Science
Standards
|
Grade: K |
Back to Big Cat Rescue's Teacher's Resource
|
Big Idea1: A:
Scientific inquiry is a multifaceted activity; The processes of science
include the formulation of scientifically investigable questions,
construction of investigations into those questions, the collection of appropriate
data, the evaluation of the meaning of those data, and the communication of
this evaluation. B: The
processes of science frequently do not correspond to the traditional
portrayal of "the scientific method." C:
Scientific argumentation is a necessary part of scientific inquiry and plays
an important role in the generation and validation of scientific knowledge. D:
Scientific knowledge is based on observation and inference; it is important
to recognize that these are very different things. Not only does science
require creativity in its methods and processes, but also in its questions
and explanations. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.K.N.1.1 |
Collaborate with a partner to
collect information. |
|
SC.K.N.1.2 |
Make observations of the natural
world and know that they are descriptors collected using the five senses. |
|
SC.K.N.1.3 |
Keep records as appropriate -- such
as pictorial records -- of investigations conducted. |
|
SC.K.N.1.4 |
Observe and create a visual
representation of an object which includes its major features. |
|
SC.K.N.1.5 |
Recognize that learning can come
from careful observation. |
|
Big Idea5: Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.K.E.5.1 |
Explore the Law of Gravity by
investigating how objects are pulled toward the ground unless something holds
them up. |
|
SC.K.E.5.2 |
Recognize the repeating pattern of
day and night. |
|
SC.K.E.5.3 |
Recognize that the Sun can only be
seen in the daytime. |
|
SC.K.E.5.4 |
Observe that sometimes the Moon can
be seen at night and sometimes during the day. |
|
SC.K.E.5.5 |
Observe that things can be big and
things can be small as seen from Earth. |
|
SC.K.E.5.6 |
Observe that some objects are far
away and some are nearby as seen from Earth. |
|
Big Idea8: A. All
objects and substances in the world are made of matter. Matter has two
fundamental properties: matter takes up space and matter has mass. B. Objects
and substances can be classified by their physical and chemical properties. Mass is
the amount of matter (or "stuff") in an object. Weight, on the
other hand, is the measure of force of attraction (gravitational force)
between an object and Earth. The
concepts of mass and weight are complicated and potentially confusing to
elementary students. Hence, the more familiar term of "weight" is
recommended for use to stand for both mass and weight in grades K-5. By
grades 6-8, students are expected to understand the distinction between mass
and weight, and use them appropriately. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.K.P.8.1 |
Sort objects by observable
properties, such as size, shape, color, temperature (hot or cold), weight
(heavy or light) and texture. |
|
Big Idea9: A. Matter
can undergo a variety of changes. B. Matter
can be changed physically or chemically. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.K.P.9.1 |
Recognize that the shape of
materials such as paper and clay can be changed by cutting, tearing,
crumpling, smashing, or rolling. |
|
Big Idea10: A. Energy
is involved in all physical processes and is a unifying concept in many areas
of science. B. Energy
exists in many forms and has the ability to do work or cause a change. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.K.P.10.1 |
Observe that things that make sound
vibrate. |
|
Big Idea12: A. Motion
is a key characteristic of all matter that can be observed, described, and
measured. B. The
motion of objects can be changed by forces. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.K.P.12.1 |
Investigate that things move in
different ways, such as fast, slow, etc. |
|
Big Idea13: A. It
takes energy to change the motion of objects. B. Energy
change is understood in terms of forces--pushes or pulls. C. Some
forces act through physical contact, while others act at a distance. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.K.P.13.1 |
Observe that a push or a pull can
change the way an object is moving. |
|
Big Idea14: A. All
plants and animals, including humans, are alike in some ways and different in
others. B. All
plants and animals, including humans, have internal parts and external
structures that function to keep them alive and help them grow and reproduce.
C. Humans
can better understand the natural world through careful observation. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.K.L.14.1 |
Recognize the five senses and related
body parts. |
|
SC.K.L.14.2 |
Recognize that some books and other
media portray animals and plants with characteristics and behaviors they do
not have in real life. |
|
SC.K.L.14.3 |
Observe plants and animals,
describe how they are alike and how they are different in the way they look
and in the things they do. |
|
Grade: 1 |
|
Big Idea1: A: Scientific
inquiry is a multifaceted activity; The processes of science include the
formulation of scientifically investigable questions, construction of
investigations into those questions, the collection of appropriate data, the
evaluation of the meaning of those data, and the communication of this
evaluation. B: The
processes of science frequently do not correspond to the traditional
portrayal of "the scientific method." C:
Scientific argumentation is a necessary part of scientific inquiry and plays
an important role in the generation and validation of scientific knowledge. D:
Scientific knowledge is based on observation and inference; it is important
to recognize that these are very different things. Not only does science
require creativity in its methods and processes, but also in its questions
and explanations. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.1.N.1.1 |
Raise questions about the natural
world, investigate them in teams through free exploration, and generate
appropriate explanations based on those explorations. |
|
SC.1.N.1.2 |
Using the five senses as tools,
make careful observations, describe objects in terms of number, shape,
texture, size, weight, color, and motion, and compare their observations with
others. |
|
SC.1.N.1.3 |
Keep records as appropriate - such
as pictorial and written records - of investigations conducted. |
|
SC.1.N.1.4 |
Ask "how do you know?" in
appropriate situations. |
|
Big Idea5: Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.1.E.5.1 |
Observe and discuss that there are
more stars in the sky than anyone can easily count and that they are not
scattered evenly in the sky. |
|
SC.1.E.5.2 |
Explore the Law of Gravity by
demonstrating that Earth's gravity pulls any object on or near Earth toward
it even though nothing is touching the object. |
|
SC.1.E.5.3 |
Investigate how magnifiers make
things appear bigger and help people see things they could not see without
them. |
|
SC.1.E.5.4 |
Identify the beneficial and harmful
properties of the Sun. |
|
Big Idea6: Humans continue to explore the composition and structure of the surface of the Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's water and natural resources. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.1.E.6.1 |
Recognize that water, rocks, soil,
and living organisms are found on Earth's surface. |
|
SC.1.E.6.2 |
Describe the need for water and how
to be safe around water. |
|
SC.1.E.6.3 |
Recognize that some things in the
world around us happen fast and some happen slowly. |
|
Big Idea8: A. All
objects and substances in the world are made of matter. Matter has two
fundamental properties: matter takes up space and matter has mass. B. Objects
and substances can be classified by their physical and chemical properties.
