining their observation in terms of the object’s tendency to resist a change in motion.

• Speed indicates the rate at which an object is traveling.
• Speed is a relationship between the distance an object travels and time elapsed.
• Inertia is the tendency of an object that depends on the object’s mass. The inertia (mass) of an object resists change in the object’s motion (Stationary objects remain stationary; moving objects continue moving: Newton’s First Law).

3. Student demonstrates understanding of force by investigating variables that change an object’s speed, direction, or both, and identifying and describing the forces that cause the change in motion.

4. Student demonstrates understanding of force by investigating and describing how different amounts of force can change the direction and speed of an object in motion.

• A force applied to a moving object will change the object’s speed, direction or both.
• The greater the force, the greater the change of motion.
• Friction is a force that often opposes motion.
• Gravity and magnetism are examples of long-range forces that do not require direct contact of the interacting objects.
• Gravity is the force that holds objects to the earth’s surface, keeps planets, in orbit around the sun and governs the rest of the motion in the solar system.

5. Student demonstrates understanding of the properties of matter by investigating and explaining how the relative volume or mass of an object affects the density of the object.

• All substances have a unique density that depends on the volume (amount of space) that the substance is packed into.
• The relative densities of substances can be observed and described

Life Science/Human Body Cells, Human Body Systems (S 5-6: 30, S 5-6: 32)

1. Student demonstrates understanding of cells by explaining that the cell, as the basic unit of life, has the same survival needs as the organism and identifying and drawing individual cells seen through a microscope.

2. Student diagrams the exchange of materials through a cell membrane.

3. Student demonstrates understanding of cells by explain the relationship between cell, tissue, organ and system.

• All organisms are made of one or more cells. Cells are the basic unit of structure and function in an organism.
• All cells carry out the same basic functions to survive: Obtain food (energy) and materials for growth and repair, Eliminate (recycle) waste, reproduce, Provide for defense
• All cells are enclosed in a membrane that allows materials to pass into and out of the cell.
• Most cells are microscopic.
• In addition to basic functions, cells can carry out “specialized” functions that support the survival of groups of cells and the organism.
• Groups of similar cells connect and work together to form tissue, groups of tissue form organs, and groups of organs form systems.

4. Student demonstrates understanding of human body systems by understanding how internal and external body structures help humans survive and investigating and explaining the interconnected relationship among the body systems (e.g., the effects of exercise on several interdependent body systems, such as respiratory, circulatory, digestive, nervous). (S 5-6: 41)

• There are external and internal structures that provide for the survival needs of human organisms. Skin protects the body from harmful substances and other organisms and from drying out. If germs are able to get inside a person’s body, they may keep it from working properly. Tears, saliva, and skin protect our bodies from germs; The brain gets/gives signals from/to all parts of the body “telling” the body what to do. The skeletal system provides shape and protection for the body’s organs.
• The digestive, respiratory and circulatory systems are connected.
• The digestive system processes the food that cells need. From food, people obtain nutrients and other materials for body repair and growth. The un-digestible parts of food are eliminated. Key structures are mouth, esophagus, stomach, intestine and anus
• The excretory system disposes of cellular waste and the intestinal tract removes solid waste.
• The respiratory system exchanges oxygen and carbon dioxide. By breathing, people take in the oxygen that they need to live. Key structure is the lung
• The circulatory system moves all these substances to and from the cells.
• A change in one system can have an effect on other systems. (e.g., exercise changing heart rate and breathing rate).

Environmental Science Processes and Change within Natural Resources (S 5-6: 49)

1. Student demonstrates understanding of processes and change within natural resources b Student demonstrates understanding of processes and change within natural resources by evaluating the impact that one’s choices have on our environment and explaining helpful and harmful activities in our society.

• Responsible management of the earth’s resources (air, soil, water, trees) is beneficial for the environment and for human use.
• Discarded products contribute to the problem of waste disposal.
• Materials differ widely in the ease with which they can be recycled.
• Human actions that affect the environment have potential benefits and drawbacks.

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Sixth Grade Science Objectives 2009 – 2010

Nature of Science

Formulating Questions & Hypothesizing:

1. Student identifies variables to generate questions and distinguishes between observational, experimental, and research questions.

