The STANDARDS CORRELATION chart suggests which The Indiana Science Proficiency Guide standards you can cover using PASSPORT TO THE SOLAR SYSTEM in your classroom. We hope you will discover additional standards you can use. These are the ones our Instructional Materials Development team felt most directly related to the activities contained in PASSPORT TO THE SOLAR SYSTEM.
For additional The Indiana Science Proficiency Guide standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
Kindergarten, First Grade,
Second Grade, Third Grade,
Fourth Grade, Fifth Grade,
Sixth Grade, Seventh Grade,
Eighth Grade
High School: Chemistry, Physics,
Earth
Students are actively engaged in beginning to explore how their world works. They explore,
observe, ask questions, discuss observations, and seek answers.
Scientific Inquiry
K.1.1 Raise questions about the natural world.
video The Scientific Enterprise
K.1.2 Begin to demonstrate that everybody can do science.
video Students are actively engaged in beginning to explore how their world works. They explore,
observe, ask questions, discuss observations, and seek answers.
Students use numbers, pictures, and words when observing and communicating to help
them begin to answer their questions about the world.
Computation and Estimation
K.2.1 Use whole numbers*, up to 10, in counting, identifying, sorting, and describing objects
and experiences. video Communication
K.2.2 Draw pictures and write words to describe objects and experiences.
video Students investigate, describe, and discuss their natural surroundings. They begin to
question why things move.
Matter and Energy
K.3.1 Describe objects in terms of the materials they are made of such as clay, cloth, paper, etc.
video Forces of Nature
K.3.2 Investigate that things move in different ways such as fast, slow, etc.
video Students use shapes to compare objects and they begin to recognize patterns.
Shapes and Symbolic Relationships
K.5.1 Use shapes, such as circles, squares, rectangles, and triangles, to describe different
objects.
video Students begin to understand how things are similar and how they are different. They look
for ways to distinguish between different objects by observation.
Models and Scale
K.6.1 Describe an object by saying how it is similar to or different from another object.
video Students are actively engaged in exploring how the world works. They explore, observe,
count, collect, measure, compare, and ask questions. They discuss observations and use
tools to seek answers and solve problems. They share their findings.
Scientific Inquiry
1.1.1 Observe, describe, draw, and sort objects carefully to learn about them.
video 1.1.2 Investigate and make observations to seek answers to questions about the world , such as video Technology and Science
1.1.4 Use tools, such as rulers and magnifiers, to investigate the world and make observations. video Students begin to find answers to their questions about the world by using measurements,
estimation, and observation as well as working with materials. They communicate with
others through numbers, words, and drawings.
Computation and Estimation
1.2.1 Use whole numbers*, up to 100, in counting, identifying, measuring, and describing
objects and experiences.
video 1.2.2 Use sums and differences of single digit numbers in investigations and judge the
reasonableness of the answers.
video 1.2.3 Explain to other students how to go about solving numerical problems. video Manipulation and Observation
1.2.4 Measure the length of objects having straight edges in inches, centimeters, or non-standard
units.
video 1.2.5 Demonstrate that magnifiers help people see things they could not see without them.
video Communication Skills
1.2.6 Describe and compare objects in terms of number, shape, texture, size, weight, color, and
motion.
video 1.2.7 Write brief informational descriptions of a real object, person, place, or event using
information from observations.
video Students investigate, describe, and discuss their natural surroundings. They question why
things move and change.
Matter and Energy
1.3.3 Investigate by observing and also measuring that the sun warms the land, air, and water.
video Forces of Nature
1.3.4 Investigate by observing , and then describe how things move in many different ways,
such as straight, zigzag, round and round, and back and forth.
video 1.3.5 Recognize that and demonstrate how things near the earth fall to the ground unless
something holds them up.
video Students apply mathematics in scientific contexts. They begin to use numbers for
computing, estimating, naming, measuring, and communicating specific information. They
make picture graphs and recognize patterns.
Numbers
1.5.1 Use numbers, up to 10, to place objects in order, such as first, second, and third, and to
name them, such as bus numbers or phone numbers.
video 1.5.2 Make and use simple picture graphs to tell about observations.
video Shapes and Symbolic Relationships
1.5.3 Observe and describe similar patterns, such as shapes, designs, and events that may show
up in nature, like honeycombs, sunflowers, or shells. See similar patterns in the things people
make like quilts, baskets, or pottery.
video Students begin to understand how things are similar and how they are different. They look
for what changes and what does not change and make comparisons.