Mass is the amount of matter (or "stuff") in an object. Weight, on
the other hand, is the measure of force of attraction (gravitational force)
between an object and Earth. The
concepts of mass and weight are complicated and potentially confusing to
elementary students. Hence, the more familiar term of "weight" is
recommended for use to stand for both mass and weight in grades K-5. By
grades 6-8, students are expected to understand the distinction between mass
and weight, and use them appropriately. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.1.P.8.1 |
Sort objects by observable
properties, such as size, shape, color, temperature (hot or cold), weight
(heavy or light), texture, and whether objects sink or float. |
|
Big Idea12: A. Motion
is a key characteristic of all matter that can be observed, described, and
measured. B. The
motion of objects can be changed by forces. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.1.P.12.1 |
Demonstrate and describe the
various ways that objects can move, such as in a straight line, zigzag,
back-and-forth, round-and-round, fast, and slow. |
|
Big Idea13: A. It
takes energy to change the motion of objects. B. Energy
change is understood in terms of forces--pushes or pulls. C. Some
forces act through physical contact, while others act at a distance. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.1.P.13.1 |
Demonstrate that the way to change
the motion of an object is by applying a push or a pull. |
|
Big Idea14: A. All
plants and animals, including humans, are alike in some ways and different in
others. B. All
plants and animals, including humans, have internal parts and external
structures that function to keep them alive and help them grow and reproduce.
C. Humans
can better understand the natural world through careful observation. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.1.L.14.1 |
Make observations of living things
and their environment using the five senses. |
|
SC.1.L.14.2 |
Identify the major parts of plants,
including stem, roots, leaves, and flowers. |
|
SC.1.L.14.3 |
Differentiate between living and
nonliving things. |
|
Big Idea16: A. Offspring
of plants and animals are similar to, but not exactly like, their parents or
each other. B. Life
cycles vary among organisms, but reproduction is a major stage in the life
cycle of all organisms. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.1.L.16.1 |
Make observations that plants and
animals closely resemble their parents, but variations exist among
individuals within a population. |
|
Big Idea17: A. Plants
and animals, including humans, interact with and depend upon each other and
their environment to satisfy their basic needs. B. Both
human activities and natural events can have major impacts on the
environment. C. Energy
flows from the sun through producers to consumers. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.1.L.17.1 |
Through observation, recognize that
all plants and animals, including humans, need the basic necessities of air,
water, food, and space. |
|
Grade: 2 |
|
Big Idea1: A:
Scientific inquiry is a multifaceted activity; The processes of science
include the formulation of scientifically investigable questions,
construction of investigations into those questions, the collection of
appropriate data, the evaluation of the meaning of those data, and the
communication of this evaluation. B: The
processes of science frequently do not correspond to the traditional
portrayal of "the scientific method." C:
Scientific argumentation is a necessary part of scientific inquiry and plays
an important role in the generation and validation of scientific knowledge. D:
Scientific knowledge is based on observation and inference; it is important
to recognize that these are very different things. Not only does science
require creativity in its methods and processes, but also in its questions
and explanations. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.2.N.1.1 |
Raise questions about the natural
world, investigate them in teams through free exploration and systematic
observations, and generate appropriate explanations based on those
explorations. |
|
SC.2.N.1.2 |
Compare the observations made by
different groups using the same tools. |
|
SC.2.N.1.3 |
Ask "how do you know?" in
appropriate situations and attempt reasonable answers when asked the same
question by others. |
|
SC.2.N.1.4 |
Explain how particular scientific
investigations should yield similar conclusions when repeated. |
|
SC.2.N.1.5 |
Distinguish between empirical
observation (what you see, hear, feel, smell, or taste) and ideas or
inferences (what you think). |
|
SC.2.N.1.6 |
Explain how scientists alone or in
groups are always investigating new ways to solve problems. |
|
Big Idea6: Humans continue to explore the composition and structure of the surface of Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth’s water and natural resources. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.2.E.6.1 |
Recognize that Earth is made up of
rocks. Rocks come in many sizes and shapes. |
|
SC.2.E.6.2 |
Describe how small pieces of rock
and dead plant and animal parts can be the basis of soil and explain the
process by which soil is formed. |
|
SC.2.E.6.3 |
Classify soil types based on color,
texture (size of particles), the ability to retain water, and the ability to
support the growth of plants. |
|
Big Idea7: Humans continue to explore the interactions among water, air, and land. Air and water are in constant motion that results in changing conditions that can be observed over time. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.2.E.7.1 |
Compare and describe changing
patterns in nature that repeat themselves, such as weather conditions
including temperature and precipitation, day to day and season to season. |
|
SC.2.E.7.2 |
Investigate by observing and
measuring, that the Sun's energy directly and indirectly warms the water,
land, and air. |
|
SC.2.E.7.3 |
Investigate, observe and describe
how water left in an open container disappears (evaporates), but water in a
closed container does not disappear (evaporate). |
|
SC.2.E.7.4 |
Investigate that air is all around
us and that moving air is wind. |
|
SC.2.E.7.5 |
State the importance of preparing
for severe weather, lightning, and other weather related events. |
|
Big Idea8: A. All
objects and substances in the world are made of matter. Matter has two
fundamental properties: matter takes up space and matter has mass. B. Objects
and substances can be classified by their physical and chemical properties. Mass is
the amount of matter (or "stuff") in an object. Weight, on the
other hand, is the measure of force of attraction (gravitational force)
between an object and Earth. The
concepts of mass and weight are complicated and potentially confusing to
elementary students. Hence, the more familiar term of "weight" is
recommended for use to stand for both mass and weight in grades K-5. By
grades 6-8, students are expected to understand the distinction between mass
and weight, and use them appropriately. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.2.P.8.1 |
Observe and measure objects in
terms of their properties, including size, shape, color, temperature, weight,
texture, sinking or floating in water, and attraction and repulsion of
magnets. |
|
SC.2.P.8.2 |
Identify objects and materials as
solid, liquid, or gas. |
|
SC.2.P.8.3 |
Recognize that solids have a
definite shape and that liquids and gases take the shape of their container. |
|
SC.2.P.8.4 |
Observe and describe water in its
solid, liquid, and gaseous states. |
|
SC.2.P.8.5 |
Measure and compare temperatures
taken every day at the same time. |
|
SC.2.P.8.6 |
Measure and compare the volume of
liquids using containers of various shapes and sizes. |
|
Big Idea9: A. Matter
can undergo a variety of changes. B. Matter
can be changed physically or chemically. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.2.P.9.1 |
Investigate that materials can be
altered to change some of their properties, but not all materials respond the
same way to any one alteration. |
|
Big Idea10: A. Energy
is involved in all physical processes and is a unifying concept in many areas
of science. B. Energy
exists in many forms and has the ability to do work or cause a change. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.2.P.10.1 |
Discuss that people use electricity
or other forms of energy to cook their food, cool or warm their homes, and
power their cars. |
|
Big Idea13: A. It
takes energy to change the motion of objects. B. Energy
change is understood in terms of forces--pushes or pulls. C. Some
forces act through physical contact, while others act at a distance. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.2.P.13.1 |
Investigate the effect of applying
various pushes and pulls on different objects. |
|
SC.2.P.13.2 |
Demonstrate that magnets can be
used to make some things move without touching them. |
|
SC.2.P.13.3 |
Recognize that objects are pulled
toward the ground unless something holds them up. |
|
SC.2.P.13.4 |
Demonstrate that the greater the
force (push or pull) applied to an object, the greater the change in motion
of the object. |
|
Big Idea14: A. All
plants and animals, including humans, are alike in some ways and different in
others. B. All
plants and animals, including humans, have internal parts and external
structures that function to keep them alive and help them grow and reproduce.