2. Student develops a logical hypothesis and provides an explanation based on evidence.

Planning & Critiquing Investigations

1. Student designs investigations, identifying variables and constants (fair test)

2. Student identifies problems/flaws with the experimental design.

Conducting Investigations

1. Collects and records accurate data from multiple trials.

2. Determines an appropriate representation including scale, clearly labeled keys, and correct scientific terminology.

Developing & Evaluating Explanations

1. Analyzes data and identifies relationships of variables based upon evidence.

2. Prepares a conclusion statement/summary that considers all data.

3. Explains how experimental findings can be generalized.

Design Technology

1. Students use an iterative design process to apply scientific principles to meet human needs.

Life Science Food Webs, Ecosystems Classification (S 5-6:34, S 5-6:35, S5-6:36, S5-6:37, S 7-8:34, S 7-8:33, S 7-8:38)

1. Student demonstrates understanding of food webs and equilibrium in an ecosystem by developing a model for a food web of a local environment and experimenting with how an environmental change affects the system.

2. Student demonstrates understanding of recycling in an ecosystem by tracing the flow of energy through an ecosystem and identifying the recycling role of decomposers in a variety of situations and explaining how products of decomposition are utilized by the ecosystem to sustain life while conserving mass (e.g., worm farm, compost).

3. Student demonstrates understanding of energy flow in an ecosystem by developing a model that shows the flow of energy through an ecosystem.

4. Student demonstrates understanding of energy flow in an ecosystem by describing how light is transformed into chemical energy by producers and how chemical energy is used by all organisms to sustain life.

5. Student understands classification of organisms by comparing and sorting organisms with similar characteristics into groups based on internal and external structures recognized by scientists.

6. Student understands classification of organisms by recognizing that individuals that can reproduce with one another and produce fertile offspring are classified as a species.

Environmental Science Human Impact, Global Climate Change, Water Cycle (S 5-6: 48, S 5-6:49, S 7-8:48)

1. Student demonstrates understanding of human impact on the functioning of the natural world by calculating an ecological footprint and researching the management of natural resources (both responsible and poor, e.g. pollution, sustainable harvesting).

2. Student understands global climate change by identifying the major gases of earth’s atmosphere and understanding the role of greenhouse gases in global warming.

3. Student demonstrates understanding of the water cycle by diagramming, labeling and explaining the process of the water cycle (e.g., evaporation, precipitation, run-off).

Physical Science Physical and Chemical Change, States and Properties of Matter, Light Energy (S 5-6:14, S 5-6:15, S 5-6: 28, S 7-8:10, S 7-8:19, S 7-8:12, S 7-8:15, S 7-8:28)

1. Student identifies the difference between physical change and chemical change and predicts the effect of heating and cooling on the physical state and the mass of a substance.

2. Student observes evidence of simple chemical change to identify that new substances are formed when a chemical reaction has occurred (e.g., rusted nail, vinegar combined with baking soda).

3. Student demonstrates understanding of properties of matter by illustrating the differences between atoms and molecules.

4. Student demonstrates understanding of properties of matter by recognizing that all living and non-living things are formed from combinations of about 100 elements.

5. Student demonstrates understanding of the states of matter by modeling (plays, models, diagrams) molecular motion of the three states of matter and explaining how that motion defines each state.

6. Student demonstrates understanding of the states of matter by explaining why all three states of matter can be observed in a room that has a uniform temperature.

7. Student demonstrates understanding of chemical change by observing evidence of chemical change and offering qualitative explanations for the observed changes in substances in terms of interaction and rearrangement of the atoms, and the production of new substances with different characteristics, but the same mass as the original substance.

8. Student demonstrates understanding of light energy by designing demonstrations that represent the characteristics of light energy transfer.

9. Student demonstrates understanding of Light Energy by explaining that visible light is made up of colored light waves.

Astronomy and Earth Science Solar System, Earth Systems and Plate Tectonics (S 5-6;44, S 5-6:45, S 5-6:46, S 5-6:47, S 7-8:45S 7-8:480

1. Student understands the motion of the moon, earth, and sun by creating a diagram or model the orbit of the earth around the sun.

2. Student understands the motion of the moon around the earth including phases of the moon and explaining the effects of these motions.

