Science - Late Elementary
11. Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems.
Student Language: I can study science, do experiments and solve problems using science.
11 A. Know and apply the concepts, principles and processes of scientific inquiry
Student Language: I can ask questions, make observations, collect and record information, construct charts, make explanations and display results.
11.A.2a Formulate questions on a specific science topic and choose the steps needed to answer the questions.
Create appropriate grade level questions on a specific science topic and respond to the questions using the steps of the scientific approach.
11.A.2b Collect data for investigations using scientific process skills including observing, estimating and measuring.
Students will collect data utilizing the scientific processing skills of observation, estimation and measurement.
11.A.2c Construct charts and visualizations to display data.
Students will organize data through the construction of charts and visual displays.
11.A.2d Use data to produce reasonable explanations.
Students will synthesize and analyze collected data to formulate reasonable explanations.
11.A.2e Report and display the results of individual and group investigations.
Students will summarize and show the results of scientific investigations.
11 B. Know and apply the concepts, principles and processes of technological design.
Student Language: I can identify a design problem and build, test and retest something to solve the problem.
11.B.2a Identify a design problem and propose possible solutions.
Given specified materials, students will propose and construct a structure (chemical, physical, etc.)
11.B.2b Develop a plan, design and procedure to address the problem identifying constraints (e.g., time, materials, technology).
11.B.2c Build a prototype of the design using available tools and materials.
11.B.2d Test the prototype using suitable instruments, techniques and quantitative measurements to record data.
Students will use appropriate recording and data collection materials to evaluate the structures. Structures may include, but not be limited to physical entities.
11.B.2e Assess test results and the effectiveness of the design using given criteria and noting possible sources of error.
11.B.2f Report test design, test process and test results.
Students will explain test design, procedures and findings.
12. Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
Student Language: I can apply basic concepts involving living things, properties of objects, energy, how and why things move, the earth, the planets and the solar system.
12 A. Know and apply concepts that explain how living things function, adapt and change.
Student Language: I can describe simple life cycles and compare characteristics of plants and animals.
12.A.2a Describe simple life cycles of plants and animals and the similarities and differences in their offspring.
Students will describe the developmental cycle of plants and animals.
12.A.2b Categorize features as either inherited or learned (e.g., flower color or eye color is inherited; language is learned).
Students will identify, categorize and differentiate between inherited and learned behaviors and traits.
12 B. Know and apply concepts that describe how living things interact with each other and with their environment.
Student Language: I can describe how organisms live and depend on each other in their environments.
12.B.2a Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs).
Students will compare and contrast various symbiotic relationships between organisms and their environments.
12.B.2b Identify physical features of plants and animals that help them live in different environments (e.g., specialized teeth for eating certain foods, thorns for protection, insulation for cold temperature).
Students will give examples of structural adaptations relative to their environments in living organisms.
12 C. Know and apply concepts that describe properties of matter and energy and the interactions between them.
Student Language: I can describe different types of energy and properties of solids, liquids and gases.
12.C.2a Describe and compare types of energy including light, heat, sound, electrical and mechanical.
FOURTH GRADE: Students will be able to identify and describe types and sources of energy.
FIFTH AND SIXTH GRADE: Students will compare and contrast the various energy forms, i.e., light, heat, sound, electrical and mechanical.
12.C.2b Describe and explain the properties of solids, liquids and gases.
Students will describe, explain and classify matter according to its properties.
12 D. Know and apply concepts that describe force and motion and the principles that explain them.
Student Language: I can describe different motions and forces in nature.
12.D.2a Explain constant, variable and periodic motions.
Students will identify and give examples of the various kinds of motion.
12.D.2b Demonstrate and explain ways that forces cause actions and reactions (e.g., magnets attracting and repelling; objects falling, rolling and bouncing).
Students will be able to explain and demonstrate the interactions between force and matter, i.e., gravity, magnetism, inertia, friction, etc.