Models and Scale
1.6.1 Observe and describe that models, such as toys, are like the real things in some
ways but different in others.
video Constancy and Change
1.6.2 Observe that and describe how certain things change in some ways and stay the same
in others, such as in their color, size, and weight.
video Students are actively engaged in exploring how the world works. They explore, observe,
count, collect, measure, compare, and ask questions. They discuss observations* and use
tools to seek answers and solve problems. They share their findings.
Scientific Inquiry
2.1.1 Manipulate an object to gain additional information about it.
video 2.1.2 Use tools, such as thermometers, magnifiers, rulers, or balances, to gain more
information about objects.
video 2.1.3 Describe, both in writing and verbally, objects as accurately as possible and compare
observations with those of other people.
video 2.1.4 Make new observations when there is disagreement among initial observations.
video The Scientific Enterprise
2.1.5 Demonstrate the ability to work with a team but still reach and communicate one’s own
conclusions about findings.
video Technology and Science
2.1.6 Use tools to investigate, observe, measure, design, and build things.
video 2.1.7 Recognize and describe ways that some materials can be used over again such as recycled
paper, cans, and plastic jugs. video Students begin to find answers to their questions about the world by using measurement,
estimation, and observation as well as working with materials. They communicate with
others through numbers, words, and drawings.
Computation and Estimation
2.2.1 Give estimates of numerical answers to problems before doing them formally.
video 2.2.2 Make quantitative estimates of familiar lengths, weights, and time intervals and check
them by measurements.
video 2.2.3 Estimate and measure capacity using cups and pints.
video Manipulation and Observation
2.2.4 Assemble, describe, take apart, and/or reassemble constructions using such things as
interlocking blocks and erector sets. Sometimes pictures or words may be used as a reference.
video Communication Skills
2.2.5 Draw pictures and write brief descriptions that correctly portray key features of an object.
video Students investigate, describe, and discuss their natural surroundings. They wonder why
things move and change.
The Earth and the Processes That Shape It
2.3.1 Investigate by observing and then describe that some events in nature have a
repeating pattern such as seasons, day and night, and migrations.
video Forces of Nature
2.3.7 Investigate and observe that the way to change how something is moving is to give it a
push or a pull.
video 2.3.8 Demonstrate and observe that magnets can be used to make some things move without
being touched.
video Students apply mathematics in scientific contexts. They use numbers for computing,
estimating, naming, measuring, and communicating specific information. They make
picture and bar graphs. They recognize and describe shapes and patterns. They use
evidence to explain how or why something happens.
Numbers
2.5.1 Recognize and explain that, in measuring, there is a need to use numbers between
whole numbers*, such as 2 ½ inches. video 2.5.2 Recognize and explain that it is often useful to estimate quantities.
video Shapes and Symbolic Relationships
2.5.3 Observe that and describe how changing one thing can cause changes in something else
such as exercise and its effect on heart rate.
video Reasoning and Uncertainty
2.5.4 Begin to recognize and explain that people are more likely to believe ideas if good
reasons are given for them.
video 2.5.5 Explain that some events can be predicted with certainty, such as sunrise and sunset, and
some cannot, such as storms. Understand that people aren’t always sure what will happen since
they do not know everything that might have an effect.
video 2.5.6 Explain that sometimes a person can find out a lot (but not everything) about a group
of things, such as insects, plants, or rocks, by studying just a few of them.
video Students begin to observe how objects are similar and how they are different. They begin to
identify parts of an object and recognize how these parts interact with the whole. They look
for what changes and what does not change and make comparisons.
Systems
2.6.1 Investigate that most objects are made of parts.
video Models and Scale
2.6.2 Observe and explain that models may not be the same size, may be missing some details,
or may not be able to do all of the same things as the real things.
video Constancy and Change
2.6.3 Describe that things can change in different ways, such as in size, weight, color, age,
and movement. Investigate that some small changes can be detected by taking measurements.
video Students, working collaboratively, carry out investigations. They question, observe, and
make accurate measurements. Students increase their use of tools, record data in journals,
and communicate results through chart, graph, written, and verbal forms.