3. Student demonstrates understanding of the seasons by creating a model showing the tilt of the earth on its axis and explaining how the sun’s energy hitting the earth surface creates the seasons.

4. Student understands the relative size and position of the sun/moon and how that influences what we see (e.g. view from the earth, lunar and solar eclipses)

5. Student demonstrates understanding of change in earth systems and plate tectonics by plotting locations of volcanoes and earthquakes and using these data to explain the relationship between location and plate movement.

6. Student demonstrates understanding of change in earth systems and plate tectonics by identifying examples of geologic changes on the earth’s surface, where possible, in the local environment (include slow and fast changes).

7. Students create a model of the earth’s structure and explaining the nature of the layers.

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Seventh & Eighth Grade Science Objectives 2009 – 2010

Nature of Science

Formulating Questions & Hypothesizing

1. Student identifies variables to generate and refine questions.

2. Student develops a logical hypothesis and provides an explanation that identifies the relationship between the variables.

Planning & Critiquing Investigations

1. Student designs investigations, identifying the independent and dependent variables and a control when appropriate.

2. Student identifies, considers and addresses experimental error and identifies ways to strengthen the experiment.

Conducting Investigations

1. Student collects and records accurate data using technology.

2. Student determines an appropriate representation including scale, clearly labeled keys, and correct scientific terminology.

Developing & Evaluating Explanations

1. Student analyzes data and identifies relationships of variables based upon evidence.

2. Student uses scientific concepts, models, and terminology to report results, discuss relationships, and propose new explanations.

3. Student shares conclusion/summary with appropriate audience beyond the research group.

4. Student explains relevance of findings (e.g. “so what”).

Design Technology

1. Students use an iterative design process to apply scientific principles to meet human needs.

Life Science Cells, Human Heredity, Human Body Systems, Human Health/Disease (S 5-6: 39, S 5-6: 42, S 7-8:30, S 7-8:31, S 5-6: 40, S 7-8: 40, S 7-8: 39, S 7-8: 41, S 7-8: 42)

1. Student demonstrates understanding of cells and cell membrane by conducting experiments that investigate how different concentrations of materials (inside and outside a cell) will cause water to flow into or out of cells.

2. Student demonstrates understanding of cells and cell membrane by examining cells under a microscope and identifying cell wall and chloroplasts, and by comparing the function of a common cell structure, such as membrane in all cells, with the function of a unique structure, such as chloroplasts in plant cells.

3. Student demonstrates understanding of cells and cell membrane by examining cells under a microscope, identifying the nucleus and explaining the relationship between genes (located in the nucleus) and traits.

4. Student demonstrates understanding of cell reproduction by explaining that cells come only from other living cells and that genes duplicate in the process of cell division producing an identical copy of the original cell for growth and repair.

5. Student demonstrates understanding of human heredity by identifying that an offspring’s traits are determined by combining the sex cells (female egg and male sperm) of the parents.

6. Student demonstrates understanding of human heredity by explaining how traits are passed on from the instructions of one or more genes that are inherited from the parents.

7. Student demonstrates understanding of human heredity by comparing sexual with asexual reproduction.

8. Student demonstrates understanding of evolution/natural selection by explaining, through engaging in simulations, how a variation in a characteristic (trait) enables an organism to survive in a changing environment, by identifying that traits occur randomly, and by explaining that advantageous traits of organisms are passed on through reproduction.

9. Student understands how human body systems are organized and function together and explains how the human body responds to environmental or biological factors to maintain internal equilibrium.

10. Student develops models that illustrate the human reproductive system.

11. Student understands human health/disease by explaining how a variety of microbes (e.g., virus, bacteria, fungi) and toxic materials can interfere with body systems and cause harm.

12. Student understands human health/disease by explaining the specialized function of white blood cells in the circulatory system.

13. Student understands ecosystems by analyzing the major biomes of earth.

Physical Science: Physical, Properties of a Gas, Heat Energy, Density, Force, Electromagnetism, Magnetism, Electrical Energy (S 7-8: 14, S 7-8: 23,

S 7-8: 13, S 7-8: 23, S 5-6: 9, S 7-8:9, S 7-8: 36, S 7-8: 19, S 7-8: 21, S7-8: 22, S 5-6:26, S 5-6:24, S 7-8: 24, S 5-6: 25)

1. Student demonstrates understanding of physical change by constructing their own models that represent the states of matter at the molecular level and explaining the effect of increased and decreased heat energy on the motion and arrangement of molecules.

