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MD.1.0.Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science.
Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science.
1.A.1. Constructing Knowledge: Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out.1.A.1.a. Describe what can be learned about things by just observing those things carefully and adding information by sometimes doing something to the things and noting what happens.
1.A.1.b. Seek information through reading, observation, exploration, and investigations.
1.A.1.c. Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather data.
1.A.1.g. Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and describing things and experiences.
1.C.1. Communicating Scientific Information: Ask, 'How do you know?' in appropriate situations and attempt reasonable answers when others ask them the same question.1.C.1.a. Describe things as accurately as possible and compare observations with those of others.
1.C.1.b. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
1.D.1. Technology: Design and make things with simple tools and a variety of materials.1.D.1.b. Recognize that tools are used to do things better or more easily and to do some things that could not otherwise be done at all.
MD.2.0.Earth/Space Science: Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time.
Earth/Space Science: Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time.
2.A.1. Materials and Processes That Shape A Planet: Describe and compare properties of a variety of Earth materials.2.A.1.a. Classify a collection of rocks based on the properties that distinguish one type from another.
2.A.1.b. Collect soil from different locations and compare the properties of the samples: Color; Texture; Reaction to water; Remains of living things.
2.A.1.c. Use examples of observations from places around the school and neighborhood to describe ways Earth materials can change: Changes caused by humans and other animals; Changes caused by water, wind, etc.
2.D.1. Astronomy: Observe and describe changes over time in the properties, location, and motion of celestial objects.2.D.1.a. Identify and record observable properties of the sun, moon, and stars.Quiz, Flash Cards, Worksheet, Game & Study Guide The Sky
2.D.1.b. Identify and record the apparent visible changes in the shape of the moon over two months of observations.
2.D.1.c. Observe and record changes in the location of the sun and moon in the sky over time.
2.D.1.d. Describe and compare the patterns of change that occur in the sun and the moon.Quiz, Flash Cards, Worksheet, Game & Study Guide The Sky
2.E.1. Interactions of Hydrosphere and Atmosphere: Recognize and describe that the surface of Earth is more than half covered with water.2.E.1.a. Identify the many locations where water is found.
2.E.1.b. Describe the changes that occur to water found anywhere.Quiz, Flash Cards, Worksheet, Game & Study Guide Water Quiz, Flash Cards, Worksheet, Game & Study Guide Weather
MD.3.0.Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
3.C.1. Genetics: Explain that there are identifiable stages in the life cycles (growth, reproduction, and death) of plants and animals.3.C.1.a. Investigate and describe that seeds change and grow into plants.Quiz, Flash Cards, Worksheet, Game & Study Guide Plants
3.C.1.b. Compare and describe the changes that occur in humans during their life cycle (birth, newborn, child, adolescent, adult, elder).
3.C.1.c. Given pictures of stages in the life cycle of a plant or an animal, determine the sequence of the stages in the life cycle.Quiz, Flash Cards, Worksheet, Game & Study Guide Plants
3.C.1.d. Provide examples, using observations and information from readings that life cycles differ from species to species.Quiz, Flash Cards, Worksheet, Game & Study Guide Plants
3.D.1. Evolution: Observe and describe examples of variation (differences) among individuals of one kind within a population.3.D.1.a. Observe and describe individuals in familiar animal populations, such as cats or dogs, to identify how they look alike and how they are different.Quiz, Flash Cards, Worksheet, Game & Study Guide Animals
3.D.1.b. Examine pictures of organisms that lived long ago, such as dinosaurs, and describe how they resemble organisms that are alive today.
3.F.1. Ecology: Explain that organisms can grow and survive in many very different habitats.3.F.1.a. Investigate a variety of familiar and unfamiliar habitats and describe how animals and plants found there maintain their lives and survive to reproduce.
3.F.1.b. Explain that organisms live in habitats that provide their basic needs: Food; Water; Air; Shelter.
MD.4.0.Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
4.B.1. Conservation of Matter: Provide evidence from investigations that things can be done to materials to change some of their properties.4.B.1.a. Based on evidence from investigations describe that materials, such as clay are not changed by certain actions, such as reshaping or breaking into pieces.
4.B.1.b. Ask and seek answers to questions about what happened to the materials if other things were done to them, such as being placed in a freezer, heated, etc.
4.D.1. Physical and Chemical Changes: Provide evidence from investigations to identify processes that can be used to change physical properties of materials.4.D.1.a. Based on investigations, describe what changes occur to the observable properties of various materials when they are subjected to the processes of wetting, cutting, bending, and mixing.
4.D.1.b. Compare the observable properties of objects before and after they have been subjected to various processes.
4.D.1.c. Ask and seek answers to 'What if' questions about what might happen to the materials if different processes, such as heating, freezing, and dissolving were used to change them.
MD.5.0.Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur.
Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur.
5.B.1. Thermodynamics: Identify and describe ways in which heat can be produced.5.B.1.a. Recognize that things that give off light also give off heat.
5.C.1. Electricity and Magnetism: Identify and describe the sources and uses of electricity in daily life.5.C.1.a. Identify sources of electricity: Electrical outlets; Batteries.Quiz, Flash Cards, Worksheet, Game & Study Guide Electricity Quiz, Flash Cards, Worksheet, Game & Study Guide Energy needs
MD.6.0.Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.
Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.
6.A.1. Natural Resources and Human Needs: Recognize and explain how Earth's natural resources from the natural environment are used to meet human needs.6.A.1.a. Describe natural resources as something from the natural environment that is used to meet one's needs.
6.A.1.b. Identify water, air, soil, minerals, animals, and plants as basic natural resources.
6.A.1.c. Explain that food, fuels, and fibers are produced from basic natural resources.
6.A.1.d. Identify ways that humans use Earth's natural resources to meet their needs.
6.A.1.e. Explain that some natural resources are limited and need to be used wisely.
6.B.1. Environmental Issues: Recognize and describe that the activities of individuals or groups of individuals can affect the environment.6.B.1.a. Identify and describe that individual and group actions, such as turning off lights, conserving water, recycling, picking up litter, or joining an organization can extend the natural resources of the environment.
6.B.1.b. Identify and describe that individual and group actions, such as leaving lights on, wasting water, or throwing away recyclables, can limit the natural resources of the environment.