C. Humans
can better understand the natural world through careful observation. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.2.L.14.1 |
Distinguish human body parts
(brain, heart, lungs, stomach, muscles, and skeleton) and their basic
functions. |
|
Big Idea16: A.
Offspring of plants and animals are similar to, but not exactly like, their
parents or each other. B. Life
cycles vary among organisms, but reproduction is a major stage in the life
cycle of all organisms. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.2.L.16.1 |
Observe and describe major stages
in the life cycles of plants and animals, including beans and butterflies. |
|
Big Idea17: A. Plants
and animals, including humans, interact with and depend upon each other and
their environment to satisfy their basic needs. B. Both
human activities and natural events can have major impacts on the
environment. C. Energy
flows from the sun through producers to consumers. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.2.L.17.1 |
Compare and contrast the basic
needs that all living things, including humans, have for survival. |
|
SC.2.L.17.2 |
Recognize and explain that living
things are found all over Earth, but each is only able to live in habitats
that meet its basic needs. |
|
Grade: 3 |
|
Big Idea1: A:
Scientific inquiry is a multifaceted activity; The processes of science
include the formulation of scientifically investigable questions,
construction of investigations into those questions, the collection of
appropriate data, the evaluation of the meaning of those data, and the
communication of this evaluation. B: The
processes of science frequently do not correspond to the traditional
portrayal of "the scientific method." C:
Scientific argumentation is a necessary part of scientific inquiry and plays
an important role in the generation and validation of scientific knowledge. D:
Scientific knowledge is based on observation and inference; it is important
to recognize that these are very different things. Not only does science
require creativity in its methods and processes, but also in its questions
and explanations. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.3.N.1.1 |
Raise questions about the natural
world, investigate them individually and in teams through free exploration
and systematic investigations, and generate appropriate explanations based on
those explorations. |
|
SC.3.N.1.2 |
Compare the observations made by
different groups using the same tools and seek reasons to explain the
differences across groups. |
|
SC.3.N.1.3 |
Keep records as appropriate, such
as pictorial, written, or simple charts and graphs, of investigations
conducted. |
|
SC.3.N.1.4 |
Recognize the importance of
communication among scientists. |
|
SC.3.N.1.5 |
Recognize that scientists question,
discuss, and check each others' evidence and explanations. |
|
SC.3.N.1.6 |
Infer based on observation. |
|
SC.3.N.1.7 |
Explain that empirical evidence is
information, such as observations or measurements, that is used to help
validate explanations of natural phenomena. |
|
Big Idea3: The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions within science. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.3.N.3.1 |
Recognize that words in science can
have different or more specific meanings than their use in everyday language;
for example, energy, cell, heat/cold, and evidence. |
|
SC.3.N.3.2 |
Recognize that scientists use
models to help understand and explain how things work. |
|
SC.3.N.3.3 |
Recognize that all models are
approximations of natural phenomena; as such, they do not perfectly account
for all observations. |
|
Big Idea5: Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.3.E.5.1 |
Explain that stars can be
different; some are smaller, some are larger, and some appear brighter than
others; all except the Sun are so far away that they look like points of
light. |
|
SC.3.E.5.2 |
Identify the Sun as a star that
emits energy; some of it in the form of light. |
|
SC.3.E.5.3 |
Recognize that the Sun appears
large and bright because it is the closest star to Earth. |
|
SC.3.E.5.4 |
Explore the Law of Gravity by
demonstrating that gravity is a force that can be overcome. |
|
SC.3.E.5.5 |
Investigate that the number of
stars that can be seen through telescopes is dramatically greater than those
seen by the unaided eye. |
|
Big Idea6: Humans continue to explore the composition and structure of the surface of Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth’s water and natural resources. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.3.E.6.1 |
Demonstrate that radiant energy
from the Sun can heat objects and when the Sun is not present, heat may be
lost. |
|
Big Idea8: A. All
objects and substances in the world are made of matter. Matter has two
fundamental properties: matter takes up space and matter has mass. B. Objects
and substances can be classified by their physical and chemical properties.
Mass is the amount of matter (or "stuff") in an object. Weight, on
the other hand, is the measure of force of attraction (gravitational force)
between an object and Earth. The
concepts of mass and weight are complicated and potentially confusing to
elementary students. Hence, the more familiar term of "weight" is
recommended for use to stand for both mass and weight in grades K-5. By
grades 6-8, students are expected to understand the distinction between mass
and weight, and use them appropriately. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.3.P.8.1 |
Measure and compare temperatures of
various samples of solids and liquids. |
|
SC.3.P.8.2 |
Measure and compare the mass and
volume of solids and liquids. |
|
SC.3.P.8.3 |
Compare materials and objects
according to properties such as size, shape, color, texture, and hardness. |
|
Big Idea9: A. Matter
can undergo a variety of changes. B. Matter
can be changed physically or chemically. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.3.P.9.1 |
Describe the changes water
undergoes when it changes state through heating and cooling by using familiar
scientific terms such as melting, freezing, boiling, evaporation, and
condensation. |
|
Big Idea10: A. Energy
is involved in all physical processes and is a unifying concept in many areas
of science. B. Energy
exists in many forms and has the ability to do work or cause a change. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.3.P.10.1 |
Identify some basic forms of energy
such as light, heat, sound, electrical, and mechanical. |
|
SC.3.P.10.2 |
Recognize that energy has the
ability to cause motion or create change. |
|
SC.3.P.10.3 |
Demonstrate that light travels in a
straight line until it strikes an object or travels from one medium to
another. |
|
SC.3.P.10.4 |
Demonstrate that light can be
reflected, refracted, and absorbed. |
|
Big Idea11: A. Waves
involve a transfer of energy without a transfer of matter. B. Water
and sound waves transfer energy through a material. C. Light
waves can travel through a vacuum and through matter. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.3.P.11.1 |
Investigate, observe, and explain
that things that give off light often also give off heat. |
|
SC.3.P.11.2 |
Investigate, observe, and explain
that heat is produced when one object rubs against another, such as rubbing
one's hands together. |
|
Big Idea14: A. All
plants and animals, including humans, are alike in some ways and different in
others. B. All
plants and animals, including humans, have internal parts and external
structures that function to keep them alive and help them grow and reproduce.
C. Humans
can better understand the natural world through careful observation. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.3.L.14.1 |
Describe structures in plants and
their roles in food production, support, water and nutrient transport, and
reproduction. |
|
SC.3.L.14.2 |
Investigate and describe how plants
respond to stimuli (heat, light, gravity), such as the way plant stems grow
toward light and their roots grow downward in response to gravity. |
|
Big Idea15: A. Earth
is home to a great diversity of living things, but changes in the environment
can affect their survival. B.
