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1.2.1           Systems Approach: 

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

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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List parts of the earth which are solid and liquid.

Recognize that the earth is a spherical planet with a mainly solid interior and a surface composed of landforms, bodies of water, and an atmosphere.

Describe the components of the earth system, including the solid earth, the hydrosphere, and the atmosphere.

Use the process of inquiry, design (problem solving), or the thinking skills Habits of Mind to demonstrate a deeper understanding of “Components and Patterns of the Earth System”.

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”.

Describe examples of weather in everyday life.

Observe and measure weather indicators such as temperature, wind direction and speed, and precipitation, noting changes and patterns of change from day-to-day an over the seasons.

Relate global atmospheric movement and the formation of ocean currents to weather and climate.

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

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Describe what can happen to the earth if a volcano erupts or if there is an earthquake.

Identify processes that slowly change the surface of the earth such as erosion and weathering, and those that rapidly change the surface of the earth, such as landslides, volcanic eruptions, and earthquakes.

Describe constructive and destructive processes at work and how they continually change landforms on earth.

Use the process of inquiry, design (problem solving), or the thinking skills Habits of Mind to demonstrate a deeper understanding of “Processes and Interactions in the Earth System”.

Describe rocks or soils based on color, shape, size, and/or texture.

Observe and examine physical properties of earth materials, such as rocks and soil, water (as liquid, solid, and vapor) and gases of the atmosphere.

Classify rocks and soils into groups based on their chemical and physical properties; describe the processes by which rocks and soils are formed.

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

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Sort objects based on similarities.

Use physical properties to sort objects, for example, size, weight, shape, color, texture, and hardness.

Use physical and chemical properties to sort and identify substances, for example, density, boiling point, and solubility.

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

List examples of matter.

Know that matter is made of small particles called atoms and molecules.

Understand that all matter is made up of atoms, which may be combined in various kinds, ways, and numbers to make molecules of different substances.

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

Know water can change from a solid (ice cube) to a liquid to a gas (water vapor).

Know that matter can undergo changes of state, such as evaporation, condensation, or freezing and thawing.

Understand physical and chemical changes at the particle level, and know that matter is conserved.

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

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Describe what happens when a force acts on an object.

Describe forces in terms of strength and direction.

Know the factors that determine the strength and interactions of various forces.

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

Use words to describe an object’s motion.

Describe the relative position and motion of objects.

Describe the positions, relative speeds, and changes in speed of objects.

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

Know a force is required to move objects like a ball or pencil. 

Investigate and recognize factors which determine the effects of a push or pull on the motion of objects.

Understand the effects of balanced and unbalanced forces on motion of objects along a straight line.

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

List an example of energy.

Understand that energy keeps things running and comes in many forms.

Understand that energy is a property of substances and systems and comes in many forms, including stored energy, energy of motion, and heat energy, such as heat, light, electrical, mechanical, sound, nuclear, and chemical.

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

Know energy can be transferred from one object to another.

Know that energy can be transferred from one object to another and can be transformed from one type of energy to another.

Determine factors that affect rate and amount of energy transfer; associate a decrease in one form of energy with an increase in another.

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

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List an example of energy.

Understand that energy keeps things running and comes in many forms.

Understand that energy is a property of substances and systems and comes in many forms, including stored energy, energy of motion, and heat energy, such as heat, light, electrical, mechanical, sound, nuclear, and chemical.

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

Know energy can be transferred from one object to another.

Know that energy can be transferred from one object to another and can be transformed from one type of energy to another.

Determine factors that affect rate and amount of energy transfer; associate a decrease in one form of energy with an increase in another.

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

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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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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.

 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.