Science

=Science GLE __**Strand 1: Properties and Principles of Matter and Energy**__ = 1. Changes in properties and states of matter provide evidence of the atomic theory of matter A. Objects, and the materials they are made of, have properties that can be used to describe and classify them B. Properties of mixtures depend upon the concentrations, properties, and interactions of particles 2. [|Energy] has a source, can be transferred, and can be transformed into various forms but is conserved between and within [|systems] A. Forms of energy have a source, a means of transfer ([|work] and heat), and a receiver __**Strand 2: Properties and Principles of Force and Motion**__ 2. Forces affect motion A. Forces are classified as either contact (pushes, pulls, friction, buoyancy) or non-contact forces ([|gravity], magnetism), that can be described in terms of direction and magnitude B. Every object exerts a gravitational force on every other object D. Newton’s Laws of Motion explain the interaction of [|mass] and forces, and are used to predict changes in motion __**Strand 3: Characteristics and Interactions of Living Organisms**__ 1. There is a fundamental unity underlying the diversity of all living organisms B. Organisms progress through life cycles unique to different types of organisms 3. There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes D. There is heritable variation within every species of organism __**Strand 5: Processes and Interactions of the Earth’s Systems**__ <span style="font-family: Comic Sans MS,cursive; font-size: medium;">__**(Geosphere, Atmosphere, and Hydrosphere)**__ <span style="font-family: Comic Sans MS,cursive; font-size: medium;">1. Earth’s systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures <span style="font-family: Comic Sans MS,cursive;">A. The Earth’s crust is composed of various materials, including soil, minerals, and [|rocks], with characteristic properties <span style="font-family: Comic Sans MS,cursive; font-size: medium;">2. Earth’s systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes <span style="font-family: Comic Sans MS,cursive;">A. The Earth’s materials and surface features are changed through a variety of external processes <span style="font-family: Comic Sans MS,cursive; font-size: medium;">3. Human activity is dependent upon and affects Earth’s [|resources] and systems <span style="font-family: Comic Sans MS,cursive;">A. Earth’s materials are limited natural resources affected by human activity <span style="font-family: Comic Sans MS,cursive; font-size: medium;">__**Strand 7: Scientific Inquiry**__ <span style="font-family: Comic Sans MS,cursive; font-size: medium;">1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking <span style="font-family: Comic Sans MS,cursive;">A. Scientific inquiry includes the ability of [|students] to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation <span style="font-family: Comic Sans MS,cursive;">B. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations <span style="font-family: Comic Sans MS,cursive;">C. Evidence is used to formulate explanations <span style="font-family: Comic Sans MS,cursive;">D. Scientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principles (understandings) <span style="font-family: Comic Sans MS,cursive;">E. The nature of science relies upon communication of results and justification of explanations
 * 1) <span style="font-family: Comic Sans MS,cursive;">Describe and compare the physical properties of objects by using simple tools (i.e., thermometer, [|magnifier], centimeter ruler, balance, magnet)
 * 2) <span style="font-family: Comic Sans MS,cursive;">Classify objects as “one kind of material” or a mixture
 * 1) <span style="font-family: Comic Sans MS,cursive;">Observe and describe how mixtures are made by combining solids
 * 2) <span style="font-family: Comic Sans MS,cursive;">Describe ways to separate the components of a mixture by their physical properties (e.g., sorting, magnets, screening)
 * 1) <span style="font-family: Comic Sans MS,cursive;">Recognize that sound travels through different mediums (i.e., air, [|water], solids)
 * 2) <span style="font-family: Comic Sans MS,cursive;">Describe different ways to change the pitch of a sound (i.e., changes in size, such as length or thickness, and in tightness/tension of the source)
 * 3) <span style="font-family: Comic Sans MS,cursive;">Describe how the ear serves as a receiver of sound (i.e., sound vibrates eardrum)