Individuals of the same kind often differ in their characteristics and
sometimes the differences give individuals an advantage in surviving and
reproducing. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.3.L.15.1 |
Classify animals into major groups
(mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and
invertebrates, those having live births and those which lay eggs) according
to their physical characteristics and behaviors. |
|
SC.3.L.15.2 |
Classify flowering and nonflowering
plants into major groups such as those that produce seeds, or those like
ferns and mosses that produce spores, according to their physical
characteristics. |
|
Big Idea17: A. Plants
and animals, including humans, interact with and depend upon each other and
their environment to satisfy their basic needs. B. Both
human activities and natural events can have major impacts on the
environment. C. Energy
flows from the sun through producers to consumers. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.3.L.17.1 |
Describe how animals and plants
respond to changing seasons. |
|
SC.3.L.17.2 |
Recognize that plants use energy
from the Sun, air, and water to make their own food. |
|
Grade: 4 |
|
Big Idea1: A:
Scientific inquiry is a multifaceted activity; The processes of science
include the formulation of scientifically investigable questions,
construction of investigations into those questions, the collection of
appropriate data, the evaluation of the meaning of those data, and the
communication of this evaluation. B: The
processes of science frequently do not correspond to the traditional
portrayal of "the scientific method." C:
Scientific argumentation is a necessary part of scientific inquiry and plays
an important role in the generation and validation of scientific knowledge. D:
Scientific knowledge is based on observation and inference; it is important
to recognize that these are very different things. Not only does science
require creativity in its methods and processes, but also in its questions
and explanations. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.4.N.1.1 |
Raise questions about the natural
world, use appropriate reference materials that support understanding to
obtain information (identifying the source), conduct both individual and team
investigations through free exploration and systematic investigations, and
generate appropriate explanations based on those explorations. |
|
SC.4.N.1.2 |
Compare the observations made by
different groups using multiple tools and seek reasons to explain the
differences across groups. |
|
SC.4.N.1.3 |
Explain that science does not
always follow a rigidly defined method ("the scientific method")
but that science does involve the use of observations and empirical evidence. |
|
SC.4.N.1.4 |
Attempt reasonable answers to
scientific questions and cite evidence in support. |
|
SC.4.N.1.5 |
Compare the methods and results of
investigations done by other classmates. |
|
SC.4.N.1.6 |
Keep records that describe
observations made, carefully distinguishing actual observations from ideas
and inferences about the observations. |
|
SC.4.N.1.7 |
Recognize and explain that
scientists base their explanations on evidence. |
|
SC.4.N.1.8 |
Recognize that science involves
creativity in designing experiments. |
|
Big Idea2: A:
Scientific knowledge is based on empirical evidence, and is appropriate for
understanding the natural world, but it provides only a limited understanding
of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy,
or religion. B:
Scientific knowledge is durable and robust, but open to change. C: Because
science is based on empirical evidence it strives for objectivity, but as it
is a human endeavor the processes, methods, and knowledge of science include
subjectivity, as well as creativity and discovery. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.4.N.2.1 |
Explain that science focuses solely
on the natural world. |
|
Big Idea3: The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions within science. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.4.N.3.1 |
Explain that models can be three
dimensional, two dimensional, an explanation in your mind, or a computer
model. |
|
Big Idea5: Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.4.E.5.1 |
Observe that the patterns of stars
in the sky stay the same although they appear to shift across the sky
nightly, and different stars can be seen in different seasons. |
|
SC.4.E.5.2 |
Describe the changes in the
observable shape of the moon over the course of about a month. |
|
SC.4.E.5.3 |
Recognize that Earth revolves
around the Sun in a year and rotates on its axis in a 24-hour day. |
|
SC.4.E.5.4 |
Relate that the rotation of Earth
(day and night) and apparent movements of the Sun, Moon, and stars are
connected. |
|
SC.4.E.5.5 |
Investigate and report the effects
of space research and exploration on the economy and culture of Florida. |
|
Big Idea6: Humans continue to explore the composition and structure of the surface of Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth’s water and natural resources. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.4.E.6.1 |
Identify the three categories of
rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks
and fossilized organisms); and metamorphic (formed from heat and pressure). |
|
SC.4.E.6.2 |
Identify the physical properties of
common earth-forming minerals, including hardness, color, luster, cleavage,
and streak color, and recognize the role of minerals in the formation of
rocks. |
|
SC.4.E.6.3 |
Recognize that humans need
resources found on Earth and that these are either renewable or nonrenewable. |
|
SC.4.E.6.4 |
Describe the basic differences
between physical weathering (breaking down of rock by wind, water, ice,
temperature change, and plants) and erosion (movement of rock by gravity,
wind, water, and ice). |
|
SC.4.E.6.5 |
Investigate how technology and
tools help to extend the ability of humans to observe very small things and
very large things. |
|
SC.4.E.6.6 |
Identify resources available in
Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy). |
|
Big Idea8: A. All
objects and substances in the world are made of matter. Matter has two
fundamental properties: matter takes up space and matter has mass. B. Objects
and substances can be classified by their physical and chemical properties.
Mass is the amount of matter (or "stuff") in an object. Weight, on
the other hand, is the measure of force of attraction (gravitational force)
between an object and Earth. The
concepts of mass and weight are complicated and potentially confusing to
elementary students. Hence, the more familiar term of "weight" is
recommended for use to stand for both mass and weight in grades K-5. By
grades 6-8, students are expected to understand the distinction between mass
and weight, and use them appropriately. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.4.P.8.1 |
Measure and compare objects and
materials based on their physical properties including: mass, shape, volume,
color, hardness, texture, odor, taste, attraction to magnets. |
|
SC.4.P.8.2 |
Identify properties and common uses
of water in each of its states. |
|
SC.4.P.8.3 |
Explore the Law of Conservation of
Mass by demonstrating that the mass of a whole object is always the same as
the sum of the masses of its parts. |
|
SC.4.P.8.4 |
Investigate and describe that
magnets can attract magnetic materials and attract and repel other magnets. |
|
Big Idea9: A. Matter
can undergo a variety of changes. B. Matter
can be changed physically or chemically. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.4.P.9.1 |
Identify some familiar changes in
materials that result in other materials with different characteristics, such
as decaying animal or plant matter, burning, rusting, and cooking. |
|
Big Idea10: A. Energy
is involved in all physical processes and is a unifying concept in many areas
of science. B. Energy
exists in many forms and has the ability to do work or cause a change. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.4.P.10.1 |
Observe and describe some basic
forms of energy, including light, heat, sound, electrical, and the energy of
motion. |
|
SC.4.P.10.2 |
Investigate and describe that
energy has the ability to cause motion or create change. |
|
SC.4.P.10.3 |
Investigate and explain that sound
is produced by vibrating objects and that pitch depends on how fast or slow
the object vibrates. |
|
SC.4.P.10.4 |
Describe how moving water and air
are sources of energy and can be used to move things. |
|
Big Idea11: A. Waves
involve a transfer of energy without a transfer of matter. B. Water
and sound waves transfer energy through a material. C. Light
waves can travel through a vacuum and through matter. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.4.P.11.1 |
Recognize that heat flows from a
hot object to a cold object and that heat flow may cause materials to change
temperature. |
|
SC.4.P.11.2 |
Identify common materials that
conduct heat well or poorly. |
|
Big Idea12: A. Motion
is a key characteristic of all matter that can be observed, described, and
measured. B. The
motion of objects can be changed by forces. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.4.P.12.1 |
Recognize that an object in motion
always changes its position and may change its direction. |
|
SC.4.P.12.2 |
Investigate and describe that the
speed of an object is determined by the distance it travels in a unit of time
and that objects can move at different speeds. |
|
Big Idea16: A.
