| (B) identify scientists and engineers such as Katherine
Johnson, Sally Ride, and Ernest Just and explore what different scientists
and engineers do.
(5) Recurring themes and concepts. The student uses
recurring themes and concepts to make connections across disciplines.
The student is expected to:
(A) identify and use patterns to describe phenomena
or design solutions;
(B) investigate and predict cause-and-effect relationships
in science;
(C) describe the properties of objects in terms of
relative size (scale) and relative quantity;
(D) examine the parts of a whole to define or model
a system;
(E) identify forms of energy and properties of matter;
(F) describe the relationship between structure and
function of objects, organisms, and systems; and
(G) describe how factors or conditions can cause objects,
organisms, and systems to either change or stay the same.
(6) Matter and its properties. The student knows that
objects have physical properties that determine how they are described
and classified. The student is expected to:
(A) classify objects by observable physical properties,
including, shape, color, and texture, and attributes such as larger
and smaller and heavier and lighter;
(B) explain and predict changes in materials caused
by heating and cooling; and
(C) demonstrate and explain that a whole object is
a system made of organized parts such as a toy that can be taken apart
and put back together.
(7) Force, motion, and energy. The student knows that
forces cause changes in motion and position in everyday life. The
student is expected to:
(A) explain how pushes and pulls can start, stop, or
change the speed or direction of an object's motion; and
(B) plan and conduct a descriptive investigation that
predicts how pushes and pulls can start, stop, or change the speed
or direction of an object's motion.
(8) Force, motion, and energy. The student knows that
energy is everywhere and can be observed in everyday life. The student
is expected to:
(A) investigate and describe applications of heat in
everyday life such as cooking food or using a clothes dryer; and
(B) describe how some changes caused by heat may be
reversed such as melting butter and other changes cannot be reversed
such as cooking an egg or baking a cake.
(9) Earth and space. The student knows that the natural
world has recognizable patterns. The student is expected to describe
and predict the patterns of seasons of the year such as order of occurrence
and changes in nature.
(10) Earth and space. The student knows that the natural
world includes earth materials that can be observed in systems and
processes. The student is expected to:
(A) investigate and document the properties of particle
size, shape, texture, and color and the components of different types
of soils such as topsoil, clay, and sand;
(B) investigate and describe how water can move rock
and soil particles from one place to another;
(C) compare the properties of puddles, ponds, streams,
rivers, lakes, and oceans, including color, clarity, size, shape,
and whether it is freshwater or saltwater; and
(D) describe and record observable characteristics
of weather, including hot or cold, clear or cloudy, calm or windy,
and rainy or icy, and explain the impact of weather on daily choices.
(11) Earth and space. The student knows that earth
materials and products made from these materials are important to
everyday life. The student is expected to:
(A) identify and describe how plants, animals, and
humans use rocks, soil, and water;
(B) explain why water conservation is important; and
(C) describe ways to conserve water such as turning
off the faucet when brushing teeth and protect natural sources of
water such as keeping trash out of bodies of water.
(12) Organisms and environments. The student knows
that the environment is composed of relationships between living organisms
and nonliving components. The student is expected to:
(A) classify living and nonliving things based upon
whether they have basic needs and produce young;
(B) describe and record examples of interactions and
dependence between living and nonliving components in terrariums or
aquariums; and
(C) identify and illustrate how living organisms depend
on each other through food chains.
(13) Organisms and environments. The student knows
that organisms resemble their parents and have structures and undergo
processes that help them interact and survive within their environments.
The student is expected to:
(A) identify the external structures of different animals
and compare how those structures help different animals live, move,
and meet basic needs for survival;
(B) record observations of and describe basic life
cycles of animals, including a bird, a mammal, and a fish; and
(C) compare ways that young animals resemble their
parents.
|