The Scientific View of the World
3.1.1 Recognize and explain that when a scientific investigation is repeated, a similar result is
expected.
video Scientific Inquiry
3.1.2 Participate in different types of guided scientific investigations such as observing objects
and events and collecting specimens for analysis.
video 3.1.3 Keep and report records of investigations and observations* using tools such as journals,
charts, graphs, and computers.
video 3.1.4 Discuss the results of investigations and consider the explanations of others.
*observation: gaining information through the use of one or more of the senses, such as sight, video The Scientific Enterprise
3.1.5 Demonstrate the ability to work cooperatively while respecting the ideas of others and
communicating one’s own conclusions about findings.
video Technology and Science
3.1.6 Give examples of how tools, such as automobiles, computers, and electric motors, have
affected the way we live.
video 3.1.7 Recognize that and explain how an invention can be used in different ways, such as a
radio being used to get information and for entertainment.
video 3.1.8 Describe how discarded products contribute to the problem of waste disposal and that
recycling can help solve this problem.
video Students use a variety of skills and techniques when attempting to answer questions and
solve problems. They describe their observations accurately and clearly, using numbers,
words, and sketches, and are able to communicate their thinking to others.
Computation and Estimation
3.2.1 Add and subtract whole numbers* mentally, on paper, and with a calculator. video Manipulation and Observation
3.2.2 Measure and mix dry and liquid materials in prescribed amounts, following reasonable
safety precautions.
video 3.2.3 Keep a notebook that describes observations and is understandable weeks or months later.
video 3.2.4 Appropriately use simple tools, such as clamps, rulers, scissors, hand lenses, and
other technology, such as calculators and computers, to help solve problems.
video 3.2.5 Construct something used for performing a task out of paper, cardboard, wood, plastic,
metal, or existing objects.
video Communication Skills
3.2.6 Make sketches and write descriptions to aid in explaining procedures or ideas.
video Critical Response Skills
3.2.7 Ask "How do you know?" in appropriate situations and attempt reasonable answers
when others ask the same question.
video Students observe changes of the Earth and sky. They continue to explore the concepts of
energy* and motion*.
The Universe
3.3.1 Observe and describe the apparent motion of the sun and moon over a time span of one
day.
video 3.3.2 Observe and describe that there are more stars in the sky than anyone can easily
count, but they are not scattered evenly.
video 3.3.3 Observe and describe that the sun can be seen only in the daytime.
video 3.3.4 Observe and describe that the moon looks a little different every day, but looks the same
again about every four weeks.
video Forces of Nature
3.3.9 Demonstrate that things that make sound do so by vibrating, such as vocal cords and
musical instruments. video Students apply mathematics in scientific contexts. Students make more precise and varied
measurements when gathering data. Based upon collected data, they pose questions and
solve problems. Students use numbers to record data and construct graphs and tables to
communicate their findings.
Numbers
3.5.1 Select and use appropriate measuring units, such as centimeters (cm) and meters (m),
grams (g) and kilograms (kg), and degrees Celsius (C).
video 3.5.2 Observe that and describe how some measurements are likely to be slightly different, even
if what is being measured stays the same.
video Shapes and Symbolic Relationships
3.5.3 Construct tables and graphs to show how values of one quantity are related to values of
another.
video 3.5.4 Illustrate that if 0 and 1 are located on a line, any other number can be depicted as a
position on the line.
video Reasoning and Uncertainty
3.5.5 Explain that one way to make sense of something is to think of how it relates to something
more familiar.
video Students work with an increasing variety of systems and begin to modify parts in systems
and models and notice the changes that result. They question why change occurs.
Systems
3.6.1 Investigate how and describe that when parts are put together, they can do things that they
could not do by themselves.
video 3.6.2 Investigate how and describe that something may not work if some of its parts are missing.
video Models and Scale
3.6.3 Explain how a model of something is different from the real thing but can be used to learn
something about the real thing.
video Constancy and Change
3.6.4 Take, record, and display counts and simple measurements of things over time, such as
plant or student growth.
video 3.6.5 Observe that and describe how some changes are very slow and some are very fast and
that some of these changes may be hard to see and/or record.
video Students, working collaboratively, carry out investigations. They observe and make
accurate measurements, increase their use of tools and instruments, record data in
journals, and communicate results through chart, graph, written, and verbal forms.
