| (B) analyze data by identifying any significant features,
patterns, or sources of error;
(C) use mathematical calculations to compare patterns
and relationships; and
(D) evaluate experimental and engineering designs.
(3) Scientific and engineering practices. The student
develops evidence-based explanations and communicates findings, conclusions,
and proposed solutions. The student is expected to:
(A) develop explanations and propose solutions supported
by data and models;
(B) communicate explanations and solutions individually
and collaboratively in a variety of settings and formats; and
(C) listen actively to others' explanations to identify
relevant evidence and engage respectfully in scientific discussion.
(4) Scientific and engineering practices. The student
knows the contributions of scientists and recognizes the importance
of scientific research and innovation for society. The student is
expected to:
(A) explain how scientific discoveries and innovative
solutions to problems impact science and society; and
(B) research and explore resources such as museums,
libraries, professional organizations, private companies, online platforms,
and mentors employed in a science, technology, engineering, and mathematics
(STEM) field to investigate STEM careers.
(5) Recurring themes and concepts. The student understands
that recurring themes and concepts provide a framework for making
connections across disciplines. The student is expected to:
(A) identify and use patterns to explain scientific
phenomena or to design solutions;
(B) identify and investigate cause-and-effect relationships
to explain scientific phenomena or analyze problems;
(C) use scale, proportion, and quantity to describe,
compare, or model different systems;
(D) examine and model the parts of a system and their
interdependence in the function of the system;
(E) investigate how energy flows and matter cycles
through systems and how matter is conserved;
(F) explain the relationship between the structure
and function of objects, organisms, and systems; and
(G) explain how factors or conditions impact stability
and change in objects, organisms, and systems.
(6) Matter and energy. The student knows that matter
has measurable physical properties that determine how matter is identified,
classified, changed, and used. The student is expected to:
(A) compare and contrast matter based on measurable,
testable, or observable physical properties, including mass, magnetism,
relative density (sinking and floating using water as a reference
point), physical state (solid, liquid, gas), volume, solubility in
water, and the ability to conduct or insulate thermal energy and electric
energy;
(B) demonstrate and explain that some mixtures maintain
physical properties of their substances such as iron filings and sand
or sand and water;
(C) compare the properties of substances before and
after they are combined into a solution and demonstrate that matter
is conserved in solutions; and
(D) illustrate how matter is made up of particles that
are too small to be seen such as air in a balloon.
(7) Force, motion, and energy. The student knows the
nature of forces and the patterns of their interactions. The student
is expected to:
(A) investigate and explain how equal and unequal forces
acting on an object cause patterns of motion and transfer of energy;
and
(B) design a simple experimental investigation that
tests the effect of force on an object in a system such as a car on
a ramp or a balloon rocket on a string.
(8) Force, motion, and energy. The student knows that
energy is everywhere and can be observed in cycles, patterns, and
systems. The student is expected to:
(A) investigate and describe the transformation of
energy in systems such as energy in a flashlight battery that changes
from chemical energy to electrical energy to light energy;
(B) demonstrate that electrical energy in complete
circuits can be transformed into motion, light, sound, or thermal
energy and identify the requirements for a functioning electrical
circuit; and
(C) demonstrate and explain how light travels in a
straight line and can be reflected, refracted, or absorbed.
(9) Earth and space. The student recognizes patterns
among the Sun, Earth, and Moon system and their effects. The student
is expected to demonstrate that Earth rotates on its axis once approximately
every 24 hours and explain how that causes the day/night cycle and
the appearance of the Sun moving across the sky, resulting in changes
in shadow positions and shapes.
(10) Earth and space. The student knows that there
are recognizable patterns and processes on Earth. The student is expected
to:
(A) explain how the Sun and the ocean interact in the
water cycle and affect weather;
(B) model and describe the processes that led to the
formation of sedimentary rocks and fossil fuels; and
(C) model and identify how changes to Earth's surface
by wind, water, or ice result in the formation of landforms, including
deltas, canyons, and sand dunes.
(11) Earth and space. The student understands how natural
resources are important and can be managed. The student is expected
to design and explain solutions such as conservation, recycling, or
proper disposal to minimize environmental impact of the use of natural
resources.
(12) Organisms and environments. The student describes
patterns, cycles, systems, and relationships within environments.
The student is expected to:
(A) observe and describe how a variety of organisms
survive by interacting with biotic and abiotic factors in a healthy
ecosystem;
(B) predict how changes in the ecosystem affect the
cycling of matter and flow of energy in a food web; and
(C) describe a healthy ecosystem and how human activities
can be beneficial or harmful to an ecosystem.
(13) Organisms and environments. The student knows
that organisms undergo similar life processes and have structures
and behaviors that help them survive within their environments. The
student is expected to:
(A) analyze the structures and functions of different
species to identify how organisms survive in the same environment;
and
(B) explain how instinctual behavioral traits such
as turtle hatchlings returning to the sea and learned behavioral traits
such as orcas hunting in packs increase chances of survival.
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