 * 1) <span style="font-family: Comic Sans MS,cursive;">Recognize magnets attract and repel each other and certain materials
 * 2) <span style="font-family: Comic Sans MS,cursive;">Describe magnetism as a force that can push or pull other objects without touching them
 * 3) <span style="font-family: Comic Sans MS,cursive;">Measure (using non-standard units) and compare the force (i.e., push or pull) required to overcome friction and move an object over different surfaces (i.e., rough, smooth)
 * 1) <span style="font-family: Comic Sans MS,cursive;">Describe Earth’s gravity as a force that pulls objects on or near the Earth toward the Earth without touching the object
 * 1) <span style="font-family: Comic Sans MS,cursive;">Describe the direction and amount of force (i.e., direction of push or pull, strong/weak push or pull) needed to change an object’s motion (i.e., faster/slower, change in direction)
 * 2) <span style="font-family: Comic Sans MS,cursive;">Describe and compare the distances traveled by heavier/lighter objects after applying the same amount of force (i.e., push or pull) in the same direction
 * 3) <span style="font-family: Comic Sans MS,cursive;">Describe and compare the distances traveled by objects with the same mass after applying different amounts of force (i.e., push or pull) in the same direction
 * 1) <span style="font-family: Comic Sans MS,cursive;">Recognize that [|animals] progress through life cycles of [|birth], growth and development, reproduction, and death
 * 2) <span style="font-family: Comic Sans MS,cursive;">Record observations on the life cycle of different animals (e.g., butterfly, frog, chicken)
 * 3) <span style="font-family: Comic Sans MS,cursive;">Sequence the stages in the life cycle of animals (i.e., butterfly, frog, chicken)
 * 1) ## <span style="font-family: Comic Sans MS,cursive;">Identify and relate the similarities and differences between animal parents and their offspring
 * 2) <span style="font-family: Comic Sans MS,cursive;">Recognize similarities and differences among multiple offspring of an animal parent
 * 1) <span style="font-family: Comic Sans MS,cursive;">Observe and describe the physical properties (e.g., odor, color, appearance, relative grain size, texture, absorption of water) and different components (i.e., sand, clay, humus) of soils
 * 2) <span style="font-family: Comic Sans MS,cursive;">Observe and describe the physical properties of rocks (e.g., size, shape, color, presence of [|fossils])
 * 1) <span style="font-family: Comic Sans MS,cursive;">Observe and recognize examples of slow changes in the Earth’s surface and surface materials (e.g., rock, soil layers) due to processes such as decay (rotting), freezing, thawing, breaking, or wearing away by running water or wind
 * 1) <span style="font-family: Comic Sans MS,cursive;">Observe and describe ways humans use Earth’s materials (e.g., soil, rocks) in daily life
 * 1) <span style="font-family: Comic Sans MS,cursive;">Pose questions about objects, materials, organisms and events in the [|environment]
 * 2) <span style="font-family: Comic Sans MS,cursive;">Plan and conduct a simple investigation (fair test) to answer a question
 * 1) <span style="font-family: Comic Sans MS,cursive;">Make qualitative observations using the five senses
 * 2) <span style="font-family: Comic Sans MS,cursive;">Make observations using simple tools and equipment (e.g., magnifiers/hand lenses, magnets, equal arm balances, thermometers)
 * 3) <span style="font-family: Comic Sans MS,cursive;">Measure length, mass, and temperature using standard and non-standard units
 * 4) <span style="font-family: Comic Sans MS,cursive;">Compare amounts/measurements
 * 1) <span style="font-family: Comic Sans MS,cursive;">Use observations as support for reasonable explanations
 * 2) <span style="font-family: Comic Sans MS,cursive;">Use observations to describe relationships and patterns and to make predictions to be tested
 * 1) <span style="font-family: Comic Sans MS,cursive;">Compare explanations with prior knowledge
 * 1) <span style="font-family: Comic Sans MS,cursive;">Communicate simple procedures and results of investigations and explanations through:
 * <span style="font-family: Comic Sans MS,cursive;">oral presentations
 * <span style="font-family: Comic Sans MS,cursive;">drawings and maps
 * <span style="font-family: Comic Sans MS,cursive;">data tables
 * <span style="font-family: Comic Sans MS,cursive;">graphs (bar, pictograph)
 * <span style="font-family: Comic Sans MS,cursive;">writings