The Scientific View of the World
4.1.1 Observe and describe that scientific investigations generally work the same way in
different places.
video Scientific Inquiry
video 4.1.2 Recognize and describe that results of scientific investigations are seldom exactly the
same. If differences occur, such as a large variation in the measurement of plant growth, propose
reasons for why these differences exist, using recorded information about investigations.
video The Scientific Enterprise
4.1.3 Explain that clear communication is an essential part of doing science since it enables
scientists to inform others about their work, to expose their ideas to evaluation by other
scientists, and to allow scientists to stay informed about scientific discoveries around the world.
video 4.1.4 Describe how people all over the world have taken part in scientific investigation for
many centuries.
video Technology and Science
4.1.5 Demonstrate how measuring instruments, such as microscopes, telescopes, and cameras,
can be used to gather accurate information for making scientific comparisons of objects and
events. Note that measuring instruments, such as rulers, can also be used for designing and
constructing things that will work properly.
video
video 4.1.6 Explain that even a good design may fail even though steps are taken ahead of time to
reduce the likelihood of failure.
video 4.1.7 Discuss and give examples of how technology, such as computers and medicines, has
improved the lives of many people, although the benefits are not equally available to all.
video 4.1.8 Recognize and explain that any invention may lead to other inventions.
video 4.1.9 Explain how some products and materials are easier to recycle than others.
video Students use a variety of skills and techniques when attempting to answer questions and
solve problems. They describe their observations* accurately and clearly, using numbers,
words, and sketches, and are able to communicate their thinking to others. They compare,
explain, and justify both information and numerical functions.
Computation and Estimation
4.2.1 Judge whether measurements and computations of quantities, such as length, area*,
volume*, weight, or time, are reasonable.
video 4.2.2 State the purpose, orally or in writing, of each step in a computation. video Manipulation and Observation
4.2.3 Make simple and safe electrical connections with various plugs, sockets, and terminals.
video Communication Skills
4.2.4 Use numerical data to describe and compare objects and events.
video 4.2.5 Write descriptions of investigations, using observations and other evidence as support for
explanations.
video Critical Response Skills
4.2.6 Support statements with facts found in print and electronic media, identify the
sources used, and expect others to do the same.
video 4.2.7 Identify better reasons for believing something than "Everybody knows that..." or "I just
know" and discount such reasons when given by others.
video Students continue to investigate changes of the Earth and sky and begin to understand the
composition and size of the universe. They explore, describe, and classify materials,
motion*, and energy*.
The Universe
4.3.1 Observe and report that the moon can be seen sometimes at night and sometimes during
the day.
video The Earth and the Processes That Shape It
4.3.8 Explain that the rotation of the Earth on its axis every 24 hours produces the night-and-day
cycle.
video 4.3.9 Draw or correctly select drawings of shadows and their direction and length at different
times of day.
video Matter* and Energy
4.3.11 Investigate and observe and explain that things that give off light often also give off
heat*.
video 4.3.12 Investigate, observe, and explain that heat is produced when one object rubs against
another, such as one’s hands rubbing together.
video 4.3.13 Observe and describe that things that give off heat, such as people, animals, and the sun.
video Forces of Nature
4.3.15 Demonstrate that without touching them, a magnet pulls all things made of iron and
either pushes or pulls other magnets.
video 4.3.16 Investigate and describe that without touching them, material that has been electrically
charged pulls all other materials and may either push or pull other charged material. video Students apply mathematics in scientific contexts. Their geometric descriptions of objects
are comprehensive. They realize that graphing demonstrates specific connections between
data. They identify questions that can be answered by data distribution.
Numbers
4.5.1 Explain that the meaning of numerals in many-digit numbers depends on their positions.
video 4.5.2 Explain that in some situations, "0" means none of something, but in others it may be just
the label of some point on a scale.
video Shapes and Symbolic Relationships
4.5.3 Illustrate how length can be thought of as unit lengths joined together, area* as a
collection of unit squares, and volume* as a set of unit cubes.
video 4.5.4 Demonstrate how graphical displays of numbers may make it possible to spot patterns video Reasoning and Uncertainty
4.5.5 Explain how reasoning can be distorted by strong feelings.
video Students work with an increasing variety of systems and begin to modify parts in systems
and models and notice the changes that result. They question why change occurs.
