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List an example of a system.

Identify the parts of a system, how the parts go together, and how they depend on each other.

Describe how the parts of a system interact and influence each other.

Use the process of inquiry, design (problem solving), or the thinking skills Habits of Mind to demonstrate a deeper understanding of “Systems Approach”.

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Describe everyday experiences with sound and light.

Describe experiences with sound, for example vibrations, echoes, and pitch; describe experiences with light in terms of bouncing off, passing through, and changes in path direction.

Describe sound, water waves, and light, using wave properties, such as wavelength, reflection, refraction, transmission, absorption, scattering, and interference

Use the process of inquiry, design (problem solving), or the thinking skills Habits of Mind to demonstrate a deeper understanding of “Wave Behavior”.

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List examples of living things.

Distinguish living organisms from nonliving objects, and use characteristics to sort common organisms into plants and animal groups.

Categorize plants and animals into groups according to how they accomplish life processes and by similarities and differences in external and internal structures.

Use the process of inquiry, design (problem solving), or the thinking skills Habits of Mind to demonstrate a deeper understanding of “Characteristics of Living Things”.

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Describe a food chain.

Recognize that living things need constant energy supplied from food or light and that in ecosystems substances such as air, water, nutrients, and the chemicals in food are continually recycled.

Understand that individual organisms and ecosystems use matter and energy for life processes, and the mechanisms accomplishing theses processes are complex, integrated, and regulated.

Use the process of inquiry, design (problem solving), or the thinking skills Habits of Mind to demonstrate a deeper understanding of “Life Processes and Flow of Matter and Energy”.

Describe how one organism interacts with another organism in an environment.

Describe how an organism’s behavior and ability to survive is influenced by environment, other life forms, and the availability of food and /or other resources.

Explain how organisms interact with their environment and with other organisms to acquire energy, cycle matter, influence behavior, and establish competitive or mutually beneficial relationships.

Use the process of inquiry, design (problem solving), or the thinking skills Habits of Mind to demonstrate a deeper understanding of “Interdependence of Life”.

Describe how humans interact with their environment.

Know humans and other living things depend on the natural environment and can cause changes in their environment that affect their ability to survive.

Explain how human societies’ use of natural resources affects quality of life and the health of ecosystems.

Use the process of inquiry, design (problem solving), or the thinking skills Habits of Mind to demonstrate a deeper understanding of “Environmental and Resource Issues”.

Know there are different kinds of fossils.

Know fossil records show patterns of structural change in species over time.

Describe how the theory of biological evolution accounts for species diversity, adaptation, natural selection, extinction, and change in species over time.

Use the process of inquiry, design (problem solving), or the thinking skills Habits of Mind to demonstrate a deeper understanding of “Biological Evolution”.

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Identify a question.

Ask questions about objects, organisms, and events in the environment.

Generate questions that can be answered through scientific investigations.

Study and analyze questions and related concepts that guide scientific investigations.

Know that an “investigation” and an “experiment” can mean the same thing; know how to plan and conduct some of the steps in an investigation.

Plan and conduct simple investigations, using appropriate tools, measures, and safety rules.

Plan, conduct, and evaluate scientific investigations, using appropriate equipment, mathematics, and safety procedures.

Plan, conduct, and evaluate systematic and complex scientific investigations, using appropriate technology, multiple measures and safe approaches.

Know that “to explain” means to make a statement AND support that statement using evidence or data.

Use data to construct reasonable explanations.

Use evidence from scientific investigations to think critically and logically to develop descriptions, explanations, and predictions.

Formulate and revise scientific explanations and models using logic and evidence; recognize and analyze alternative explanations and predictions.

List an example of a model that represents something in real life.

Model objects, events, or processes by representing them with concrete objects, metaphors, analogies, or other conceptual or physical constructs.

Correlate models of behavior of objects, events, or processes to the behavior of the actual things; test models by predicting and observing actual behaviors or processes.

Use mathematics, computers, and/or related technology to model the behavior of objects, events, or processes; analyze advantages and limitations of models.

Know the difference between written, visual, and oral communication.

Record and report observations, explanations, and conclusion using visual, oral, written, and mathematical expression.

Communicate scientific procedures, investigations, and explanations visually, orally, in writing, with computer-based technology, and in the language of mathematics.

Research, interpret, and defend scientific investigations, conclusion, or arguments; use data, logic, analytical thinking as investigative tools; express ideas through visual, oral, written, and mathematical expression.

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 Understand why a scientist should not make up data in an investigation.

Understand that all scientific observations should be reported accurately even when they contradict expectations.

Understand the operational and ethical traditions of science and technology such as skepticism, cooperation, intellectual honesty, and proprietary discovery.

Analyze and explain why curiosity, honesty, openness, and skepticism are integral to scientific inquiry.

Know certain questions cannot currently be answered due to the lack of technology.

Distinguish between questions that can be answered with science and technology and those that cannot.

Understand that scientific investigation is limited to the natural world.

Identify and analyze factors that limit the extent of scientific investigations.

Know that while conducting the same investigation, two groups might produce different results.

Explain why similar investigations may not produce similar results.

Provide more than one explanation for events or phenomena; defend or refute the explanations using evidence.

Compare, contrast, and critique divergent results from scientific investigations based on scientific arguments and explanations.

Know it is essential to reflect on the methods used during an investigation.

Recognize that results of scientific investigations can come from expected and unexpected sources.

Describe how methods of investigation relate to the validity of scientific experiments, observations, theoretical models, and explanation.

Analyze and evaluate the quality and standards of investigative processes and procedures.

Identify an example of how an idea or theory has changed over time.

Know that ideas in science change as new scientific thinking, theories, and evidence arise.

Explain how scientific theory, prediction or hypothesis generation, experimentation, and observation are interrelated and may lead to changing ideas.

Know that science involves testing, revising, and occasionally discarding theories; understand that scientific inquiry and investigation lead to a better understanding of the natural world and not to absolute truth.

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Identify a problem in a given scenario.

Identify problems found in familiar contexts in which science/technology can be or has been used to design solutions.

Identify and examine common, everyday challenges or problems in which science/technology can be or has been used to design solutions.

Study and analyze challenges or problems from local, regional, national, or global contexts in which science/technology can be or has been used to design a solution.

Propose a solution to a problem.

Propose, design, and test a solution to a problem.

Identify, design, and test alternative solutions to a challenge or problem.

Research, model, simulate, and test alternative solutions to a problem.

Recognize if a solution to a problem solves or does not solve the problem.

Evaluate how well a design or a product solves a problem.

Compare and contrast multiple solutions to a problem or challenge.

Propose, revise, and evaluate the possible constraints, applications, and consequences of solutions to a problem or challenge.

Identify individuals who contribute to science.

Know that science and technology have been practiced by all peoples throughout history.

Know that science and technology have been developed, used, and affected by many diverse individuals, cultures, and societies throughout human history.

Analyze how scientific knowledge and technological advances discovered and developed by individuals and communities in all cultures of the world contribute to changes in societies.

Describe an example of technology.

Recognize that people have invented tools for everyday life and for scientific investigations.

Compare and contrast scientific inquiry and technological design in terms of activities, results, and influence on individuals and society; know that science enables technology and vice versa

Analyze how the scientific enterprise and technological advances influence and are influenced by human activity, for example, societal, environmental, economical, political, or ethical considerations.

Describe some science careers and occupations.

Identify the knowledge and skills of science, mathematics, and technology used in common occupations.

Investigate the use of science, mathematics, and technology within occupational/career areas of interest.

Investigate the scientific, mathematical, and technological knowledge, training, and experience needed for occupational/career areas of interest.