Offspring of plants and animals are similar to, but not exactly like, their
parents or each other. B. Life
cycles vary among organisms, but reproduction is a major stage in the life
cycle of all organisms. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.4.L.16.1 |
Identify processes of sexual
reproduction in flowering plants, including pollination, fertilization (seed
production), seed dispersal, and germination. |
|
SC.4.L.16.2 |
Explain that although
characteristics of plants and animals are inherited, some characteristics can
be affected by the environment. |
|
SC.4.L.16.3 |
Recognize that animal behaviors may
be shaped by heredity and learning. |
|
SC.4.L.16.4 |
Compare and contrast the major
stages in the life cycles of Florida plants and animals, such as those that
undergo incomplete and complete metamorphosis, and flowering and nonflowering
seed-bearing plants. |
|
Big Idea17: A. Plants
and animals, including humans, interact with and depend upon each other and
their environment to satisfy their basic needs. B. Both
human activities and natural events can have major impacts on the
environment. C. Energy
flows from the sun through producers to consumers. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.4.L.17.1 |
Compare the seasonal changes in
Florida plants and animals to those in other regions of the country. |
|
SC.4.L.17.2 |
Explain that animals, including
humans, cannot make their own food and that when animals eat plants or other
animals, the energy stored in the food source is passed to them. |
|
SC.4.L.17.3 |
Trace the flow of energy from the
Sun as it is transferred along the food chain through the producers to the
consumers. |
|
SC.4.L.17.4 |
Recognize ways plants and animals,
including humans, can impact the environment. |
|
Grade: 5 |
|
Big Idea1: A:
Scientific inquiry is a multifaceted activity; The processes of science
include the formulation of scientifically investigable questions,
construction of investigations into those questions, the collection of
appropriate data, the evaluation of the meaning of those data, and the
communication of this evaluation. B: The
processes of science frequently do not correspond to the traditional
portrayal of "the scientific method." C:
Scientific argumentation is a necessary part of scientific inquiry and plays
an important role in the generation and validation of scientific knowledge. D:
Scientific knowledge is based on observation and inference; it is important
to recognize that these are very different things. Not only does science
require creativity in its methods and processes, but also in its questions
and explanations. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.5.N.1.1 |
Define a problem, use appropriate
reference materials to support scientific understanding, plan and carry out
scientific investigations of various types such as: systematic observations,
experiments requiring the identification of variables, collecting and
organizing data, interpreting data in charts, tables, and graphics, analyze
information, make predictions, and defend conclusions. |
|
SC.5.N.1.2 |
Explain the difference between an
experiment and other types of scientific investigation. |
|
SC.5.N.1.3 |
Recognize and explain the need for
repeated experimental trials. |
|
SC.5.N.1.4 |
Identify a control group and
explain its importance in an experiment. |
|
SC.5.N.1.5 |
Recognize and explain that
authentic scientific investigation frequently does not parallel the steps of
"the scientific method." |
|
SC.5.N.1.6 |
Recognize and explain the
difference between personal opinion/interpretation and verified observation. |
|
Big Idea2: A:
Scientific knowledge is based on empirical evidence, and is appropriate for
understanding the natural world, but it provides only a limited understanding
of the supernatural, aesthetic, or other ways of knowing, such as art,
philosophy, or religion. B:
Scientific knowledge is durable and robust, but open to change. C: Because
science is based on empirical evidence it strives for objectivity, but as it
is a human endeavor the processes, methods, and knowledge of science include
subjectivity, as well as creativity and discovery. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.5.N.2.1 |
Recognize and explain that science
is grounded in empirical observations that are testable; explanation must
always be linked with evidence. |
|
SC.5.N.2.2 |
Recognize and explain that when
scientific investigations are carried out, the evidence produced by those
investigations should be replicable by others. |
|
Big Idea5: Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.5.E.5.1 |
Recognize that a galaxy consists of
gas, dust, and many stars, including any objects orbiting the stars. Identify
our home galaxy as the Milky Way. |
|
SC.5.E.5.2 |
Recognize the major common
characteristics of all planets and compare/contrast the properties of inner
and outer planets. |
|
SC.5.E.5.3 |
Distinguish among the following
objects of the Solar System -- Sun, planets, moons, asteroids, comets -- and
identify Earth's position in it. |
|
Big Idea7: Humans continue to explore the interactions among water, air, and land. Air and water are in constant motion that results in changing conditions that can be observed over time. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.5.E.7.1 |
Create a model to explain the parts
of the water cycle. Water can be a gas, a liquid, or a solid and can go back
and forth from one state to another. |
|
SC.5.E.7.2 |
Recognize that the ocean is an
integral part of the water cycle and is connected to all of Earth's water
reservoirs via evaporation and precipitation processes. |
|
SC.5.E.7.3 |
Recognize how air temperature,
barometric pressure, humidity, wind speed and direction, and precipitation
determine the weather in a particular place and time. |
|
SC.5.E.7.4 |
Distinguish among the various forms
of precipitation (rain, snow, sleet, and hail), making connections to the
weather in a particular place and time. |
|
SC.5.E.7.5 |
Recognize that some of the
weather-related differences, such as temperature and humidity, are found
among different environments, such as swamps, deserts, and mountains. |
|
SC.5.E.7.6 |
Describe characteristics
(temperature and precipitation) of different climate zones as they relate to
latitude, elevation, and proximity to bodies of water. |
|
SC.5.E.7.7 |
Design a family preparedness plan
for natural disasters and identify the reasons for having such a plan. |
|
Big Idea8: A. All
objects and substances in the world are made of matter. Matter has two
fundamental properties: matter takes up space and matter has mass. B. Objects
and substances can be classified by their physical and chemical properties.