Systems
4.6.1 Demonstrate that in an object consisting of many parts, the parts usually influence or
interact with one another.
video 4.6.2 Show that something may not work as well, or at all, if a part of it is missing, broken,
worn out, mismatched, or incorrectly connected.
video Models and Scale
4.6.3 Recognize that and describe how changes made to a model can help predict how the real
thing can be altered.
video Constancy and Change
4.6.4 Observe and describe that some features of things may stay the same even when other
features change.
video Students work collaboratively to carry out investigations. They observe and make accurate
measurements, increase their use of tools and instruments, record data in journals, and
communicate results through chart, graph, written, and verbal forms. Students repeat
investigations, explain inconsistencies, and design projects.
The Scientific View of the World
5.1.1 Recognize and describe that results of similar scientific investigations may turn out
differently because of inconsistencies in methods, materials, and observations*. video Scientific Inquiry
5.1.2 Begin to evaluate the validity of claims based on the amount and quality of the evidence
cited.
video The Scientific Enterprise
5.1.3 Explain that doing science involves many different kinds of work and engages men,
women, and children of all ages and backgrounds.
video Technology and Science
5.1.4 Give examples of technology, such as telescopes, microscopes, and cameras, that enable
scientists and others to observe things that are too small or too far away to be seen without them
and to study the motion of objects that are moving very rapidly or are hardly moving.
video 5.1.5 Explain that technology extends the ability of people to make positive and/or negative
changes in the world.
video 5.1.6 Explain how the solution to one problem, such as the use of pesticides in agriculture or
the use of dumps for waste disposal, may create other problems.
video 5.1.7 Give examples of materials not present in nature, such as cloth, plastic, and concrete, that
have become available because of science and technology.
video Students use a variety of skills and techniques when attempting to answer questions and
solve problems. Students describe their observations accurately and clearly using numbers,
words, and sketches, and are able to communicate their thinking to others. They compare,
contrast, explain, and justify both information and numerical functions.
Computation and Estimation
5.2.1 Multiply and divide whole numbers* mentally, on paper, and with a calculator.
video 5.2.2 Use appropriate fractions and decimals when solving problems. video Manipulation and Observation
5.2.3 Choose appropriate common materials for making simple mechanical constructions and
repairing things.
video 5.2.4 Keep a notebook to record observations and be able to distinguish inferences* from actual
observations.
video 5.2.5 Use technology, such as calculators or spreadsheets, in determining area and volume
from linear dimensions. Find area*, volume*, mass, time, and cost, and find the difference video Communication Skills
5.2.6 Write instructions that others can follow in carrying out a procedure.
video 5.2.7 Read and follow step-by-step instructions when learning new procedures.
video Critical Response Skills
5.2.8 Recognize when and describe that comparisons might not be accurate because some of the
conditions are not kept the same.
video Students continue to investigate changes of the Earth and sky. They explore, describe, and
classify materials, motion*, and energy*.
The Universe
5.3.1 Explain that telescopes are used to magnify distant objects in the sky including the moon
and the planets.
video 5.3.2 Observe and describe that stars are like the sun, some being smaller and some being
larger, but they are so far away that they look like points of light.
video 5.3.3 Observe the stars and identify stars that are unusually bright and those that have unusual
colors, such as reddish or bluish.
video The Earth and the Processes That Shape It
5.3.6 Demonstrate that things on or near the Earth are pulled toward it by the Earth's
gravity*.
video 5.3.7 Describe that, like all planets and stars, the Earth is approximately spherical in shape.
video Matter*and Energy
5.3.9 Investigate, observe, and describe that when warmer things are put with cooler ones, the
warm ones lose heat* and the cool ones gain it until they are all at the same temperature. video 5.3.10 Investigate that some materials conduct* heat much better than others, and poor
conductors can reduce heat loss.
video Forces of Nature
5.3.11 Investigate and describe that changes in speed* or direction of motion of an object are
caused by forces*. Understand that the greater the force, the greater the change in motion and the
more massive* an object, the less effect a given force will have.
video 5.3.12 Explain that objects move at different rates, with some moving very slowly and some
moving too quickly for people to see them.
video 5.3.13 Demonstrate that the Earth's gravity pulls any object toward it without touching it. video Students apply mathematics in scientific contexts. They make more precise and varied
measurements in gathering data. Their geometric descriptions of objects are
comprehensive, and their graphing demonstrates specific connections. They identify
questions that can be answered by data distribution, i.e. "Where is the middle?" and their
supporting of claims or answers with reasons and analogies becomes important.