12 E. Know and apply concepts that describe the features and processes of the Earth and its resources.
Student Language: I can describe cycles relating to the earth and explain how earthquakes and volcanoes form.
12.E.2a Identify and explain natural cycles of the Earth’s land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns).
Students will be able to identify weather patterns on earth by reading and interpreting a weather map. Students will analyze water’s journey from cloud to ocean and through the water cycle. Students will identify types of rocks and how they formed and changed over time.
12.E.2b Describe and explain short-term and long-term interactions of the Earth’s components (e.g., earthquakes, types of erosion).
Students will explain the natural effects of earth’s forces, i.e., mountain building, volcano, earthquakes, plate tectonics, weathering and erosion.
12.E.2c Identify and classify recyclable materials.
Students will differentiate between limited and unlimited resources.
12 F. Know and apply concepts that explain the composition and structure of the universe and Earth's place in it.
Student Language: I can describe patterns within the solar system such as seasonal changes and identify constellations such as the Big Dipper, Orion and Cassiopeia.
12.F.2a Identify and explain natural cycles and patterns in the solar system (e.g., order of the planets; moon phases; seasons as related to Earth’s tilt, one’s latitude, and where Earth is in its yearly orbit around the sun).
Students will create a model of the solar system and explain the movements and relationships between the various components of the system, i.e., earth, sun, stars.
12.F.2b Explain the apparent motion of the sun and stars.
Students will create a model of the solar system and explain the movements and relationships between the various components of the system, i.e., earth, sun, stars.
12.F.2c Identify easily recognizable star patterns (e.g., the Big Dipper, constellations).
Students will identify the star patterns that form seasonal constellations.
13. Understand the relationships among science, technology and society in historical and contemporary contexts.
Student Language: I can explain how scientists have helped us and how science and technology affect our lives.
13 A. Know and apply the accepted practices of science.
Student Language: I can follow science safety rules and avoid injuries during science activities. I can use scientific data accurately and explain why my results may be different from others doing the same experiment.
13.A.2a Demonstrate ways to avoid injury when conducting science activities (e.g., wearing goggles, fire extinguisher use).
Students will demonstrate safe practices for various scientific experiments.
13.A.2b Explain why similar investigations may not produce similar results.
After similar experiments, the students will be able to explain how differing variables effect the results.
13.A.2c Explain why keeping accurate and detailed records is important.
Students will explain the importance of accurate data collection.
13 B. Know and apply concepts that describe the interactions between science, technology and society.
Student Language: I can explain how technology is used in science. I can tell why recycling is important. I can tell how technology such as dams, highways and power plants change an ecosystem. I can tell how my personal choices such as saving energy and littering affect my environment.
13.B.2a Explain how technology is used in science for a variety of purposes (e.g., sample collection, storage and treatment; measurement; data collection, storage and retrieval; communication of information).
Students will cite and describe examples of technology assisted collection and analysis.
13.B.2b Describe the effects on society of scientific and technological innovations (e.g., antibiotics, steam engine, digital computer).
Students will describe the beneficial effects of one scientific/technological innovation from each of the 4 major science disciplines.
13.B.2c Identify and explain ways that science and technology influence the lives and careers of people.
Students will identify and explain ways in which technology influences their personal lives.
13.B.2d Compare the relative effectiveness of reducing, reusing and recycling in actual situations.
Students will analyze the benefits of a conservation program focusing on such materials as water, trees, fuels.
13.B.2e Identify and explain ways that technology changes ecosystems (e.g., dams, highways, buildings, communication networks, power plants).
Identify and explain technological advances that have affected the United States in general and the Summit area in particular.
13.B.2f Analyze how specific personal and societal choices that humans make affect local, regional and global ecosystems (e.g., lawn and garden care, mass transit).
Analyze the effects of human behaviors such as fuel consumption, recycling, and pollution on local, regional, and global ecosystems.