Mass is the amount of matter (or "stuff") in an object. Weight, on
the other hand, is the measure of force of attraction (gravitational force)
between an object and Earth. The
concepts of mass and weight are complicated and potentially confusing to
elementary students. Hence, the more familiar term of "weight" is
recommended for use to stand for both mass and weight in grades K-5. By
grades 6-8, students are expected to understand the distinction between mass
and weight, and use them appropriately. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.5.P.8.1 |
Compare and contrast the basic
properties of solids, liquids, and gases, such as mass, volume, color,
texture, and temperature. |
|
SC.5.P.8.2 |
Investigate and identify materials
that will dissolve in water and those that will not and identify the
conditions that will speed up or slow down the dissolving process. |
|
SC.5.P.8.3 |
Demonstrate and explain that
mixtures of solids can be separated based on observable properties of their
parts such as particle size, shape, color, and magnetic attraction. |
|
SC.5.P.8.4 |
Explore the scientific theory of
atoms (also called atomic theory) by recognizing that all matter is composed
of parts that are too small to be seen without magnification. |
|
Big Idea9: A. Matter
can undergo a variety of changes. B. Matter
can be changed physically or chemically. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.5.P.9.1 |
Investigate and describe that many
physical and chemical changes are affected by temperature. |
|
Big Idea10: A. Energy
is involved in all physical processes and is a unifying concept in many areas
of science. B. Energy
exists in many forms and has the ability to do work or cause a change. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.5.P.10.1 |
Investigate and describe some basic
forms of energy, including light, heat, sound, electrical, chemical, and
mechanical. |
|
SC.5.P.10.2 |
Investigate and explain that energy
has the ability to cause motion or create change. |
|
SC.5.P.10.3 |
Investigate and explain that an
electrically-charged object can attract an uncharged object and can either
attract or repel another charged object without any contact between the
objects. |
|
SC.5.P.10.4 |
Investigate and explain that
electrical energy can be transformed into heat, light, and sound energy, as
well as the energy of motion. |
|
Big Idea11: A. Waves
involve a transfer of energy without a transfer of matter. B. Water
and sound waves transfer energy through a material. C. Light
waves can travel through a vacuum and through matter. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.5.P.11.1 |
Investigate and illustrate the fact
that the flow of electricity requires a closed circuit (a complete loop). |
|
SC.5.P.11.2 |
Identify and classify materials
that conduct electricity and materials that do not. |
|
Big Idea13: A. It
takes energy to change the motion of objects. B. Energy
change is understood in terms of forces--pushes or pulls. C. Some
forces act through physical contact, while others act at a distance. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.5.P.13.1 |
Identify familiar forces that cause
objects to move, such as pushes or pulls, including gravity acting on falling
objects. |
|
SC.5.P.13.2 |
Investigate and describe that the
greater the force applied to it, the greater the change in motion of a given
object. |
|
SC.5.P.13.3 |
Investigate and describe that the
more mass an object has, the less effect a given force will have on the
object's motion. |
|
SC.5.P.13.4 |
Investigate and explain that when a
force is applied to an object but it does not move, it is because another
opposing force is being applied by something in the environment so that the
forces are balanced. |
|
Big Idea14: A. All
plants and animals, including humans, are alike in some ways and different in
others. B. All
plants and animals, including humans, have internal parts and external
structures that function to keep them alive and help them grow and reproduce.
C. Humans
can better understand the natural world through careful observation. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.5.L.14.1 |
Identify the organs in the human
body and describe their functions, including the skin, brain, heart, lungs,
stomach, liver, intestines, pancreas, muscles and skeleton, reproductive
organs, kidneys, bladder, and sensory organs. |
|
SC.5.L.14.2 |
Compare and contrast the function
of organs and other physical structures of plants and animals, including
humans, for example: some animals have skeletons for support -- some with
internal skeletons others with exoskeletons -- while some plants have stems
for support. |
|
Big Idea15: A. Earth
is home to a great diversity of living things, but changes in the environment
can affect their survival. B.
Individuals of the same kind often differ in their characteristics and
sometimes the differences give individuals an advantage in surviving and
reproducing. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.5.L.15.1 |
Describe how, when the environment
changes, differences between individuals allow some plants and animals to
survive and reproduce while others die or move to new locations. |
|
Big Idea17: A. Plants
and animals, including humans, interact with and depend upon each other and
their environment to satisfy their basic needs. B. Both
human activities and natural events can have major impacts on the
environment. C. Energy
flows from the sun through producers to consumers. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.5.L.17.1 |
Compare and contrast adaptations
displayed by animals and plants that enable them to survive in different
environments such as life cycles variations, animal behaviors and physical
characteristics. |
|
Grade: 6 |
|
Big Idea1: A:
Scientific inquiry is a multifaceted activity; The processes of science
include the formulation of scientifically investigable questions,
construction of investigations into those questions, the collection of
appropriate data, the evaluation of the meaning of those data, and the communication
of this evaluation. B: The
processes of science frequently do not correspond to the traditional
portrayal of "the scientific method." C:
Scientific argumentation is a necessary part of scientific inquiry and plays
an important role in the generation and validation of scientific knowledge. D:
Scientific knowledge is based on observation and inference; it is important
to recognize that these are very different things. Not only does science
require creativity in its methods and processes, but also in its questions
and explanations. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.6.N.1.1 |
Define a problem from the sixth
grade curriculum, use appropriate reference materials to support scientific
understanding, plan and carry out scientific investigation of various types,
such as systematic observations or experiments, identify variables, collect
and organize data, interpret data in charts, tables, and graphics, analyze
information, make predictions, and defend conclusions. |
|
SC.6.N.1.2 |
Explain why scientific
investigations should be replicable. |
|
SC.6.N.1.3 |
Explain the difference between an
experiment and other types of scientific investigation, and explain the relative
benefits and limitations of each. |
|
SC.6.N.1.4 |
Discuss, compare, and negotiate
methods used, results obtained, and explanations among groups of students
conducting the same investigation. |
|
SC.6.N.1.5 |
Recognize that science involves
creativity, not just in designing experiments, but also in creating
explanations that fit evidence. |
|
Big Idea2: A:
Scientific knowledge is based on empirical evidence, and is appropriate for
understanding the natural world, but it provides only a limited understanding
of the supernatural, aesthetic, or other ways of knowing, such as art,
philosophy, or religion. B:
Scientific knowledge is durable and robust, but open to change. C: Because
science is based on empirical evidence it strives for objectivity, but as it
is a human endeavor the processes, methods, and knowledge of science include
subjectivity, as well as creativity and discovery. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.6.N.2.1 |
Distinguish science from other
activities involving thought. |
|
SC.6.N.2.2 |
Explain that scientific knowledge
is durable because it is open to change as new evidence or interpretations
are encountered. |
|
SC.6.N.2.3 |
Recognize that scientists who make
contributions to scientific knowledge come from all kinds of backgrounds and
possess varied talents, interests, and goals. |
|
Big Idea3: The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions within science. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.6.N.3.1 |
Recognize and explain that a
scientific theory is a well-supported and widely accepted explanation of
nature and is not simply a claim posed by an individual. Thus,
the use of the term theory in science is very different than how it is used
in everyday life. |
|
SC.6.N.3.2 |
Recognize and explain that a
scientific law is a description of a specific relationship under given conditions
in the natural world. Thus, scientific laws are different from societal laws.