Numbers
5.5.1 Make precise and varied measurements and specify the appropriate units.
video Shapes and Symbolic Relationships
5.5.2 Show that mathematical statements using symbols may be true only when the symbols
are replaced by certain numbers.
video 5.5.3 Classify objects in terms of simple figures and solids.
video 5.5.4 Compare shapes in terms of concepts, such as parallel and perpendicular, congruence*
and symmetry.
video 5.5.5 Demonstrate that areas of irregular shapes can be found by dividing them into squares
and triangles.
video 5.5.6 Describe and use drawings to show shapes and compare locations of things
very different in size. video Reasoning and Uncertainty
5.5.7 Explain that predictions can be based on what is known about the past, assuming that
conditions are similar.
video 5.5.8 Realize and explain that predictions may be more accurate if they are based on large
collections of objects or events.
video 5.5.9 Show how spreading data out on a number line helps to see what the extremes are, where
they pile up, and where the gaps are.
video 5.5.10 Explain the danger in using only a portion of the data collected to describe the whole.
video Students work with an increasing variety of systems and begin to modify parts in systems
and models and notice the changes that result.
Systems
5.6.1 Recognize and describe that systems contain objects as well as processes that interact
with each other.
video Models and Scale
5.6.2 Demonstrate how geometric figures, number sequences, graphs, diagrams, sketches,
number lines, maps, and stories can be used to represent objects, events, and processes in the real
world, although such representation can never be exact in every detail.
video 5.6.3 Recognize and describe that almost anything has limits on how big or small it can be.
video Constancy and Change
5.6.4 Investigate, observe, and describe that things change in steady, repetitive, or irregular
ways, such as toy cars continuing in the same direction and air temperature reaching a high or
low value. Note that the best way to tell which kinds of change are happening is to make a table
or a graph of measurements.
video Students design investigations. They use computers and other technology to collect and
analyze data; they explain findings, and can relate how they conduct investigations to how
the scientific enterprise functions as a whole. Students understand that technology has
allowed humans to do many things, yet it cannot always provide solutions to our needs.
The Scientific View of the World
6.1.1 Explain that some scientific knowledge, such as the length of the year, is very old and yet
is still applicable today. Understand, however, that scientific knowledge is never exempt from
review and criticism.
video Scientific Inquiry
6.1.2 Give examples of different ways scientists investigate natural phenomena and identify
processes all scientists use, such as collection of relevant evidence, the use of logical reasoning,
and the application of imagination in devising hypotheses* and explanations in order to make
sense of the evidence.
video 6.1.3 Recognize and explain that hypotheses are valuable, even if they turn out not to be true, if
they lead to fruitful investigations. video 6.1.4 Give examples of employers who hire scientists, such as colleges and universities,
businesses and industries, hospitals and many government agencies.
video 6.1.5 Identify places where scientists work including offices, classrooms, laboratories, farms,
factories, and natural field settings ranging from space to the ocean floor.
video 6.1.6 Explain that computers have become invaluable in science because they speed up and
extend people’s ability to collect, store, compile, and analyze data, prepare research reports, and
share data and ideas with investigators all over the world.
video Technology and Science
6.1.7 Explain that technology is essential to science for such purposes as access to outer space
and other remote locations, sample collection and treatment, measurement, data collection and
storage, computation, and communication of information.
video 6.1.8 Describe instances showing that technology cannot always provide successful solutions
for problems or fulfill every human need.
video 6.1.9 Explain how technologies can influence all living things.
video Students use computers and other tools to collect information, calculate, and analyze data.
They prepare tables and graphs, using these to summarize data and identify relationships.