2. Student demonstrates understanding of properties of a gas by using real world examples (tires, balloons, soda), predict and explain the effect that a change in one variable (pressure, temperature or volume) will have on the others.

3. Student demonstrates understanding of heat energy by creating a diagram, model, or analogy to explain differences among conduction, convection, and radiation, and using their visual to explain how heat energy travels in different directions and through different materials by each method of energy transfer.

4. Student demonstrates understanding of density by investigating and developing conclusions that explain how the relative volume or mass of an object affects the density of the object.

5. Student demonstrates understanding of density by calculating the density of regularly and irregularly shaped objects.

6. Student understands the flow of energy in a system by explaining the real world application of how energy can be transferred from one form to another and that heat is produced in these transformations.

7. Student understands that the flow of energy in a system energy can be potential or kinetic.

8. Student demonstrates understanding of the relationship between force, mass and motion by designing investigations that illustrate the effect of a change in mass or velocity on an object’s momentum.

9. Student demonstrates understanding of the relationship between force, mass and motion by describing and explaining how the acceleration of an object is proportional to the force on the object and inversely proportional to the mass of the object.

10. Student demonstrates understanding of force by diagramming or describing, after observing a moving object, the forces acting on the object before and after it is put into motion (Student includes in the diagram or description, the effect of these forces on the motion of the object).

11. Student demonstrates understanding of force by describing and explaining the effects of gravitational force on objects and identifying evidence that the force of gravity is relative to the mass of objects and their distance apart.

12. Student demonstrates understanding of electromagnetic forces by exploring and explaining devices that demonstrate the magnetic effects of electricity and the electric effects of moving magnets and exploring and explaining the relationship between the device and the magnetic or electric effect it produces.

13. Student demonstrates understanding of electrical energy by building an electric circuit and explaining the transfer of electrical energy into heat, light, and sound, leaving the system, but not destroyed and predicting the effect of a change in voltage in the circuit system.

14. Student explores, describes and explains the behavior of charged objects (static electricity) in terms of charges and equilibrium.

15. Student demonstrates understanding of magnetism by identifying real world objects that demonstrate and utilize a magnetic force field acting over a distance and distinguishing between objects affected by magnetic force and objects affected by other non-contact forces, using evidence to explain this principle.

Environmental Science Ecosystems, Natural Resource Management, Water Cycle (S 7-8: 36, S 5-6: 49, S 7-8: 49)

1. Student identifies factors that impact a local ecosystem and identifies an abiotic or biotic change in that ecosystem, predicting the short and long-term effects of this change and drawing conclusions about the stability of the system (e.g., local river study).

2. Student demonstrates understanding of natural resource management by investigating natural resources in the community and monitoring/managing them for responsible use.

3. Student demonstrates understanding of natural resource management by identifying a human activity in a local environment and determining the impact of that activity on a specific (local) natural resource.

4. Student demonstrates understanding of natural resource management by researching the impact of different human activities on the earth’s land, waterways and atmosphere, and describing possible effects on the living organisms in those environments.

5. Student demonstrates understanding of natural resource management by explaining how overpopulation of living things can degrade an environment due to increased use of resources

6. Student demonstrates understanding of the water cycle by observing the physical processes of evaporation and condensation, and accounting for the disappearance and appearance of liquid water in terms of molecular motion and conservation of mass.

7. Student demonstrates understanding of the water cycle by diagramming, labeling and explaining the process of the water cycle (precipitation, evaporation, condensation, runoff, ground water, transpiration).

Astronomy and Earth Science Processes and Change Over Time, Fossils (S 5-6:46, S 5-6: 47)

1. Student demonstrates understanding of processes and change over time within earth systems by explaining the processes that occur when rocks are changed from one form to another.

2. Student demonstrates understanding of processes and change over time within earth systems using data about a rock’s physical characteristics to explain the rock’s history and connection to the rock cycle.

3. Student demonstrates understanding of fossils and their evidence of geologic history by determining the relative age of fossils within sedimentary rocks from their location in the strata (i.e. which fossils within a sequence are older).

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