|
|
SC.6.N.3.3 |
Give several examples of scientific
laws. |
|
SC.6.N.3.4 |
Identify the role of models in the
context of the sixth grade science benchmarks. |
|
Big Idea6: Over geologic time, internal and external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.6.E.6.1 |
Describe and give examples of ways
in which Earth's surface is built up and torn down by physical and chemical
weathering, erosion, and deposition. |
|
SC.6.E.6.2 |
Recognize that there are a variety
of different landforms on Earth's surface such as coastlines, dunes, rivers,
mountains, glaciers, deltas, and lakes and relate these landforms as they
apply to Florida. |
|
Big Idea7: The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.6.E.7.1 |
Differentiate among radiation,
conduction, and convection, the three mechanisms by which heat is transferred
through Earth's system. |
|
SC.6.E.7.2 |
Investigate and apply how the
cycling of water between the atmosphere and hydrosphere has an effect on
weather patterns and climate. |
|
SC.6.E.7.3 |
Describe how global patterns such
as the jet stream and ocean currents influence local weather in measurable
terms such as temperature, air pressure, wind direction and speed, and
humidity and precipitation. |
|
SC.6.E.7.4 |
Differentiate and show interactions
among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. |
|
SC.6.E.7.5 |
Explain how energy provided by the
sun influences global patterns of atmospheric movement and the temperature
differences between air, water, and land. |
|
SC.6.E.7.6 |
Differentiate between weather and
climate. |
|
SC.6.E.7.7 |
Investigate how natural disasters
have affected human life in Florida. |
|
SC.6.E.7.8 |
Describe ways human beings protect
themselves from hazardous weather and sun exposure. |
|
SC.6.E.7.9 |
Describe how the composition and
structure of the atmosphere protects life and insulates the planet. |
|
Big Idea11: A. Waves
involve a transfer of energy without a transfer of matter. B. Water
and sound waves transfer energy through a material. C. Light
waves can travel through a vacuum and through matter. D. The Law
of Conservation of Energy: Energy is conserved as it transfers from one
object to another and from one form to another. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.6.P.11.1 |
Explore the Law of Conservation of
Energy by differentiating between potential and kinetic energy. Identify
situations where kinetic energy is transformed into potential energy and vice
versa. |
|
Big Idea12: A. Motion
is a key characteristic of all matter that can be observed, described, and
measured. B. The
motion of objects can be changed by forces. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.6.P.12.1 |
Measure and graph distance versus time
for an object moving at a constant speed. Interpret this relationship. |
|
Big Idea13: A. It
takes energy to change the motion of objects. B. Energy
change is understood in terms of forces--pushes or pulls. C. Some
forces act through physical contact, while others act at a distance. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.6.P.13.1 |
Investigate and describe types of
forces including contact forces and forces acting at a distance, such as
electrical, magnetic, and gravitational. |
|
SC.6.P.13.2 |
Explore the Law of Gravity by
recognizing that every object exerts gravitational force on every other
object and that the force depends on how much mass the objects have and how
far apart they are. |
|
SC.6.P.13.3 |
Investigate and describe that an
unbalanced force acting on an object changes its speed, or direction of
motion, or both. |
|
Big Idea14: A. All
living things share certain characteristics. B. The
scientific theory of cells, also called cell theory, is a fundamental
organizing principle of life on Earth. C. Life
can be organized in a functional and structural hierarchy. D. Life is
maintained by various physiological functions essential for growth,
reproduction, and homeostasis. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.6.L.14.1 |
Describe and identify patterns in
the hierarchical organization of organisms from atoms to molecules and cells
to tissues to organs to organ systems to organisms. |
|
SC.6.L.14.2 |
Investigate and explain the
components of the scientific theory of cells (cell theory): all organisms are
composed of cells (single-celled or multi-cellular), all cells come from
pre-existing cells, and cells are the basic unit of life. |
|
SC.6.L.14.3 |
Recognize and explore how cells of
all organisms undergo similar processes to maintain homeostasis, including
extracting energy from food, getting rid of waste, and reproducing. |
|
SC.6.L.14.4 |
Compare and contrast the structure
and function of major organelles of plant and animal cells, including cell
wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and
vacuoles. |
|
SC.6.L.14.5 |
Identify and investigate the
general functions of the major systems of the human body (digestive,
respiratory, circulatory, reproductive, excretory, immune, nervous, and
musculoskeletal) and describe ways these systems interact with each other to
maintain homeostasis. |
|
SC.6.L.14.6 |
Compare and contrast types of
infectious agents that may infect the human body, including viruses,
bacteria, fungi, and parasites. |
|
Big Idea15: A. The
scientific theory of evolution is the organizing principle of life science. B. The
scientific theory of evolution is supported by multiple forms of evidence. C. Natural
Selection is a primary mechanism leading to change over time in organisms. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.6.L.15.1 |
Analyze and describe how and why
organisms are classified according to shared characteristics with emphasis on
the Linnaean system combined with the concept of Domains. |
|
Grade: 7 |
|
Big Idea1: A:
Scientific inquiry is a multifaceted activity; The processes of science
include the formulation of scientifically investigable questions,
construction of investigations into those questions, the collection of
appropriate data, the evaluation of the meaning of those data, and the
communication of this evaluation. B: The
processes of science frequently do not correspond to the traditional
portrayal of "the scientific method." C:
Scientific argumentation is a necessary part of scientific inquiry and plays
an important role in the generation and validation of scientific knowledge. D:
Scientific knowledge is based on observation and inference; it is important
to recognize that these are very different things. Not only does science
require creativity in its methods and processes, but also in its questions
and explanations. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.7.N.1.1 |
Define a problem from the seventh
grade curriculum, use appropriate reference materials to support scientific
understanding, plan and carry out scientific investigation of various types,
such as systematic observations or experiments, identify variables, collect
and organize data, interpret data in charts, tables, and graphics, analyze
information, make predictions, and defend conclusions. |
|
SC.7.N.1.2 |
Differentiate replication (by
others) from repetition (multiple trials). |
|
SC.7.N.1.3 |
Distinguish between an experiment
(which must involve the identification and control of variables) and other
forms of scientific investigation and explain that not all scientific
knowledge is derived from experimentation. |
|
SC.7.N.1.4 |
Identify test variables
(independent variables) and outcome variables (dependent variables) in an
experiment. |
|
SC.7.N.1.5 |
Describe the methods used in the
pursuit of a scientific explanation as seen in different fields of science
such as biology, geology, and physics. |
|
SC.7.N.1.6 |
Explain that empirical evidence is
the cumulative body of observations of a natural phenomenon on which
scientific explanations are based. |
|
SC.7.N.1.7 |
Explain that scientific knowledge
is the result of a great deal of debate and confirmation within the science
community. |
|
Big Idea2: A:
Scientific knowledge is based on empirical evidence, and is appropriate for
understanding the natural world, but it provides only a limited understanding