Computation and Estimation
6.2.1 Find the mean* and median* of a set of data.
video 6.2.2 Use technology, such as calculators or computer spreadsheets, in analysis of data. video Manipulation and Observation
6.2.3 Select tools such as cameras and tape recorders for capturing information.
video 6.2.4 Inspect, disassemble, and reassemble simple mechanical devices and describe what the
various parts are for. Estimate what the effect of making a change in one part of a system is
likely to have on the system as a whole.
video Communication Skills
6.2.5 Organize information in simple tables and graphs and identify relationships they reveal.
Use tables and graphs as examples of evidence for explanations when writing essays or writing
about lab work, fieldwork, etc.
video 6.2.6 Read simple tables and graphs produced by others and describe in words what they show.
video 6.2.7 Locate information in reference books, back issues of newspapers and magazines,
compact disks, and computer databases.
video 6.2.8 Analyze and interpret a given set of findings, demonstrating that there may be more
than one good way to do so.
video Critical Response SkilKindergarten
Standard 1:
The Nature of Science and Technology
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Standard 2:
Scientific Thinking
*whole numbers: 0,1,2,3,etc.
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The Physical Setting
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Common Themes
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First Grade
Standard 1:
The Nature of Science and Technology
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"In what ways do animals move?"
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Second Grade
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*observation: gaining information through the use of one or more of the senses, such as sight,
smell, etc.
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Standard 2:
Scientific Thinking
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Standard 3:
The Physical Setting
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Standard 5:
The Mathematical World
*whole numbers: 0,1,2,3,etc.
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Standard 6:
Common Themes
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Third Grade
Standard 1:
The Nature of Science and Technology
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smell, etc.
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Standard 2:
Scientific Thinking
*whole numbers: 0,1,2,3, etc.
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Standard 3:
The Physical Setting
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*energy: what is needed to make things move
*motion: the change in position of an object in a certain amount of time
*matter: has mass* and takes up space
*mass: a measure of how much matter is in an object
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Standard 5:
The Mathematical World
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Standard 6:
Common Themes
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Fourth Grade
Standard 1:
The Nature of Science and Technology
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Standard 2:
Scientific Thinking
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*observation: gain information through the use of one or more senses, such as sight, smell, etc.
*area: a measure of the size of a two-dimensional region
*volume: measure of the size of a three-dimensional object
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Standard 3:
The Physical Setting
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*motion: the change in position of an object in a certain amount of time
*energy: what is needed to make things move
*erosion: the picking up and moving away of weathered rock and soil
*weathering: processes, such as wind, rain, etc., that break apart rock
*matter: anything that has mass and takes up space
*mass: a measure of how much matter is in an object
*heat: a form of energy
*fossil fuels: a fuel, such as natural gas or coal, that was formed a long time ago from decayed
plants and animals
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Standard 5:
The Mathematical World
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that are not otherwise obvious, such as comparative size and trends.
*area: a measure of the size of a two-dimensional region
*volume: a measure of the size of a three-dimensional object
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Standard 6:
Common Themes
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Fifth Grade
Standard 1:
The Nature of Science and Technology
*observation: gaining information through the use of one or more of the senses, such as sight,
smell, etc.
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Standard 2:
Scientific Thinking
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*whole number: 0,1,2,3, etc.
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between two quantities of anything.
*inference: a train of logic based on observations, leading to an explanation
*area: a measure of the size of a two-dimensional region
*volume: a measure of the size of a three-dimensional object
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Standard 3:
The Physical Setting
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Demonstrate that a warmer object can warm a cooler one by contact or at a distance.
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*motion: change in position of an object in a certain amount of time
*energy: what is needed to make something go
*gas: matter with no definite shape or volume
*liquid: matter with no definite shape but with a definite volume
*solid: matter with a definite shape and volume
*gravity: a force that pulls or attracts objects towards one another
*matter: anything that takes up space and has mass
*temperature: a measure of average heat energy that can be measured by using a thermometer
*heat: a form of energy
*conduction: the movement of heat through matter
*speed: the rate per unit time at which an object moves
*force: a push or a pull that can cause a change in the motion of an object
*mass: a measure of how much matter is in an object
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Standard 5:
The Mathematical World
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*congruence: same size and shape
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Standard 6:
Common Themes
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Sixth Grade
Standard 1:
The Nature of Science and Technology
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*hypothesis: an informed guess or tentative explanation for which there is not yet much evidence
The Scientific Enterprise
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Standard 2:
Scientific Thinking
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*mean: the average obtained by adding the values and dividing by the number of values
*median: the value that divides a set of data, written in order of size, into two equal parts
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