of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy,
or religion. B:
Scientific knowledge is durable and robust, but open to change. C: Because
science is based on empirical evidence it strives for objectivity, but as it
is a human endeavor the processes, methods, and knowledge of science include
subjectivity, as well as creativity and discovery. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.7.N.2.1 |
Identify an instance from the
history of science in which scientific knowledge has changed when new
evidence or new interpretations are encountered. |
|
Big Idea3: The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions within science. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.7.N.3.1 |
Recognize and explain the
difference between theories and laws and give several examples of scientific
theories and the evidence that supports them. |
|
SC.7.N.3.2 |
Identify the benefits and limitations
of the use of scientific models. |
|
Big Idea6: Over geologic time, internal and external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.7.E.6.1 |
Describe the layers of the solid
Earth, including the lithosphere, the hot convecting mantle, and the dense
metallic liquid and solid cores. |
|
SC.7.E.6.2 |
Identify the patterns within the
rock cycle and relate them to surface events (weathering and erosion) and
sub-surface events (plate tectonics and mountain building). |
|
SC.7.E.6.3 |
Identify current methods for
measuring the age of Earth and its parts, including the law of superposition
and radioactive dating. |
|
SC.7.E.6.4 |
Explain and give examples of how
physical evidence supports scientific theories that Earth has evolved over
geologic time due to natural processes. |
|
SC.7.E.6.5 |
Explore the scientific theory of
plate tectonics by describing how the movement of Earth's crustal plates
causes both slow and rapid changes in Earth's surface, including volcanic
eruptions, earthquakes, and mountain building. |
|
SC.7.E.6.6 |
Identify the impact that humans
have had on Earth, such as deforestation, urbanization, desertification,
erosion, air and water quality, changing the flow of water. |
|
SC.7.E.6.7 |
Recognize that heat flow and
movement of material within Earth causes earthquakes and volcanic eruptions,
and creates mountains and ocean basins. |
|
Big Idea10: A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.7.P.10.1 |
Illustrate that the sun's energy
arrives as radiation with a wide range of wavelengths, including infrared,
visible, and ultraviolet, and that white light is made up of a spectrum of
many different colors. |
|
SC.7.P.10.2 |
Observe and explain that light can
be reflected, refracted, and/or absorbed. |
|
SC.7.P.10.3 |
Recognize that light waves, sound
waves, and other waves move at different speeds in different materials. |
|
Big Idea11: A. Waves
involve a transfer of energy without a transfer of matter. B. Water
and sound waves transfer energy through a material. C. Light
waves can travel through a vacuum and through matter. D. The Law
of Conservation of Energy: Energy is conserved as it transfers from one
object to another and from one form to another. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.7.P.11.1 |
Recognize that adding heat to or
removing heat from a system may result in a temperature change and possibly a
change of state. |
|
SC.7.P.11.2 |
Investigate and describe the
transformation of energy from one form to another. |
|
SC.7.P.11.3 |
Cite evidence to explain that
energy cannot be created nor destroyed, only changed from one form to
another. |
|
SC.7.P.11.4 |
Observe and describe that heat
flows in predictable ways, moving from warmer objects to cooler ones until
they reach the same temperature. |
|
Big Idea15: A. The
scientific theory of evolution is the organizing principle of life science. B. The
scientific theory of evolution is supported by multiple forms of evidence. C. Natural
Selection is a primary mechanism leading to change over time in organisms. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.7.L.15.1 |
Recognize that fossil evidence is
consistent with the scientific theory of evolution that living things evolved
from earlier species. |
|
SC.7.L.15.2 |
Explore the scientific theory of
evolution by recognizing and explaining ways in which genetic variation and
environmental factors contribute to evolution by natural selection and
diversity of organisms. |
|
SC.7.L.15.3 |
Explore the scientific theory of
evolution by relating how the inability of a species to adapt within a
changing environment may contribute to the extinction of that species. |
|
Big Idea16: A.
Reproduction is characteristic of living things and is essential for the
survival of species. B. Genetic
information is passed from generation to generation by DNA; DNA controls the
traits of an organism. C. Changes
in the DNA of an organism can cause changes in traits, and manipulation of
DNA in organisms has led to genetically modified organisms. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.7.L.16.1 |
Understand and explain that every
organism requires a set of instructions that specifies its traits, that this
hereditary information (DNA) contains genes located in the chromosomes of
each cell, and that heredity is the passage of these instructions from one
generation to another. |
|
SC.7.L.16.2 |
Determine the probabilities for
genotype and phenotype combinations using Punnett Squares and pedigrees. |
|
SC.7.L.16.3 |
Compare and contrast the general
processes of sexual reproduction requiring meiosis and asexual reproduction
requiring mitosis. |
|
SC.7.L.16.4 |
Recognize and explore the impact of
biotechnology (cloning, genetic engineering, artificial selection) on the
individual, society and the environment. |
|
Big Idea17: A. Plants
and animals, including humans, interact with and depend upon each other and
their environment to satisfy their basic needs. B. Both
human activities and natural events can have major impacts on the
environment. C. Energy
flows from the sun through producers to consumers. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.7.L.17.1 |
Explain and illustrate the roles of
and relationships among producers, consumers, and decomposers in the process
of energy transfer in a food web. |
|
SC.7.L.17.2 |
Compare and contrast the
relationships among organisms such as mutualism, predation, parasitism,
competition, and commensalism. |
|
SC.7.L.17.3 |
Describe and investigate various
limiting factors in the local ecosystem and their impact on native populations,
including food, shelter, water, space, disease, parasitism, predation, and
nesting sites. |
|
Grade: 8 |
|
Big Idea1: A:
Scientific inquiry is a multifaceted activity; The processes of science include
the formulation of scientifically investigable questions, construction of
investigations into those questions, the collection of appropriate data, the
evaluation of the meaning of those data, and the communication of this
evaluation. B: The
processes of science frequently do not correspond to the traditional
portrayal of "the scientific method." C:
Scientific argumentation is a necessary part of scientific inquiry and plays
an important role in the generation and validation of scientific knowledge. D:
Scientific knowledge is based on observation and inference; it is important
to recognize that these are very different things. Not only does science
require creativity in its methods and processes, but also in its questions
and explanations. |
|
BENCHMARK CODE |
BENCHMARK |
|
SC.8.N.1.1 |
Define a problem from the eighth
grade curriculum using appropriate reference materials to support scientific
understanding, plan and carry out scientific investigations of various types,
such as systematic observations or experiments, identify variables, collect
and organize data, interpret data in charts, tables, and graphics, analyze
information, make predictions, and defend conclusions. |
|
SC.8.N.1.2 |
Design and conduct a study using
repeated trials and replication. |
|
SC.8.N.1.3 |
Use phrases such as "results
support" or "fail to support" in science, understanding that
science does not offer conclusive 'proof' of a knowledge claim. |
|
SC.8.N.1.4 |